MOCK TEST 5

I. LISTENING (5 points)
HƯỚNG DẪN PHẦN THI NGHE HIỂU
• Bài nghe gồm 4 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 15 giây, mở đầu và kết thúc mỗi
phần nghe có tín hiệu.
• Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 3 phút để hoàn chỉnh bài trước tín hiệu nhạc
kết thúc bài nghe.
• Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.

Part 1. For questions 1-5, listen to a report on how European countries are dealing with the
coronavirus pandemic and decide whether these statements are True (T) or False (F). Write your
answers in the corresponding numbered boxes provided.

1. Under the full lockdown in Italy, all grocery stores must be shut down. F
2. There is a ban on entry for people from Austria into Italy. F
3. Angela Merkel warned that Coronavirus could infect up to 17% of Germany's population. F
4. Public gatherings still take place in the UK. T
5. According to the professor, although the UK is taking more drastic measures than Italy, its effectiveness
is open to question. F

Part 2. For questions 6-10, listen to a talk about how to prevent a food crisis and answer the questions.
Write NO MORE THAN FIVE WORDS taken from the recording for each answer in the
corresponding numbered boxes provided.

6. Which group of nations have auspiciously implemented feasible measures in the fight against the
pandemic? low and middle-income countries the number of beneficiaries
7. What have Peruvian and Brazilian governments increased in their cash-transfer program?
8. According to the ODI’s research, which aspects of life have been improved among cash-grant
recipients? dietary diversity, food security
9. What is the name of the method applied by corporations to grant financial aids for reduced working
hours? job rejection schemes
10. In addition to providing tax relief and access to retirement accounts, which step has also been taken to
alleviate economic burden? mandatory severance pay

Part 3. For questions 11-15, listen to a discussion between Belinda Phipps and Kate Andrews about
Prime Minister David Cameron's pledge to close the gender pay gap by making large businesses
publish their pay gap figures, and choose the answer (A, B, C or D) which fits best according to what
you hear. Write your answers in the corresponding numbered boxes provided.

11. Belinda Phipps suggests that the Equal Pay Act

A. should be repealed by the government.
B. allows equal pay claims to be brought.
C. requires businesses to publish their pay gap figures.
D. is too outdated to exert any effect on the gender wage gap.

12. Why does Kate Andrews mention the data from the Office for National Statistics (ONS)?
A. To encourage women to opt out of the workforce
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B. To highlight overall imbalance in favour of women
C. To make a point against the proposed legislation
D. To demonstrate as evidence of gender discrimination in the workplace

13. What puts female workers at a disadvantage compared with their male counterparts?
A. Inability to achieve a work-life balance
B. Unwillingness to stay focused on one career path
C. Mental strength to catch up after falling behind
D. Ineptitude to deal with the harsh realities of working life

14. Belinda Phipps and Kate Andrews agree that

A. whether to work overtime or not is of one’s own accord.
B. gender pay gap is the result of social beliefs rather than employer discrimination.
C. some women tend to be deprived of the right to make free choices related to their career.
D. forcing businesses to publish their pay gap figures cannot solve the issue of income inequality by
gender.

15. When the host cites possibilities about the promising future of women at work, Belinda Phipps
A. implies that these have insignificant impact on whether gender pay gap will continue to exist or not.
B. asserts that more rigorous action need to be taken to turn these possibilities into realities.
C. claims that such brighter prospects for women would be a turning point in the labor history.
D. contends that such possibilities are baseless and unreliable.

Part 4. Listen to five short extracts in which people are talking about films and do the tasks below.

TASK ONE
For questions 16-20, choose from the list (A-H) what unexpected aspect each speaker encountered
while watching the film.
A the versatility of the cast
B the seamlessness of the images
C the authenticity of the scenes
D the film’s sense of humour
E the feeling elicited
F the scarcity of roles
G the impact of the soundtrack
H the intensity of the special effects

Speaker 1 16 H
__________
Speaker 2 17 __________
D

F
Speaker 3 18 __________
Speaker 4 19 __________
A

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Speaker 5 20 __________
E

TASK TWO
For questions 21-25, choose from the list (A-H) what each person sees as the role of special effects in
films.
A setting the scene
B tricking the audience
C shocking the viewer
D augmenting the viewing experience
E crafting new realities
F affording harmony in the story
G enhancing the characters
H providing excitement
Speaker 1 21 __________
D

