Name: _______________________________________ Date: 01/07/2021

PRACTICE TEST 2
SECTION A - LISTENING
Part 1. You will hear part of a talk about taking a course in English. For questions 1-10, fill in each blank
with NO MORE THAN TWO WORDS.
Hello, everyone. Before you start your course, we would like to tell you a little about the (1)__________ of
how the course is designed. You will have an opportunity to discuss the emphasis you would like the course to have in
the first two units. We are (2)confident______you will benefit from the course if you can agree on what is
important to do and how you would like it to be done.
The emphasis of this course is on (3) observing_______ how native speakers use English, describing how
the language is used, discussing difficulties, and practising the language as it is really used.
Much of the material, particularly in the second part of each unit, may seem simple; from a
(4)structural______ and (5)___vocabulary_____point of view, that is. The emphasis, however, is not on
knowing, nor even understanding, such language, but on being able to use it yourself.
This course is not for those who want to know something about English, but for those who wish to use it
effectively as a means of (6)spoken communication____________.
The following (7)_assumptions_________ are made throughout the course:
1. It is possible to study the spoken language, and this is in no way (8)_inferior______to the written language.
2. Some students find grammar rules helpful, others do not, but nobody finds rules helpful which are full of
(9)exception________.
3. It helps to learn more words, but it often helps more to learn to use those you already know more effectively.
4. At your level, discussing the language and how it is used is an essential element in learning.
5. It helps to use (10)authentic materials_______.
This course is not for those who want to know, but for those who want to use the language. The most important
objective of the course is to help you to be yourself in English.
Part 2. You will hear a woman asking a tutor for more information about a Media Studies course at a
university. For questions 11-20, listen and decide whether the following statements are true or false.
11. Louise worked at a radio station for about 4 years. F
12. Louise doesn’t like her job at present because she thinks it has few promotion opportunities. F
13. Louise wants to do a Masters because employers like post-graduate qualifications.T
14. Louise would like to study part-time.T
15. It will take 4 years to do the Masters part-time rather than the modular route. F
16. To join the course, Louis must have research experience and a completed thesis. F
17. The fees for studying part-time are £2250 a year. F
18. Universities only provide funds for students who meet criteria. T
19 Students can find the details on funding on the university website. T
20 Louise should phone the office in advance to make sure that Mark is available. T
Part 3. Listen to an interview with a health worker about vaccination programmes in less economically
developed countries. For questions 21-30 choose the best answer( A, B or C).
21. The proportion of the world’s children receiving vaccinations is...
 A. just over two thirds.    B. just under three quarters.   C. just over four fifths.    
22.  One achievement mentioned by the expert is that...
 A. measles cases have fallen by one quarter.  
B. polio has almost been eradicated.    
C. there are 200,000 fewer tetanus cases since the 1980s.  
23.  The expert warns against...
 A. investing too heavily in immunisation and neglecting other health issues.  
 B. assuming that recent achievements are sufficient and withdrawing funding.    
 C. giving children one vaccination and not delivering a full course of injections.  
24.  According to the expert, many children do not get immunized if they...
A. are already sick.  
B. live in isolated rural areas.  
C. do not live within an established system.  
25.  Leaflets are not effective means of advertising immunisation programmes because...

