Đề Thi ILETS Intermediate 1-101

TRƯỜNG ĐẠI HỌC KINH TẾ ĐỀ THI KẾT THÚC HỌC PHẦN
TỔ NGOẠI NGỮ BẬC ĐẠI HỌC HỆ CHÍNH QUY

CHUYÊN NGÀNH
Học kỳ I Năm học 2021 - 2022
Tên học phần: IELTS Intermediate 1 Thời gian làm bài MÃ ĐỀ THI
Mã học phần: ENG2013 100 phút 101
LISTENING (40 minutes)

PART 1
Listen to the conversation between an administrator and a student.
Questions 1-3
Complete the form below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
The Accommodation Department: student booking
Course date: 12th 1. ..............
Student: 2. .............. Osman
Nationality: Sudanese
Status: Offer accepted
Course: 3. ..............
Questions 4-10
Complete the information below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER or each answer.
Option 1 Option 2
Student village Greenfield Lane (student house)
Location: 4. ..............campus £110 per week
Price of rooms: 5. £·.............. per week Sharing with 7. .............. students
Includes: catering, laundrette, 6. .............. Access to 8. ..............from rooms.
Recommended transport: 9. ..............
Details will be sent by 10. ..............
PART 2
You will hear a radio presenter talking about safety in the countryside.
Questions 11-13
Choose the correct letter, A, B or C.
11. Which people are most at risk from water?
A. Walkers
B. Runners and cyclists
C. Young people
12. What problem with picnics is discussed?
A. Lack of water
B. Leaving bottles
C. Carrying too much
13. What advice is given about walking through fields with animals?
A. Walk quickly through a field.
B. Keep dogs close to you.
C. Keep to the edge of the field.
Ghi chú: - Sinh viên không được phép sử dụng tài liệu ☒
Sinh viên được phép sử dụng tài liệu ☐
- Sinh viên nộp lại đề thi cùng bài thi
Trang 1/11 Mã đề thi: 101
Questions 14 and 15
Choose TWO letters, A-F. Which TWO items does the speaker suggest taking on longer walks?
A. A medical kit
B. A warm hat
C. Money for shops
D. Snacks
E. A blanket
F. A working mobile
Questions 16-20
Complete the summary. Write NO MORE THAN TWO WORDS for each answer.
Two keen walkers had come to Grimswick on their 16. ............... Despite being well-prepared with
boots and 17. ..............for walking, one of them hurt her 18. ............... This slowed them down and
before long, they found themselves stuck in the mountains because they didn't have a 19. .............
that worked. They had to spend a night out in the cold, and one of them began to suffer from
hypothermia. Luckily, the 20. .............. called the emergency services, who took them to hospital.
PART 3
Questions 21-23
Choose the correct letters, A to G.
Which THREE problems does the tutor identify in the student's essay?
A. The arguments are not supported by evidence.
B. The structure is not very good.
C. It is too similar to essays the student has read.
D. There are too many personal points of view.
E. The style is too formal and academic.
F. The paragraphs should be shorter.
G. The essay should be longer.
21. ...............
22. ...............
23. ...............
Questions 24 and 25
24. The tutor says that in academic books, paragraphs are
A. usually very long.
B. occasionally very long.
C. usually shorter than paragraphs written by undergraduates.
25. The tutor says Alex's paragraphs should usually be
A. no longer than 400 words.
B. around 200 words.
C. 200 to 400 words.
Questions 26-30
Answer the questions below. Write NO MORE THAN THREE WORDS for each answer.
26. Where is the error in Alex's essay?. ...............
27. What are the scientists in Antarctica collecting? ...............
28. What has ESSCOM been searching for in Antarctica? ...............
29. What has the tutor's university been researching in Antarctica? ...............
30. How has the region been mapped? ...............
PART 4
Questions 31-34
Complete the summary below. Write NO MORE THAN THREE WORDS in each space.
Photogravure was developed in the 1830s by one of the inventors of 31. ............... This technique
could make good-quality prints of photos, 32. ............... and works of art. The process was refined
in the 1870s and is still in use today, although only in 33. ............... workshops. The production of
photogravure images is currently 34. ...............
Questions 35-38
Complete the flow chart. Write NO MORE THAN TWO WORDS in each space.
35. ............... is attached to a smooth metal sheet.
The image is transferred the surface of the metal with 36. ...............
The darkest areas of the photo are the 37. ............... in the surface of the metal.
Ink is applied to the metal plate.
38. ............... paper is pressed onto the plate.
The paper is carefully removed.
Questions 39 and 40
39. How many prints can one sheet of metal make?
A. An almost unlimited number
B. A few hundred
C. About ten
40. What is photogravure mostly used to produce these days?
