Thuy-Huong, de Chon HSGQG 2015, Final
Thuy-Huong, de Chon HSGQG 2015, Final
Thuy-Huong, de Chon HSGQG 2015, Final
14. Another solution is finding a job that doesn’t require a four-year college degree. For example, a
_____________________may only have an associate degree but the salary can reach to 68,000 dollars.
15. Students can also work in construction of _____________________ with the salary of 50,000 or more.
Part 3: For questions 16-20, listen to a part of a talk about the zip fastener and complete the table with
the missing information. Write NO MORE THAN TWO WORDS OR A NUMBER taken from the
recording for each answer in the spaces provided.
The Zip Fastener
1851 Howe ‘Automatic Commercial USA
Continuous Clothing potential only
Closure’
16. _________ Judson ‘Clasp Locker’ Commercial 17. _________
failure
1908 Sundback ‘Hookless Fastener’ Commercial Sweden
18. _________
19. _________ Kynoch ‘Ready Fastener’ Commercial UK
success
1920s 20. _________ ‘Zipper’ Commercial USA
success
Part 4: For questions 21-25, listen to an interview with Marion D’Souza about homes exchanged for
holidays and choose the best answer (A, B, C or D) according to what you hear.
21. Marion feels that ‘Houseswaps UK’ provides safeguards
A. by its mere existence.
B. by carefully vetting its clients.
C. by finding out about a client’s home.
D. by checking available accommodation.
22. Subscription charges are not considered to be too high because
A. subscribers do not have to pay for the exchange.
B. of the cost of keeping records up to date.
C. damage insurance is included in the price.
D. they issue three catalogues per year.
23. Marion believes that the areas visited will gain because
A. people will spend more money on accommodation.
B. families generally prefer home exchanges.
C. people will have more money to spend when on holiday.
D. home exchanges are popular with professional people.
More than half the world’s population consider themselves shy. Delegates to the first (0)
_____(NATION) conference on shyness, being held in Cardiff, will be told today. One in ten cases is
international
mutism(MUTE), speech problem, loneliness, blushing, shaking and
severe. Effects include (36)_____
relationships
trembling, lack of eye contact, difficulties in forming (37) _____ (RELATE) and social phobia – the
most extreme form of shyness, defined by the American Psychiatric Association as a (38)pronounced
_____
(PRONOUNCE) and persistent fear of social or performance situations in which embarrassment may
occur. Shy people tend to blame themselves for social failure and attribute success to (39) outside
_____ (OUT)
inadequate
factors. They expect their behavior to be (40) _____ (ADEQUACY), remember only negative
information about themselves and accept without challenge adverse comments from other.
The causes are complex and not fully understood. The latest theory is that it can be traced to
conditioning
genes as well as to social (41) _____ (CONDITION). One estimate, based on research with twins, is
pre-disposition
that around 15 per cent of the population are born with a (42) _____ (DISPOSE) to shyness. Some
psychologists believe there are two types: an early developing, fearful shyness and a later developing
self-conscious
(43) _____ (CONSCIOUS) shyness. The fearful version emerges often in the first year of life and is
thought to be partly inherited.
Example:0.international
Part 3: The passage below contains 6 errors in spelling, grammar, word form. For questions 44-49, find
the errors and write the corrections in the corresponding numbered boxes in your answer sheet. There is
an example at the beginning (0).
RAINFOREST CONCERN
Line The world’s rainforests represent a vast knowledge and hold potentially for the discovery of new
medicines and foods. There is no doubt that large-scale deforestion alters the climate-intensifying
droughts in the dry season and floods in the rainy season. This results in fewer animals and plant
species, soil erosive, an unreliable water supply and poorer health for the local people. By joining
5 Rainforest Concern and sponsoring acres of threatening rainforest for the Choco- Andrea
Rainforest Corridor in Ecuador, you’ll be protecting one of the world’s most important ecological
areas.
Within these forests lives an amazingly high number of seriously endangered species of animals,
9 birds and plants. You will also be helping to secure the survivors and the culture of the Awa and
Cayapas
ingenious people, who still live in harmony with their environment.
Example: 0.line 1: potentially potential
Part 4: For question 50-55, fill in the gaps in the following sentences with suitable particles. There is an
example at the beginning (0).
0. Despite recent wage increases and greater equality between the sexes, women’s salaries still leg
________ what men earn.
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Selection Test for National English Competition 2015 No. 2
(A) more than a path directly leading to the very source of food it has just found
(B) in what is called a vapor space
(C) directional information and may be followed by other ants in either direction
(D) working with the trail pheromone of the leafcutter ant Atta texana
(E) who analyzed their hunting habits by observing the phenomenon
(F) which is filled with a distinct substance created by the ants
(G) oscillating from side to side across the line of the trail itself
(H) and the ant then pursues this new course until its right antenna reaches the vapor space
(I) proceed because one ant lays a trail on the ground for the others to follow
Part 4: Read the following passage and answer questions 84-93
For questions 84-89, choose the best answer (A, B, C or D) according to the text. Write your answers (A,
B, C or D) in the corresponding numbered boxes.
