I.

LISTENING
Part 1.
The light songs Stephen wrote at college weren’t published because _______.
A. he couldn’t interest a publisher in them
B. he was afraid of people’s reactions
C. his family advised him against it
D. he didn’t think they would sell
2. Stephen and Jenny’s original reason for writing Goldringer was that_______.
A. they wanted to include it in their college show
B. it was commissioned for a school concert
C. they wanted to find out if they were able to do so
D. a music publisher asked them to write a musical
3. Stephen prefers not to write the lyrics for his shows because he _______.
A. would rather work with someone else
B. finds it difficult to write them
C. thinks they are of poor quality
D. is only interested in writing music
4. Stephen’s purpose in mentioning Helen Downes is to convince listeners that _______.
A. he has strong views about productions of his musicals
B. Helen Downes was an unsuitable director
C. the design for a particular show was of too low a standard
D. the director has ultimate responsibility for a production
5. Stephen claims that reason why some newspapers criticize him is that _______.
A. they think he is conceited
B. they don’t like his music
C. he isn’t interested in publicity
D. he tries to control his public image

TRANSCRIP (LISTENING)
Part 1. For questions 1 – 5, you will hear the beginning of a radio interview with Stephen Perrins,
a composer of musicals. Listen and indicate the most appropriate response, A, B, C, or D.
Interviewer: My guest today started out in the world of serious music and showed great
promise as an avant garde composer, but he made the surprising leap into the
world of the musical theatre. Welcome, Stephen Perrins.
Stephen Perrins: Thank you.
Interviewer: Stephen, what made you change from serious music to musicals?
Stephen Perrins: Well, my parents were both professors of music, so I dutifully went to music
college, studied composition, and wrote rather inaccessible music. But I suppose
really my heart’s always been in the theatre, and I soon found myself writing
songs in secret, drawing my inspiration from musicals.
Interviewer: Did you try to get them published?
Stephen Perrins: No, for a long time I kept them to myself, even though I thought they were
commercial. I suppose I had something of an inferiority complex about them,
because they were a bit slushy, Q.1 and I was sure my family and college
would think they were below me.
Interviewer: So what happened?
Stephen Perrins: Well, we had a very light-hearted end-of-year show at college, and I decided,
more or less on impulse, to sing one of my songs, because it happened to fit
rather neatly into a sketch that Jenny Fisher and I wrote, which was a spoof
opera. And it kind of stole the show. A year later a schoolteacher friend, who’d
been in the cast, got in touch with me – he wanted a short musical for a concert at
his school. In fact, just as an experiment, Q.2 Jenny and I had already worked
up the opera sketch into something we renamed Godringer, without any real
idea of what to do with it next, so it just needed a bit of tinkering.( SỬA
LẠI)
Interviewer: That was lucky.
Stephen Perrins: The real break was that the music critic of a national paper had a child at the
school, and the following Sunday we read this rave review saying that Jenny and
I were the future of the musical, and of course we were on cloud nine, and we
immediately had music publishers lining up.
Interviewer: How did your family react?
Stephen Perrins: Oh, they were Oh, they were aghast at first, but they came round, and they’ve
been right behind us ever since.
Interviewer: Q.3 You’ve always said you won’t do the lyrics of your songs. I presume you’ve
tried.
Stephen Perrins: I did with my early songs. In fact I could knock them off with a rather suspect
facility. But I realized that I wrote both the words and the music I’d be working
in a kind of vacuum, and what I enjoy most is the collaboration and sparking
off each other’s ideas.
Interviewer: There was a story in the papers recently that you wanted to direct your musicals,
too. Has anything come of that?
Stephen Perrins: Q.4 No, that just wasn’t true. I never claim to be a director, I always think when
you’ve actually appointed the director for a show, you shouldn’t undermine
them. For example, in one of my shows, which Helen Downes directed, I wasn’t
that happy with the design, but she was passionate to have it, and it was right not
to interfere.
Interviewer: Now in the last few years you’ve had great international success, but for some
of the more upmarket newspapers, it seems, you simply can’t put a foot right.
Stephen Perrins: No, and I don’t really know quite why. Maybe I’m being big-headed, but I don’t
think it’s because of the music. Q.5 I think it’s more that I’m not really that
bothered about my image, so I don’t do masses of PR. Which means I leave
myself open to that carping sort of criticism.
Interviewer: It seems to me it’s a kind of distaste for the popularity of your music.
Stephen Perrins: It’s like the time when serious art critics looked down on the late 19 th century
artists, and their paintings were considered worthless. The fact is that if you went
into an art gallery, guess where the public were.
Interviewer: Just as the public are always to be found at your musicals. Stephen Perrins, thank
you.
Stephen Perrins: Thank you.

Part 2.