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 A. some people cannot read.  
 B. they are expensive.  
C. they do not reach people in isolated areas.    
26.  To ensure that vaccinations reach everyone, it is necessary to...
A. have an education programme in place as well.  
B. pinpoint where the system fails and address these issues.  
C. only hire health workers who are well trained and trustworthy.  
27.  To solve the storage problem, the expert’s organisation is...
A. training health workers how to store vaccines properly.  
B. building cheap fridges that work reliably without mains electricity.    
C. creating vaccines that can be stored at any temperature.  
28.  The expert mentions that computers are necessary to...
 A. manage distribution.     B. maintain communications.   C. keep knowledge up-to-date.  
29.  The expert advises against using vaccines which are...
A. cheap.    B. unbranded.     C. not pre-qualified.  
30.  A DALY is...
A. the amount of time lost when a person is ill or dies prematurely.    
B. the amount of money a country spends on its health service.  
C. the loss of earnings due to ill-health and caring for relatives. 
SECTION B – VOCABULARY & GRAMMAR
Part 1: Choose the best answer to complete each of the following sentences.
1. As an ASEAN member, Vietnam has actively participated in the groups programs and has also created new
______________ and cooperation mechanics.
A. initiatives B. initiators C. initiations D. initiates
2. We decided not to travel, ______________ the terrible weather forecast.
A. to have been heard B. to have heard
C. having been heard D. having heard
3. Unfortunately, we are unable to ______________ amendments to an order by telephone.
A. do B. make C. produce D. create
4. Choose the most suitable response to the following exchange
Mary : "I think that the youth are high-flying but inexperienced."
Peter: “_________________________”
A. Are you kidding me? B. You can say that again.
C. Certainly D. It's nice of you to say so.
5. It is the recommendation of the consultants that the patient ______________ under medical supervision.
A. treating B. treated C. be treated D. being treated
6. I know she was not lying when she apologized because she seemed ______________ sorry for what she had done.
A. reluctantly B. constantly C. gorgeously D. genuinely
7. So much effort and talent will go to ______________ if we are forced to drop the film.
A. waste B. garbage C. loss D. failure
8. When his parents are away, his oldest brother ______________.
A. knocks it off B. calls the shots C. draws the line D. is in the same boat
9. Choose the word OPPOSITE in meaning to the underlined word in the following question
Tourists to this site, although inadvertently, have destroyed some of the invaluable cave carvings.
A. deliberately B. unintentionally C. unconsciously D. adversely
10. The residents ______________ were given help by the Red Cross.
A. all their homes had been damaged by the flood
B. all whose homes had been damaged by the flood
C. all of whose homes had been damaged by the flood
D. all of their homes had been damaged by the flood

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Part 2. Read the passage below, which contains 10 mistakes. Identify the mistakes and write the
corrections.

1 According to the World Health Organization, malaria, a disease spread by mosquitoes, affect millions of
2 people every year. Everyone knows how irritated the noise made by a mosquito, followed by a painful
3 reaction to their bite, can be. It is astonishing that so little is known about why mosquitoes are drawn to or
4 drive away from people, given the level of distress and disease caused by these insects. We know that the
5 most effective chemical for protecting people against mosquitoes is diethyltoluamide, commonly shortened
6 to diet. Because diet works well, it has some serious drawbacks: it can damage clothes and some people
7 are allergic with it.
8 Scientists know that mosquitoes find some people to be more attractive than others, but they do not
9 know why this should be. They also know that people vary in their reactions to mosquito bites. One person
10 has a painful swelling while other, who is bitten by the same mosquito, may hardly notice. Scientists have
11 never discovered the reason for this, but they have carried out experiments to show that mosquitoes are
12 attracted to, or put off by, certain smells. In the future, scientists hope to develop a smell that mosquitoes
13 can resist. This could be used in a trap so that, instead of attacking people, mosquitoes would fly into the
14 trap and be destroyed. For the time being, however, we have to continue spraying us with unpleasant
15 liquids if we want to avoid getting bitten.

SECTION C – READING
Part 1: Read the passage and choose the best answer.
The thought of taking a year out from studying is (1)________. Fun, freedom, adventure, perhaps even money
seem to be on offer for a year. So why not go (2) _________ it? A year out can provide all of these things. But before
you make a (3) _________ decision, take some time to think about whether a year out is really what you want. If it is,
then (4) _________make sure you know what you want to do with it. A year with nothing planned can be depressing
and a (5) _________waste of time.
You need to take a positive attitude if you (6) _________ to benefit. You need to start preparing for it well
before the time comes to take the (7) _________. Most universities and employers look favourably on such (8)
_________ if they have shown good reasons for taking a year out and have not just (9) _________into it. They (10)
_________ the maturity, confidence, social and other skills a gap year can bring. Colleges find that gap year students
(11) _________ to be more mature and motivated. They mix better with their fellow students and work harder
because they have a better idea of where they want to go. They also (12) _________ more to college life in general,
because they are used to being a part of a team, either at work or study.
Employers also look kindly on (13) _________gap year students. They want employees who are experienced
and mature and can deal better with the unexpected. If their year out has also equipped them with skills which other
applicants may not have, such as a better (14) _________ of a foreign language, then that tool is a plus.
Your family may well have (15) _________ feelings. On the one hand, they will be proud of your independence;
on the other hand, there will be worries about your safety.
1. A. disparaging B. intimidating C. alarming D. enticing
2. A. at B. for C. in D. off
3. A. sharp B. firm C. deep D. solid
4. A. must B. should C. can D. do
5. A. deep B. large C. sheer D. full
6. A. can B. were C. should D. are
7. A. plunge B. dive C. jump D. spin
8. A. employees B. applicants C. internees D. aspirants
9. A. drifted B. floated C. flopped D. flown
10. A. honor B. calculate C. value D. estimate
11. A. happen B. loo C. tend D. end
12. A. present B. participate C. contribute D. involve
13. A. old B. former C. later D. present