British further education colleges did not traditionally have any concerns about student drop-out,
because the origins of the sector were in vocational apprenticeship training for employers where the
apprentices could not drop out without endangering their job. In the 70s, this sector began to expand into
more general education courses, which were seen both as an alternative to school for 16-18 year-olds and a
second chance for adults. The philosophy was mainly liberal with students regarded as adults who should
not be heavily monitored, but rather free to make their own decisions; it was not uncommon to hear
academic staff argue that attendance at classes was purely voluntary.
In the 80s, with an increased consciousness of equal opportunities, the focus of the further
education colleges moved to widening participation, encouraging into colleges students from previously
under-represented groups, particularly from ethnic minorities. This, in turn, led to a curriculum which was
more representative of the new student body. For example, there were initiatives to ensure the
incorporation of literature by black writers into A-level literature courses; history syllabuses were altered
to move beyond a purely Eurocentric view of the world; and geography syllabuses began to look at the
politics of maps.
A turning point came in 1991 with the publication of a report on completion rates by the
government inspection body for education, Her Majesty’s Inspectorate for England and Wales, (HMI
1991). However, this report was based on academic staff’s explanations of why students had left. It
suggested that the vast majority left either for personal reasons or because they had found employment and
that only 10% left for reasons that could, in any way, be attributed to the college.
Meanwhile, Britain had been going through the Thatcherite revolution and, in parallel to the
Reagan politics of the US, a key principle was the need to reduce taxation drastically. At this point (and to
a large extent still), further and higher education colleges were almost entirely funded from the public
purse. There had been many cuts in this funding through the 80s, but no one had really looked at value for
money. However, in the early 90s, the Audit Commission with Office of Standards in Education
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Selection Test for National English Competition 2015 No. 2
(OFSTED) (the new version of HMI) turned the spotlight onto further education and published a seminal
report, Unfinished Business (Audit Commission and OFSTED 1993), which showed that drop-out was
happening on a significant scale and, crucially given the politics of the time, attributed a cost to the state of
£500 million, arguing that this was a waste of public (i.e. taxpayers’) money. To quote Yorke (1999), non-
completion became political. The Audit Commission report coincided with government moves to privatise
the functions of the state as much as possible; and with the decision to remove further education from the
control of local government and give it a quasi-dependent status, where colleges were governed by
independent boards of governors bidding to the state for funding to run educational provision. As part of
this, a new series of principles for funding and bidding were developed (FEFC 1994) which incorporated
severe financial penalties for student drop-out. In essence, the system is that almost all the state funding is
attached to the individual student. There is funding for initial advice and guidance, on-course delivery and
student achievement, but if the student drops out, the college loses that funding immediately, so that loss of
students in the first term leads to an immediate loss of college funding for the other two terms. Not
surprisingly, this focused the concern of colleges immediately and sharply on the need to improve student
retention rates.
Recently, therefore, there has been considerable effort to improve retention but, as Martinez (1995)
pointed out, there was no body of research on which to base strategies. An additional complexity was that
colleges had been slow to computerise their student data and most colleges were in the position of not
knowing what their retention rates were or any patterns involved. Where data did exist it was held
separately by either administrative or academic staff with poor communication between these groups.
Colleges, however, jumped into a number of strategies based largely on experience, instinct and common
sense and publication of these began. (Martinez 1996; Martinez 1997; Kenwright 1996; Kenwright 1997)
The main strategies tried are outlined in the literature as summarised by Martinez (1996). These
include sorting activities around entry to ensure “best fit”, supporting activities including child care,
financial support and enrichment/learner support, connecting activities to strengthen the relationship
between the college and the student, including mentoring and tutorials and activities to transform the
student, including raising of expectations and study/career development support and tutoring.
84. The report Unfinished Business ___________
A. pointed out the politics of the time
B. gave £500 million to the state
C. linked drop-out to wasting money
D. turned the spotlight
85. The new series of principles developed in 1994 by the FEFC ___________
A. gave money to each student
B. was quasi-independent
C. meant colleges had to turn their immediate attention to improving student retention rates
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take place by the turn of the last century with hours devoted to work falling to 25-30 per week. This
reduction has failed to materialize, but the revolution has, nonetheless, arrived.
B. Over the past 30 to 40 years, spending on leisure has witnessed a strong increase. According to the
annual family expenditure survey published in 1999 by the Office for National Statistics, the average
household in the United Kingdom spent more on leisure than food, housing and transport for the very first
time. And the trend is also set to continue upwards well into the present century.
C. The survey, based on a sample of 6,500 households showed, that the days are long gone when the
average family struggled to buy basic foods. As recently as 1960, family spending on food was
approximately one third compared to 17% now. Twelve years later, there was a noticeable shift towards
leisure with the percentage of household spending on leisure increasing to 9%, and that on food declining
to 26%.