6. Napoleon controlled all of Europe at one time. F

7. Austria and Russia fought fiercely against Napoleon, but England did not. F

8. Napoleon lost most of his soldiers when he attacked England. F

9. Napoleon died before he reached the age of fifty-two. T

10. He was married when he was very young. N

Part 2. For questions 6 - 10, you will hear a conversation. Decide whether the following statements
are true or not by writing:
T for a statement which is true;
F for the statement which is false;
N if the information is not given.
Tom: Now, tell me about Napoleon. I know he used to be a French soldier and very quickly he
became emperor of France. Do you know when he was born?
Marti: Yes. He was born in 1769 on the island of Corsica. And when he was only ten years old, his
father sent him to a military school in France.
Tom: Was he a brilliant student at school?
Marti: No, he wasn’t, but he excelled in mathematics and military science. And then, when he was
sixteen years old, he joined the French army.
Tom: Oh, I didn’t know he joined the arm that young.
Marti: His military career brought him fame, power and riches, but, finally, defeat. Napoleon
became a general in the French army at the age of 24. Several years later, he became
emperor of the French Empire.
Tom: Do you know when he became an emperor?
Marti: Yes. On may 18, 1804 he became emperor of France and the coronation ceremony was held
 at Notre Dame on the second of December. He was only 35 that year. He was really many
things. But he was, first of all, a brilliant military leader. His soldiers were ready to die for
him.
Tom: Yes, he was really short, too. Of course, Napoleon had so many military victories so his
size wasn’t an issue.
Marti: Q.6 You are right. At one time he controlled most of Europe
Tom: Yes, but at that time many countries, Q.7 including England, Russia, and Austria,
fought fiercely against Napoleon.
Marti: Right. His defeat came when he decided to attack Russia. Q.8 In this military campaign
into Russia, he lost most of his army. Shortly after his defeat, his abdication ( thoái
vi)followed at Waterloo, and then he tried to escape to America but he failed. He finally
surrendered to the British government and then they exiled him to St. Helena
Island.
Tom: I know his last years were spent there with a few chosen comrades. Do you know how old
he was when he died?
Marti: He lived there until he died. Q.9 He died in 1821 when he was only 51 years old. He died
alone, deserted by his family and his friends.
Tom: Well, that’s a pretty sad way to end the life. Well, Marti, I’m sure your presentation will be
really good. You know, you could also give the chronological order of his life and this may
help your classmates to follow your presentation.
Marti: Yes, that’s a good suggestion. Thank you, Tom.
Tom: You are welcome. I have to go now. I have another lecture to attend. Good luck.
Part 3. For questions 11 – 15, answer the questions below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Part 3. For questions 11 – 15, answer the questions below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

11. How did the students do their practical sessions?

12. In the second semester how often did Kira work in a hospital?

13. How much full-time work did Kira do during the year?

14. Having completed the year, how does Kira feel?

15. In addition to the language, what do overseas students need to become familiar with?

11. (in) groups 12. every 2 days 13. 2 weeks 14. confident 15. education system

Paul: And how was your timetable? Was it a very busy year?
Kira: Very, very busy. They make you work very hard. Apart from lectures, we had practical
sessions in a lot of subjects. We did these Q. 11 in (small) groups. I had to go and work
four hours every week in a community pharmacy. Actually, I enjoyed this very much –
meeting new people all the time. Then in second semester, we had to get experience in
hospital dispensaries, so Q.12 every second day we went to one of the big hospitals and
worked there. And on top of all that we had our assignments, which took me a lot of time.
Oh, I nealy forgot, between first and second semesters, we had to work full-time for Q.13
two weeks in a hospital.
Paul: That does sound a very heavy year. So are you pleased now that you did it? Do you feel
some sense of achievement?
Kira: Yeah, I do feel much Q.14 (more) confident, which I suppose is the most important thing.
Paul: And have you got any recommendations for people who are studying from overseas?
Kira: Well, I suppose they need very good English. It would be much better if they spent more
time learning English before they enter the university, because you can be in a big trouble if
you don’t understand what people are saying and you haven’t got time to translate.
Paul: Anything else?
Kira: Well, as I said before, the biggest problem for me was a lack of familiarity with the Q.15
education system here.
Paul: It sounds as if it was a real challenge. Congratulations, Kira.
Kira: Thanks, Paul.

Part 4. For questions 16 - 25, listen to a piece of VOA news about Croatia Voters Back Same – Sex
Marriage Ban and fill in the missing information.
Write NO MORE THAN THREE WORDS taken from the recording for each answer in the
spaces provided.

Government proposals to Q.16 formalise rights for same-sex couples prompted the petition.
Around Q.17 three-quarters of a million people signed it – out of a total population of just over 4
million. The Catholic Church is a Q.18 key part of Croat identity – and many people are Q.19 socially
conservative.
The referendum is an enormous Q.20 embarrassment for Croatia’s government. It tried – and
failed – Q.21 to block the vote through the courts.
Success is a Q.22 relative concept. Croatia appeared to be moving in a Q.23 different direction
to other western Balkan countries Q.24 when it joined the EU in July. Now, like its neighbours, Serbia
and Montenegro, it has Q.25 a constitutional ban on the same-sex marriage.
Part 5. For questions 26 - 35, listen to a talk about the
_guy_build_a_massive_solar_system_in_the_desert_short_film_showcase and fill in the
missing information.

Write NO MORE THAN THREE WORDS taken from the recording for each answer in the
spaces provided.