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14. A. grasp B. grab C. grapple D. hold
15. A. different B. crossed C. muddled D. mixed
Part 2: Fill in the gap with ONE suitable word.
Causes of conflict between adolescents and their parents
Some interesting discoveries have been (16) __made_______by psychologists studying conflicts between
adolescents and their parents. One notable feature is that they seldom argue about such major topics (17)
__about_______sex, drugs, or politics. This is surprising, given that great (18) _gap________ often exist between the
attitudes of parents and adolescents on such issues. Researchers suggest the explanation may be that such topics do
not usually relate to day-to-day family interaction and are (19) hardly_________discussed as they are not directly
relevant (20) ___to______family life. Instead, parents and children tend to (21) ___bring______out over everyday
family matters such as housework.
(22) _____despite____the changes that have taken place over the past fifty years, adolescents appear to have
the same kinds of arguments with their parents as their parents had when they (23) _________were young. It seems
to come down to the conflict between the adolescent’s desires for independence (24) _and________the parents’
authority. Teenagers spoke of their right to be free of restrictions, while parents were equally sure of their right to
exert control, backing this up by referring to the needs of the family as a (25) whole_________. Interestingly, both
groups could see the other’s point of view even though they disagreed with it.
Part 3: Read the following passage and choose the correct answer to each of the questions.
Aggression
Aggressive behavior is any behavior that is intended to cause injury, pain, suffering, damage, or destruction.
While aggressive behavior is often thought of as purely physical, verbal attacks such as screaming and shouting or
belittling and humiliating comments aimed at causing harm and suffering can also be a type of aggression. What is key
to the definition of aggression is that whenever harm is inflicted, be it physical or verbal, it is intentional.
Questions about the causes of aggression have long been of concern to both social and biological scientists.
Theories about the causes of aggression cover a broad spectrum, ranging from those with biological or instinctive
emphases to those that portray aggression as a learned behavior.
Numerous theories are based on the idea that aggression is an inherent and natural human instinct.
Aggression has been explained as an instinct that is directed externally toward others in a process called displacement,
and it has been noted that aggressive impulses that are not channeled toward a specific person or group may be
expressed indirectly through socially acceptable activities such as sports and competition in a process called catharsis.
Biological, or instinctive, theories of aggression have also been put forth by ethologists, who study the behavior of
animals in their natural environments. A number of ethologists have, based upon their observations of animals,
supported the view that aggression is an innate instinct common to humans.
Two different schools of thought exist among those who view aggression as instinct. One group holds the
view that aggression can build up spontaneously, with or without outside provocation, and violent behavior will thus
result, perhaps as a result of little or no provocation. Another suggests that aggression is indeed an instinctive
response but that, rather than occurring spontaneously and without provocation, it is a direct response to provocation
from an outside source.
In contrast to instinct theories, social learning theories view aggression as a learned behavior. This
approach focuses on the effect that role models and reinforcement of behavior have on the acquisition of aggressive
behavior. Research has shown that aggressive behavior can be learned through a combination of modeling and
positive reinforcement of the aggressive behavior and that children are influenced by the combined forces of observing
aggressive behavior in parents, peers, or fictional role models and of noting either positive reinforcement for the
aggressive behavior or, minimally, a lack of negative reinforcement for the behavior. While research has provided
evidence that the behavior of a live model is more influential than that of a fictional model, fictional models of
aggressive behavior such as those seen in movies and on television, do still have an impact on behavior. On-screen
deaths or acts of violent behavior in certain television programs or movies can be counted in the tens, or hundreds, or
even thousands; while some have argued that this sort of fictional violence does not in and of itself cause violence
and may even have a beneficial cathartic effect, studies have shown correlations between viewing of violence and
incidences of aggressive behavior in both childhood and adolescence. Studies have also shown that it is not just the
modeling of aggressive behavior in either its real-life or fictional form that correlates with increased acts of violence in
youths; a critical factor in increasing aggressive behaviors is the reinforcement of the behavior. If the aggressive role

