Đề 16.

1
PART 1: LISTENING (50 points)
Part 1. For question 1-5, you will hear a piece of news on gun violence in the USA.
Listen to the recording and decide whether the following statements are true (T) or false (F).
Write your answers in the corresponding numbered boxes provided. (10 points)
1. Some people were shot at a church in Wisconsin during a funeral service.
2. Georgia republicans urge for tightening gun restrictions in the state law.
3. President Joe Biden’s proposals call for a ban on assault rifles and large-capacity magazines.
4. Representative John Monroe maintains that the law should focus on the people, not the gun.
5. The president needs a total of 10 votes from the senates for the proposals to be passed.
Part 2. For questions 6-10, listen to a recording about the TIME’s Person of the
Year and answer the questions. Write NO MORE THAN THREE WORDS taken from the
recording for each answer. Write your answer in the given spaces. (10 points)
6. What is TIME’s Person of the Year besides an award and a reflection of impact?
_________________________________________________________________
7. Beside athletes and entertainers, who are the prime subjects of the TIME’s Person of the Year?
_________________________________________________________________
8. What words are used by the speaker to describe the current situation of the society?
_________________________________________________________________
9. According to the speaker, what did we get the first glimpse of in the year 2021?
_________________________________________________________________
10. According to the speaker, our fight against what will continue to make
progress?
_________________________________________________________________
Part 3. For questions 11–15, you will hear two sports commentators called Heidi
Stokes and Rob Aslett taking part in a discussion on the subject of gyms. 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. (10 points)
11. What do Rob and Heidi think about government proposals regarding the
problem of obesity?
A. They over-emphasize the role of dietary factors.
B. They represent a radical solution that must be worth trying.
C. They over-estimate the extent to which the fitness industry can help.
D. They are attempting to accommodate too many varied perspectives.
12. Heidi agrees with the suggestion that regular gym attendance
A. can discourage people from keeping fit in other ways. B. may lead to obsessive
behavior in some cases.
C. generally forms the basis of a healthy lifestyle. D. could be harder to keep up in rural areas.
13. When asked about motivation, Rob suggests that many gym clients lose
interest
A. if they don’t get good value for money. B. if they don’t find it enjoyable on a social level.
C. if they don’t make it part of a wider fitness regime. D. if they don’t perceive
real gains in personal fitness.
14. What does Heidi suggest about membership levels in gyms?
A. The best ones restrict access at peak times. B. Most recruit more people than they can cope
with.
C. It is impossible to predict demand with any accuracy. D. Over-recruitment can
be counter-productive in the long run.
15. Rob thinks the key to successful gym marketing lies in
A. remaining true to the core values of fitness and strength. B. appealing to a wide
cross-section of the population.
C. joining forces with providers of related activities. D. specializing in the needs of certain key groups.
Part 4. For question 16-25, listen to a talk about some innovations in education
during Covid-19 pandemic and complete the following sentences. Write NO MORE THAN
FOUR WORDS taken from the recording for each blank. (20 points)
16. Priya saw a problem in education, firstly, school are still delivering a very
__________________________, which make it hard to cater for every single student.
17. Secondly, teachers spent more than a huge amount of time _______________ ,
_______________, doing the admin rather than really teaching.
18. Against the worry about increased use of technology in class, the teacher said
what they implement it into their learning in __________________________.
19. While Julia moved to full-time remote-learning during the pandemic, Colin was a
__________________________, switching to e-education in 2019.
20. Colin said he enjoyed the environment of __________________________
because he had more contacts with teachers.
21. It can also involve parents in the process and, in case of Dad Mike, it allows
him to __________________________ his kids’ progress.
22. On the flip side, due to the discrepancy facilities needed to study online,
remote-learning risks __________________________.
23. In order for edtech to be successful there needs to be investment in the schools
that __________________________.
24. Priya Lakhani said in order to attract investment, we need to create a model
that investors __________________________.
25. As more technology is applied in aiding education, teachers are embracing the
benefits of having a __________________________.