If you look up an image of the earth and moon. You're gonna get a picture where they're quite close
together. Something like that. But in reality there are some men are about. That far apart that is the earth
and the moon to scale. Taking the same concept but for the solar system every single picture of the solar
system that we Q.26 ever encounter is not to scale if you put the orbits to scale on a piece of
paper. And it's become Q.27 microscopic and he won't be able to see them. There is literally not an
image that adequately shows you what it actually looks like from there. The only way to see a scale
model of the solar system is to build one. Welcome the Black Rock desert. This is Alex Riley he's
gonna be behind the camera I'm gonna be probably making a lot of Q.28 mistakes on camera. We
have 30 6:00 hours to measure the distances trace out the orbits and set up a Q.29 time lapse shot
from up on top of a nearby mountain. To create a scale model with is only as big as this marble you
need 7 miles of Q.30 empty space. So that's why we're here why did you guys come. I don't have a
job. At this scale the sun is a meter point 5 so about about that big around. So we're driving right now to
mercury to rise to. Venus is the same size as earth. Q.31 Swirled in my pockets. And. This is. Got a
couple of robots rolling around on that one. Once a time lapse is ready we'll try each word with a
light. Hopefully you'll be able to tell just how big they really are. Over to the outer planets. Jupiter. That
tiny light out there is our son just over a mile away. Sounds way way out there now. This is it. Our
system. So right now it's about 7:00 AM we just woke up right before the sun's about to rise we are on
the earth's orbit while he's over there holding our son. Q. V. Q.32 dramatic sunrise music. So if we've
made our model correctly your perspective from where is the model we'll match your perspective from
standing on the real. So if you look back at the sun you will see that the model son and the real son are
the exact same size. And that's how you can tell that the proportions are ranked. There are 24 people in
the entire history of the human species millions of people who have actually seen the Q.33 full circle of
the earth with their own eyes. The practice Q.34 the astronauts went to the show room where they don
their space this is man's attempt to get to the monitor. We have done let's stop at 7 in the one in earth
orbit the Verizon just Q.35 slightly curved. When you head on out to the moon rises slowly curves
around and upon itself and all of a sudden you're looking at something that is very strange but it was
very very familiar. Hello there. You can purchase up up. And you can hide the earth behind
your. Everything that you have ever known. All right yourself. It's really beautiful. That's what I really
wanted to try and capture. We are on a marble floating in the middle of nothing. When you come face to
face with that it's. Staggering.
I/ READING
1.GUIDED CLOZE
Part 1
Goal competition says that one of the greatest barriers (1) _________ achieving your goals is the other
goals you have. In other words, your goals are competing with one another for your time and attention.
(2) _________ you chase a new goal, you have to pull focus and energy from your other pursuits. This
is basically The Four Burners Theory In action. When you turn one burner up, you have to turn others
down Now, there is good news. One of the fastest ways to make progress on your goals is to simply
press pause on less important things and focus on one goal at a time. Sometimes you just need to
reorganize your priorities a little bit and suddenly progress comes much more quickly because you are
now (3) _________committed to a goal that was only getting (4) _________ attention previously. This
is an important insight. Typically, when we fail to reach our goals, we think something was wrong with
our goal or our approach. Experts tell us, “You need to think bigger! Pick a dream that Is so big it will
motivate you every day.” Or we tell ourselves, “If only I had more hours in the day!” These excuses (5)
_________ the bigger issue. What often looks like a problem of goal setting is actually a problem of
goal selection. What we really need Is not bigger goals, but better focus. You need to choose one thing
and ruthlessly eliminate everything else. In the words of Seth Godin, “You don't need more time, you
just need to decide.” Our lives are like rose bushes. As a rose bush grows, it creates more buds than it
can (6) _________. If you talk to an experienced gardener, they will tell you that rose bushes need to be
pruned ( cắt bớt) to (7) _________ the best in both their appearance and their performance. In other
words, if you want a rose bush to (8) _________, then you need to cut away some of the good buds so
the great ones can fully blossom. Our goals are similar. They need to be consistently pruned and
trimmed (9) _________. It’s natural for new goals to come into our lives and to get excited about new
opportunities—just like it’s natural for a rose bush to add new buds. If we can muster the courage to
prune away a few of our goals, then we create the space we need for the remaining goals to fully
blossom. Full growth and (10) _________ living require pruning.

1. A. for B. to C. in D. from
( barriers to Ving)
2. A. Whenever B. Regardless C. Irrespective D. If
3. A. utterly B. greatly C. definitely D. fully
(fully committed)-> collocation
4. A. moderate B. ordinary C. mild D. adequate
moderate attention ( quan tâm vừa phải)
5. A. hinder B. block C. cloud D. detract
cloud the issue (Che phủ vấn đề)
6. A. withstand B. hold C. assist D. sustain
(chịu đựng, duy trì)
7. A. get out B. bring about C. bring out D. get from
bring out: (làm hiện rõ, công bố)
8. A. develop B. thrive C. expand D. mature
thrive ( phát triển tốt)
9. A. out B. down C. up D. over
trim down: cắt tỉa bỏ bớt
10. A. optimal B. efficient C. complete D. total
optimal living: sống tốt nhất, tối ưu nhất

Part 2
Sleep is one of the strangest things we do each day. The (1) _________ adult will spend 36 percent of
his or her life asleep. For one-third of our time on earth, we transition from the vibrant, thoughtful,
active organisms we are during the day and power down into a quiet (2) _________ of hibernation. But
what is sleep, exactly? Why Is it so important and so restorative for our bodies and minds? How does it
impact our lives when we are (3) _________ ? Sleep serves multiple purposes that are essential to your
brain and body. Let's break down some of the most important ones. The first purpose of sleep Is
restoration. Every day, your brain accumulates metabolic waste as it (4) _________ its normal neural
activities. While this is completely normal, too much accumulation of these waste products has been
linked to neurological disorders such as Alzheimer's disease. Alright, so how do we get rid of metabolic
waste? Recent research has (5)_________ that sleep plays a crucial role in cleaning out the brain each
night. While these toxins can be flushed out during waking hours, researchers have found that (6)
_________ during sleep is as much as two-fold faster than during waking hours. The way this process
occurs is fairly remarkable:(7) _________ sleep, brain cells actually shrink (8) _________ 60
percent, allowing the brain's waste-removal system—called the glymphatic system—to essentially “take
out the trash” more easily. The result? Your brain Is restored during sleep, and you wake up refreshed
and with a clear mind. The second purpose of sleep is memory consolidation. Sleep Is crucial for
memory consolidation, which is the process that maintains and strengthens your long-term memories.
Insufficient or fragmented sleep can hamper your ability to form both concrete memories (facts and
figures) and emotional memories. Finally, sleep is (9) _________ for metabolic health. Studies have
shown that when you sleep 5.5 hours per night instead of 8.5 hours per night, a lower proportion of the
energy you burn comes from fat, while more comes from carbohydrate and protein. This can (10)
_________ you to fat gain and muscle loss. Additionally, insufficient sleep or abnormal sleep cycles
can lead to insulin insensitivity and metabolic syndrome, increasing your risk of diabetes and heart
disease.