A. Very large photographs
B. Expensive works of art
C. Images for special books and magazines
READING (60 minutes)
PASSAGE 1
In a world where international careers are becoming commonplace, the phenomenon of third culture
kids (TCKs) children who spend a significant portion of their developmental years in a culture
outside their parents' passport culture(s) is increasing exponentially. Not only is their number
increasing, but the cultural complexity and relevance of their experience and the adult TCKs
(ATCKs) they become, is also growing.
When Ruth Hill Useem, a sociologist, first coined this term in the 1950s, she spent a year
researching expatriates in India. She discovered that folks who came from their home (or first)
culture and moved to a host (or second) culture, had, in reality, formed a culture, or lifestyle,
different from either the first or second cultures. She called this the third culture and the children
who grew up in this lifestyle 'third culture kids'. At that time, most expatriate families had parents
from the same culture and they often remained in one host culture while overseas.
This is no longer the case. Take, for example, Brice Royer, the founder of TCKid.com. His father is
a half-French/half-Vietnamese UN peacekeeper, while his mom is Ethiopian. Brice lived in seven
countries before he was eighteen including France, Mayotte, La Reunion, Ethiopia, Egypt, Canada
and England. He writes, 'When people ask me 'Where are you from?' I just joke around and say, -
My mom says I'm from heaven.' What other answer can he give? ATCK Elizabeth Dunbar's father,
Roy, moved from Jamaica to Britain as a young boy. Her mother, Hortense, was born in Britain as
the child of Jamaican immigrants who always planned to repatriate 'one day'. While Elizabeth
began life in Britain, her dad's international career took the family to the United States, then to
Venezuela and back to living in three different cities in the U.S. She soon realised that while racial
diversity may be recognised, the hidden cultural diversity of her life remained invisible.
Despite such complexities, however, most ATCKs say their experience of growing up among
different cultural worlds has given them many priceless gifts. They have seen the world and often
learnt several languages. More importantly, through friendships that cross the usual racial, national
or social barriers, they have also learned the very different ways people see life. This offers a great
opportunity to become social and cultural bridges between worlds that traditionally would never
connect. ATCK Mikel Jentzsch, author of a best-selling book in Germany, Bloodbrothers-
OurFnendship in Liberia, has a German passport but grew up in Niger and then Liberia. Before the
Liberian civil war forced his family to leave, Mikel played daily with those who were later forced to
become soldiers for that war. Through his eyes, the stories of those we would otherwise overlook
come to life for the rest of us.
Understanding the TCK experience is also important for other reasons. Many ATCKs are now in
positions of influence and power. Their capacity to often think 'outside the box' can offer new and
creative thinking for doing business and living in our globalizing works. But that same thinking can
create fear for those who see the world from a more traditional world view. Neither the non-ATCKs
nor the ATCKs may recognise that there may be a cultural clash going on because, by traditional
measures of diversity such as race or gender, they are alike.
In addition, many people hear the benefits and challenges of the TCK profile described and wonder
why they relate to it when they never lived overseas because of a parent's career. Usually, however,
they have grown up cross-culturally in another way, perhaps as children of immigrants, refugees,
bi-racial or bi-cultural unions, international adoptees, even children of minorities. If we see the
TCK experience as a Petri dish of sorts a place where the effects of growing up among many
cultural worlds accompanied by a high degree of mobility have been studied then we can look for
what lessons may also be relevant to helping us understand issues other cross-cultural kids (CCKs)
may also face. It is possible we may discover that we need to rethink our traditional ways of
defining diversity and identity. For some, as for TCKs, 'culture' may be something defined by
shared experience rather than shared nationality or ethnicity. In telling their stories and developing
new models for our changing world, many will be able to recognize and use well the great gifts of a
cross-cultural childhood and deal successfully with the challenges for their persona, communal and
corporate good.
Questions 1-7
Complete the table below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
THIRD CULTURE KIDS - ADVANTAGES AND RESULTS

