đề thi tuyển công chức tiếng anh tỉnh bà rịa vũng tàu năm 2016

UBND TỈNH BÀ RỊA-VŨNG TÀU HỘI ĐỒNG THI TUYỂN CÔNG CHỨC HÀNH CHÍNH TỈNH NĂM 2016 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc ĐỀ CƯƠNG ÔN TẬP THI TUYỂN CCHC NĂM 2016 MÔN: TIẾNG ANH TRÌNH ĐỘ ĐẠI HỌC Cơ quan biên soạn: Đại học Bà Rịa – Vũng Tàu A- NỘI DUNG ÔN TẬP I Ngữ âm: Phân biệt cách phát âm đuôi –s/-es/ -ed II Ngữ pháp: Thì (tenses) Câu bị động (Passive voice) Câu trần thuật (Reported Speech) Câu điều kiện (Conditional sentences) Mệnh đề quan hệ(Relative clauses): phân biệt cách sử dụng loại mệnh đề quan hệ II Đọc hiểu: Các kĩ đọc hiểu: a Đọc lướt (scanning and skimming) b Đoán nghĩa từ qua văn cảnh (Guess word’s meaning through context) Các dạng câu hỏi đọc hiểu: a Câu hỏi nhiều lựa chọn (MCQ) b Nối (matching) c Điền từ (Gap-filling) III Viết: Bố cục văn nghị luận (250-300 từ) B- LUYỆN TẬP C- BÀI THI MẪU A NỘI DUNG ÔN TẬP SECTION I: PRONUNCIATION a Pronunciation of –s/es ending: The pronunciation of third-person -(e)s depends on what comes before it: – /s/ after an unvoiced sound like /p/, /k/ or /t/ – /z/ after a vowel, or a voiced consonant like /b/, /g/, /d/, /m/, /l/ etc – /ɪz/ after /s/, /z/, /ʃ/ and /tʃ/ b The pronunciation of –ed ending: If the last letter of the word is spelled with /d/ or /t/, the -ed is pronounced as /id/ Eg wanted, decided, treated If the last consonant sound of the word is voiceless /p, k, f, s, ʃ, tʃ/, then the -ed is pronounced as a /t/ Eg stopped, cooked, laughed If the last letter of the words ends in a voiced consonant (or sound), then the -ed is pronounced as a /d/ Eg moved, changed SECTION II: GRAMMAR I-TENSES IN ENGLISH Tenses Simple present Usage We use the present tense to talk about: • something that is true in the present: I’m nineteen years old He lives in London • Present habits or routines (with adverbs of frequency: sometimes, often, usually, always, never, …) I play football every weekend I sometimes go to the cinema She never plays football • something that is always true: The adult human body contains 206 bones Light travels at almost 300,000 kilometres per second • something that is fixed in the future (program, schedule, ) The school term starts next week The train leaves at 1945 this evening We fly to Paris next week Present continous We use the present continuous tense to talk about the present: - for something that is happening at the moment of speaking: I’m just leaving work I’ll be home in an hour Please be quiet The children are sleeping - for something which we think is temporary: Michael is at university He’s studying history I’m working in London for the next two weeks - for something which is changing, growing or developing: The children are growing quickly The climate is changing rapidly Your English is improving These days most people are using email instead of writing letters What sort of clothes are teenagers wearing nowadays? What sort of music are they listening to? - for something which happens again and again (with the use of “always”): It’s always raining in London They are always arguing George is great He’s always laughing We use the present continuous tense to talk about the future:for something which has been arranged or planned: Mary is going to a new school next term What are you doing next week? We can use the present continuous to talk about the past: when we are telling a story or when we are summarizing the story from a book, film or play, etc Present perfect We use the present perfect tense: - for something that started in the past and continues in the present: They’ve been married for nearly fifty years She has lived in Liverpool all her life - for something we have done several times in the past and continue to do: I’ve played the guitar ever since I was a teenager He has written three books and he is working on another one I’ve been watching that programme every week - when we are talking about our experience up to the present: My last birthday was the worst day I have ever had Have you ever met George?- Yes, but I’ve never met his wife - for something that happened in the past without definite time (with adverbials: just; only just; recently;ever, so far; until now; up to now,…) I can’t get in the house I’ve lost my keys Teresa isn’t at home I think she has gone shopping Scientists have recently discovered a new breed of monkey We have just got back from our holidays Have you ever seen a ghost? Where have you been up to now? Have you finished your homework yet? - No, so far I’ve only done my history Present perfect We use the present perfect continuous tense: continuous - to talk about an action that started in the past and is either still continuing or recently finished (emphasizing the duration of the action) She has been living in Liverpool all her life It’s been raining for hours They’ve been staying with us since last week I have worked here since I left school I’ve been watching that programme every week since it started - Use this tense to show cause of an action or situation in the present John is in a detention because he has been misbehaving The road is wet because it has been raining I have to go on a diet because I have been eating too much sugar Jessica got sunburn because she has been lying in the sun too long Past simple We use the past simple tense to talk about something that happened and completely finished in the past (with ago, yesterday, last week/ month/ year,…) I met my wife in 1983 They got home very late last night When I was a boy I walked a mile to school every day We swam a lot while we were on holiday They always enjoyed visiting their friends I lived abroad for ten years She played a lot of tennis when she was younger Past continuous We use the past continuous to talk about something which continued before and after another action in the past The children were doing their homework when I got home As I was watching television, the telephone rang Past perfect We use the past perfect to talk about an action that happened before a point of time or another action in the past (with the use of before, after, when by, by the time, by the end of + time in the past …) I had gone to bed before 10 o’clock last night Past continuous After he had finished work, he went straight home perfect We use the past perfect continuous: - to express actions or situations that were in progress before some other actions or situations He boys had been quarreling for half an hour when we arrived home I had been dating Angelina for years before we got married - Use this tense to show cause of an action or situation in the past John was in a detention because he had been misbehaving The road was wet