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model is rewarded rather than punished for violent behavior, that behavior is more likely to be seen as positive and is
thus more likely to be imitated.
26. Which of the following is NOT defined as aggressive behavior?
A. Inflicting pain accidentally B. Making insulting remarks
C. Destroying property D. Trying unsuccessfully to injure someone
27. The author mentions belittling and humiliating comments in paragraph 1 in order to _________.
A. demonstrate how serious the problem of aggression is
B. clarify the difference between intentional and unintentional aggression
C. provide examples of verbal aggression
D. illustrate the nature of physical aggression
28. According to paragraph 3, displacement is _________.
A. internally directed aggression B. a modeled type of aggression
C. aggression that is unintentional D. aggression that is directed outward
29. It can be inferred from paragraph 3 that catharsis _________.
A. is a positive process B. involves channeling aggression internally
C. is studied by ethologists D. should be negatively reinforced
30. An ethologist would be most likely to study _________.
A. learned catharsis in a certain species of monkey
B. the evolution of a certain type of fish
C. the bone structure of a certain type of dinosaur
D. the manner in which a certain male lion fights other male lions
31. The phrase “schools of thought” in paragraph 4 is closest in meaning to _________.
A. institutions of higher learning B. lessons to improve behavior
C. methods of instruction D. sets of shared beliefs
32. It is NOT mentioned in paragraph 4 that some believe that instinctive aggression may occur _________.
A. without being provoked B. in order to cause provocation
C. in response to minor provocation D. in response to strong provocation
33. The author begins paragraph 5 with the expression “In contrast to instinct theories” in order to ______.
A. introduce the instinct theories that will be presented in paragraph 5.
B. indicate that paragraph 5 will present two contrasting theories.
C. contrast instinctive theories of aggression with biological theories of aggression.
D. provide a transition to the idea that will be presented in paragraph 5.
34. What is stated in paragraph 5 about the modeling of aggressive behavior?
A. Fictional models are as likely to cause aggressive behavior as are live models.
B. Little correlation has been found between viewing of aggressive behavior on television and acting aggressively.
C. Aggression in works of fiction may cause aggressive behavior.
D. Aggression in society has an effect on the type of violence in movies and on television.
35. The phrase “in and of itself” in paragraph 5 is closest in meaning to _________.
A. internally B. single-handedly C. genuinely D. semi-privately
Part 4: Read the following passage about four people who took part in producing a school newspaper
and answer the questions from 36 to 50. The options may be chosen more than once.
SCHOOL NEWSPAPER
Four young people talk about taking part in their school newspaper.
A. Shauna – Editor
I felt proud when my teacher asked me to be the editor of the school newspaper, though I had not done anything
like it before. I assumed it was because I got the best marks in English but I soon found out that there were lots of
skills needed to do a successful job of putting newspaper together! Luckily I was allowed to choose two “sub-editors”
to help – people who had relevant skills and who I thought I would work well with. I guess the easiest option would
have been to choose my best friends, but I wanted to be as fair as possible so I asked my teacher for help. She
made some useful recommendations and together we decided who to take on. There was a list of challenging
decisions – what articles to include, who would do the writing … It seemed a lot to take in at first but the team did a
great job in the end.

B. Carlos – Reporter
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It was a bit anxious about writing an article for the school newspaper. I think I was chosen because I’d just won a
short story-writing competition, though they didn’t actually tell me that. I knew that reporting was a completely
different style of writing which I was not sure I’d be able to develop. I’m a shy person so going out and talking to
people was scary. But it made me push myself in a way I wouldn’t usually choose and once I’d build up some courage,
I actually had fun going up to strangers to interview them or ask them about their experiences and opinions. I think
taking part in something like this is a great way to build skills like teamwork and communication, especially when
you’re working with people you might otherwise not have much chance to talk to. I was really pleased to see my
article in print when the newspaper was published. It was a really worthwhile experience.