II. LEXICO-GRAMMAR (30 POINTS)
Part 1. For questions 1-20, choose the correct answer A, B, C or D to each of the
following questions and write your answers in the corresponding numbered boxes provided.
(20 points)
1. It was only when I saw Manhattan………………into the distance beneath and behind me that I finally
began to relax.
A. abating B. withdrawing C. receding D. reversing
2. They spent their time fishing or……………… through the woods.
A. ambling B. striding C. roaming D. treading
3. Good instructors will……………… early signs of failure in their students.
A. get through with B. come up with C. think back on D. look out for
4. Many collectors are willing to pay ………………the odds for early examples of his work.
A. over B. above C. up D. beyond
5. Security at the event has been tightened since last year; ………….., about 1000 managed to get in
without tickets.
A. Nonetheless B. Notwithstanding
C. At any rate D. Any way you slice it
6. ……………… Jim’s support, I wouldn’t have got the job.
A. As for B. But for C. Except for D. Just for
7. Choose whatever you like from the menu. It’s your birthday so money is no ______.
A. brain B. barrier C. factor D. object
8. ________, helped shape the history of American industry.
A. Joseph Wharton, along with his many successful business ventures, has
B. Joseph Wharton, including his many successful business ventures, have
C. Joseph Wharton, along with his many successful business ventures, have
D. Joseph Wharton and his many successful business ventures has
9. He has been dating her for 3 years now, so he plans on buying a diamond ring and ______ the question
over Christmas break.
A. begs B. fires C. shoots D. pops
10. After several injuries and failures, things have eventually ________ for Todd
when he reached the final round of the tournament.
A. taken up B. turned on C. gone on D. looked up
11. Ironically, many courses offered in schools these days do not ______ changes
in the job market.
A. catch B. make C. reflect D. show
12. The ocean can be easily distinguished from a lake by two things: the presence
of kelp and _____.
A. its distinctive smell B. their smell C. smelling distinct D. a distinctive smell
13. The defendants are accused of attempting to ________ the course of justice.
A. convert B. divert C. pervert D. invert
14. Despite the group’s many musical successes, _________ to afford new instruments and gas money for
the van.
A. they are struggling B. they struggle C. it is struggling D. it is struggled
15. I forgot my glasses so I'm as blind as a(n)_______.
A. bat B. owl C. racoon D. beaver
16. We used to share a room at college, but we ______ apart over the years.
A. ran B. broke C. drifted D. distanced
17. The team turned ______ trumps in the final game and won the championship.
A. up B. out C. above D. over
18. I’d say let’s meet on Saturday but I’m none _____ sure what’s happening at the weekend.
A. so B. very C. that D. too
19. I'm seeing the boss this afternoon. I'll put in a ______ word about you. It might
help you with your request for promotion.
A. special B. pleasant C. good D. nice
20. This trend has only been strengthened with the enfranchisement of spending
________ in modern industrial societies.
 A. force B. strength C. weight D. power
Part 2. For questions 1-10, write the correct form of each bracketed word in the
numbered space provided. (10 points)
1. It’s particularly important that we reach out to everybody in our countries - those who feel ________,
those who feel left behind by globalization - and address their concerns in constructive ways. (AFFECT)
2. The zoo has a schedule of feedings and talks, an area where children can feed and _______ Shetland
ponies and Tamworth pigs. (FRIEND)
3. It is such a _________ story that the mom lost her child when her family immigrated from Africa into
Europe. (LUCK)
4. The mayor was determined that he would do everything in his power to _________ the murder case.
(MYSTERY)
5. The story broadens the horizon of the children about their _______. (BEAR)
6. I met my old friend at the supermarket this morning, which was quite ________. (FORTUNE)
7. Then Alvin endured a long, ___________wait for a flight back to New York late that night. (SPIRIT)
8. In the past, the majority of women were consigned to a lifetime of ___________ and poverty. (SERVE)
9. A(n) ___________ ensued at the lab, and Angel was convicted this week of disorderly conduct and
malicious destruction of property. (ALTER)
10. This is a(n) ________ thriller that promises to deliver. (PAGE)
III. READING (60 POINTS)
Part 1. In the passage below, seven paragraphs have been removed. For questions
69-75, 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 box provided. (7 points)
THE POWER OF VACCINES
For the world’s population, access to an injection-program and general good health shouldn’t be a matter of
the luck of the draw. Scientific advances have concentrated on diseases more prevalent in richer countries
and appear to have neglected the plight of the poor - especially in third world countries - suffering from
diseases that are routinely classified as easily preventable.