1. A. normal B. ordinary C. average D. common

2. A. period B. state C. position D. status
state of hibernation ( trạng thái không hoạt động)
3. A. awake (adj) B. awoken C. wakened D. waking
4. A. goes about B. sets out C. play through D. comes into
goes about ( làm, lan truyền)
5. A. proposed B. advised C. warned D. suggested
6. A. clearance B. clarity C. clarification D. cleaning
clearance: (quá trình làm sạch, loại bỏ chất thải)
7. A. When B. Throughout C. During D. While
8. A. into B. for C. by D. to
9. A. tantamount B. paramount C. imminent D. inseparable
paramount: (có tầm quan trọng tối cao, lớn thất)
10. A. predispose B. prompt C. lead D. induce
(predispose: khiến ai phải chịu, làm cho ai có khả năng mắc cái gì)

2. OPEN CLOZE
Part 1

Jargon is a loaded word. One dictionary (1) ________ it neatly and neutrally, as "the technical
vocabulary or idiom of a special activity or group", but this sense is almost completely overshadowed
by (2) ________ :"obscure and often pretentious language marked by a roundabout way of expression
and use of long words." For most people, it is the (3) ________ sense which is at the front of their
minds when they think about jargon. Jargon is said to be bad use of language, something to be avoided
at all (4) ________ . No one ever describes it in positive terms. Nor does one usually admit to using it
(5) ________ ; the myth is that jargon is something only "other” people employ. The (6) ________ ,
however, is that everyone uses jargon. It Is an essential part of the network of occupations and pursuits
that make (7) ________ society. All jobs present an element of jargon, which workers learn as they
develop their expertise. All hobbles require mastery of a jargon. Each society grouping has (8)
________ jargon. The phenomenon (9) ________ out to be universal and valuable. It is the jargon
element which, in a job, can promote economy and precision of expression, and thus help make life
easier for workers. It is also the chief linguistic (10) ________ which shows professional awareness
and social togetherness.

2.2: 1. defines 2. another 3. second / latter 4. costs 5. oneself 6. reality 7. up 8. its 9.turns 10. element