Speaker 2 22 __________
H

Speaker 3 23 __________
A

Speaker 4 24 __________
F

Speaker 5 25 __________
G

II. LEXICO-GRAMMAR (2 points)

Part 1. For questions 26-40, choose the correct answer A, B, C, or D to each of the following
questions.
26. The boss made no ___________ to their gender, all the female workers were forced to do the heavy
work as their male counterparts.
sự thoái hóa
A. concession sự nhượng bộ B. compromise C. allowance D. regression
27. Without discipline, students may think that they have the ___________ to do whatever they want.
đặc quyền
A. licence sự cho phép B. autocracy C. prerogative D. dispensation
28. It's a good film, but the ___________ near the ending scene is a bit complex and demands watchers to
be extremely analytic to understand.
lời nịnh hót vớ vẩn sự phác họa sự khác thường = a twist
A. flummery B. delineation C. aberration D. convolution
29. It was very childish of you to ___________ over your opponent’s failure immediately on the stage
when the result was announced. cười hả hê
A. jolly B. relish C. gloat D. brag
30. After 11 years in the ___________, Johnson made an unexpected comeback in the movie Bear.
A. damp B. wilderness C. badlands D. wasteland
ko còn địa vị và tầm ảnh hưởng
31. It is often hard for parents to take the opinions of their children on ___________ due to the generation
gap.
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 take sth on board = agree

A. board B. mind C. check D. self

32. Luckily, our research is supported by a(n) ___________ from the National Science Foundation.
1 khoản tiền hc bổng 1 quỹ hoặc tài sản
A. grant hỗ trợ tài chính B. bursary C. aid D. endowment
33. Your father was only 17 when he ___________ at Harvard, now look at your school report.
đc nhập học đăng kí hoặc ghi danh giả định truyền đạt
A. matriculated B. registered C. postulated D. imparted
34. Elen has stayed in bed for a whole week, take him out for a walk, that will surely put the ___________
back into his cheeks. làm ai có sức sống hơn

A. colours B. roses C. daisy D. pinky mallow

35. Before going back to school, you have to ___________ for at least a week after the operation.
làm trẻ lại, lm sống lại hồi phục lm tăng cường, mạnh mẽ hơn
kiểm tra, sửa chữa
A. rejuvenate B. recuperate C. overhaul D. reinvigorate
36. This naughty class always ___________with their new teachers, which usually greatly discourages
them from teaching.
thực hiện việc gì đó xuất sắc thử làm 1 việc tăng cường
A. hits it out B. tries it on C. kicks it up D. rubs it in
37. He won't be able to stand the pressure here for long, I will ___________ him 5 months and let's see if I
am right.
A. put B. give C. tell D. save
38. The event was not really well-attended, there were about 50 people ___________ the outside.
maximum
A. on B. near C. round D. at
39. The paper was divided into three parts to ___________ on and analyse the diplomatic strategy of
Vietnam during the 1990-2000 period.
mở rộng hoặc miêu tả 1 chủ đề
cắt bỏ, chỉnh sửa
A. expunge B. expurgate C. expatiate D. expound
xóa thông tin trình bày, giải thích 1 quan điểm
40. That team always sweeps the ___________ in the annual league, leaving very few medals for the
others. thắng toàn bộ
A. top B. prizes C. table D. board

Part 2. For questions 41-45, write the correct form of each bracketed word in the numbered space
provided
41. Because the flight is expected to last longer than 12 hours, we will be provided a(n) ___________
inflight
meal. (FLY) trong quá trình bay

42. My father tried to make a clear ___________

delineation between his work and his private time as a way to treat
his depression. (LINE) ranh giới rõ ràng

43. The king was always afraid of making mistakes because he cared about how ___________
posterity would
judge him. (POST) nhg ng ở tương lai

44. In this poor region of the country, hospital beds were scarce and medicines were practically
___________
non-existent during the first month of the COVID-19 outbreak . (EXIST)

45. The role in The Duke of Mount Deer is regarded as Tony Leung’s ___________ role, bring him fame
and success. (CAREER) career-defining
thứ quyết định đến thành công của sự nghiệp
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III. READING (5 points)
Part 1. For questions 46-55, read the passage and fill each of the following numbered blanks
with ONE suitable word.