1.
The good news is that we can save these lives. Measles, polio, whooping cough, yellow fever – diseases that
debilitate, disfigure and kill millions of children can be prevented with existing vaccines. Parents in
developing countries often walk miles, or pay high prices to get the precious shots. They know that their
children need some vaccines that parents in developed countries take for granted.
2.
When we first turned our attention to philanthropy, it seemed natural to extend technology to classrooms and
libraries. Technology clearly can transform and empower its users. But our thinking crystallized as we
learned of an even greater need - impoverished children stricken with preventable diseases. One man has
already made a great difference in the world.
3.
The power of vaccines – the most cost-effective medical intervention ever invented - lies in their ability to
prevent rather than treat disease. It’s often the case that it is not until we become parents that we fully
appreciate the virtues of having a form of medical intervention that protects before limbs go limp or hearts
stop beating. Today vaccines save the lives of some 3 million children each year - children who are fortunate
enough to have been born in countries with effective health systems, adequate vaccination supplies and
trained health personnel.
 4.
Access to safe, effective vaccines to such diseases should not be dictated by circumstance. That is why a
commitment was made by the Global Fund for Children’s Vaccines a year ago. The goal of the Global Fund,
and the partners of the Global Alliance for Vaccines and immunization, is to ensure that every child has
access to lifesaving vaccines. An estimated 6 billion pounds over the next five years will cover the cost of
fully immunizing children in developing countries.
5.
In the 1970s only 5% of the world’s children could expect to be fully immunized. Today thanks to these
“rich” nations, alongside the work of countless dedicated health professionals worldwide, we can envision a
time when 70, 80, and finally 100 percent of children are protected. And at a cost of 10 to 15 pounds per
child, vaccines are a small investment for a very big return.
6.
The dedication of resources to speed the discovery of new vaccines must also be a priority. Scientists and
organizations like the International AIDs Vaccination Initiative are currently working to develop vaccines
for the top three killer diseases - AIDs, malaria, and tuberculosis. If they find them, perhaps the more
daunting challenge will be to distribute them to those who need them most.
7.
Gandhi once said that for him the Golden Rule meant that he could not enjoy things denied to other people.
We should strive to ensure that health and freedom from these terrible diseases is something that no parent is
denied.
MISSING PARAGRAPHS:
A. But even the greatest of parental effort can't help if the vaccines aren’t available. In the past it has taken
up to 15 years for newly developed vaccines - including the relatively recent hepatitis В vaccine - to
become available in poor countries. Those delays are measured in childhood fatalities. Our challenge is
to provide every child, regardless of where they live or their family’s economic status with access to
lifesaving vaccines.
B. There has also been a concerted effort by governments and other organizations to raise sufficient funds
to save children’s lives through immunization. Some governments should be applauded for their active
support and substantial donations to the cause.
C. The new philanthropy blends 1960s social consciousness with the present financial model. So far
donations have topped eight and a half million pounds to help inoculate children in India against the
three major killer childhood diseases.
D. Dr. Jonas Salk changed the world when he announced the discovery of the polio vaccine. His work
started a vaccine revolution, and, as a result, millions of children have escaped the disease’s crippling
and often fatal effects. The last reported case of wild polio in the Western Hemisphere was in 1991. Who
would have dreamt back in 1953 that within a generation - our generation - we would see polio almost
eradicated from the face of the earth?
E. Vaccines cannot work their magic without a global effort. Parents, world leaders, and foundations can
and should work together because we all want the same thing for our children, and this is something that
great humanitarian leaders have been aware of for a very long time.