C. Raquel – Proofreader
I think most people would have found my job on the newspaper the most boring – checking for errors before it went
to print. I suppose I am fortunate that I have an eye for finding mistakes – little things just seem to jump out at me. It
was hard being the last person in the procedure because I ended up still working on the paper when the others were
celebrating the end of their own roles on the paper. I felt just as pleased once I’d finished my part though. I really got
a taste for doing this kind of work and I’ve definitely improved my skills in the area. I wouldn’t have minded having a
go at writing but maybe that’s something I’ll be able to do next time. I think I missed out a bit on the fun that the
others had while they were together planning the paper, but it was a positive experience and I’m glad I took part.

D. Benjamin – Photographer
My role in the school newspaper was to take photos. I’d done a talk in my English class about my hobby and I guess
that’s why they chose me. I had an assistant who helped to decide what to take photos of, which angles would be
best and so on. It was great fun and I had the opportunity to be really creative. When the newspaper came out I was
a bit disappointed that it was in black and white! I’d completely forgotten about that aspect of paper and I’d done
what I’d thought were some really cool shots of the school art exhibition. I just didn’t come across as well as it would
have done in color but no one else was bothered and the artists that were featured were really proud to have their
work appear in the paper. I don’t think I developed many new skills as far as photography was concerned, but I did
have a lot of fun!
A. Shauna B. Carlos C. Raquel D. Benjamin
Which person ____________________________
Your answers:
36. sought advice before making a decision? 36 A
37. wasn’t immediately confident of their skills in a particular area? 37 B
38. would like to try another side of working on a newspaper? 38 C
39. didn’t feel they had learned much from the experience? 39 D
40. knew that their skills would be useful at a particular stage of production? 40 C
41. had the chance to experiment with their existing skills? 41 D
42. realized that there was more to the job than there appeared to be? 42 A
43. forced themselves to do something they wouldn’t normally enjoy? 43 B
44. was able to discuss possibilities with their colleague? 44 A
45. was unsure of the reason they’d been selected to work on the newspaper? 45 A
46. regretted having been left out of a particular aspect of the process? 46 C
47. had accidentally ignored a certain feature of newspaper printing? 47 D
48. was pleased to have the opportunity to meet new people? 48 B
49. was aware that their particular role might not be considered enjoyable to others? 49 C
50. was pleased with the performance of colleagues? 50 A