because it had been raining I had to go on a diet because I had been eating too much sugar Jessica got sunburn because she had been lying in the sun too long Simple future - use for spontaneous decision (decision made at the time of speaking) Hold on I‘ll get a pen We will see what we can to help you Maybe we‘ll stay in and watch television tonight - make prediction about the future I think it will rain tomorrow People won’t go to Jupiter before the 22nd century Who you think will get the job? 10 Continuous Future expresses action at a particular moment in the future I will be playing tennis at 10am tomorrow They won't be watching TV at 9pm tonight What will you be doing at 10pm tonight? What will you be doing when I arrive? She will not be sleeping when you telephone her We'll be having dinner when the film starts Take your umbrella It will be raining when you return 11 Future Perfect to say that something will be finished by a particular time in the future Do you think you will have finished it by next Thursday? In years time I’ll have finished university and I’ll be able to earn some money at last I think astronauts will have landed on Mars by the year 2020 I’ll have finished in an hour and then you can use the computer 12 Future perfect to talk about an action which starts before a time in the future and continuous continues up to that time In April 2018, I will have been teaching here for ten years 13 Near future - Intention/ future plan I have won $1,000 I am going to buy a new TV We’re not going to see my mother tomorrow When are you going to go on holiday? - Predictions about the future based on evidence The sky is very black It is going to snow It’s 8.30! You’re going to miss the train! I crashed the company car My boss isn’t going to be very happy! II- PASSIVE VOICE How to changed from active to passive Passive voice with reporting verbs: - Sometimes when you are reporting what people say or believe, you don´t know, or you don´t want to say, who exactly the `people´ are So you use an impersonal construction: People believe that thousands of birds died The same idea can be expressed by using the passive in two different ways: a) subject + passive of reporting verb + `to´ infinitive: Hundreds of thousands of birds are believed to have died b) It + passive of reporting verb + that + clause It is believed that hundreds of thousands of birds died - Some other reporting verbs that can be used in this way are: calculate, claim, consider, discover, estimate, expect, feel, hope, know, prove, report, say, show, think, understand, etc - With present reference, the passive is followed by the present infinitive: People think that Johnson is in Cardiff  Johnson is thought to be in Cardiff - With past reference, the passive is followed by the past infinitive: People believe that Johnson left Cardiff last month  Johnson is believed to have left Cardiff last month - Present and past continuous infinitives are also used: They think that the forger is living in Florence  The forger is thought to be living in Florence People know that the suspect has been dealing with drugs  The suspect is known to have been dealing with drugs - Passive infinitives can also appear: People believe that the portrait was painted by Vermeer  The portrait is believed to have been painted by Vermeer They think that the staff are given a bonus whenever they have to work overtime  The staff are thought to be given a bonus whenever they have to work overtime - The reporting verb can also be past: People considered the government had spent too much  The government was considered to have paid too much Passive voice with imperatives Close the door, please -> The door must be closed, please III- REPORTED SPEECH Introductory clause + reported clause Tense of the Introductory Clause: No Backshift if introductory clause is in … Backshift if introductory clause is in … • Simple Present (He says …) • Simple Past (He said …) • Present Perfect (He has said …) • Past Perfect (He had said …) • Future I will (He will say …) • Future II ( He will have said …) • Future I going to (He is going to say …) • Conditional I (He would say …) • Conditional II (He would have said …) Backshift in Reported Speech when changing from direct speech: Direct Speech Reported Speech Simple Present Simple Past Present Progressive Past Progressive Simple Past Present Perfect Past Perfect Simple Past Perfect Past Progressive Present Perfect Progressive Past Perfect Progressive Past Perfect Progressive Future I (going to) Future I (will) Conditional I Future II Conditional II was / were going to Conditional I Conditional II Exceptions • • • • Backshift of Simple Present is optional if the situation is still unchanged or if you agree with the original speaker Simple Past and Past Progressive not normally change in sentences with when / if The basic rule for requests is: introductory clause + ‚to + infinite verb Advise expressions with must, should and ought are usually reported using advise / urge Main Clauses connected with and / but: If two complete main clauses are connected with ‚andor ‚but, put ‚that after the conjunction He said,“I saw her but she didn’t see me.” He said that he had seen her but that she hadn’t seen him If the subject is left out in the second main clause (the conjunction is followed by a verb), not usethat She said,“I am a nurse and work in a hospital.” He said that she was a nurse and worked in a hospital IV- CONDITIONAL SENTENCES * Conditional Sentence Type 1→ It is possible and also very likely that the condition will be fulfilled Form: if + Simple Present, will-Future Ex: If I find her address, I’ll send her an invitation * Conditional Sentence Type 2→ It is possible but very unlikely, that the condition will be fulfilled Form: if + Simple Past, would + Infinitive Ex: If I found her address, I would send her an invitation * Conditional Sentence Type 3→ It is impossible that the condition will be fulfilled because it refers to the past Form: if + Past Perfect, would + have + Past Participle Ex: If I had found her address, I would have sent her an invitation * Mixed Conditional Patterns: PAST PRESENT Examples: • If I had won the lottery, I would be rich But I didn't win the lottery in the past and I am not rich now • If I had taken French in high school, I would have more job opportunities But I didn't take French in high school and I don't have many job opportunities • If she had been born in the United States, she wouldn't need a visa to work here But she wasn't born in the United States and she does need a visa now to work here PAST FUTURE Examples: • If she had signed up for the ski trip last week, she would