F. Whether they live in Bangladesh, Botswana or Seattle, all parents want the best for their children.
Providing a healthy start in life and through childhood is a priority for every family. Yet for all the
amazing advances we have made so far in medicine, there are still far too many children who don’t have
access to even the most basic healthcare. More than 2 million die each year from vaccine-preventable
diseases. This is a staggering statistic - a tragic reality we have ignored for too long. It is global news
when an airline crashes, but rarely newsworthy that 228 children die from preventable illnesses every
hour of every day. It’s time to move this issue of immunization to the top of our global agenda.
G. But there is more to do. First we need to redouble our efforts to introduce newer vaccines more quickly.
It is heart-wrenching and unacceptable that children in the developing world may have to wait a decade
or more to receive vaccines that are already saving lives in richer countries.
H. Yet tens of millions of people do not share in these benefits because of what they can afford or where
they live. World-wide, more than 1 billion people live on less than 50 p a day. Lack of safe water, poor
sanitation and meagre food supplies are part of the grim reality of their daily lives. Their children
weakened by malnutrition, and parasitic infections, are susceptible to childhood killers - whopping
cough, measles and meningitis.
Part 2. For questions 1-10, fill each of the following numbered blanks with ONE
suitable word and write your answers in the corresponding numbered boxes provided. (15
points)
THE CHANGING FACE OF WORKING LIFE
The accepted concept of a career 1._______ followed a similar pattern for decades. After completing their
education, people would enter the adult world of work, 2.___________ down on to a job which they would
likely remain from that point 3.____________. Not only would this occupation provide their income for
their entire working life, it would also allow them a healthy pension when they retired and moved into
4.___________ age. Over the past twenty years, 5.________, the relationship between a wage earner and
their chosen profession has changed enormously. Today, the idea of a ‘job-for-life’ has all 6._________
disappeared, to be replaced by an unforgiving world of unstable employment. Some observers even argue
that current society to pit old 7._________ young in a constant battle to find work of some description, all
against a 8.__________ of increasing debt and economic difficulties.
At the same time, the government regularly releases figures that suggest the economy is prospering,
evidencing this claim with the fact that the unemployment rate continues to fall annually. There are indeed
more jobs available. However, a huge number of these are casual, temporary or short-term positions, all of
9.__________ are low-paid and create little in the way of tax income for the government. This has a number
of debilitating long-term effects, not 10.___________ because this assurance of a growing economy is based
more in myth than fact.
Part 3. For questions 01-10, read an extract from an article on the design of green
building and choose the answer A, B, C or D that fits best according to the text. Write your
answers in the corrresponding numbered boxes provided. (10 points)
There has, in recent years, been an outpouring of information about the impact of buildings on the natural
environment; Information which explains and promotes green and sustainable construction design, strives to
convince others of its efficacy and warns of the dangers of ignoring the issue. Seldom do these documents
offer any advice to practitioners, such as those designing mechanical and electrical systems for a building,
on how to utilise this knowledge on a practical level.
While the terms green and sustainable are often considered synonymous, in that they both symbolise nature,
green does not encompass all that is meant by sustainability, which can be defined as minimizing the
negative impacts of human activities on the natural environment, in particular those which have long-term
and irreversible effects. Some elements of green design may be sustainable too, for example those which
reduce energy usage and pollution, while others, such as ensuring internal air quality, may be considered
green despite having no influence on the ecological balance.
Although there are a good many advocates of ‘green’ construction in the architectural industry, able to cite
ample reasons why buildings should be designed in a sustainable way, not to mention a plethora of
architectural firms with experience in green design, this is not enough to make green construction come into
being. The driving force behind whether a building is constructed with minimal environmental impact lies
with the owner of the building; that is, the person financing the project. If the owner considers green design
unimportant, or of secondary importance, then more than likely, it will not be factored into the design.