Part 5: Read the following passage and answer the questions from 51 to 60.
Playing psychological games
A. ‘Psychological games’ is an approach to relationships that developed around the 1960s. It is a way of looking at the
interaction between people – identifying what seem to be fixed scripts in a seemingly spontaneous conversation. One
person says something which seems to elicit a certain type of response from the other person, and the response
seems to demand yet another particular response from the first person. And on it goes, as if the two people were
following a script that someone had written.
B. Games fall into a number of categories, ranging from the harmless to the destructive. Some harmless games are
even essential to social interaction - such as the 'Greeting Game' (‘Hello, how are you?’ “I'm fine, how are you?”) and
the “Thanks Game” (“Thank you for inviting me. I had a great time.”). Game playing is expected in some situations.
Everyone involved knows that it is a game, and what is expected. A sales person plays a game of pleasing the
prospective customer. Children play games with parents. In cases like these, the game player creates an impression,
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saying things which are not sincere but are ways and means of getting what they want. Other games, however, keep
a relationship from developing to a more real and important level. Still others can actually be destructive, as they are
played by people with deeper psychological needs and motivations for power, control or manipulation.
C. Some people set out to manipulate others for their own reasons. But others may not realize that they are being
manipulative. They are acting rather from an emotional script. Like a child that wants something, and does all sorts of
things to get it, some game players act from their own internal desires, not realizing the effect their words and actions
have on others.
D. A number of potentially damaging games have been identified. In the ‘Corner Game’ the manipulator backs the
other person into a corner – places them in a situation where anything they do is wrong. A parent complains that their
son or daughter’s room is never clean. Yet when the child tidies the room, the parent says, “Why did it take you so
long?” or “You haven’t tidied up inside the cupboard.” The ‘It’s Your Decision Game’ is played by people who want to
escape the responsibility of making a decision: “I don’t mind. You decide.” Although actually very much concerned
about the outcome of the decision, by insisting they are not the game player forces the other person to take all
responsibility for the consequences of the decision.
E. Games may indicate a lack of confidence in the other person, an unwillingness to communicate with them directly.
In the most innocent cases, they are played in an attempt at politeness, or genuine concern for the other's feelings
(trying not to hurt them). However, even these well-intentioned games don't always have a good end. They can make
it impossible for an atmosphere of trust to be created.
F. At their worst, games are a way for an individual to retain power in a relationship, because their own personal
feelings are not revealed. The person who uses games to their own advantage needs to win a game in order to have a
sense of self-esteem by harming someone else's self-confidence. Manipulators range from Dictator (who always has to
be in charge) to Nice Guy (who exaggerates care and love for others, in order to get what he or she wants), to
Protector (who is over- supportive or over-protective)
G. Some game players have so many psychological needs that fulfilling their desires overshadows everything else in a
relationship. For example, a person who needs to be the center of attention may play games in which they consistently
take the role of someone who needs help, someone who is dependent. Sometimes people fall into games in a
relationship because of the roles that they think they should be playing. A young couple that accepts the traditional
roles for men and women may assume that the husband needs to defend his wife against criticism by his family, or
that he will automatically make the decisions about minor repairs on her car, even though in both cases the wife is
perfectly capable of looking after herself. Their exchange will fall into a kind of game, because they have restricted
themselves by their concept of the roles that they should play.
The reading passage above has seven paragraphs A-G. For questions 51-56, choose the most suitable
heading for each paragraph from the list of headings below. Paragraph A has been done for you.
LIST OF HEADINGS
i. Towards a classification of games B
ii. How the theory of games was developed
iii. Feeling good by making others have doubts about themselves F
iv. Being cautious towards other people E
v. Games that create permanent relationships between people
vi. Game-playing - conscious or unconscious C
vii. How a relationship can be dominated by games G
viii. The type of people that game players look for
ix. Some examples of harmful games D
x. A tool for understanding communication
Example:
0. Paragraph A ____ x________
Do the following statements reflect the claims of the writer in the reading passage? For questions 57-
60, write Y (YES), N (NO) or NG (NOT GIVEN).
YES if the statement reflects the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
57. When people want a certain decision they will always make it themselves. NO
58. Games that show regard for other people can prevent trust from developing in the relationship. YES
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59. Giving another person too much help may be a form of manipulation.NG
60. Avoiding social pressure to behave in certain ways is difficult for a young married couple. NO

SECTION D – WRITING

Part 1: Complete the second sentence so that it has the same meaning as the first one. Use the word
given in capital letters and the word mustn’t be altered in any way.
1. Critics are hoping the new director can bring some positive changes into the French film industry. (BREATHE)
Critics are HOPING THE DIRECTOR CAN BREATHE LIFE
INTO______________________________________________________ the French film industry.
2. At first, I felt so tense, but her smile helped me to get back my confidence. (MELTED)
Her smile_MELTED AWAY MY TENSION
THAT_____________________________________________________ I got back my confidence.
3. “ Because of this new evidence I have no alternative but to release you,” the judge told the accused. ( LIGHT)
In THE LIGHT OF THIS NEW EVIDENCE___________________________________________ but to
release you,” the judge told the accused.
4. It is important to know the difference between a joke and a lie. (DRAW)
It is __IMPORTANT TO DRAW THE
LINE________________________________________________________ between a joke and a lie.
5. Let’s all work together, and we’ll finish the job very quickly. (NEXT)
We’ll have this job done ___as quickly as the next
man________________________________________________________ if we cooperate.
Part 2: You receive this message from an English friend who is coming to stay in your home for a few weeks while
you are away.

Is there anything I need to know about keeping your home secure? And are there any
household jobs or responsibilities that you need me to take care of? Also, what’s the
best way to get around in your area? Send me an email and let me know.

Write an email in 120-150 words to respond to his message. Use your name and address as Mary Baker, 67 Nguyen
Thi Minh Khai, Vinh city.

Part 3: Some people believe that the teenage years are the happiest times of most people’s lives. Others
hold the opinion that adult life brings more happiness, in spite of greater responsibilities.

In about 350 words, write an essay to express your opinion on the issue. Use reasons and examples to support your
position.

______ THE END ______

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