Area Advantage for ATCKs Possible result
Friendships know how different people (1) can act as bridges between worlds that
……………. are usually separate
Business creative thinking May cause (2) ……among certain people
Can lead to (3)……despite similarities

Whole Knowledge of many cultural Can teach us about problems faced by (5)
experience worlds and a great deal of (4) …….. of all kinds
………….
Current ideas of what both
(6)……….mean may be considered
wrong
Belief that culture depends on (7)………
Questions 8-13
Do the following statements agree with the information given in the reading passage? Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
8 There is a close connection between careers and the number of TCKs.
9 An increasing number of people describe themselves as TCKs.
10 Ruth Hill Useem studied children in several countries.
11 Ruth Hill Useem defined the third culture as a mixture of two parents’ original cultures.
12 Brice Royer feels that he has benefited greatly from living in many different countries.
13 Elizabeth Dunbar felt that she had a culture that was different from most people’s.
PASSAGE 2
Over the years Richard Wiseman has tried to unravel the truth about deception - investigating the
signs that give away a liar.
A. In the 1970s, as part of a large-scale research programme exploring the area of Interspecies
communication, Dr Francine Patterson from Stanford University attempted to teach two lowland
gorillas called Michael and Koko a simplified version of Sign Language. According to Patterson,
the great apes were capable of holding meaningful conversations, and could even reflect upon
profound topics, such as love and death. During the project, their trainers believe they uncovered
instances where the two gorillas' linguistic skills seemed to provide reliable evidence of intentional
deceit. In one example, Koko broke a toy cat, and then signed to indicate that the breakage had been
caused by one of her trainers. In another episode, Michael ripped a jacket belonging to a trainer and,
when asked who was responsible for the incident, signed ‘Koko’. When the trainer expressed some
scepticism, Michael appeared to change his mind, and indicated that Dr Patterson was actually
responsible, before finally confessing.
B. Other researchers have explored the development of deception in children. Some of the most
interesting experiments have involved asking youngsters not to take a peek at their favourite toys.
During these studies, a child is led into a laboratory and asked to face one of the walls. The
experimenter then explains that he is going to set up an elaborate toy a few feet behind them. After
setting up the toy, the experimenter says that he has to leave the laboratory, and asks the child not to
turn around and peek at the toy. The child is secretly filmed by hidden cameras for a few minutes,
and then the experimenter returns and asks them whether they peeked. Almost all three-year-olds
do, and then half of them lie about it to the experimenter. By the time the children have reached the
age of five, all of them peek and all of them lie. The results provide compelling evidence that lying
starts to emerge the moment we learn to speak.
C. So what are the tell-tale signs that give away a lie? In 1994, the psychologist Richard
Wiseman devised a large-scale experiment on a TV programme called Tomorrow's World. As part
of the experiment, viewers watched two interviews in which Wiseman asked a presenter in front of
the cameras to describe his favourite film. In one interview, the presenter picked Some Like It Hot
and he told the truth; in the other interview, he picked Gone with the Wind and lied. The viewers
were then invited to make a choice - to telephone in to say which film he was lying about. More
than 30,000 calls were received, but viewers were unable to tell the difference and the vote was a
50/50 split. In similar experiments, the results have been remarkably consistent - when it comes to
lie detection, people might as well simply toss a coin. It doesn’t matter if you are male or female,
young or old; very few people are able to detect deception.
D Why is this? Professor Charles Bond from the Texas Christian University has conducted
surveys into the sorts of behaviour people associate with lying. He has interviewed thousands of
people from more than 60 countries, asking them to describe how they set about telling whether
someone is lying. People’s answers are remarkably consistent. Almost everyone thinks liars tend to
avert their gaze, nervously wave their hands around and shift about in their seats. There is, however,
one small problem. Researchers have spent hour upon hour carefully comparing films of liars and
truth-tellers. The results are clear. Liars do not necessarily look away from you; they do not appear
nervous and move their hands around or shift about in their seats. People fail to detect lies because
they are basing their opinions on behaviours that are not actually associated with deception.
E So what are we missing? It is obvious that the more information you give away, the greater
the chances of some of it coming back to haunt you. As a result, liars tend to say less and provide
fewer details than truth-tellers. Looking back at the transcripts of the interviews with the presenter,
his lie about Gone with the Wind contained about 40 words, whereas the truth about Some Like It
Hot was nearly twice as long. People who lie also try psychologically to keep a distance from their
falsehoods, and so tend to include fewer references to themselves in their stories. In his entire