The commissioning process plays a key role in ensuring the owner gets the building he wants, in terms of
design, costs and risk. At the predesign stage, the owner’s objectives, criteria and the type of design
envisaged are discussed and documented. This gives a design team a solid foundation on which they can
build their ideas, and also provides a specific benchmark against which individual elements, such as costs,
design and environmental impact can be judged.
Owners who skip the commissioning process, or fail to take ‘green’ issues into account when doing so, often
come a cropper once their building is up and running. Materials and equipment are installed as planned,
and, at first glance, appear to fulfil their purpose adequately. However, in time, the owner realises that
operational and maintenance costs are higher than necessary, and that the occupants are dissatisfied with the
results. These factors in turn lead to higher ownership costs as well as increased environmental impact.
In some cases, an owner may be aware of the latest trends in sustainable building design. He may have done
research into it himself, or he may have been informed of the merits of green design through early discussion
with professionals. However, firms should not take it as read that someone commissioning a building already
has a preconceived idea of how green he intends the structure to be. Indeed, this initial interaction between
owner and firm is the ideal time for a designer to outline and promote the ways that green design can meet
the client’s objectives, thus turning a project originally not destined for green design into a potential
candidate.
Typically, when considering whether or not to adopt a green approach, an owner will ask about additional
costs, return for investment and to what extent green design should be the limiting factor governing
decisions in the design process. (1) Many of these costs are incurred by the increased cooperation between
the various stakeholders, such as the owner, the design professionals, contractors and end-users. (2)
However, in green design, they must be involved from the outset, since green design demands interaction
between these disciplines. (3) This increased coordination clearly requires additional expenditure. (4) A
client may initially balk at these added fees, and may require further convincing of the benefits if he is to
proceed. It is up to the project team to gauge the extent to which a client wants to get involved in a green
design project and provide a commensurate service.
Of course, there may be financial advantage for the client in choosing a greener design. Case studies cite
examples of green/sustainable designs which have demonstrated lower costs for long-term operation,
ownership and even construction. Tax credits and rebates are usually available on a regional basis for
projects with sustainable design or low emissions, among others.
1. The writer’s main purpose is to:
A. explain to professionals how they can influence clients to choose greener designs.
B. explain the importance of green building design in reducing long-term damage to the environment
C. explain to owners commissioning a building why ignoring green issues is costly and dangerous.
D. explain to professionals why it is important to follow the correct procedures when a building is
commissioned.
2. The examples of green and sustainable designs given in paragraph 2 show that:
A. designs must be sustainable in order for them to be described as green.
B. for the purposes of this paper, the terms green and sustainable have the same meaning.
C. some sustainable designs are green, while others are not.
D. some designs are termed green, even though they are not sustainable.
3. According to paragraph 3, the reason for the lack of green buildings being designed is that:
A. few firms have any experience in design and constructing buildings to a green design.
B. construction companies are unaware of the benefits of green and sustainable designs.
C. firms do not get to decide whether a building is to be constructed sustainably.
D. firms tend to convince clients that other factors are more important than sustainability.
4. In paragraph 4, what does the word ‘benchmark’ mean?
A. standard B. target C. process D. comparison
5. Which of the following is NOT true about the commissioning process?
A. It is conducted before the building is designed.
B. It is a stage that all clients go through when constructing a building.
C. It is a step in the design procedure in which the client’s goals are identified.
D. It provides the firm with a measure of how well they did their job.
6. In paragraph 5, what does the phrase ‘come a cropper’ mean?
A. experience misfortune B. change one’s mind C. notice the benefits D. make a selection
7. In paragraph 6, the writer implies that:
A. most clients enter the commissioning process with a clear idea of whether or not they want a green
building.
B. designers are usually less concerned about green design than the clients are.
C. the commissioning process offers a perfect opportunity to bring up the subject of green design.
D. firms should avoid working with clients who reject green designs in their buildings.
8. Where in paragraph 7 does this sentence belong?
In a typical project, landscape architects and mechanical, electrical and plumbing engineers do not
become involved until a much later stage.