be joining us tomorrow But she didn't sign up for the ski trip last week and she isn't going to join us tomorrow • If Mark had gotten the job instead of Joe, he would be moving to Shanghai But Mark didn't get the job and Mark is not going to move to Shanghai • If Darren hadn't wasted his Christmas bonus gambling in Las Vegas, he would go to Mexico with us next month But Darren wasted his Christmas bonus gambling in Las Vegas and he won't go to Mexico with us ne PRESENT PAST Examples: • If I were rich, I would have bought that Ferrari we saw yesterday But I am not currently rich and that is why I didn't buy the Ferrari yesterday • If I didn't have to work so much, I would have gone to the party last night But I have to work a lot and that is why I didn't go to the party last night PRESENT FUTURE Examples: • If I didn't have so much vacation time, I wouldn't go with you on the cruise to Alaska next week But I have a lot of vacation time and I will go on the trip next week • If Cindy were more creative, the company would send her to New York to work on the new advertising campaign But Cindy is not creative and the company won't send her to New York to work on the new campaign • If Dan weren't so nice, he wouldn't be tutoring you in math tonight But Dan is nice and he is going to tutor you tonight FUTURE PAST Examples: • If I weren't going on my business trip next week, I would have accepted that new assignment at work But I am going to go on a business trip next week, and that is why I didn't accept that new assignment at work • If my parents weren't coming this weekend, I would have planned a nice trip just for the two of us to Napa Valley But my parents are going to come this weekend, and that is why I didn't plan a trip for the two of us to Napa Valley • If Donna weren't making us a big dinner tonight, I would have suggested that we go to that nice Italian restaurant But she is going to make us a big dinner tonight, and that is why I didn't suggest that we go to that nice Italian restaurant FUTURE PRESENT Examples: • If I were going to that concert tonight, I would be very excited But I am not going to go to that concert tonight and that is why I am not excited • If Sandy were giving a speech tomorrow, she would be very nervous But Sandy is not going to give a speech tomorrow and that is why she in not nervous • If Seb didn't come with us to the desert, everyone would be very disappointed But Seb will come with us to the desert and that is why everyone is so happy V- RELATIVE CLAUSES Defining Relative clauses Non-defining relative clauses A defining relative clause identifies or A non-defining relative clause adds extra classifies a noun: information about a noun which already has a Do you know the guy who is talking to Will clear reference: over there? The Mona Lisa was painted by Leonardo da Vinci, who was also a prolific engineer and inventor I wrote my essay on a photo which was taken by Robert Capa If we omit this type of clause, the sentence If we leave out this type of clause, the sentence does not make sense or has a different still makes sense: meaning: The Mona Lisa was painted by Leonardo da Vinci (we know who Leonardo da Vinci Do you know the guy? (which guy?) was) I wrote my essay on a photo (what kind of photo?) Without comma: With comma: The athletes who failed the drug test were Those athletes, who failed the drug test, were disqualified disqualified SECTION 3: READING COMPREHENSION Focusing on the following skills of reading comprehension: • • • • Finding the main idea, important facts, and supporting details Summarizing Sequencing Inferencing Answering some common types of questions: • Multiple choice questions • Short answer questions • Matching questions (words and their meaning, paragraphs and their headings)s • Gap-filling questions (filling summary, charts, tables, ) SECTION FOUR: WRITING Introduction The introduction should include: • Give the background to the topic/ general ìnormation • Connecting information 10 Hearing dolphins, porpoise yes probably have stereoscopic vision (17) …… and……………… (18)……………… yes probably have stereoscopic vision forward and upward bottlenose dolphin yes exceptional in (19)…………………… and good in air-water interface boutu and beiji yes have limited vision indian susu no probably only sense direction and intensity of light most large baleen yes usually use (20)…………, repertoire limited (21)…………….whales and …….…………… yes whales song-like toothed Use more of frequency spectrum, have wider repertoire yes Questions 22-26 Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer Write your answers in boxes 22-26 on your answer sheet 22 23 24 25 26 Which of the senses is described here as being involved in mating? Which species swims upside down while eating? What can bottlenose dolphins follow from under the water? Which type of habitat id related to good visual ability? Which of the senses is best developed in cetaceans? READING PASSAGE 3: THE TRUTH ABOUT THE ENVIRONMENT For many environmentalists, the world seems to be getting worse They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever going, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more populated But a quick look at the fact shows a different picture First, energy and other natural resources have become more abundant, not less so, since the book “The Limits to Growth” was published in 1972 by a group of scientists Second, more food is now produced per head of the world’s population than at any time in history Fewer people are starving Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient- associated with the early 21 phases of industrialization and therefore best cured not by restricting economic growth, but by accelerating it One impact is unlikely to pose a devastating problem A bigger problem may well turn out to be an inappropriate response to it Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality One is the lopsidedness built into scientific research Scientific funding goes mainly to areas with many problems That may be wise policy but it will also create an impression that many more potential problems exist than is the case Secondly, environmental groups need to be noticed by the mass media They also need to keep the money rolling in Understandably, perhaps, they sometimes overstate their arguments In 1997, for example, the World Wide Fund for Nature issued a press release entitled “Twothirds of the world’s forests lost forever” The truth turns out to be nearer 20% Though these groups are run overwhelmingly by selfless folks, they nevertheless share many of the characteristics of other lobby groups That would matter less if people