The current HSR technology can be organised under two overarching categories - maglev and wheel-
based technology - both of which are set to revolutionise 21st-century rail networks. The
former
(46)______boasts more sophisticated signalling systems and improved tracks which aim to reduce the
made
number of curves and minimise the frequency of stops, all of which have (47)_______for greater speeds to
with
be attained. Tilting technology, (48)________the track tilts around the bends, is a further technique which
allows some HSR trains to maintain their speed when approaching curves. In contrast to wheel-based HSR
designed
systems, maglev trains are ingeniously (49)________via an electromagnetic system where the carriages of
the train are suspended above the track on a vacuum of air and moved by a magnetic force, allowing it to
reach extraordinarily high speeds. A commercial application of this can be seen in China, where its
Shanghai maglev train can reach a top speed of around 430 km per hour. To (50)______, clarify most HSR
introduced worldwide fall under the wheel- based track model, which has the advantage of being more
However
easily (51)_______
merged into existing railway systems. (52)_________, maglev technology requires an entirely
new infrastructure, which clearly has a dramatic cost implication, questioning its feasibility in some
countries. In spite of this, advocates of maglev trains argue that the high set-up costs (53)_______
facilitated with
efficiency
this technology may be negated by low maintenance costs - due to the magnetic (54)_______ created, this
cutting-edge technology eliminates (55)_______,
curves meaning that less damage is caused to the track and
carriage in the long term.

Part 2. For questions 56-68, read the following passage and do the tasks that follow.
Nurturing talent within the family
What do we mean by being 'talented' or 'gifted'? The most obvious way is to look at the work someone
does and if they are capable of significant success, label them as talented. The purely quantitative route
'percentage definition' — looks not at individuals, but at simple percentages, such as the top five per cent
of the population, and labels them — by definition — as gifted. This definition has fallen from favour,
eclipsed by the advent of IQ tests, favoured by luminaries such as Professor Hans Eysenck, where a series
of written or verbal tests of general intelligence leads to a score of intelligence.

The IQ test has been eclipsed in turn. Most people studying intelligence and creativity in the new
millennium now prefer a broader definition, using a multifaceted approach where talents in many areas are
recognised rather than purely concentrating on academic achievement. If we are therefore assuming that
talented, creative or gifted individuals may need to be assessed across a range of abilities, does this mean
intelligence can run in families as a genetic or inherited tendency? Mental dysfunction — such as
schizophrenia — can, so is an efficient mental capacity passed on from parent to child?
Animal experiments throw some light on this question, and on the whole area of whether it is genetics, the
environment or a combination of the two that allows for intelligence and creative ability. Different strains
of rats show great differences in intelligence or 'rat reasoning'. If these are brought up in normal conditions
and then run through a maze to reach a food goal, the 'bright' strain make far fewer wrong turns that the
'dull' ones. But if the environment is made dull and boring the number of errors becomes equal. Return the
rats to an exciting maze and the discrepancy returns as before — but is much smaller. In other words, a
dull rat in a stimulating environment will almost do as well as a bright rat who is bored in a normal one.
This principle applies to humans too — someone may be born with innate intelligence, but their
environment probably has the final say over whether they become creative or even a genius.
Evidence now exists that most young children, if given enough opportunities and encouragement, are able
to achieve significant and sustainable levels of academic or sporting prowess. Bright or creative children

