TRƯỜNG ĐẠI HỌC SÀI GÒN ĐỀ THI KẾT THÚC HỌC PHẦN

Học phần: Đọc – Viết 1

Mã học phần: 813408
Hình thức thi: Bài tập và Phát vấn trực tuyến
Học kỳ: 1 Năm học: 2021 – 2022
Trình độ đào tạo: Đại học Hình thức đào tạo: Chính quy

I. Hướng dẫn cách thực hiện

- SV đọc kỹ đề thi và ghi nội dung trả lời vào Phiếu làm bài thi.
- Phiếu làm bài thi có định dạng file PDF (đánh máy hoặc file hình chụp bản viết tay rõ nét).
- Bài làm của SV được đặt trong 01 file duy nhất, đặt tên file theo cấu trúc sau:
mahocphan_manhomthi_mssv_hotensinhvien
- Trên Phiếu làm bài thi, thí sinh ghi đầy đủ thông tin Họ tên sinh viên, Ngày sinh, Mã số sinh
viên, và Nhóm thi.
- Thí sinh xem kỹ thông báo thời gian thi phát vấn trực tuyến của nhóm thi để truy cập đường
link từ đầu buổi thi và nghe phổ biến cách thức tiến hành.
- Thí sinh không nộp Phiếu làm bài thi đúng hạn hoặc không tham gia buổi thi phát vấn trực
tuyến xem như vắng thi.
- Bài làm của thí sinh có hiện tượng gian lận, đạo văn sẽ bị xử lý theo quy định của Nhà trường.

II. Nội dung đề thi

A. READING (Tasks 1-15: 0.4 mark / each question)
READING PASSAGE 1: Read the following passage and complete the flow chart below. Use ONE
OR TWO WORDS for each answer.

There are technical limitations to the amount of paper which can be recycled and some paper
products cannot be collected for re-use. These include paper in the form of books and permanent
records, photographic paper and paper which is badly contaminated. The four most common sources
of paper for recycling are factories and retail stores which gather large amounts of packaging material
in which goods are delivered, also offices which have unwanted business documents and computer
output, paper converters and printers and lastly households which discard newspapers and packaging
material. The paper manufacturer pays a price for the paper and may also incur the collection cost.
Once collected, the paper has to be sorted by hand by people trained to recognise various types
of paper. This is necessary because some types of paper can only be made from particular kinds of
recycled fibre. The sorted paper then has to be repulped or mixed with water and broken down into its

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 individual fibres. This mixture is called stock and may contain a wide variety of contaminating
materials, particularly if it is made from mixed waste paper which has had little sorting. Various
machinery is used to remove other materials from the stock. After passing through the repulping
process, the fibres from printed waste paper are grey in colour because the printing ink has soaked
into the individual fibres. This recycled material can only be used in products where the grey colour
does not matter, such as cardboard boxes but if the grey colour is not acceptable, the fibres must be
de-inked. This involves adding chemicals such as caustic soda or other alkalis, soaps and detergents,
water-hardening agents such as calcium chloride, frothing agents and bleaching agents. Before the
recycled fibres can be made into paper, they must be refined or treated in such a way that they bond
together.
Most paper products must contain some virgin fibre as well as recycled fibres and unlike glass,
paper cannot be recycled indefinitely. Most paper is down-cycled which means that a product made
from recycled paper is of an inferior quality to the original paper. Recycling paper is beneficial in that
it requires the use of fossil fuel, a non-renewable energy source, to collect the waste paper from the
community and to process it to produce new paper. And the recycling process still creates emissions
which require treatment before they can be disposed of safely. Nevertheless, paper recycling is an
important economical and environmental practice but one which must be carried out in a rational and
viable manner for it to be useful to both industry and the community.

Tasks 1-5
Paper which is poorly (1) ...................... cannot be
recycled.

(2) ...................... of waste paper collected from: (3) .................... is the sorted paper which
* Factories is mixed by adding water.
* Retail stores
* Offices
* Paper converters and printers
* Households (4) .................. must be refined or treated.

Recycled paper is (5) ……………. to the original

one.

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READING PASSAGE 2. Read the passage and statements. Decide if the statements are True, False,
or Not given.

MAU PIAILUG, OCEAN NAVIGATOR

Mau sailed from Hawaii to Tahiti using traditional methods. In early 1976, Mau Piailug, a
fisherman, led an expedition in which he sailed a traditional Polynesian boat across 2,500 miles of
ocean from Hawaii to Tahiti. The Polynesian Voyaging Society had organized the expedition. Its
purpose was to find out if seafarers in the distant past could have found their way from one island to
the other without navigational instruments, or whether the islands had been populated by accident. At
the time, Mau was the only man alive who knew how to navigate just by observing the stars, the wind
and the sea.
He had never before sailed to Tahiti, which was a long way to the South. However, he
understood how the wind and the sea behave around the islands, so he was confident he could find his
way. The voyage took him and his crew a month to complete and he did it without a compass or charts.
His grandfather began the task of teaching him how to navigate when he was still a baby. He
showed him pools of water on the beach to teach him how the behaviour of the waves and wind
changed in different places. Later, Mau used a circle of stones to memorize the positions of the stars.
Each stone was laid out in the sand to represent a star.
The voyage proved that Hawaii’s first inhabitants came in small boats and navigated by
reading the sea and the stars. Mau himself became a keen teacher, passing on his traditional secrets to
people of other cultures so that his knowledge would not be lost. He explains the positions of the stars
to his students, but he allowed them to write things down because he knew they would never be able
to remember everything as he had done.