A. (1) B. (2) C. (3) D. (4)
9. In paragraph 7, what does ‘balk at’ mean?
A. display shock towards B. agree to pay C. question the reason for D. understand the
need for
10. Green buildings are most likely to incur more expense than conventional
buildings due to:
A. higher taxes incurred on sustainable buildings.
B. higher long-term operational costs.
C. the higher cost of green construction materials.
D. increased coordination between construction teams.
Part 4. For questions 1-13, read the following passage and do the tasks that
follow. (13 points)
Keep taking the tablets
The history of aspirin is a product of a rollercoaster ride through time, of accidental discoveries, intuitive
reasoning and intense corporate rivalry.
A. In the opening pages of Aspirin: The Remarkable Story of a Wonder Drug, Diarmuid Jeffreys describes
this little white pill as ‘one of the most amazing creations in medical history, a drug so astonishingly
versatile that it can relieve headache, ease your aching limbs, lower your temperature and treat some of
the deadliest human diseases’.
B. Its properties have been known for thousands of years. Ancient Egyptian physicians used extracts from
the willow tree as an analgesic, or pain killer. Centuries later the Greek physician Hippocrates
recommended the bark of the willow tree as a remedy for the pains of childbirth and as a fever reducer.
But it wasn't until the eighteenth and nineteenth centuries that salicylates the chemical found in the
willow tree became the subject of serious scientific investigation. The race was on to identify the active
ingredient and to replicate it synthetically. At the end of the nineteenth century a German company,
Friedrich Bayer & Co. succeeded in creating a relatively safe and very effective chemical
compound, acetylsalicylic acid, which was renamed aspirin.
C. The late nineteenth century was a fertile period for experimentation, partly because of the hunger among
scientists to answer some of the great scientific questions, but also because those questions were within
 their means to answer. One scientist in a laboratory with some chemicals and a test tube could make
significant breakthroughs whereas today, in order to map the human genome for instance, one needs ‘an
army of researchers, a bank of computers and millions and millions of dollars’.
D. But an understanding of the nature of science and scientific inquiry is not enough on its own to explain
how society innovates. In the nineteenth century, scientific advance was closely linked to the industrial
revolution. This was a period when people frequently had the means, motive and determination to take
an idea and turn it into reality. In the case of aspirin that happened piecemeal - a series of minor, often
unrelated advances, fertilised by the century’s broader economic, medical and scientific developments,
that led to one big final breakthrough.
E. The link between big money and pharmaceutical innovation is also a significant one. Aspirin’s continued
shelf life was ensured because for the first 70 years of its life, huge amounts of money were put into
promoting it as an ordinary everyday analgesic. In the 1970s other analgesics, such as ibuprofen
and paracetamol, were entering the market, and the pharmaceutical companies then focused on
publicising these new drugs. But just at the same time, discoveries were made regarding the beneficial
role of aspirin in preventing heart attacks, strokes and other afflictions. Had it not been for these
findings, this pharmaceutical marvel may well have disappeared.
F. So the relationship between big money and drugs is an odd one. Commercial markets are necessary for
developing new products and ensuring that they remain around long enough for scientists to carry out
research on them. But the commercial markets are just as likely to kill off' certain products when
something more attractive comes along. In the case of aspirin, a potential ‘wonder drug* was around for
over 70 years without anybody investigating the way in which it achieved its effects, because they were
making more than enough money out of it as it was. If ibuprofen or paracetamol had entered the market
just a decade earlier, aspirin might then not be here today. It would be just another forgotten drug that
people hadn't bothered to explore.
G. None of the recent discoveries of aspirin's benefits were made by the big pharmaceutical companies;
they were made by scientists working in the public sector. 'The reason for that is very simple and
straightforward,' Jeffreys says in his book. 'Drug companies will only pursue research that is going to
deliver financial benefits. There's no profit in aspirin any more. It is incredibly inexpensive with tiny
profit margins and it has no patent any more, so anyone can produce it.' In fact, there's almost a
disincentive for drug companies to further boost the drug, he argues, as it could possibly put them out of
business by stopping them from selling their more expensive brands.