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are often physically very active at the same time, and so may receive more parental attention as a result —
almost by default — in order to ensure their safety. They may also talk earlier, and this, in turn, breeds
parental interest. This can sometimes cause problems with other siblings who may feel jealous even
though they themselves may be bright. Their creative talents may be undervalued and so never come to
fruition. Two themes seem to run through famously creative families as a result. The first is that the
parents were able to identify the talents of each child, and nurture and encourage these accordingly but in
an even-handed manner. Individual differences were encouraged, and friendly sibling rivalry was not seen
as a particular problem. If the father is, say, a famous actor, there is no undue pressure for his children to
follow him onto the boards, but instead their chosen interests are encouraged. There need not even be any
obvious talent in such a family since there always needs to be someone who sets the family career in
motion, as in the case of the Sheen acting dynasty.
Martin Sheen was the seventh of ten children born to a Spanish immigrant father and an Irish mother.
Despite intense parental disapproval he turned his back on entrance exams to university and borrowed
cash from a local priest to start a fledgling acting career. His acting successes in films such as Badlands
and Apocalypse Now made him one of the most highly-regarded actors of the 1970s. Three sons —
Emilio Estevez, Ramon Estevez and Charlie Sheen — have followed him into the profession as a
consequence of being inspired by his motivation and enthusiasm.
A stream seems to run through creative families. Such children are not necessarily smothered with love by
their parents. They feel loved and wanted, and are secure in their home, but are often more surrounded by
an atmosphere of work and where following a calling appears to be important. They see from their parents
that it takes time and dedication to be master of a craft, and so are in less of a hurry to achieve for
themselves once they start to work.
The generation of creativity is complex: it is a mixture of genetics, the environment, parental teaching and
luck that determines how successful or talented family members are. This last point — luck — is often not
mentioned where talent is concerned but plays an undoubted part. Mozart, considered by many to be the
finest composer of all time, was lucky to be living in an age that encouraged the writing of music. He was
brought up surrounded by it, his father was a musician who encouraged him to the point of giving up his
job to promote his child genius, and he learnt musical composition with frightening speed — the speed of
a genius. Mozart himself simply wanted to create the finest music ever written but did not necessarily
view himself as a genius — he could write sublime music at will, and so often preferred to lead a
hedonistic lifestyle that he found more exciting than writing music to order.
Albert Einstein and Bill Gates are two more examples of people whose talents have blossomed by virtue
of the times they were living in. Einstein was a solitary, somewhat slow child who had affection at home
but whose phenomenal intelligence emerged without any obvious parental input. This may have been
partly due to the fact that at the start of the 20th Century a lot of the Newtonian laws of physics were
being questioned, leaving a fertile ground for ideas such as his to be developed. Bill Gates may have had
the creative vision to develop Microsoft, but without the new computer age dawning at the same time he
may never have achieved the position on the world stage he now occupies.
Questions 56-61
Do the following statements agree with the claims of the writer in the reading passage ?
In boxes 56-61, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

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56. The approach to the definition of ‘talent’ has witnessed several shifts, with the later idea
overshadowing its most recent predecessor. Y
57. From experimentation, it can be deduced that in some cases, genetics plays the decisive role in
determining whether a person might grow up to be creative or not. N
58. The nurture of talent can be adversely affected by the uneven distribution of parents’ care for and
interest in their children. Y
59. The fairness of parental treatment is stated to be the sure-fire way to ascertain the success of all
children. NG
60. Children of creative parents are not hasty to become a master of a job solely because they deeply feel
the security omnipresent in their families. N
61. There exists an irrefutable link between luck and success or talent, though it may not receive much
mention. NG

For questions 62-68, complete the following paragraphs by filling each blank with NO MORE
THAN THREE WORDS taken from the passage.
The latest approach to talent has raised the question of what factors are behind the creativity or
success of people. Experimentation on animals suggests that the setting in which people are nurtured may
determine the final outcome regardless of the (62) ____________________
innate intelligence that a person may have. That
is a testament to the importance of how children are brought up within the family.
A notable pattern running through a renownedly creative family includes the (63)
______________________
even-handed manner in which parents treat their children’s personal aptitudes. Another one
involves parents blazing the trails and children attaching importance to (64) ____________________.
the family career

It can said that a combination of factors help determine the probability of success in a person, and
luck is among them. The author cites three examples to support the role of luck, namely Mozart, Albert
Einstein, and Bill Gates. In the first case, the composer’s talent was nourished in an encouraging family.
Moreover, Mozart himself opted for (65) _____________________,
a hedonistic lifestyle and he composed (66)
____________________
sublime music of his own accord. The renowned scientist Einstein, despite apparently receiving
little (67) ______________________,
parental input probably succeeded partly thanks to the (68)
____________________
Newtonian laws that he had for the development of his ideas. Likewise, Bill Gates acquired his
current position thanks to the age in which he developed Microsoft.