applied the same degree of scepticism to environmental lobbying as they to lobby groups on other fields A trade organization arguing for, say, weaker pollution controls is instantly seen as selfinterested Yet a green organization opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good A third source of confusion is the attitude of the media People are clearly more curious about bad news than good Newspaper and broadcasters are there to provide what the public wants That, however, can lead to significant distortions of perception An example was that America’s encounter with El Nino in 1997 and 1998 This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths However, according to an article in the Bulletin of theAmerican Meteorological Society, the damage it did was estimated at US$4 billion but the temperatures (which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused my meltwaters) The fourth factor is poor individual perception People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste Yet, even if American’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12000th of the area of the entire United States So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm The best estimates are that the temperatures will rise by 2-3 0C in this century, causing considerable problems, at a total cost of US$5000 billion Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase that the planet would have experienced in 2094 would be postponed to 2100 22 So this does not prevent global warming, but merely buys the world six years Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation Such measures would avoid million deaths every year, and prevent half a billion people from becoming seriously ill It is crucial that we look at the facts if we want to make the best possible decisions for the future It may be costly to be overly optimistic- but more costly still to be too pessimistic Questions 27-32: Do the following statements agree with the claims of writer in Reading passage 3? In boxes 27-32 on your answer sheet, write 27 28 29 30 31 32 YES if the statement agrees with the writer’s claim NO if the statement contradicts the writer’s claim NOT GIVEN if it is impossible to say what the writer thinks about this Environmentalists take a pessimistic view of the world for a number of reasons Data on the Earth’s natural resources has only been collected since 1972 The number of starving people in the world has increased in recent years Extinct people are being replaced by new species Some pollution problems have been correctly linked to industrialization It would be best to attempt to slow down economic growth Questions 33-37 Choose the correct letter A, B, C, D Write your answers in boxes 33-37 on your answer sheet 33 What aspect of scientific research does the writer express concern about in paragraph 4? A The need to produce results B The lack of financial support C The selection of areas to research D The desire to solve every research problem 34 The writer quotes from World Wide Fund for Nature to illustrate how A influential the mass media can help B effective environmental groups can be C the mass media can help groups raise funds D environmental groups can exaggerate their claims 35 What is the writer’s main point about lobby groups in paragraph 6? A Some are more active than others B Some are better organized than others C Some receive more criticism than others D Some support more important issues than others 36 The writer suggests that newspapers print items that are intended to A educate readers B meet their readers’ expectations C encourage feedback from readers D mislead readers 37 What does the writer say about America’s waste problem? 23 A B C D It will increase in line with population growth It is not as important as we have been led to believe It has been reduced through public awareness of the issues It is only significant in certain areas of the country Questions 38-40 Complete the summary with the list of words from A-I below Write the correct letter A-I in boxes 38-40 on your answer sheet GOBAL WARMING The writer admits that global warming is a (38)………………… Challenge, but says that it will not have a catastrophic impact on our future if we deal with it in the (39)………… way If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures He feels it would be better to spend money on the more (40) …………… health problems of providing the world’s population with clean drinking water A unrealistic B agreed C expensive D right E long-term F usual G surprising H personal I urgent READING PASSAGE Television Addiction Television addiction is no mere metaphor A The term "TV addiction" is imprecise, but it captures the essence of a very real phenomenon Psychologists formally define addiction as a disorder characterized by criteria that include spending a great deal of time using the thing; using it more often than one intends; thinking about reducing use or making repeated unsuccessful efforts to reduce use; giving up important activities to use it; and reporting withdrawal symptoms when one stops using it B All these criteria can apply to people who watch a lot of television That does not mean that watching television, in itself, is problematic Television can teach and amuse; it can be highly artistic; it can provide much needed distraction 24 F What is more surprising is that the sense of relaxation ends when the set is turned off, but the feelings of passivity and lowered alertness continue Survey participants commonly reflect that television has somehow absorbed or sucked out their energy, leaving them depleted They say they have more difficulty concentrating after viewing than before In contrast, they rarely and escape The difficulty arises when people strongly sense that they ought not to watch as much as they and yet find they are unable to reduce their viewing Some knowledge of how television becomes so addictive may help heavy viewers gain better control over their lives C The amount of time people spend watching television is astonishing On average, individuals in the industrialized world devote three hours a day to the activity – fully half of their leisure time, and more than on any single activity except work and sleep At this rate, someone who lives to 75 would spend nine years in front of the television Possibly, this devotion means simply that people enjoy TV and make a conscious decision to watch it But if that is the whole story, why so many people worry about how much they view? In surveys in 1992 and 1999, two out of five adults and seven out of ten teenagers said they spent too much time watching TV Other surveys have consistently shown