interview about Gone with the Wind, the presenter only once mentioned how the film made him
feel, compared with the several references to his feelings when he talked about Some Like It Hot.
F The simple fact is that the real clues to deceit are in the words that people use, not the body
language. So do people become better lie detectors when they listen to a liar, or even just read a
transcript of their comments? The interviews with the presenter were also broadcast on radio and
published in a newspaper, and although the lie-detecting abilities of the television viewers were no
better than chance, the newspaper readers were correct 64% of the time, and the radio listeners
scored an impressive 73% accuracy rate.
Questions 14-19
The reading passage has six paragraphs, A-F.
Choose the correct heading for each paragraph from the list of headings below.
14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph D
18 Paragraph E
19 Paragraph F
List of headings
i Some of the things liars really do
ii When do we begin to lie?
iii How wrong is it to lie?
iv Exposing some false beliefs
v Which form of communication best exposes a lie?
vi Do only humans lie?
vii Dealing with known liars
viii A public test of our ability to spot a lie
Questions 20-23
Look at the following statements and the list of experiments below.
Match each statement with the correct experiment, A-C.
You may use any letter more than once.
20 Someone who was innocent was blamed for something.
21 Those involved knew they were being filmed.
22 Some objects were damaged.
23 Some instructions were ignored.
List of Experiments
A the gorilla experiment
B the experiment with children
C the TV experiment
Questions 24-26
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
24 Filming liars has shown that they do not display …………. behaviour.
25 Liars tend to avoid talking about their own ……………
26 Signs of lying are exposed in people’s ………….. rather than their movements.
PASSAGE 3
Biology of Bitterness
To many people, grapefruit is palatable only when doused in sugar. Bitterblockers like adenosine
monophosphate could change that.
A There is a reason why grapefruit juice is served in little glasses: most people don’t want to
drink more than a few ounces at a time. Naringin, a natural chemical compound found in grapefruit,
tastes bitter. Some people like that bitterness in small doses and believe it enhances the general
flavor, but others would rather avoid it altogether. So juice packagers often select grapefruit with
low naringin though the compound has antioxidant properties that some nutritionists contend may
help prevent cancer and arteriosclerosis.
B It is possible, however, to get the goodness of grapefruit juice without the bitter taste. I
found that out by participating in a test conducted at the Linguagen Corporation, a biotechnology
company in Cranbury, New Jersey. Sets of two miniature white paper cups, labeled 304and 305,
were placed before five people seated around a conference table. Each of us drank from one cup
and then the other, cleansing our palates between tastes with water and a soda cracker. Even the
smallest sip of 304 had grapefruit ‘s unmistakable bitter bite. But 305 was smoother; there was the
sour taste of citrus but none of the bitterness of naringin. This juice had been treated with adenosine
monophosphate, or AMP, a compound that blocks the bitterness in foods without making them less
nutritious.
C Taste research is a booming business these days, with scientists delving into all five basics-
sweet, bitter, sour, salty, and umami, the savory taste of protein. Bitterness is of special interest to
industry because of its untapped potential in food. There are thousands of bitter -tasting compounds
in nature. They defend plants by warning animals away and protect animals by letting them know
when a plant may be poisonous. But the system isn’t foolproof. Grapefruit and cruciferous
vegetable like Brussels sprouts and kale are nutritious despite-and sometimes because of-their
bitter-tasting components. Over time, many people have learned to love them, at least in small
doses. “Humans are the only species that enjoys bitter taste,” says Charles Zuker, a neuroscientist at
the University of California School of Medicine at San Diego. “Every other species is averse to
bitter because it means bad news. But we have learned to enjoy it. We drink coffee, which is bitter,
and quinine [in tonic water] too. We enjoy having that spice in our lives.” Because bitterness can be
pleasing in small quantities but repellent when intense, bitter blockers like AMP could make a
whole range of foods, drinks, and medicines more palatable-and therefore more profitable.
D People have varying capacities for tasting bitterness, and the differences appear to be
genetic. About 75 percent of people are sensitive to the taste of the bitter compounds
phenylthiocarbamide and 6-n-propylthiouracil. and 25 percent are insensitive. Those who are
sensitive to phenylthiocarbamide seem to be less likely than others to eat cruciferous vegetables,
according to Stephen Wooding, a geneticist at the University of Utah. Some people, known as
supertasters, are especially sensitive to 6-n-propylthiouraci because they have an unusually high
number of taste buds. Supertasters tend to shun all kinds of bitter-tasting things, including
vegetable, coffee, and dark chocolate. Perhaps as a result, they tend to be thin. They’re also less
fond of alcoholic drinks, which are often slightly bitter. Dewar’s scotch, for instance, tastes
somewhat sweet to most people. ” But a supertaster tastes no sweetness at all, only bitterness,” says