Part 3. For questions 69-78, read an extract from an article and choose the answer A, B, C or D that
fits best according to the text. Write your answers in the corresponding numbered boxes provided.
Autobiography
It was true that I read a lot, but by now I had graduated to adult reading. Dickens had my full attention, for
surely in those novels he was telling the same story of travail and triumph. The additional benefit, apart
from the eccentric characters with their eccentric names, was that many of these travails were undertaken
by young men of peerless disposition. This was welcome proof that such life experiences were universal,
and, more important, could be, and usually were, brought about while suffering an initial handicap –
wicked step-parents, or an indigent family – which the hero (for David Copperfield and Nicholas Nickleby
were undoubted heros) could manage with little more than his own blamelessness to guide him. This
struck me as entirely beautiful and convinced me that one must emulate their efforts, that one must never
be discouraged by the unhelpfulness of others. Not that I had ever experienced such an obstacle at close
quarters; what I took for wickedness was in fact worldliness, as my mother explained to me.
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The unapologetic presence of our visitors, their peculiar blend of restlessness and complacency, which
was discordant, was essentially harmless, though it occasionally sought relief in imprecations, in
disapproval of others, principally of my mother and myself. I saw – in Nancy’s hoarse smoker’s laugh, in
Millicent’s delicate hand smoothing her hair – a quality that was alien to our own lives, faintly
undesirable. Sometimes my mother’s eyes had a look of tiredness, and she was obliged to turn her head
away for a brief moment, as suggestions for improvement, or rather self-improvement, came her way.
These visits, which I now see were undertaken for more merciful reasons than mere curiosity, were in
essence a form of female solidarity before that condition had been politicised. They were concerned for
any woman, living on her own with only a child for company. At the same time, they were fearful that
such ivory tower isolation might be catching. They wanted my mother to be reinstated in society for their
sakes as much as her own. They genuinely pitied a woman who had no status, but they also translated this
lack of status as failure in the world’s terms.
What distinguished my mother was a form of guilelessness which they had, regretfully, laid aside. This is
what I saw: they had exchanged one position for another, and may not have been entirely compensated.
My mother was their crusade; they also usefully saw her as a pupil. When they rose to leave, the frowns
disappeared from their faces, the concern evaporated, and their embraces were genuine. They were glad to
get back to their own orbit, with its comprehensible distractions, glad to have done their social duty, even
if the results were so sadly lacking. My mother, shaking cushions after their departure, would be more
silent that usual, and I somehow knew I should not intrude on her thoughts. I reflected that Nancy and
Mille were characters, no less and no more, and that any confrontation – but none had taken place nor
would take place – would be unequal: my mother was bound to succeed, for she was untainted by the
world’s corruption and thus qualified for remission. I comforted myself that even David Copperfield had
had moments of downheartedness.
On the whole, I was happy. I liked my school, I liked my friends; I liked the shabby charm of my flat from
which a light shone out in winter to guide me home. I liked our silent streets, the big windows of the
houses in which artists had once lived. I liked its emanations of the nineteenth century. That we were
somewhat on the margin of things did not disturb me, although the girls making the way by car from
Kensington, complained of this distance as if they had been obliged to cross a frontier, or to go back in
time. It is true that our surroundings were a little mournful, perhaps unnaturally so to those habitual
shoppers. I, on the other hand, cherished them as a place of safety. The street lamp that shone outside my
bedroom window I accepted as a benign gesture on behalf of the town council, the man who swept the
leaves in autumn as a guardian of our decency. I was hardly aware of the sound of cars, for fewer people
drove then. Even footfalls sounded discreet and distant.

69. What does the writer suggest about novels written by Dickens?
A. The writer has always found them to be riveting.
B. They often featured endeavour and success.
C. Their reputation was unrivalled at that time.
D. The main character was invariably a juvenile.
70. According to the passage, Dickens’s novels usually portrayed characters:
A. who were untypical of the society at his time.
B. whose names were unique and not found in other novels.
C. who endured a disadvantage during early years.