that roughly ten per cent of adults call themselves TV addicts D To study people’s reactions to TV, researchers have undertaken laboratory experiments in which they have monitored the brain waves, skin resistance or heart rate of people watching television To study behavior and emotion in the normal course of life, as opposed to the artificial conditions of the laboratory, we have used the Experience Sampling Method (ESM) Participants carried a beeper*, and we signaled them six to eight times a day, at random, over the period of a week; whenever they heard the beep, they wrote down what they were doing and how they were feeling E As one might expect, people who were watching TV when we beeped them reported feeling relaxed and passive The EEG studies similarly show less mental stimulation, as measured by alpha brain-wave production, during viewing than during reading 25 indicate such difficulty after reading After playing sports or engaging in hobbies, people report improvements in mood After watching TV, people's moods are about the same or worse than before G Within moments of sitting or lying down and pushing the "power" button, viewers report feeling more relaxed Because the relaxation occurs quickly, people are conditioned to associate viewing with rest and lack of tension The association is positively reinforced because viewers remain relaxed throughout viewing H Thus, the irony of TV: people watch a great deal longer than they plan to, even though prolonged viewing is less rewarding In our ESM studies the longer people sat in front of the set, the less satisfaction they said they derived from it When signaled, heavy viewers (those who consistently watch more than four hours a day) tended to report on their ESM sheets that they enjoy TV less than light viewers did (less than two hours a day) For some, a twinge of unease or guilt that they aren't doing something more productive may also accompany and depreciate the enjoyment of prolonged viewing Researchers in Japan, the U.K and the U.S have found that this guilt occurs much more among middle-class viewers than among less affluent ones I the orienting response is an instinctive reaction to any sudden or new, such as movement or possible attack by a predator Typical orienting reactions include the following the arteries to the brain grow wider allowing more blood to reach it, the heart slows down and arteries to the large muscles become narrower so as to reduce blood supply to them Brain waves are also interrupted for a few seconds These changes allow the brain to focus its attention on gathering more information and becoming more alert while the rest of the body becomes quieter Questions 1-3 The list below gives some characteristics of addiction Which THREE of the following are mentioned as characteristics of addiction to television? A harmful physical effects B loss of control over time C destruction of relationships D reduced intellectual performance E discomfort when attempting to give up F dishonesty about the extent of the addiction Questions 4-8 Do the following statements agree with the information given in Reading Passage 2? In boxes 8-13 on your answer sheet, write YES if the statement agrees with the information NO if the statement contradicts the information NOT GIVEN if there is no information on this One purpose of the research is to help people to manage their lives better Watching television has reduced the amount of time people spend sleeping People's brains show less activity while watching television than when reading There is a relationship between the length of time spent watching TV and economic status Pleasure increases in proportion to the length of time spent watching TV Questions 9-13 Classify the following feelings or mental states as generally occurring: 10 11 12 13 reduced anxiety and stress increased fatigue higher levels of concentration less mental activity worry about time wasted A before watching television B while watching television C after watching television 26 D both while and after watching television Questions 14-17 Complete the labels on the diagram.Choose your answers from the box beside the diagram NB There are more words / phrase than spaces, so you will not use them all A relaxed B accelerated C increased D lengthened E reduced F stopped momentarily G widened H regulated 27 28 C ĐỀ THI MẪU I-PRONUNCIATION: Choose a word in each line that has the underlined part pronounced differently from the others (1m) a naked a laughs a asks a asked a counted a allowed a wasted a cracked a relaxed 10 a welcomed b washed b smiles b gives c watched c gloves c turns b loved b laughed c showed c coughed b cried b visited b mixed b loved d decided d stopped d shoes d flies d cried d fixed c flooded c landed c asked c killed c enjoyed d jailed d yawned d shaved d damaged d rolled II- GRAMMAR (3 ms) A Choose the best answer A, B, C or D to complete the following sentences 11 Jack the door A has just painted B paint C will have painted 12 My sister for you since yesterday A is looking B was looking C has been looking 13 I Texas State University now A am attending B attend C was attending 14 He has been selling motorbikes A ten years ago B since ten years C for ten years ago 15 Christopher Columbus _ American more than 500 years ago A discovered B has discovered C had discovered D painting D looked D attended D for ten years D had been discovering 16 I _ in the room right now A am being B was being C have been being D am 17 I to New York three times this year A have been B was C were D had been 18 Doctors an answer to AIDS yet A have found B found C haven/t found D.hasn/t found 19 Are you looking for my sister? – She isn't at home now She to the library A went B.goes C has gone D is going 20 The school usually at six o'clock each day, but on Monday, it stayed open later A stay B stays C is staying D has stayed 21 Last week we some snow in our city but it didn't stay on the ground for a long time A have B are having C have had D had 22 Emrah Hazim for two months since he started studying in the same class last November A knows B knew C has known D is knowing 23 Thomas is an author He (write) mystery novels and travel memoirs He (write) since he was twenty-eight Altogether, he (write) seven novels, three collections of short stories and a book of poetry A write- wrote- wrote 29 B write- wrote- wrote C write- has written- has written D write- has written- wrote 24 We were late because we had some car problems By the time we (get) to the train station, 25 26 27 28 29 30 Susan (wait) for us for more than two hours A got- waited B got- have been waiting C got- had been waiting D had got- had