II/ IELTS READING

Read the following passage and do the tasks
 The Significant Role of Mother Tongue in Education
A. One consequence of population mobility is an increasing diversity within schools. To illustrate,
Q.10 in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where
English is not the usual language of communication. Schools in Europe and North America have
experienced this diversity for years, and educational policies and practices vary widely between
countries and even within countries. Some political parties and groups search for ways to solve the
problem of diverse communities and their integration in schools and society. However, they see few
positive consequences for the host society and worry that this diversity threatens the identity of the host
society. Consequently, they promote unfortunate educational policies that will make the “problem”
disappear. If students retain their culture and language, they are viewed as less capable of identifying
with the mainstream culture and learning the mainstream language of the society.
B. The challenge for educator and policy-makers is to shape the evolution of national identity in such a
way that rights of all citizens (including school children) are respected, and the cultural linguistic, and
economic resources of the nation are maximised. To waste the resources of the nation by
discouraging children from developing their mother tongues is quite simply unintelligent from the point
of view of national self-interest. A first step in providing an appropriate education for culturally and
linguistically diverse children is to examine what the existing research says about the role of children’s
mother tongues in their educational development.
C. In fact, the research is very clear. Q.2 When children continue to develop their abilities in two or
more languages throughout their primary school, they gain a deeper understanding of language
and how to use it effectively. They have more practice in processing language, especially when
they develop literacy in both. More than 150 research studies conducted during the past 25 years
strongly support what Goethe, the famous eighteenth-century German philosopher, once said: the
person who knows only one language does not truly know that language. Research suggests that
bilingual children may also develop more flexibility in their thinking as a result of processing
information through two different languages.
D. The level of development of children’s mother tongue is a strong predictor of their second language
development. Q.3 Children who come to school with a solid foundation in their mother tongue
develop stronger literacy abilities in the school language. When parents and other caregivers (e.g.
grandparents) are able to spend time with their children and tell stories or discuss issues with
them in a way that develops their mother tongue, children come to school well-prepared to learn
the school language and succeed educationally. Children’s knowledge and skills transfer across
languages from the mother tongue to the school language. Transfer across languages can be two-way:
both languages nurture each other when the educational environment permits children access to both
languages.
E. Q.4 Some educators and parents are suspicious of mother tongue-based teaching programs
because they worry that they take time away from the majority language. For example, in a
bilingual program when 50% of the time is spent teaching through children’s home language and 50%
through the majority language, surely children won’t progress as far in the latter? One of the most
strongly established findings of educational research, however, is that well-implemented bilingual
programs can promote literacy and subject-matter knowledge in a minority language without any
negative effects on children’s development in the majority language. Q.12 Within Europe, the Foyer
program in Belgium, which develops children’s speaking and literacy abilities in three languages
(their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and
trilingual education (see Cummins, 2000).
F. It is easy to understand how this happens. When children are learning through a minority language,
they are learning concepts and intellectual skills too. Pupils who know how to tell the time in their
mother tongue understand the concept of telling time. In order to tell time in the majority language, they
do not need to re-learn the concept. Q.14 Similarly, at more advanced stages, there is transfer across
languages in other skills such as knowing how to distinguish the main idea from the supporting
details of a written passage or story, and distinguishing fact from opinion. Studies of secondary
school pupils are providing interesting findings in this area, and it would be worth extending this
research.
 G. Many people marvel at how quickly bilingual children seem to “pick up” conversational skills in
the majority language at school (although it takes much longer for them to catch up with native speakers
in academic language skills). However, educators are often much less aware of how quickly children
can lose their ability to use their mother tongue, even in the home context. The extent and rapidity of
language loss will vary according to the concentration of families from a particular linguistic group in
the neighborhood. Where the mother tongue is used extensively in the community, then language loss
among young children will be less. However, where language communities are not concentrated in
particular neighborhoods, children can lose their ability to communicate in their mother tongue within
2-3 years of starting school. They may retain receptive skills in the language but they will use the
majority language, in speaking with their peers and siblings and in responding to their parents. By the
time children become adolescents, the linguistic division between parents and children has become an
emotional chasm. Pupils frequently become alienated from the cultures of both home and school with
predictable results.
Question 1-4
Choose the correct letter,  A, B, C or D.
Write the correct letter in boxes 1-4 on your answer sheet.
1. What point did the writer make in the second paragraph?
A. Some present studies on children’s mother tongues are misleading.
B. A culturally rich education programme benefits some children more than others.
C. Bilingual children can make a valuable contribution to the wealth of a country.
D. The law on mother tongue use at school should be strengthened.
2. Why does the writer refer to something that Goethe said?
A. to lend weight to his argument B. to contradict some research
C. to introduce a new concept D. to update current thinking
3. The writer believes that when young children have a firm grasp of their mother tongue
A. they can teach older family members what they learnt at school
B they go on to do much better throughout their time at school.
C they can read stories about their cultural background.
D they develop stronger relationships with their family than with their peers.
4. Why are some people suspicious about mother tongue-based teaching programmes?
A They worry that children will be slow to learn to read in either language.
B They think that children will confuse words in the two languages.
C They believe that the programmes will make children less interested in their lessons.
D They fear that the programmes will use up valuable time in the school day.
Question 5-9
Complete the summary using the list of word, A-J, below
Write the correct letter, A-J, in boxes 5-9 on your answer sheet.
Bilingual Children
It was often recorded that bilingual children acquire the 5________ to converse in the majority language
remarkable quickly. The fact that the mother tongue can disappear at a similar 6__________ is less well
understood. This phenomenon depends, to a certain extent, on the proposition of people with the same
linguistic background that have settled in a particular 7________. If this is limited, children are likely to
lose the active use of their mother tongue. And thus no longer employ it even with 8__________,
although they may still understand it. It follows that teenager children in these circumstances experience
a sense of  9_________  in relation to all aspects of their lives.

5. I ability  : Many people marvel at how quickly bilingual children seem to “pick up”
conversational skills in the majority language at school

6. D rate : However, educators are often much less aware of how quickly children can lose their
ability to use their mother tongue, even in the home context.
7. J area: The extent and rapidity of language loss will vary according to the concentration of families
from a particular linguistic group in the neighborhood.

8. F family : They may retain receptive skills in the language but they will use the majority language, in
speaking with their peers and siblings and in responding to their parents.

9. C dislocation  : Pupils frequently become alienated from the cultures of both home and school with
predictable results.

Questions 10-14
Do the following statements agree with the information given in Reading Passage 3?
In boxes 10-14 on your answer sheet, 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
10 Less than half of the children who attend kindergarten in Toronto have English as their mother
tongue. YES
11 Research proves that learning the host country language at school can have an adverse effect on a
child’s mother tongue. NOT GIVEN
12 The Foyer program is accepted by the French education system. NO
13 Bilingual children are taught to tell the time earlier than monolingual children. NOT GIVEN
14 Bilingual children can apply reading comprehension strategies acquired in one language when
reading in the other. YES

III/ CAE, CPE READING

You are going to read an extract from a book on photography. For questions 1 – 10, choose from
the sections (A – E). The sections may be chosen more than once.
In which section are the following mentioned?
1 the possibility that photography can directly influence events in the world
2 the possibility that the photographic image has become redundant
3 images being interpreted in a similar way by different societies
4 a commonly held view about the relationship between what is visible and how it is interpreted
5 the contrasts of scale that can be represented in photography
6 the possibility that the techniques employed in photography today have taken the medium back to
where it started
7 the ability of photography to provide images that will exist for a long time
8 uncertainty as to whether the main purpose of photography is to inform or to entertain
9 the potential of photography to epitomise the human condition
10 the view that photography was the greatest achievement in the history of visual images