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D. who pleaded guilty whenever committing wrongdoings.
71. Novels by Dickens, as suggested in the passage, led the writer to feel that:
A. efforts to overcome ordeals by oneself should yield results.
B. demotivation should not spring from the lack of assistance from others.
C. cruelness should be helpfulness in essence.
D. people should experience ordeals first-hand.
72. It can be implied that when conversing with visitors, the writer’s mother displayed:
A. fury B. contempt C. joy D. tolerance
73. What does the writer NOT suggest about the visitors?
A. They sometimes used pejorative language.
B. They had a disharmonious combination of attributes.
C. A characteristic of them struck the writer as unusual.
D. The remarks they made were innocuous.
74. The visitors as the author sees them were:
A. unfailingly impolite.
B. utterly abominable.
C. extremely sensible.
D. fundamentally supportive.
75. At the time the visitors left:
A. they had fulfilled their onus.
B. the glee had vanished.
C. the writer’s mother had become nonchalant.
D. they had managed to beguile the writer’s mother.
76. The author possibly felt that:
A. She shouldn’t have interrupted her mother’s stream of thoughts.
B. The visitors bore resemblance to characters in Dickens’s novels.
C. The presence of sadness at some time was ineluctable.
D. Rivalry between her mother and the visitors was harmless.
77. Which of the following adjectives best describe the writer’s surroundings?
A. sequestered B. anonymous C. desolate D. vibrant
78. As described by the author, her neighbourhood is:
A. a refuge from the world outside.
B. a go-between for art-lovers and artists.
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C. a region teeming with dreary landscapes.
D. a place completely isolated from other areas.
Part 4. You are going to read an extract from a newspaper article about camps. Seven paragraphs
have been removed from the extract. Choose from the paragraphs A — H the one which fits each
gap (79 — 85). There is one extra paragraph which you do not need to use.
CAMP DOES STAFF A WORLD OF GOOD

Thousands of young adults work in organised camps each year. Often, directors focus on the good that
going to camps does kids, but a significant component may also be what the staff get out of it. Although
these young people are often idealistic and altruistic, they also expect to gain benefits from these camp
jobs. If directors better understand the positive outcomes sought by young people, they may be able to
recruit more qualified and committed staff for these work experiences.

79. F

The goal of the study was to understand counsellors' perceptions of the camp staff experience as expressed
in their own words. Therefore, data for this project were obtained from focus groups. This group technique
allowed for group interaction and greater insight into why certain opinions were held. The results can be
used to improve the planning and design of new programmes, evaluate existing programmes, and provide
insights into the development of marketing strategies.

80. B

The general procedure followed in the interview process was to introduce the question and then let the
group members discuss their opinions until they had expressed all their views. If points were vague, the
interviewer probed further to clarify the statement or to gain further explanations and discussion of related
points.

81. E

Furthermore, these attachments extended to the campers with whom the staff worked. The staff
interviewed often talked about the importance of the interaction with the campers and having an
opportunity to observe and influence the positive development of a child. Several staff commented on the
challenge of finding a balance between being a friend and being the responsible adult who needed to set
and enforce rules and boundaries.

82.
C

Another theme that was prevalent among the staff members was the value they placed on working with
diverse people. Many of the staff viewed the exposure to different backgrounds of campers and staff as an
immensely valuable experience.

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 83. G

Many of the staff talked about the sense of responsibility relative to the lives of their campers and their
own development of judgement. One staff member said, "It is very important that you are good at what
you do because these kids' lives are in your hands. We stand in loco parentis — in other words, in a
temporary parental role —which is very demanding."

84. D

Apart from this aspect of the job, staff perceived the chance to acquire technical skills, particularly related
to their careers, as a benefit. Some staff interested in careers in the outdoors commented on the value of
learning these activities and gaining expertise while at camp. For several of the interviewees, the skill
development extended to their perceptions of leadership. A counsellor stated, "I think the most important
thing is that you learn how to incorporate all of your abilities and talents."

85.
H

Counsellors in the study emphasised communication and innovative thinking. For example, one staff
member talked about communication as it related to parents: "The parents see you when they drop their
kids off, and you have half an hour to impress them one way or another. What you say and how you
present yourself makes a big difference to how they go home."

A. Based on these findings, a number of recommendations may be offered for camp directors in all types
of camps. First, the positive outcomes of being a summer camp staff employee must be reinforced by
camp directors in recruiting as well as in supervising staff. The transfer-ability of personal and
professional skills gained at camp should be a part of the debriefing of camp staff.

B. The focus groups for this research were conducted primarily on college campuses. A total of fifty-two
individuals were involved in the interview process in ten separate focus groups. No one was older than
twenty-seven or younger than eighteen years. The participants had been staff members at day and resident
agency camps, religiously affiliated camps, and independent camps located in eight different regions.

C. They commented favourably on having a "large socio-economic draw" among their staff and campers.
One staff member said, "I got a chance to work with all these different people that I would have never met
outside camp." Working with international staff was also an opportunity that gave some young adults the
opportunity "to see a new aspect of different parts of the world".

D. In addition to this self-knowledge, the camp experience also provided a way to enhance recreation
skills that staff perceived they could draw on throughout their lives. One staff member said, "It's
experiencing things that I have never experienced before, like camp-outs, water rafting, rock climbing.
You can be a counsellor and still be learning these things."