Task 6: Mau was a normal member at the time of his voyage.

Task 7:The aim of the expedition was to discover whether sailors could recognize the direction to sail
without a compass or charts.
Task 8: Mau was pessimistic about his journey to Tahiti because he had not sailed there before.
Task 9: Mau learnt with lots of teachers.
Task 10: Mau didn’t want anybody to follow his experience.

READING PASSAGE 3. Read the passage and choose the correct letter: A, B, C or D.

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 MOTIVATING DRIVES
Scientists have been researching the way to get employees motivated for many years. This
research is a relational study which builds the fundamental and comprehensive model for study. This
is especially true when the business goal is to turn unmotivated teams into productive ones. But their
researches have limitations. It is like studying the movements of car without taking out the engine.
Motivation is what drives people to succeed and plays a vital role in enhancing an
organizational development. It is important to study the motivation of employees because it is related
to the motion and behavior of employees. Recent studies show there are four drives for motivation.
They are drive to acquire, the drive to bond, the drive to comprehend, the drive to defend.
THE DRIVE TO ACQUIRE
The drive to acquire must be met to optimize the acquire aspect as well as the achievement
element. Thus the way that outstanding performance is recognized, the type of perks that is provided
to polish the career path. But sometimes a written letter of appreciation generates more motivation
than a thousand dollar check, which can serve as the invisible power to boost business engagement.
Successful organizations and leaders not only need to focus on the optimization of physical reward
but also on moving other levers within the organization that can drive motivation.
THE DRIVE TO BOND
The drive to bond is also key to driving motivation. There are many kinds of bonds between
people, like friendship, family. In company, employees also want to be an essential part of company.
They want to belong to the company. Employees will be motivated if they find personal belonging to
the company. In the meantime, the most commitment will be achieved by the employee on condition
that the force of motivation within the employee affects the direction, intensity and persistence of
decision and behavior in company.
THE DRIVE TO COMPREHEND
The drive to comprehend motivates many employees to higher performance. For years, it has
been known that setting stretch goals can greatly impact performance. Organizations need to ensure
that the various job roles provide employees with simulation that challenges them or allow them to
grow. Employees don’t want to do meaningless things or monotonous job. If the job didn’t provide
them with personal meaning and fulfilment, they will leave the company.
THE DRIVE TO DEFEND
The drive to defend is often the hardest lever to pull. This drive manifests itself as a quest to
create and promote justice, fairness, and the ability to express ourselves freely. The organizational
lever for this basic human motivator is resource allocation. This drive is also met through an employee
feeling connection to a company. If their companies are merged with another, they will show worries.

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Task 11: According the passage, readers can recognize that __________
A. researchers have been likely to do their study too theoretically.
B. the theory of motivating employees catches the attention in organizations in recent years.
C. managers have to know how to motivate their subordinates because it is related to the salary of
employees.
D. the purpose of the employee motivation is to increase the profit of organizations.
Task 12: From the study of people’s drives, we can know that ___________
A. Satisfying employees’ drives will negatively make their emotions.
B. Satisfying employees’ drives can increase companies’ productions.
C. Satisfying employees’ drives will lead to employees’ outstanding performance.
D. Satisfying employees’ drives can effectively result in the change of behavior.
Task 13: In order to make employees work more efficiently, what are needed?
A. Drive to acquire and unusual elements
B. Career fulfillment and a thousand dollar tax
C. Financial incentive and recognition
D. Poor performance and recognition
Task 14:“The drive to comprehend” help employees perform better when ____________
A. they cannot understand the development of their organizations.
B. they set lower goals.
C. they provide with repetitive tasks.
D. they realize that their task is meaningful to their companies.
Task 15:__________ is true about “drive to defend”.
A. “Employees think it is very unimportant to connect with a merged corporation.”
B. “Employees think it is very important to express their opinion and influence decisions”
C. “It is more difficult to implement than the drive to comprehend.”
D. “Organizational resource is the most difficult to allocate.”

B. WRITING (Tasks 16-25: 0.4 mark / each question)

Task 16: Rewrite the sentence in the parallel form.
Yesterday we watched a movie, playing video games and to make pizza.
Task 17: Rewrite the sentence fragment to make a complete sentence.
If the washing machine and dryer that we bought are delivered on Thursday.
Task 18: Combine the sentences, using an adjective clause.
Romeo and Juliet were lovers. Their parents hated each other.
Task 19: Combine the sentences, using an appropriate coordinating conjunction.

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She is a talented composer. Her parents persuade her to complete her secondary school instead of
immediately beginning a professional career.
Task 20: Improve the following stringy sentence.
Mom braided my hair and I put on my shiny black shoes and then we left then we arrived at Ann’s house.
Task 21: Identify the sentence problem and correct it.
Scholars argue about the veracity of this claim this paper will defend it.
Task 22: Choose the correct sentence type:
“We won the game, but my uniform was muddy because it rained the entire time.”
A. simple sentence
B. compound sentence
C. complex sentence
D. compound-complex sentence
Task 23: Write a statement with a possessive adjective clause.
Task 24: Write a statement with a question clause.
Task 25: Write a statement with a subjunctive noun clause.

 HẾT 

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