DECBBEBDAA
A Q.9 Over the past one and a half centuries, photography has been used to record all aspects of
human life and activity. Q.5 During this relatively short history, the medium has expanded its
capabilities in the recording of time and space, thus allowing human vision to be able to view the
fleeting moment or to visualise both the vast and the minuscule. It has brought us images from remote
areas of the world, distant parts of the solar system, as well as the social complexities and crises of
modern life. Indeed, the photographic medium has provided one of the most important and influential
means of capturing the essence of our being alive. Nonetheless, the recording of events by means of the
visual image has a much longer history. The earliest creations of pictorial recording go as far back as
the Upper Palaeolithic period of about 35,000 years ago and, although we cannot be sure of the exact
purposes of the early cave paintings, pictorial images seem to be inextricably linked to human culture as
we understand it.
B Throughout the history of visual representation, questions have been raised concerning the supposed
accuracy (or otherwise) of visual images, as well as their status in society. Ideas and debates concerning
how we see the world and the status of its pictorial representations have been central political,
philosophical and psychological issues from the time of Ancient Greece to the present-day technical
revolution of the new media communications. Vision and representation have pursued interdependent
trajectories, counter-influencing each other throughout history. Q.4 The popular notion that ‘seeing is
believing’ had always afforded special status to the visual image. So when the technology was
invented, in the form of photography, the social and cultural impact was immense. Q.7 Not only did it
hold out the promise of providing a record of vision, but it had the capacity to make such
representation enduring.
C Q.10 In the mid-nineteenth century, the invention of photography appeared to offer the promise of
‘automatically’ providing an accurate visual record. It was seen not only as the culmination of visual
representation but, quite simply, the camera was regarded as a machine that could provide a fixed
image. And this image was considered to be a very close approximation to that which we actually see.
Q.3 Because of the camera’s perceived realism in its ability to replicate visual perception, it was
assumed that all peoples would ‘naturally’ be able to understand photographs. This gave rise to the
question of whether photography constituted a ‘universal language’. For example, a photograph of the
heavens, whether it showed the sun and moon or the constellations, would immediately be understood
in any part of the world. In the face of the rapid increase in global communications, we do need at least
to ask to what extent the photographic image can penetrate through cultural differences in
understanding.
D Q.1 There are other questions that arise concerning the role of photography in society that have
aimed to determine whether the camera operates as a mute, passive recorder of what is happening or
whether it possesses the voice and power to instigate social change. Q.8 We may further speculate
whether the camera provides images that have a truly educational function or if it operates primarily
as a source of amusement. In provoking such issues, the photographic debate reflects polarised
arguments that traditionally have characterised much intellectual thought.
E The last 170 years have witnessed an ever-increasing influence of the visual image, culminating in the
global primacy of television. For photography, the new prospects and uncertainties posed by digital
storage and manipulation, and the transmission of images via the internet present new challenges. It has
even been suggested that we now inhabit the ‘post-photographic era’ – where technological and
cultural change have Q.2 devalued photography to such an extent that events have taken us beyond
the photograph’s use and value as a medium of communication. Q.6 Furthermore, perhaps we
should be asking if the advent of digital imagery means that photography, initially born from painting,
has turned full circle and has now returned to emulating painting – its progenitor.

You are going to read part of an essay on Martin Luther King Jr. For questions 1 - 7, choose the
answer (A, B, C or D) which you think fits best according to the text.

To what extent, then, did Martin Luther King's presence affect the civil rights movement? Answering
that question requires us to look beyond the usual portrayal of the black struggle. Q.1 Rather than
seeing an amorphous mass of discontented blacks acting out strategies determined by a small group of
leaders, we would recognise King as a major example of the local black leadership that emerged as
black communities mobilised for sustained struggles.

King's major public speeches have received much attention, but his exemplary qualities were also
displayed in countless strategy sessions with other activists and in meetings with government officials.
Q.2 King's success as a leader was based on his intellectual and moral strength and his skill as a
conciliator among movement activists who refused to be simply King's "followers' or "lieutenants".

The success of the black movement required the mobilisation of black communities as well as the
transformation of attitudes in the surrounding society, and King's wide range of skills and attributes
prepared him to meet the internal as well as the external demands of the movement. King understood
the black world from a privileged position, having grown up in a stable family within a major black
urban community; yet Q.3 he also learned how to speak persuasively to the surrounding white
world. King could not only articulate black concerns to white audiences, but could also mobilise blacks
through his day-to-day involvement in black community institutions and through his access to the
regional institutional network of the black church. Q.4 His advocacy of non-violent activism gave the
black movement invaluable positive press coverage, but his effectiveness as a protest leader derived
mainly from his ability to mobilise black community resources.

The movement's strength and durability came from its mobilisation of black community institutions,
financial resources and grass-roots leaders. The values of southern blacks were profoundly and
permanently transformed not only by King, but also by involvement in sustained protest activity and
community-organising efforts. Rather than merely accepting guidance from above, southern blacks
were resocialised as a result of their movement experiences.

Although the literature of the black struggle has traditionally paid little attention to the intellectual
content of black politics, movement activists of the 1960s made a profound contribution to political
thinking. King may have been born with rare potential, but his most significant leadership' attributes
were related to his immersion in, and contribution to, the intellectual ferment that has always been an
essential part of Afro-American freedom struggles. Those who have written about King have too often
assumed that his most important ideas were derived from outside the black struggle — from his
academic training, his philosophical readings, or his acquaintance with Gandhian ideas. Q.5 Scholars
are only beginning to recognise the extent to which his attitudes and those of many other activists, white
and black, were transformed through their involvement in a movement in which ideas were
disseminated from the bottom up as well as from the top down.