E. Since camp staff perceived themselves to be in positions of authority and leadership and were involved
in meaningful personal relationships, they were viewed as role models or mentors for the campers or other
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staff. Many of the staff commented on their perceptions and the value they attached to this role. One
counsellor summed it up best when he said, "Every action you take, they see as a model for them."

F. With these issues in mind, the Association of Independent Camps funded systematic research to analyse
the perceived benefits associated with summer camp staff experiences. The concept of benefit was not
used in an economic sense in this research. Rather, a benefit was defined as, "a change that is viewed to be
advantageous — an improvement in condition or gain to an individual." The purpose of this research was
to see how camp staff, themselves, perceived their camp experiences.

G. For many staff this relationship raised their awareness of social issues that influenced the lives of their
campers. Counsellors commented on the difficult lives led by some of their campers and their desire to
make a difference in the children's lives, even if only for a brief time. One staff member said, "If you give
them half an hour, they will remember you for the rest of their lives."

H. Interestingly, one of the most prominent themes to emerge from the data collected was the relationships
between the individual and other camp staff. Every participant in the study mentioned the importance of
the friendships formed at camp. One counsellor summed up these relationships best by saying, "Knowing
someone at camp for a week is like knowing them for a lifetime."

Part 5. The passage below consists of five sections marked A-E. For questions 86-95, read the
passage and do the task that follows. Write your answers (A-E) in the corresponding numbered
boxes provided.

Back to Basics for fun at sea

Journalist Tess Jordan joins the crew of the Wincutter for some tall ship sailing.

A. I have always been fascinated by tall ships, with their many imposing masts and sails so reminiscent of
times past. Thus, on being given the chance to join the crew for a month-long voyage on a tall ship, I
grabbed it with both hands. At 42, I was one of the oldest of the thirty new crew members, whose average
age was 23. Despite our combined lack of maritime experience, we got off to a pleasant, confidence-
inducing start organized by Captain Cox and the bosun, Ben Murray. Obviously, being the crew member
in charge of the ship’s equipment and the deck hands, the bosun would be a constant reassuring presence
in our midst. Having assembled on the deck, we were given a friendly pep talk, in which we were briefed
about the training we would receive and given a thorough grounding in everything concerning safety on
board.

B. Captain Cox explained that absolutely everything we did would be part of the learning process. Our
names were already on lists for working groups known as 'watches'. Each watch would be on duty for a
certain part of the day or night and these would rotate during our time on board so that we would get a
taste of working each different shift. Clearly, we would be getting to know the other members of our
watch really well. We would also be socialising with the other crew members when participating in
different lessons. These included plenty of rope work, sail-repairing and carpentry. We spent the first
afternoon getting acquainted with each other, finding our way around and learning the names for
everything on the ship, whether it moved or not. We were due to set sail at six in the morning with the
high tide. Until then, we hoped the gentle swell in the harbour was helping us to 'find our sea legs'.

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C. One thing that seemed certain from the outset was that we would have little time for idleness or
boredom. On deck, we would be handling lines and sails, keeping lookout and scrubbing the decks.
Sailors have to know a little bit about every aspect of life on board, so we all had turns at taking the helm
to steer the ship. One activity that I was rather anxious about was climbing aloft in the rigging to trim
sails. Fortunately, the harnesses we were equipped with alleviated my concerns somewhat, and in the end,
it wasn't nearly as bad as I had anticipated. In the galley we helped the cook prepare meals, did the
washing-up and put everything away in its designated place after meals. Space on any ship is at a
premium, hence the need for absolute order.

D. In parallel to our hard physical work, we received lessons in navigation - not just involving the theory,
but with plenty of opportunities to put theory into practice, for example by plotting our position and
checking the course we were on. Although much of this is a science, learning about wind directions and
speeds and the vagaries of different currents in the sea seemed to be more like an art that must be acquired
through long experience. We certainly saw some of the different moods of the weather at sea. Fortunately,
everyone had been provided with top quality waterproofs for use on deck. Actually the weather conditions
gave us ample opportunity to acclimatise ourselves to the motion of a boat at sea, which can induce
dizziness and, in one unfortunate case involving Jack, a member of my watch, a bad bout of seasickness.
Luckily, with some tips from the seasoned sailors, Jack learnt to overcome his nausea.

