PART ONE: LISTENING
- A. There are seven questions in this part. Listen carefully. You will hear each rocording twice. For each question, circle the correct answer (A, B or C) (1.4m)
- What does the boy want from the shop?
A. a newspaper B. a football DVD C. a bike
- Which programme is on first this evening?
A. ‘Elephants in Danger’ B. The final parts of ‘Stars’ C. ‘Kerri Ramsey in concert’
- What present will the girl give Luisa?
A. a t-shirt B. a necklace C. flowers
- Which instrument does the boy play now?
A. piano B. guitar C. violin
- What will the weather be like for sports day tomorrow?
A. rainy B. sunny C. windy
- Who is the boy phoning?
A. a hairdresser B. a doctor C. an ophthalmologist
- What food will the boy’s mother buy?
A. ice cream B. chocolate C. pizza
- B. You will hear part of an interview with a girl called Sally Myers whose first book has recently been published. For each question, circle the correct answer (A, B or C) (1.8m)
- Why did Sally decide to write her first book?
- People said her stories were good.
- Her family bought her a diary.
- Her penfriend suggested it.
- Why didn’t Sally’s Dad want her to send her book to a publisher?
- He didn’t like it very much.
- He had given her help to write it.
- He was worried that they wouldn’t be interested.
- Sally sent her book to a company which
- published books only on the internet.
- published her favourite stories.
- published books of a similar type.
- How did Sally feel when the company phoned her Mum?
A. very excited B. extremely surprised C. anxious about the future
- Sally says that, as a result of her book,
- she now has more money.
- she has lost some of her friends.
- she is in contact with new people.
- What does Sally say about her next book?
- It will be quite different from her first one.
- It will be written for older readers.
- It will be about something all children experience.
PART TWO: PHONETICS + GRAMMAR
- A. Circle the word (A, B, C, or D) whose underlined part is pronounced differently from that of the others in the group (0.4m)
1. A.
idiot B.
idol C.
icon D.
item
2. A. m
oment B. opp
onent C. comp
onent D. m
onitor
3. A. w
ould B. sh
oulder C. sh
ould D. c
ould
4. A.
the B.
thus C.
thumb D. mo
ther
- B. Circle the word (A, B, C, or D) whose main stress is different from that of the others in the group (0.4m)
1. A. nature B. culture C. measure D. mature
2. A. company B. employment C. atmosphere D. miracle
3. A. competence B. computer C. commuter D. compliance
4. A. considerate B. equivalent C. agriculture D. redundancy
- C. Put the verbs in brackets into the correct tense or form (1m)
- This candidate (1. look) ……… very promissing. Just think about his experience. He (2. live) ……… inHong Kong,Australiaand theUSAand (3. work) ……… for a number of multi-national companies. I (4. think) ……… we definitely (5. interview) ……… him.
- “How many times Stephen (6. telephone) ………?” – “I (7. not know) ………, but I wish he (8. stop) ……… . It’s such a bore when he keeps on phoning.”
- Visitors to the castle (9. show) ……… around by an experienced guide. They (10. not allow) ……… to wander around on their own.
Your answers:
1. ………………………………… 2. …………………………………
3. ………………………………… 4. …………………………………
5. ………………………………… 6. …………………………………
7. ………………………………… 8. …………………………………
9. ………………………………… 10. ………………………………..
- D. Fill in each blank with ONE appropriate preposition or particle (1m)
- All the animals in the forest fled ……………… the fire.
- My car is guaranteed ……………… rush for eight years.
- He is certainly good ……………… maths, if not much else.
- That house has been up ……………… sale for two years.
- Come to the party, ……………… all means.
- He came ……………… a collection of valuable old coins in the attic.
- How do you deal ……………… a class when they are constantly unruly?
- Their house was cut ……………… from the village by the flooding river.
- I don’t know if she’ll ever get ……………… her husband’s death.
- The athlete has decided to give ……………… amateur competition and become a professional.
- E. Read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There is an example at the beginning (1m)
WHAT MAKES A CLOSE FRIEND
For all of us, close (0) personal friends are important. Good friends are above all (1) ……… people who you can trust to keep a secret. If you have a problem to solve, or a (2) ……… to make, they will listen and give you (3) ……… advice. Their (4) ……… is such, that they do not expect anything in return, but they know with (5) ……… that you would do the same for them. Close friends are (6) ……… ever to let you down or make you feel (7) ……… when you tell them about your problems. On the contrary they are a real source of (8) ……… when you feel weak and in need of support.