H. So what is the solution to a lack of commercial interest in further exploring the therapeutic benefits of
aspirin? More public money going into clinical trials, says Jeffreys. ‘If I were the Department of Health.
I would say “this is a very inexpensive drug. There may be a lot of other things we could do with it." We
should put a lot more money into trying to find out.'
I. Jeffreys' book which not only tells the tale of a 'wonder drug' but also explores the nature of innovation
and the role of big business, public money and regulation reminds us why such research is so important.
Questions 1-6
The Reading Passage has nine paragraphs A-I.
Choose the correct heading for each paragraph (A-F) from the list of headings below.
Write the correct number (i-x) in boxes 1-6.
List of headings
i. The most powerful analgesic
ii. The profit potential of aspirin
iii. Saved from oblivion by drug companies
iv. Recognition of an important medicinal
v. property
vi. A double-edged sword
vii. An unstructured pattern of development
viii. Major pharmaceutical companies
 ix. A wonder drug
x. Roots of the scientific advancements in the
19th century
The discovery of new medical applications
1. Paragraph A
2. Paragraph B
3. Paragraph C
4. Paragraph D
5. Paragraph E
6. Paragraph F
Questions 7-13
Do the following statements agree with the views of the writer in Reading  Passage?
In boxes 7-13 write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
7. The discovery of aspirin’s full medicinal properties was a very unusual one.
8. The 19th century saw significant changes in the way in which scientific experiments were carried out.
9. For nineteenth-century scientists, small-scale research was far from enough to make important
discoveries.
10. The creation of a market for aspirin as a painkiller was achieved through
commercial advertising campaigns.
11. In the 1970s sales of new analgesic drugs overtook sales of aspirin.
12. Between 1900 and 1970, there was little research into aspirin because
commercial companies thought it had been adequately exploited.
13. Jeffrey suggests that there should be state support for further research into the
possible applications of aspirin.
Part 5. The passage below consists of five paragraphs marked A-E. For questions
01-10, read the passage and do the task that follows. Write your answers in the corresponding
numbered boxes provided. (15 points)
LIFTING HIGHER EDUCATION TO LOFTIER HEIGHTS?
Academic John Brennan asks whether universities should leave on-the-job training to employers.
A. There is a lot of emphasis nowadays placed on the need for universities and business groups to get
graduates “work ready” through vocational workplace training. This is to be welcomed but it is also to be
questioned – about what it should mean in practice and how it should be applied. The concept is nothing
new. I remember some years back being at a meeting about higher education and employment, attended
by a number of employer representatives. I recall one employer remarking that of the many thousands of
graduates that he had hired what he really wanted and expected was for each of them to have changed the
nature of the job by the time they had left the role.
B. Rather than being concerned with how recruits would fit into existing organisational arrangements and
master existing ways of doing things, here was an employer who expected graduates to change existing
arrangements and ways of working. Who, rather than focusing on whether graduates had the right kinds
of skills and competencies, acknowledged that he didn’t know what skills and competencies his workers
would need in a few years’ time. The very point of hiring graduates was that he hoped to get people who
 would themselves be able to work out what was required and be capable of delivering it and a bold new
future.
C. Of course, starting any job requires some work-specific knowledge and capability and when recruiting
staff, graduate or non-graduate, employers have a responsibility to provide suitable induction and
training. The responsibilities of higher education are different. They are about preparing for work in the
long term, in different jobs and, quite possibly, in different sectors. This is preparation for work in a
different world, for work that is going to require learning over a lifetime, not just the first few weeks of
that first job after graduation. Current initiatives set out a perfectly reasonable set of objectives for the
ways in which higher education can help prepare students for their working lives. But much will depend
on the interpretation and on recognising who – higher education or employer – is best equipped to
contribute what.