been waiting Sam (try) to change a light bulb when he (slip) and (fall) A tried- slipped- fell B was trying- slipped- fell C was trying- was slipping- was falling D tried- was slipping- was falling Right now, Jim is reading the newspaper and Kathy is making dinner Last night at this time, they (do) the same thing A did B were doing C have done D had done By this time next summer, you (complete) your studies A will complete B is going to complete C will have complete D complete The students (be, usually) taught by Mrs Monty However, this week they (teach) taught by Mr Tanzer A Are usually taught/ are being taught B Are usually taught/ are taught C Were usually taught/ were taught D Are usually taught/ were taught Jane isn't at work today She's very sick so I don't think tomorrow A she comes B she has come C she's coming D she's going to come When I was on holiday in the USA, every night we a different city A stay B have stayed C stayed D are staying B- Rewrite the following sentences 31 Eleanor and Ben are not going skiing with us this year because Eleanor just had a baby If 32 Frank is not going to the graduation ceremony because he broke his leg snowboarding last week If 33 "Peter, you prefer tea or coffee?" she says → She asks Peter 34 "Where did you spend your holidays last year?" she asked me → She asked me 35 He said, "Don't go too far." → He advised her C- Write complete sentences based on the given prompts 36 legal/ for/ named/ reason/ can’t/ be/ The/ questioned/ the/ police,/ who is/ man, by/ 37 Pete,/ has/ a/ is/ French/ whose/ surname/ Cholet/ father/ 38 Million/ $5/ over/ building/ opened/ cost/ the/ which is/ be/ queen/ going/ by/ to/ the 30 39 which is/ The/ Leonardo da Vinci./ Louvre,/ Mona Lisa,/ in/ the/ was/ by/ painted 40 son,/ lives/ is/ New/ a/ who/ Her/ in/ York./ dentist, III- READING COMPREHENSION (4 ms) READING PASSAGE 1: THE US CITY AND THE NATURAL ENVIRONMENT A While cities and their metropolitan areas have always interacted with and shaped the natural environment, it is only recently that historians have begun to consider this relationship During our own time, the tension between natural and urbanized areas has increased, as the spread of metropolitan populations and urban land uses has reshaped and destroyed natural landscapes and environments B The relationship between the city and the natural environment has actually been circular, with cities having massive effects on the natural environment, while the natural environment, in turn, has profoundly shaped urban configurations Urban history is filled with stories about how city dwellers contended with the forces of nature that threatened their lives Nature not only caused many of the annoyances of daily urban life, such as bad weather and pests, but it also gave rise to natural disasters and catastrophes such as floods, fires, and earthquakes In order to protect themselves and their settlements against the forces of nature, cities built many defenses including flood walls and dams, earthquake-resistant buildings, and storage places for food and water At times, such protective steps sheltered urbanites against the worst natural furies, but often their own actions – such as building under the shadow of volcanoes, or in earthquakeprone zones – exposed them to danger from natural hazards C City populations require food, water, fuel, and construction materials, while urban industries need natural materials for production purposes In order to fulfill these needs, urbanites increasingly had to reach far beyond their boundaries In the nineteenth century, for instance, the demands of city dwellers for food produced rings of garden farms around cities In the twentieth century, as urban populations increased, the demand for food drove the rise of large factory farms Cities also require fresh water supplies in order to exist – engineers built waterworks, dug wells deeper and deeper into the earth looking for groundwater, and dammed and diverted rivers to obtain water supplies for domestic and industrial uses In the process of obtaining water from distant locales, cities often transformed them, making deserts where there had been fertile agricultural areas D Urbanites had to seek locations to dispose of the wastes they produced Initially, they placed wastes on sites within the city, polluting the air, land, and water with industrial and domestic effluents As cities grew larger, they disposed of their wastes by transporting them to more distant locations Thus, cities constructed sewerage systems for domestic wastes They usually discharged the sewage into neighboring waterways, often polluting the water supply of downstream cities.The air and the land also became dumps for waste disposal In the late nineteenth century, coal became the preferred fuel for industrial, transportation, and domestic use But while providing an inexpensive and plentiful energy supply, coal was also very dirty 31 The cities that used it suffered from air contamination and reduced sunlight, while the cleaning tasks of householders were greatly increased E In the late nineteenth and early twentieth centuries, reformers began demanding urban environmental cleanups and public health improvements Women's groups often took the lead in agitating for clean air and clean water, showing a greater concern than men in regard to quality of life and health-related issues The replacement of the horse, first by electric trolleys and then by the car, brought about substantial improvements in street and air sanitation The movements demanding clean air, however, and reduction of waterway pollution were largely unsuccessful On balance, urban sanitary conditions were probably somewhat better in the 1920s than in the late nineteenth century, but the cost of improvement often was the exploitation of urban hinterlands for water supplies, increased downstream water pollution, and growing automobile congestion and pollution F In the decades after the 1940s, city environments suffered from heavy pollution as they sought to cope with increased automobile usage, pollution from industrial production, new varieties of chemical pesticides and the wastes of an increasingly consumer-oriented economy Cleaner fuels and smoke control laws largely freed cities during the 1940s and 1950s of the dense smoke that they had previously suffered from Improved urban air quality resulted largely from the substitution of natural gas and oil for coal and the replacement of the steam locomotive by the diesel-electric However, great increases in automobile usage in some larger cities produced the new phenomenon of smog, and air pollution replaced smoke as a major concern