They will tell you (9) ……… what they think, and help you find your way out. As a result, your (10) ……… will grow even stronger. |
PERSON
RELY
CONFESS
HELP
GENEROUS
CERTAIN
LIKE
RIDICULE
STRONG
SINCERE
FRIEND
|
Your answers:
1. ………………………………… 2. …………………………………
3. ………………………………… 4. …………………………………
5. ………………………………… 6. …………………………………
7. ………………………………… 8. …………………………………
9. ………………………………… 10. ………………………………..
F. Circle the one underlined word or phrase that must be changed in order for the sentence to be correct (1m)
- It is you that I have seen in the garden at seven.
A B C D
- My father wants that I go to college when I finish school.
A B C D
- It was rude to refuse to help mother. You should help her.
A B C D
- All her children have graduated from a university, that is a reason for her to be proud.
A B C D
- My brother was watching TV during I was doing my homework.
A B C D
- What you are saying suggests that you are unwilling to agree with me, does it?
A B C D
- I really wouldn’t like that friend of yours to treat me as something that belongs to him.
A B C D
- Could you tell me how your new friend look like?
A B C D
- I got her take an umbrella in case it rained.
A B C D
- Having had a good rest, the cowboy set out to cover other 20 miles.
A B C D
PART THREE: READING COMPREHENSION
- A. Read and then circle the option (A, B, C, or D) that best fits each space (1m)
BELIEVE THE EYES
How do you know when someone is lying? Scientists studying the human face with sensitive cameras may have discovered the answer, almost by accident. When someone in the laboratory dropped a book, …(1)… a loud noise, the camera they were using to study someone’s face showed an unexpected …(2)… . The sudden fear had caused the …(3)…of the person’s face around the eyes to change. This led the researchers to come up with the idea that if a super-sensitive camera could spot fear, it would be quite …(4)… of showing when people were telling a lie.
The researchers then …(5)… up an experiment to test out their theory. Some volunteers were told a secret which they were forbidden to …(6)… with another set of volunteers, who were told to find out what it was. The results were …(7)…, with the camera correctly identifying which of the volunteers was lying.
Some people believe that these tests could lead to the development of a camera which would …(8)… airport security staff who, at the moment, have to rely on their own judgement when asking passengers about the contents of their luggage. However, although the camera could be more …(9)… than traditional ways of discovering whether people are lying, most scientists believe that more …(10)… tests are needed before it goes into widespread use.
- A. getting B. having C. making D. doing
- A. reaction B. relation C. reply D. remark
- A. example B. description C. variety D. appearance
- A. talented B. clever C. skillful D. capable
- A. held B. put C. set D. gave
- A. argue B. spill C. inform D. share
- A. famous B. amazed C. wondering D. impressive
- A. assist B. appeal C. attract D. accept
- A. right B. correct C. accurate D. honest
- A. convincing B. persuading C. proving D. agreeing
- B. Fill in each blank with ONE appropriate word (2ms)
IQ TESTS
Psychologists have long been interested in how we judge intelligence in strangers. Now scientists have designed tests …(1)… try to discover which cues help people to judge IQ accurately, and which cause them to get …(2)… wrong. High school pupils were videotaped answering thought-provoking questions and the videos were then shown to groups of judges who were asked to assess the students’ physical type and monitor a variety of behavioural cues. Next the judges were asked to rate the students’ intelligence. At the …(3)… time, each student was also required to sit a standard IQ test.
Certain cues matched the …(4)… of the IQ tests more closely than others. While speaking quickly, using a lot of words or displaying ease …(5)… understanding caused the judges to rate the students’ intelligence highly, and was reflected in the IQ tests, …(6)… cues seemed to give the judges an entirely false impression of intelligence …(7)… measured by the IQ test. …(8)… the cues that led judges to assess students as dull were factors …(9)… as using halting speech or slang. Cues that led judges to view students as bright included talking loudly and using proper English. …(10)… of these traits correlated with measured IQ, however.
Your answers:
1. ………………………………… 2. …………………………………
3. ………………………………… 4. …………………………………
5. ………………………………… 6. …………………………………
7. ………………………………… 8. …………………………………
9. ………………………………… 10. ………………………………..
- C. Read the following article. For question 1-8, circle the answer (A, B, C or D) which you think fits best according to the text (2.4ms)
TWO LANGUAGES GOOD,
THREE LANGUAGES EVEN BETTER
Nine-year-old Naomi Gray is like many British children in that when she gets home from school, she loves to lose herself in a Harry Porter book. What makes her different is that she will have chatted to her school friends in French on the bus home, and spent her day with them learning her lessons in Breton.
Naomi is the daughter of Jane and Dug Gray, a translator and stone-mason who live in Finistere, the heart of Celtic Brittany in north-westFrance. They have opted not to bring up their three children bilingually in French and English, but trilingually, by enrolling them inBrittany’s educational system, Diwan, whereby all lessons, bar English and French, are taught in Breton. Around 3,000 children inBrittanyare educated via this immersion method that has played an important role in the revival of the Breton language.