Valerie Duffy, an associate professor of dietetics at the University of Connecticut at Storrs.
E In one recent study, Duffy found that supertasters consume alcoholic beverages, on average,
only two to three times a week, compared with five or six times for the average nontasters. Each
taste bud, which looks like an onion, consists of 50 to 100 elongated cells running from the top of
the bud to the bottom. At the top is a little clump of receptors that capture the taste molecules,
known as tastants, in food and drink. The receptors function much like those for sight and smell.
Once a bitter signal has been received, it is relayed via proteins known as G proteins. The G protein
involved in the perception of bitterness, sweetness, and umami was identified in the early 1990s by
Linguagen’s founder, Robert Margolskee, at Mount Sinai School of Medicine in New York City.
Known as gustducin, the protein triggers a cascade of chemical reactions that lead to changes in ion
concentrations within the cell. Ultimately, this delivers a signal to the brain that registers as bitter.
“The signaling system is like a bucket brigade,” Margolskee says. “It goes from the G protein to
other proteins.”
F In 2000 Zuker and others found some 30 different kinds of genes that code for bitter-taste
receptors. “We knew the number would have to be large because there is such a large universe of
bitter tastants,” Zuker says. Yet no matter which tastant enters the mouth or which receptor it
attaches to, bitter always tastes the same to us. The only variation derives from its intensity and the
ways in which it can be flavored by the sense of smell. “Taste cells are like a light switch,” Zuker
says. “They are either on or off.”
G Once they figured put the taste mechanism, scientists began to think of ways to interfere
with it. They tried AMP, an organic compound found in breast milk and other substances, which is
created as cells break down food. Amp has no bitterness of its own, but when put it in foods,
Margolskee and his colleagues discovered, it attaches to bitter-taste receptors. As effective as it is,
AMP may not be able to dampen every type of bitter taste, because it probably doesn’t attach to all
30 bitter-taste receptors. So Linguagen has scaled up the hunt for other bitter blockers with a
technology called high-throughput screening. Researchers start by coaxing cells in culture to
activate bitter-taste receptors. Then candidate substances, culled from chemical compound libraries,
are dropped onto the receptors, and scientists look for evidence of a reaction.
H Tin time, some taste researchers believe, compounds like AMP will help make processed
foods less unhealthy. Consider, for example, that a single cup of Campbell’s chicken noodle soup
contains 850 milligrams of sodium chloride, or table salt-more than a third of the recommended
daily allowance. The salt masks the bitterness created by the high temperatures used in the canning
process, which cause sugars and amino acids to react. Part of the salt could be replaced by another
salt, potassium chloride, which tends to be scarce in some people’s diets. Potassium chloride has a
bitter aftertaste, but that could be eliminated with a dose of AMP. Bitter blockers could also be used
in place of cherry or grape flavoring to take the harshness out of children’s cough syrup, and they
could dampen the bitterness of antihistamines, antibiotics, certain HIV drugs, and other
medications.
I A number of food makers have already begun to experiment with AMP in their products,
and other bitter blockers are being developed by rival firms such as Senomyx in La Jolla,
California. In a few years, perhaps, after food companies have taken the bitterness from canned
soup and TV dinners, they can set their sights on something more useful: a bitter blocker in a bottle
that any of us can sprinkle on our brussels sprouts or stir into our grapefruit juice.
Questions 27-34
The reading Passage has seven paragraphs A-I.
Which paragraph contains the following information?
Write the correct letter A-I, in boxes 27-34 on your answer sheet.
27 Experiment on bitterness conducted
28 Look into the future application
29 Bitterness means different information for human and animals
30 Spread process of bitterness inside of body
31 How AMP blocks bitterness
32 Some bitterness blocker may help lower unhealthy impact
33 Bitterness introduced from a fruit
34 Genetic feature determines sensitivity
Question 35-38
Summary
Complete the following summary of the paragraphs of Reading Passage, using no more than two
words from the Reading Passage for each answer. Write your answers in boxes 35-38 on your
answer sheet.
The reason why grapefruit tastes bitter is because a substance called 35 contained in
it. However, bitterness plays a significant role for plants. It gives a signal that certain plant is 36 .
For human beings, different person carries various genetic ability of tasting bitterness. According
to a scientist at the University of Utah, 37 have exceptional plenty of 38 , which allows them to
perceive bitter compounds.
Questions 39-40
Choose the correct letter, A, B, C or D.
Write your answers in boxes 39-40 on your answer sheet.
39 What is the main feature of AMP according to this passage?
A offset bitter flavor in food
B only exist in 304 cup
C tastes like citrus
D chemical reaction when meets biscuit
40 What is the main function of G protein?
A collecting taste molecule
B identifying different flavors elements
C resolving large molecules
D transmitting bitter signals to the brain
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TRƯỜNG ĐẠI HỌC KINH TẾ ĐỀ THI KẾT THÚC HỌC PHẦN