G During these decades, the suburban out-migration, which had begun in the nineteenth century with commuter trains and streetcars and accelerated because of the availability and convenience of the automobile, now increased to a torrent, putting major strains on the formerly rural and undeveloped metropolitan fringes To a great extent, suburban layouts ignored environmental considerations, making little provision for open space, producing endless rows of resourceconsuming and fertilizer-dependent lawns, contaminating groundwater through leaking septic tanks, and absorbing excessive amounts of fresh water and energy The growth of the outer city since the 1970s reflected a continued preference on the part of many people in the western world for space-intensive single-family houses surrounded by lawns, for private automobiles over public transit, and for the development of previously untouched areas Without better planning for land use and environmental protection, urban life will, as it has in the past, continue to damage and stress the natural environment Questions 1-7 Reading Passage has seven sections, A-G.Choose the correct heading for each section from the list of headings below Write the correct number, I-X, in boxes 1-7 on your answer sheet List of Phrases I Legislation brings temporary improvements II The increasing speed of suburban development III A new area of academic interest IV The impact of environmental extremes on city planning V The first campaigns for environmental change 32 Building cities in earthquake zones The effect of global warming on cities Adapting areas surrounding cities to provide resources Removing the unwanted by-products of city life Providing health information for city dwellers Paragraph A Paragraph B Paragraph C Paragraph D Paragraph E Paragraph F Paragraph G VI VII VIII IX X Questions 8-11 Do the following statements agree with the information given in Reading Passage In boxes 8-11 on your answer sheet, write TRUE if the statement is true according to the passage FALSE if the statement is false according to the passage NOT GIVEN if the information is not given in the passage In the nineteenth century, water was brought into the desert to create productive farming land Women were often the strongest campaigners for environmental reform 10 Reducing urban air and water pollution in the early twentieth century was extremely expensive 11 The introduction of the car led to increased suburban development READING PASSAGE INVESTIGATING CHILDREN’S LANGUAGE A For over 200 years, there has been an interest in the way children learn to speak and understand their first language Scholars carried out several small-scale studies, especially towards the end of the 19th century, using data they recorded in parental diaries But detailed, systematic investigation did not begin until the middle decades of the 20th century, when the tape recorder came into routine use This made it possible to keep a permanent record of samples of child speech, so that analysts could listen repeatedly to obscure extracts, and thus produce a detailed and accurate description Since then, the subject has attracted enormous multidisciplinary interest, notably from linguists and psychologists, who have used a variety of observational and experimental techniques to study the process of language acquisition in depth B Central to the success of this rapidly emerging field lies the ability of researchers to devise satisfactory methods for eliciting linguistic data from children The problems that have to be faced are quite different from those encountered when working with adults Many of the linguist’s routine techniques of enquiry cannot be used with children It is not possible to carry out certain kinds of experiments, because aspects of children’s cognitive development – such as their ability to pay attention, or to remember instructions – may not be sufficiently advanced Nor is it easy to get children to make systematic judgments about language, a task that is virtually impossible below the age of three And anyone who has tried to obtain even the most basic kind of data – a tape recording of a representative sample of a child’s speech – knows how frustrating this can be Some children, it seems, are innately programmed to switch off as soon as they notice a tape recorder being switched on 33 C Since the 1960s, however, several sophisticated recording techniques and experimental designs have been devised Children can be observed and recorded through one-way-vision windows or using radio microphones, so that the effects of having an investigator in the same room as the child can be eliminated Large-scale sampling programmes have been carried out, with children sometimes being recorded for several years Particular attention has been paid to devising experimental techniques that fall well within a child’s intellectual level and social experience Even pre-linguistic infants have been brought into the research: acoustic techniques are used to analyse their vocalisations, and their ability to perceive the world around them is monitored using special recording equipment The result has been a growing body of reliable data on the stages of language acquisition from birth until puberty D There is no single way of studying children’s language Linguistics and psychology have each brought their own approach to the subject, and many variations have been introduced to cope with the variety of activities in which children engage, and the great age range that they present Two main research paradigms are found E One of these is known as ‘naturalistic sampling’ A sample of a child’s spontaneous use of language is recorded in familiar and comfortable surroundings One of the best places to make the recording is in the child’s own home, but it is not always easy to maintain good acoustic quality, and the presence of the researcher or the recording equipment can be a distraction (especially if the proceedings are being filmed) Alternatively, the recording can be made in a research centre, where the child is allowed to play freely with toys while talking to parents or other children, and the observers and their equipment are unobtrusive F A good quality, representative, naturalistic sample is generally considered an ideal datum for child language study However, the method has several limitations These samples are informative about speech production, but they give little guidance about children’s comprehension of what they hear around them Moreover, samples cannot contain everything, and they can easily miss some important features of a child’s linguistic ability They may also not provide enough