Jane admits that the decision was controversial: “Other British parents said: “How dare you do that? Don’t your children have enough to take on?”. But she had seen how quickly the girls absorbed French: “I felt sure they could take in another language”. The girl’s father, Dug, admits to being envious of their abilities. “After 16 years inFrance, I’m comfortable with the language, but the kids still pick me upon my pronunciation and grammar mistakes,” he says.
It was once thought that forcing a child to learn more than one language could slow academic development but according to Professor Colin Baker, a world expert on bilingualism, the efect is opposite. The evidence is that bi- and trilingualism actually increases mental capacity and that multilingual children tend to do better at school. “The latest research shows that in intelligence tests, children with two or more well developed languages have higher scores,” he says. “Bilingual children have two or more words for objects and ideas, so the link between words and concepts are looser, allowing more fluent, flexible and creative thinking.” He adds that children learning languages young also tend to have more confidence and better general communication skills.
Professor Tony Cline is an educational psychologist specialising in language development in children. He says, “We used to think the brain had a limited capacity, like a milk bottle, and that it was impossible to pour two pints of milk into a pint bottle. Now we understand that our brains are capable of making an infinite number of connections; there is no limit to what we can take in.” He concedes that there might be minor disadvantages in having a bi- or trilingual childhood: “The child sometimes applies the rules of one language to another, and so makes mistakes – but these grammatical “errors” are soon outgrown, as long as the child is exposed to good models of language.”
It seems that by giving your child the option of becoming multilingual, you are offering them far more than just the acquisition of a foreign language. That certainly seems to be the case for the Gray girls. All three are getting top grades at school and are literate in three languages, Naomi has also successfully taken on German, where she is proof that bilingualism increases language-learning aptitude. Says Prof Cline: “Multilingual children pick up other languages quickly because they have a more flexible approach and are used to handling different forms of syntax, grammar and vocabulary.”
Jane thinks her daughters have gained more than just language; they have also gained culturally. In fact, the girls are all enthusiastic about Breton culture: Naomi does extracurricular Breton step dancing and loves singing in Breton and attending dance evenings known as fest-noz while Nina takes part in Breton sport of Gouren, a form of Celtic wrestling. Says Prof Baker: “Multilingual children gain the benefits of multiple sets of literatures, traditions, ideas, ways of thinking and behaving.”
And, he stresses, if parents have the opportunity to give their child the gift of another language, they should jump at
it. Because in today’s global market-place, on top of all the above, multilinguals are far more employable than monolinguals. “I find it a great shame that languages don’t have a higher place in the classroom in theUK because English is a mainstream language of business but, in the future, that is going to change.”
- What does the writer say about the school that Naomi attends?
- All of the lessons are taught in Breton.
- English and French are not taught.
- It is helping Breton to regain its popularity.
- The pupils are all fluent in three languages.
- Some people criticised the Grays for ………
- not encouraging their children to learn French.
- helping to promote a minority language.
- not sending their children to a British school.
- expecting too much of their children.
- Dug Gray says that his children ………
- sometimes correct him in his use of French.
- are not as fluent in French as they would like to be.
- need to improve their French pronunciation.
- would like to learn another language.
- Professor Baker says that, compared to other children, multilingual children ………
- work harder at school.
- tend to do better in examinations.
- have a less rigid way of thinking.
- are generally more talkative.
- Professor Cline uses the example of the milk bottle to illustrate ………
- our knowledge that the brain has limitations.
- how much language can be stored in the brain.
- the link between brain size and intelligence.
- a previous way of thinking about the brain.
- What does Professor Cline say about mistakes made by multilingual children?
- They are only apparent in childhood.
- They are only a temporary issue, given the right conditions.
- They usually only occur in one of the child’s languages.
- They can increase in number as the child grows older.
- Naomi’s experience is presented as evidence that multilingual children ………
- enjoy taking part in group activities.
- are better equipped to learn foreign languages.
- take advantage of opportunities they are offered.
- integrate easily into any new cultural environment.
- What does “it” refer to in the first sentence of the last paragraph?
A. the opportunity B. their child C. the gift D. another language
- D. You are going to read an article giving advice to teenagers about part-time jobs. Choose the most suitable heading from the list A-I for each part (1-7) of the article. There is one extra heading which you do not need to use. There is an example at the beginning (2.1ms)
PART-TIME JOBS FOR TEENAGERS
| A. Carry out some research | F. Not always straightforward |
| B. Better off working together? | G. Working for free |
| C. They could do with you | H. Pick a service to provide |
| D. Think positively | I. Income and other benefits |
| E. Who to contact | |
As a teenager, you are likely to have both a fair amount of spare time and a desire to earn some money. By working to earn money yourself, you can learn a lot about the value of things as well as the world of business. Typical and obvious jobs for teenagers include working at a fastfood restaurant, working as a shop assistant or stacking shelves at a supermarket.