D. The average household income in the UK in 1999 was £460 per week before tax, and average spending
was £352.20. Of the latter sum, £59.70 was spent on leisure and £58.90 on food. On holidays alone, family
expenditure was 6%, while in 1969 the proportion spent on holidays was just 2%. And whereas the richest
10% lashed out 20% of their income in 1999 on leisure, the poorest spent 12%.
E. Among the professional and managerial classes, working hours have increased and, overall in the
economy, record numbers of people are in employment. As people work more, the appetite for leisure
activities has grown to compensate for the greater stress in life. The past 5 years alone have seen the leisure
business expand by 25% with a change in emphasis to short domestic weekend breaks, and long-haul short
breaks to exotic destinations in place of long holidays. In the future, it is expected that people will jump
from one leisure activity to another in complexes catering for everyone's needs with gyms, cinemas, cafes,
restaurants, bars and internet facilities all under one roof. The leisure complexes of today will expand to
house all the leisure facilities required for the leisure age.
F. Other factors fueling demand for leisure activities are rising prosperity, increasing longevity and a more
active elderly population. Hence, at the forefront of leisure spending are not just the young or the
professional classes. The 1999 family expenditure survey showed that the 64 to 75 year-old group spend a
higher proportion of their income on leisure than any other age group. The strength of the “grey pound”
now means that elderly people are able to command more respect and, thus, attention in the leisure market.
G. And the future? It is anticipated that, in the years to come, leisure spending will account for between a
third to a half of all household spending. Whilst it is difficult to give exact figures, the leisure industry will
certainly experience a long period of sustained growth. Working hours are not expected to decrease, partly
because the 24-hour society will need to be serviced; and secondly, because more people will be needed to
keep the service/ leisure industries running.
H. In the coming decades, the pace of change will accelerate, generating greater wealth at a faster rate than
even before. Surveys show that this is already happening in many parts of Europe. The south-east of
England, for example, is now supposedly the richest area in the EEC. The “leisure pound” is one of the
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Selection Test for National English Competition 2015 No. 2
driving forces behind this surge. But, sadly, it does not look as if we will have the long leisure hours that
we had all been promised.
For questions 94-100, choose correct heading for paragraphs A-H from the list of headings below. You
may use any heading more than once. There are more headings than paragraphs, so you will not use all
of them.
One of the headings has been done for you as an example (0)
List of headings
i Leisure spending goes up strongly
ii Decreasing unemployment
iii False forecasts
iv Spending trends - leisure v food
v More affordable food
vi Leisure as an answer to stress
vii Looking forward
viii The leisure revolution - working hours reduced to 25
ix The “grey pound” soars
x Rising expenditure
xi The elderly leisure market
xii National Statisticians
xiii Work, stress, and leisure all on the up
Xiv Money yes, leisure time no
0. Paragraph D 94. Paragraph A 95. Paragraph B 96. Paragraph C
97. Paragraph E 98. Paragraph F 99. Paragraph G 100. Paragraph H
Example: 0. vi
For questions 101-105, write
Y if the statement agrees with the information in the passage.
N if the statement contradicts the information in the passage.
NG if there is no information about the statement in the passage.
101. At the turn of the last century, weekly work hours dropped to 25.
102. Spending on leisure has gone up over the past three decades.
103. Long holidays have taken the place of long-haul short breaks.
104. In the future, people will pay less for the leisure facilities they use than they do today.
105. The 24-hour society will have a negative effect on people’s attitudes to work.
IV. WRITING
Part 1: Use the words given in brackets and make any necessary additions to write a new sentence in
such a way that it is as similar as possible in meaning to the original sentence. Do NOT change the form
of the given word. You must use between THREE and NINE words, including the words given. There is
an example at the beginning (0).
0. He seemed to be worried about something (IMPRESSION)
I ________ have the impression that something ____ was worrying him.
106. Do you have any idea about how Jack made enough money to buy his new house? (LIGHT)
Can you ___________________________ Jack made enough money to buy his new house?
107. Our boss is absolutely determined not to give us that pay rise. (INTENT)
Our boss ___________________________ the pay rise.
108. The young actress was very nervous before the audition. (BUTTERFLIES)
The young actress ___________________________ audition.
109. With constant practice, you’ll be a much better pianist than the others. (SHOULDERS)
If you practice constantly, ___________________________ other pianists.
110. I can’t imagine what Rod is planning to buy me for Christmas. (FAINTEST)
I don’t ___________________________ what Rod is planning to buy me for Christmas.
Part 2: The table shows Glasgow age demographics in 1998. The chart shows the average number of
annual hospital visits per capita among Glasgow residents.
Summarise the information by selecting and reporting all the main features, and make comparisons
where relevant. Write at least 150 words
0-12 13-19 20-34 35-49 50-64 64+
14% 12% 16% 20% 24% 14%
Glasgow age demographics (1998)
Part 3: Write an essay of about 350 words to express your opinion on the following statement:
“Health care should not be provided for free regardless of a person’s income. The health of a person is
in their own hands and they should, therefore, be held accountable for that.”