Although my assessment of King's role in the black struggles of his time reduces him to human scale, it
also increases the possibility that others may recognise his qualities in themselves. Q.6 Idolising King
lessens one's ability to exhibit some of his best attributes or, worse, encourages one to become a
debunker,( kẻ bị vạch trần, bị hạ bệ) emphasising King's flaws in order to lessen the inclination to
exhibit his virtues. King undoubtedly feared that some who admired him would place too much faith in
his ability to offer guidance and to overcome resistance, for he often publicly acknowledged his own
limitations and mortality. King expressed his certainty that black people would reach the Promised Land
whether or not he was with them. His faith was based on an awareness of the qualities that he knew he
shared with all people. When he suggested his own epitaph, he asked not to be remembered for his
exceptional achievements — his Nobel Prize and other awards, his academic accomplishments; instead,
he wanted to be remembered for giving his life to serve others, for trying to be right on the war
question, for trying to feed the hungry and clothe the naked, for trying to love and serve humanity. "I
want you to say that I tried to love and serve humanity." Those aspects of King's life did not require
charisma or other superhuman abilities.

The notion that appearances by Great Men (or Great Women) are necessary preconditions for the
emergence of major movements for social changes reflects not only a poor understanding of history, but
also a pessimistic view of the possibilities for future social change. Waiting for the Messiah is a human
weakness that is unlikely to be rewarded more than once in a millennium. Studies of King's life offer
support for an alternative optimistic belief that ordinary people can collectively improve their lives. Q.7
Such studies demonstrate the capacity of social movements to transform participants for the better
and to create leaders worthy of their followers.

1. What does the writer tell us about King in the opening paragraph?
A We must look beyond the black movement to assess King's contribution to it.
B King was merely one of many black leaders who only influenced a local community.
C King gained in prominence as people in his community became organised.
D King's community did not feature discontented blacks.
2. The writer indicates that King's success as a leader
A was largely due to his public speeches.
B owed much to his ability to persuade.
C would probably not have been possible without help from government officials.
D stopped short of gaining the respect of other activists.
3. Which phrase, as it is used in the text, exemplifies "the external demands of the movement"
A the mobilisation of black communities
B from a privileged position
C articulate ( nói rõ ràng) black concerns to white audiences
D mobilise blacks through his day-to-day involvement
4. In the third paragraph, the writer suggests that King's championship of a peaceful way of
operating
A enhanced the way in which activists were portrayed.
B was the principal reason for his becoming an effective leader.
C encouraged the black press.
D made the black movement worth mentioning in the newspapers.
5. What does the reader learn about the spreading of ideas in the black movement?
A The ideas came from literature on the black struggle.
B King's academic training had no bearing on the matter.
C King's most influential ideas came from outside the struggle.
D It was a two-way process between leaders and other participants.
6. The writer says in the sixth paragraph that idolising King
A reduces him to a human scale.
B emphasises his flaws.
C causes some to belittle ( xem thường, làm giảm giá trị) him.
D increases the chances of people identifying with him.
7. The writer concludes with the idea that people can improve their lives
A through grass roots ( dân thường) activism.
B only on rare occasions.
C by understanding history.
D through an optimistic belief in leaders.

You are going to read about investigations into the origins of the universe. Seven paragraphs have
been removed from the extract. Choose from the paragraphs A - H the one which fits each gap (1
- 7). There is one extra paragraph which you do not need to use.
A powerful conviction for me is the idea that as we converge on the moment of creation, the
constituents and laws of the universe become ever simpler. A useful analogy here is life itself, or, more
simply, a single human being. Each of us is a vastly complex entity, assembled from many different
tissues and capable of countless behaviours and thoughts.
1.

Cosmology is showing us that this complexity flowed from a deep simplicity as matter metamorphosed
through a series of phase transitions. Travel back in time through those phase transitions, and we see an
ever-greater simplicity and symmetry, with the fusion of the fundamental forces of nature and the
transformation of particles to ever-more fundamental components.
2.

Go back further still. What was there before the big bang? What was there before time began? Facing
this question challenges our faith in the power of science to find explanations of nature. The existence
of a singularity — in this case the given, unique state from which the universe emerged — is anathema
to science, because it is beyond explanation.
3.

Cosmologists have long struggled to avoid this bad dream by seeking explanations of the universe that
avoid the necessity of a beginning. Einstein, remember, refused to believe the implication of his own
equations — that the universe is expanding and therefore must have had a beginning — and invented
the cosmological constant to avoid it. Only when Einstein saw Hubble's observations of an expanding
universe could he bring himself to believe his equations.
4.

Stephen Hawking and J B Hartle tried to resolve the challenge differently, by arguing the singularity out
of existence. Flowing from an attempt at a theory of quantum gravity, they agreed that time is finite, but
without a beginning. Think of the surface of a sphere. The surface is finite, but it has no beginning or
end — you can trace your finger over it continuously, perhaps finishing up where you began. Suppose
the universe is a sphere of space time. Travel around the surface, and again you may finish up where
you started both in space and time.
5.

We simply do not know yet whether there was a beginning of the universe, and so the origin of space-
time remains in terra incognita. No question is more fundamental, whether cast in scientific or
theological terms. My conviction is that science will continue to move ever closer to the moment of
creation, facilitated by the ever-greater simplicity we find there. Some physicists argue that matter is
ultimately reducible to pointlike objects with certain intrinsic properties.
6.