What you get out of a job like this depends on your attitude. If your attitude is “I hate this job” then obviously you won’t benefit much from it; if, on the other hand, you look at it as an opportunity to learn how a business works from the inside out, then the benefits can be great. Many of the new generation of millionaires, for example, are owners of franchise and private restaurants. Owning a restaurant is not easy, however, and it requires knowledge and skill to be successful, so start gathering this as a teenager. Try as many positions as possible and ask lots of questions about cash flow, staffing, etc. Applying this attitude to any job you have will really pay off; you’ll learn a huge amount.
For many teenagers, there are a variety of problems associated with getting a job. You may not be old enough or you may lack reliable transportation. You may not have enough total time available or a regular enough schedule for someone to be willing to hire you. You might not even be able to find a job in an area that you enjoy. If any of these problems holds true for you, then working for yourself on a part-time basis may be the best way to go.
Baby-sitting, for example, is a tried and tested way for responsible teenagers who like being with kids to make money. There are several things you can do to make your services more valuable. Think about taking a first-aid course so that you know how to handle emergencies. Secondly, you might want to consider teaming up with some like-minded friends. That way your group will be able to say yes more often, increasing the amount of work you’re offered.
If baby-sitting doesn’t appeal to you, then you might want to consider garden care. During the summer you mow lawns, trim hedges and so on, in the autumn you rake leaves and in the winter you shovel snow! Indoor house painting is another option. Before undertaking this, you need to make sure you know what you are doing by working with someone with experience and practising at home (but get your parents’ permission first!). Other activities include providing in-home pet care when owners are on holiday; errand-running for busy people; washing cars for neighbours or teaching people how to use computers or the Internet.
One question you will have as soon as you choose an activity is “How much should I charge?” This is a question which is best answered by doing a market survey. You’ll need to call around and ask potential customers what they are used to paying and/or willing to pay, or ask your friends what they charge for similar activities. In the case of an activity like car washing, you could also call garages in your area and ask what they charge.
Another way of gaining experience is to offer your services to a small business. Although it may not be obvious to you, every community has thousands of small firms which do all sorts of things: printing, plumbing, computer programming, advertising and so on. Many of these could really benefit from a part-time helper who is reliable and mature. In return, you can learn an amazing amount about the business. You will be surprised at how quickly you become a valued part of the team.
Volunteer positions are another option. You can volunteer your services at many hospitals, old people’s homes, and most charitable organizations or political groups. You won’t earn any money, but you can gain valuable experience and colleges and universities will be impressed by any volunteer work you have done.
PART FOUR: WRITING
- A. Finish each of the following sentences in such a way that it means exactly the same as the sentence printed before it (2ms)
Ex: The film was so boring that I fell asleep.
It was
such a boring film that I fell asleep.
- Our opinions on the subject are identical.
We …………………………………………………………………………
- “If only I’d learnt to drive,” Roger said
Roger wishes ………………………………………………………………
- It seems that Mary forgot about our meeting.
Mary ……………………………………………………………………….
- It’s thought that the accident was caused by human error.
The accident ……………………………………………………………….
- Because of working hard, she fell ill.
She worked ………………………………………………………………..
- Mr. Pike used to jog a lot.
Mr. Pike jogged ……………………………………………………………
- It is useless to persuade him to do this.
There’s ……………………………………………………………………..
- They don’t mind which film they go to.
It doesn’t …………………………………………………………………..
- The patient recovered more rapidly than expected.
The patient made …………………………………………………………..
- My father finds maps hard to follow.
My father has ………………………………………………………………
- B. Complete the second sentence so that it has the similar meaning to the first sentence, using the word given. Do not change the word given (1m)
Ex: I never have enough time these days.
(short)
I
am short of time these days.
- Jeremy joined the cricket club a year ago. (member)
Jeremy’s …………………………………………………… a year.
- He has never felt so embarrassed before. (ever)
It’s ……………………………………………………… embarrassed.
- Being her only niece, Ann is very precious to her. (apple)
Being her only niece, ……………………………………. eye.
- I always think about transport costs when job hunting. (consideration)
I always ………………………………………………… when job hunting.
- She was pleased that he didn’t get the job. (help)
She ……………………………………………………. he didn’t get the job.
C. This is part of a letter you receive from an English friend.
| |
| |
For my homework project I have to write about a special day that people celebrate in your country. Which special day should I write about? What information should I include?
|
|
- Now write a letter to your friend. Write your letter in about 100 words on the space below (1.5m)
Dear Peter,
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Nam
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SƯU TẦM