TỔ NGOẠI NGỮ BẬC ĐẠI HỌC HỆ CHÍNH QUY

LISTENING (40 minutes)

35. ............... is attached to a smooth metal sheet.

Ink is applied to the metal plate.

38. ............... paper is pressed onto the plate.

The paper is carefully removed.

THIRD CULTURE KIDS - ADVANTAGES AND RESULTS

Can lead to (3)……despite similarities

Belief that culture depends on (7)………

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

8 There is a close connection between careers and the number of TCKs.

9 An increasing number of people describe themselves as TCKs.

10 Ruth Hill Useem studied children in several countries.

The reading Passage has seven paragraphs A-I.

Which paragraph contains the following information?

27 Experiment on bitterness conducted

28 Look into the future application

29 Bitterness means different information for human and animals

30 Spread process of bitterness inside of body

31 How AMP blocks bitterness

32 Some bitterness blocker may help lower unhealthy impact

33 Bitterness introduced from a fruit

34 Genetic feature determines sensitivity

Choose the correct letter, A, B, C or D.

Write your answers in boxes 39-40 on your answer sheet.

39 What is the main feature of AMP according to this passage?

A offset bitter flavor in food

B only exist in 304 cup

C tastes like citrus

D chemical reaction when meets biscuit

40 What is the main function of G protein?

A collecting taste molecule

B identifying different flavors elements

C resolving large molecules

D transmitting bitter signals to the brain

Thông qua Khoa/Bộ môn

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