E. Ultimately, it turned out to be true that sharing work is a great way of bringing people together as a
cohesive unit and of creating friendships. What's more, as we became more adept at our work on the
Windcutter, we developed the ability to function efficiently enough without concentrating hard on our
tasks, so there was a relaxed atmosphere and a feeling of camaraderie. After all, this was an experience of
a lifetime, not a typical nine-to-five job. Of course, we were always aware of the need to do things
properly, especially since the experienced crew members weren't going to cut us any slack in terms of the
quality of our work. Nevertheless, I was seriously impressed by our teamwork on the Windcutter, and I
truly wish my fellow journalists and I could achieve similar standards of work here at the Congress
Courier.

In which section does the writer mention

86. that tidiness is a necessary consequence of the limited space on board ? C

87. that the trainees would have to learn some woodworking skills ? B
88. that there was a high expectation for professional development ? A
89. that work characteristics require practitioners to maintain a deep mutual understanding? E
90. that more time is invested in giving an insight into issues related to security on deck instead of
providing oceangoing firsthand experience ? A
91. that the driving position was often assigned randomly to educate about daily life on ships ? C
92. that the balance between theoretical knowledge and frequent real-life applications provoked a
new perspective about an aspect of ship sailing ? D
93. that teamwork is a prerequisite for creating a tight-knit working environment ? E
94. that the performance of the novices was judged as severely as usual ? E
95. that a novice was comforted thanks to the advice of experiencers ? D

IV. WRITING (6 points)

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Part 1: Read the following article and use your own words to summarize it. Your summary should
be between 100 and 120 words long. You MUST NOT copy the original.

WORKING FROM HOME

Can you feel your anxiety and stress levels increasing every time you get caught in a traffic
jam? Do you find it difficult to control your tongue when your boss points out your shortcomings
yet again? Do you yearn for state-of-the-art technology in your home that you haven’t had to pay
for? If you are shouting an enthusiastic “Yes!” in answer to these questions, then it could be time
to make a career and life change that may not even require you to quit your job.
Working from home is a relatively new phenomenon, but is becoming an increasingly popular
option with both businesses and employees. The technology available to us means that we no
longer need to be in the same office building as our colleagues to communicate effectively with
each other. Companies may choose to employ a proportion of their staff as home-based workers,
as, of course, a workforce set up in such a way requires far less office space and fewer parking
facilities. The fixed costs of a business can be dramatically reduced. Employees can enjoy the
added benefits of freedom to schedule the day as they choose and freedom to spend more time at
home with their families. We can even go so far as to say that the working-from-home
phenomenon could be one of the answers to the pollution problems which the modern world has
inflicted upon itself. Fewer people travelling to work every day equals fewer cars. Fewer cars, of
course, equates to lower CO2 levels in the atmosphere.
But what are the drawbacks to working at home? For many of us, work is a means of escaping
our nearest and dearest and making our own mark on the world. The relationships we have with
our colleagues are a significant part of our life - after all, full-time workers spend a third of their
day in their workplace. Some people who work from home feel that they are actually much more
productive and can get tasks done in a much shorter time than in an office environment. Others,
however, may be demotivated by the isolation and find it difficult to get down to tasks which have
a more intangible deadline.
As with most aspects of life, a balance is probably the best solution for the majority of workers
– a job based at home which requires regular contact with colleagues at regular meetings.
Management surveys show that successful business is easier if we operate as a team: brainstorming
and sharing ideas and offering support and motivation to each other. After all, we are only human
and we need others to complain to if we have a bad day at work!

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Part 2.
The graph below shows past, present, and projected future overweight rates in three
selected areas.
Summarise the information by selecting and reporting the main features, and make
comparison where relevant.
Write at least 150 words.

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Part 3. Write an essay of about 350 words to express your opinion on the following topic:
“Some people think that it is good for a country’s culture to import foreign movies and TV
programmes. Others think that it is better to produce these locally. Discuss both views and give
your opinion.”

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V.Speaking
Some people think that schools should reward students who show the best academic results,
while others believe that it is more important to reward students who show improvements.
Discuss both views and give your own opinion.
You have 5 minutes to sketch out what you are going to say. You should prepare notes instead of full
sentences and try to SPEAK as naturally as possible.
Your talking time should not exceed 5 minutes.
Good luck!

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