instances of a developing feature to enable the analyst to make a decision about the way the child is learning For such reasons, the description of samples of child speech has to be supplemented by other methods G The other main approach is through experimentation, and the methods of experimental psychology have been widely applied to child language research The investigator formulates a specific hypothesis about children’s ability to use or understand an aspect of language, and devises a relevant task for a group of subjects to undertake A statistical analysis is made of the subjects’ behaviour, and the results provide evidence that supports or falsifies the original hypothesis H Using this approach, as well as other methods of controlled observation, researchers have come up with many detailed findings about the production and comprehension of groups of children However, it is not easy to generalise the findings of these studies What may obtain in a carefully controlled setting may not apply in the rush of daily interaction Different kinds of subjects, experimental situations, and statistical procedures may produce different results or interpretations Experimental research is therefore a slow, painstaking business; it may take years before researchers are convinced that all variables have been considered and a finding is genuine 34 Questions 1-4 This passage has eight paragraphs, A-H Which paragraphs contains the following information? Write the correct letter A-H in boxes 1-4 on your answer sheet NB You may use any letter more than once the possibility of carrying out research on children before they start talking the difficulties in deducing theories from systematic experiment the differences between analysing children’s and adults’ language the ability to record children without them seeing the researcher Questions 5-9 Complete the summary below Choose NO MORE THAN TWO WORDS from the passage for each answer Write your answers in boxes 5-9 on your answer sheet Ways of investigating children’s language One method of carrying out research is to record children’s spontaneous language use This can be done in their homes, where, however, it may be difficult to ensure that the recording is of acceptable (5) Another venue which is often used is a (6) , where the researcher can avoid distracting the child A drawback of this method is that it does not allow children to demonstrate their comprehension An alternative approach is to use methodology from the field of (7) In this case, a number of children are asked to carry out a (8) , and the results are subjected to a (9) IV- WRITING (2 ms) Present a written argument or case to an educated reader with no specialist knowledge of the following topic In some countries an increasing number of people are suffering from health problems as a result of eating too much fast food It is therefore necessary for governments to impose a higher tax on this kind of food To what extent you agree or disagree with this opinion? You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence You should write at least 250 words Ghi chú:Thời gian làm bài: 180 phút, thang điềm 10 THE END 35 [...]... months A have B have had C am having D had 22 Jane isn't at work today She's very sick so I don't think tomorrow 23 24 25 26 27 A she comes B she has come C she's coming D she's going to come Two days ago I my keys in my local supermarket A lose B lost C have lost D am losing This is the third time this week you late for your class Please don't do it again A arrive B are arriving C arrived... charged with fraud Mr Bond It is thought that this treasure dates from the 19th century This treasure People believe that a professional thief stole the painting It Exercise 5: Complete the sentences in reported speech Note whether the sentence is a request, a statement or a question 1 He said, "I like this song." → He said 2 "Where is your sister?" she asked... now, Jim is reading the newspaper and Kathy is making dinner Last night at this time, they (do) the same thing A did B were doing C have done D had done By this time next summer, you (complete) your studies A will complete B is going to complete C will have complete D complete The students (be, usually) taught by Mrs Monty However, this week they (teach) taught by Mr Tanzer A Are usually taught/ are being... accidents on this road so far this year and the one last night was quite serious A are B were C have been D are going to be He is a very active child Probably, when he grows up he very good at sports A is B was C has been D is going to be Please call me back later I can't speak right now because I an English lesson 12 A have B have had C am having D am going to have 21 I bought this car in... described as weak too, but this view is probably mistaken Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact This contact may help to maintain order within a group, and stroking... the meaning stays the same 1 People think that neither side wanted war Neither side is 2 People say that fewer than 1,000 blue whales survive in the southern hemisphere Fewer 3 Everyone knows that eating fruit is good for you Eating fruit 4 People consider that one in three bathing beaches is unfit for swimming One in three bathing beaches 5 At least 130,000... use This can be done in their homes, where, however, it may be difficult to ensure that the recording is of acceptable (5) Another venue which is often used is a (6) , where the researcher can avoid distracting the child A drawback of this method is that it does not allow children to demonstrate their comprehension An alternative approach is to use methodology from the field of (7) In this... food It is therefore necessary for governments to impose a higher tax on this kind of food To what extent do you agree or disagree with this opinion? You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence You should write at least 250 words Ghi chú:Thời gian làm bài: 180 phút, thang điềm 10 THE END 35 ... warming? As we know, carbon dioxide emissions are causing the planet to warm The best estimates are that the temperatures will rise by 2-3 0C in this century, causing considerable problems, at a total cost of US$5000 billion Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions... answer sheet, write 27 28 29 30 31 32 YES if the statement agrees with the writer’s claim NO if the statement contradicts the writer’s claim NOT GIVEN if it is impossible to say what the writer thinks about this Environmentalists take a pessimistic view of the world for a number of reasons Data on the Earth’s natural resources has only been collected since 1972 The number of starving people in the