D. In the rush to focus on “vocational training to improve graduate employability” academics need to
remember that all higher education is vocational in the sense that it can help shape a graduate’s capacity
to succeed in the workplace. In this way higher education is about life skills, not just job skills. Many
years ago, Harold Silver and I wrote a book entitled A Liberal Vocationalism. It was based on a project
we had just completed on the aims of degree courses in vocational areas such as accountancy, business
and engineering. The book’s title intentionally conveyed the message that even vocational degree courses
were about more than training for a job. There were assumptions about criticality, transferability of
skills, creating and adapting to change and, above all, an academic credibility.
E. Degree courses in subjects such as history and sociology are preparations for employment as much as
vocational degrees such as business and engineering. But the job details will not be known at the time of
study. Indeed, they may not be known until several years later. Thus, the relevance of higher education to
later working life for many graduates will lie in the realm of generic and transferable skills rather than
specific competencies needed for a first job after graduation. The latter competences are not unimportant
but the graduate’s employer is generally much better equipped than a university to ensure that the
graduate acquires them. Work experience alongside or as part of study can also help a lot. Higher
education is for the long term. Universities, employers and students should realize that.
In which paragraph is it stated that Your answers:
new proposals require an appropriate level of scrutiny? 1. ………………
academic subjects have benefits beyond their syllabuses? 2. ………………
business is investing in an unknown quantity in the pursuit of an uncertain goal? 3. ………………
responsibility for service provision needs to be correctly allocated? 4. ………………
educators need to make sure that they don’t lose sight of an important point? 5. ………………
the issues discussed are a recurring theme that is yet to be agreed upon? 6. ………………
beliefs about the key topics of a study were alluded to in the heading of a 7. ………………
publication?
industry is better suited to cover some issues than educational institutions? 8. ………………
original thinking is key in finding solutions to future challenges? 9. ………………
while obligations vary, they are still present for both parties? 10. ………………
IV. WRITING (60 POINTS)
Part 1. Read the following extract and use your own words to summarize it. Your
summary should be about 100 - 120 words long. (15 points)
Cloning refers to processes used to create copies of DNA fragments, be it molecular cloning or cell cloning
or organisms. There are three types of cloning: DNA cloning, reproductive cloning and therapeutic cloning.
Recombinant DNA technology or DNA cloning involves the transfer of a DNA fragment from one organism
to a self-replicating genetic element. Scientists studying a particular gene often use bacterial plasmids to
generate multiple copies of the same gene. Plasmids are self-replicating extra-chromosomal circular DNA
molecules. When the fragment of the chromosomal DNA is joined with its cloning vector in the lab, it is
called a recombinant DNA molecule.
Reproductive cloning is a technology used to generate an animal that has the same nuclear DNA as another
currently or previously existing animal. In the process, scientists transfer genetic material from the nucleus
of a donor adult cell to an egg whose genetic material has been removed. The reconstructed egg containing
the DNA from a donor cell must be treated with chemicals or 'electric current to stimulate cell division. Once
the cloned embryo reaches a suitable stage, it is transferred to the uterus of a female host where it continues
to develop until birth.
Therapeutic cloning is also called ‘embryo cloning’. It is the production of human embryos for use in
research. The goal of this process is not to create cloned human beings but rather to harvest stem cells that
can be used to treat disease. Stem cells are important to biomedical researchers because they can be used to
generate virtually any type of specialised cell in the human body. It is hoped that one day, stem cells can be
used to serve as replacement cells to treat heart disease, Alzheimer's, cancer and other diseases.
Recombinant DNA technology is useful for learning about other related technologies such as gene therapy
and genetic engineering of organisms.
Part 2. The charts below compare five different countries, showing the electricity
used (measured in megawatts or mw) in a typical hospital during one week, and also the
number of emergency medical calls made by local residents during the same week. Write a
report summarizing the information. Select and describe the main features, and make
comparisons where relevant. Write at least 150 words.

Part 3. Essay writing (30 points)

The negative consequences of Covid-19 pandemic have made us realize how important nature is to people.
What are the benefits green environment bringing to people during pandemic times? In which way can we
better the relationship with nature?
Write your essay to express your view points in approximately 350 words.