To an engineer, the difference between nothing and practically nothing might be close enough. To a
scientist, such a difference, however miniscule, would be everything. We might find ourselves
experiencing Jarrow's bad dream, facing a final question: Why? "Why questions are not amenable to
scientific inquiry and will always reside within philosophy and theology, which may provide solace if
not material explication.
7.
The list of cosmic coincidences required for our existence in the universe is long, moving Stephen
Hawking to remark that, "the odds against a universe like ours emerging out of something like the big
bang are enormous." Princeton physicist Freeman Dyson went further, and said: "The more I examine
the universe and the details of its architecture, the more evidence I find that the universe in some sense
must have known we were coming." This concatenation of coincidences required for our presence in
this universe has been termed the anthropic principle. In fact, it is merely a statement of the, obvious:
Had things been different, we would not exist.
A This, of course, requires time travel, in violation of Mach's principle. But the world of quantum
mechanics, with its uncertainty principle, is an alien place in which otherworldly things can happen. It is
so foreign a place that it may even be beyond human understanding.
B But what if the universe we see were the only one possible, the product of a singular initial state
shaped by singular laws of nature? It is clear that the minutest variation in the value of a series of
fundamental properties of the universe would have resulted in no universe at all, or at least a very alien
universe. For instance, if the strong nuclear force had been slightly weaker, the universe would have
been composed of hydrogen only. An expansion more rapid by one part in a million would have
excluded the formation of stars and planets.
C Trace that person back through his or her life, back beyond birth to the moment of fertilisation of a
single ovum by a single sperm. The individual becomes ever simpler, ultimately encapsulated as
information encoded in DNA. The development that gradually transforms a DNA code into a mature
individual is an unfolding, a complexification, as the information in the DNA is translated and
manifested through many stages of life. So, I believe, it is with the universe. We can see how very
complex the universe is now, and we are part of that complexity.
D Others argue that fundamental particles are extraordinarily tiny strings that vibrate to produce their
properties. Either way, it is possible to envisage creation of the universe from almost nothing — not
nothing, but practically nothing. Almost creation ex nihilo, but not quite. That would be a great
intellectual achievement, but it may still leave us with a limit to how far scientific inquiry can go,
finishing with a description of the singularity, but not an explanation of it.
E For many proponents of the steady state theory, one of its attractions was its provision that the
universe had no beginning and no end, and therefore required no explanation of what existed before
time = 0. It was known as the perfect cosmological principle.
F There can be no answer to why such a state existed. Is this, then, where scientific explanation breaks
down and God takes over, the artificer of that singularity, that initial simplicity? The astrophysicist
Robert Jastrow described such a prospect as the scientist's nightmare: "He has scaled the mountains of
ignorance; he is about to conquer the highest peak; as he pulls himself over the final rock, he is greeted
by a band of theologians who have been sitting there for centuries."
G' Various COBE team members and other cosmologists were on TV, radio talk shows, and in
newspapers for several days. The publicity and tremendous public interest provided a unique
opportunity to discuss science with a very large audience and to promote the power of human endeavour
in pursuing the mysteries of nature.
H Go back further and we reach a point when the universe was nearly an infinitely tiny, infinitely dense
concentration of energy. This increasing simplicity and symmetry of the universe as we near the point
of creation gives me hope that we can understand the universe using the powers of reason and
philosophy. The universe would then be comprehensible, as Einstein had yearned.

1C
Each of us is a vastly complex entity, assembled from many different tissues and capable of countless
behaviours and thoughts... Trace that person back through his or her life, back beyond birth to the
moment of fertilisation of a single ovum by a single sperm. The individual becomes ever simpler,
ultimately encapsulated as information encoded in DNA.
So, I believe, it is with the universe. We can see how very complex the universe is now, and we are
part of that complexity... Cosmology is showing us that this complexity flowed from a deep simplicity
as matter metamorphosed through a series of phase transitions. Travel back in time through those
phase transitions, and we see an ever-greater simplicity and symmetry
2H
Travel back in time through those phase transitions, and we see an ever-greater simplicity and
symmetry... Go back further and we reach a point when the universe was nearly an infinitely tiny,
infinitely dense concentration of energy... Go back further still.
3F
The existence of a singularity — in this case the given, unique state from which the universe emerged
— is anathema to science, because it is beyond explanation... There can be no answer to why such a
state existed.
God takes over, the artificer of that singularity, that initial simplicity? The astrophysicist Robert Jastrow
described such a prospect as the scientist's nightmare... Cosmologists have long struggled to avoid this
bad dream by seeking explanations of the universe that avoid the necessity of a beginning.
4E
Only when Einstein saw Hubble's observations of an expanding universe could he bring himself to
believe his equations...For many proponents of the steady state theory, one of its attractions was its
provision that the universe had no beginning and no end, and therefore required no explanation of
what existed before time = 0.
5A
Suppose the universe is a sphere of space time. Travel around the surface, and again you may finish
up where you started both in space and time... This, of course, requires time travel, in violation of
Mach's principle.
6D
Some physicists argue that matter is ultimately reducible to pointlike objects with certain intrinsic
properties... Others argue that fundamental particles are extraordinarily tiny strings that vibrate to
produce their properties.
7B
It is clear that the minutest variation in the value of a series of fundamental properties of the universe
would have resulted in no universe at all, or at least a very alien universe. For instance, if the strong
nuclear force had been slightly weaker, the universe would have been composed of hydrogen only.
An expansion more rapid by one part in a million would have excluded the formation of stars and
planets... The list of cosmic coincidences required for our existence in the universe is long