rHl cHqN Hqc

B* sdo

DUc

vA

oAO T4,0 oA TH! cHiNH

THIic

KV

rHl cHqN Hqc

slNH

Gt0t eu6c

^Gt,A

r0p ra rnpr

ruAm

eorr

-a-,.1^,-

rr*rue ar*u

180 phrit (khong kd thcri gian giao dd)

1 1/S1/401 1

O& tni co: 10 trang Man thi:

Thai Eian thi:

o lhi

srnh kh&ng duqc sa dung fdi /i€u, k6 cA

t*

$6n

"

^{Gi*r* thi} khbng girii lftIch gi th1m.

l

'i

IastinE ,. Lt$TfNlF{G _{4120 points)

Part'

l: A

^yo.A

reporter is hosting

a

discrssron

of

a

research repaft

an haw

lhe

warld ls figtuting

ttunger. Llaton {o fi*e

drscnssion

and circte the carract answor (A, B, C, ar D)

to

^each

o{

tha foltowing gaosfions.

1. Ttris coming Saturday will be marked as

*-

A. W*rid's Peace

Day

B. UtJ,s Nutrition Day

?. ,t !$ aim*C to push forvyard a prograffi to

*--

A

flghl

terr*.i$m

8. *llleviate

hunger C

rnve$ligffle

huncr*r D *li,rrn;ir:

^r1$1t1*r

3. The lindings have revealed that early childhood is also the criticai linre

f*r

reducing

A.

vioience S terrcrisnr

C.

sexrsnr

D. Bcv*r]1,

4 rxp*rt$

have cencluded

thal

undernourishment between conception and

-.--

^{c&i'1 f|*vr*}

a

^{serr*ug *ncl}

cne's *f1h iriithrlxy physia*1iy irif,6p$ble irnpacts"

A' one'$ thlrd

birthd*y

B. one's second

birthday c.

one's

trst birlhday

^D.

$

LJndemor:rished children are likely to get

--

and are likely to get sick and ciie.

A. physically

stunted

ts. mentally

retarded c.

emotionally problen.:atic D.

6

According to ihe report, a nation's productivity of fulure generetions largely depends on the A. natt.iral

environment B

family,s income source

C. first 1,000 days of

life D

health services

7

D*mages after the critical time is

A. highiy irreversible B. scarceiy

retrievabie C

difficult to overcorne

l)

highly r"*sqrved

il

Politlciens.

8, who should be "on board" with nutritionists to make the proj€ct a success?

A. Prc{essionals. B. $tatesrnen C. Executives.

9. ln the 1$$0's, Thailand sent its volunteers to the country teaching

about_.

A, heallh and

productivity

B. foorJs and

nutrients

C. heai$r and

nutrilion

D. health an<l f*ods 10' Ivlany rnajor donors and the United Nations are targeting the prograrn 6t

-*

and younE chjidrsn.

4,. preEnant

wornefi

B. working

parents

C. bre*s{feeding mr:fl-rers D. iow*iric*rne pareilts Part 2: tjsfqi$ fo a

radis

int9.wisw with a v*lcanologr'st and

circle

ore corree

I

aftswsr {e,

g,

_{;,

*r

t}} !r:r

*ack

pf *h*

fol{awing qeresfions.

B hostile C

unfriendly

Page

I oll0pages

C

World's Food

Oay

D. Ul.l's Agricutture Day

11

12

13

14

wha{ the scienti$t finds the most amazing about volcanoes is the facl lhat

A

they can kilN a large nirmber ef peopie very quickly _{B, you neve r} k3*w wheq th*y ^,*ri;! e1*pt C. v*lsanoes have enormous

power

D. their erlptiofis are highly precliciabl*

How powerful is a volcanic eruption as riescribed in lhe expert's words?

A. lt *an burn out a village within

seconds.

B. lt can clean a village within scconds.

C" lt can wipe oul a village wiihin

seconds.

D. lt can bury a viltage within s*c6nds, The oltj assumption that the moon affecls volcanic eruptions

A. has never bean

tested

B. has been tested only recenfly C. is baeed on old-time

legends

D. is a classical myth

What gives rise to the old idea comes from the r:bservation that a volcano is likel;v to erupt when

A. the moon comes

clown

_ts. there is a new moon

C. there is a fufi

moon

_D. the moon is hrqfi in

th*

skv Mounl Etna js nieknamed ^,,a

....*-

^giani,,.

'1 5

A. friendly

D

dangerous

16. Moun{

ftna

is $o nicknsmed because A. it$ con& is a playEround

f ;.,. -^^^ :^ - ^"

\.. :t) L ut ie 15 nii!'row

B. its lava cs*l$ dowfl very fa$t D. its lava moves slowly

I i). A ne*a

volf*ni)

rneli

i]*

formeej when

_,

.&. lav* fl*w*

iast

[3. a cone slo$e$

up

C. lav* c,ools down

?{1. &4or;nt Fliji i.} Jspan

ir

the

_

volcano sn that ^$ite.

A.

2"'l

B.

1ul

C.

3t"

D. 4"'

?1. l""iow large isi

t[:*

number of yisitors visiting Mount Fuji evsry year?

A. 4,000

people.

B. 400,000 peopte C. 20,000 peopl*.

0,4*0

^peapie.

22

The word'voleano'cornes from ltaiian meaning

A. a burnt mcunlaln 8. a faNling

mountain

C. a burning mountain E. a ferming molrntain

?3, Thr* frr*t volcano to hav*

th*

name .Vulcanus,'was

A

V*suvi*lr _{B. Mount}

Etnd

C. Mount Fuji D. Vesuyiu* and fitna

?4

The

lt*nra*s

gave the Mount

th*

name because they {hought il was the

_

^{of th*} God of Fire llu/ca*us,

B.

home

C. cave D, house

25

A*rorCing io lhe eNperl, volcanqes

&. ?t*v* mors than one cone

*.

lvill all beccme extincl

f.:t;9. 3;

& n*w stude*t t*ok nutes al

the

.rr:rro clcfajls, Liston to the

man

i-fnma*i^a t*t t ^-

17. F*r 3,*Se year*, tr"tsunt Etna has

killed

^people.

471

_{E. OIJ}

c. 3,000

^D.4,000

'18. l-i*rv n':*l-ly p*cple were killeej by lidounl Etna in ^.1S6g?

A.

*$

Csatns were resr:)rded"

C

f'J* case of d*ath was recorded.

*op'*rlrne*l. sherrtr history, foundec!: {26}

sre*

*f

Flr$t inlek$ ${ undergraduates: (27) nunr**r q{ *tu<Ienls on a taught M.A. course: (18) nunrb*r of pa(-tirne lectilrer$: (Zgi

p{r"csnlage o{ *tudents from outside the country: (30)

Hnglish level requiremenls fcr students from outside lhe country: (31)

$tudent$ frsm outsjde the country get help from: (32) 0epadnrent's eKsrnal links: (33)

seri*s

*f

w*rkxh*ps built with: (14) motj*rn prin{*ng hishly technolog,cal

*ll

*ir"rd*ntc h*vs

i*

be: (35)

de$pj?* b*ing a ft"lsdern clepartrnenl, it is also intere$ted in: (3S) rnain work of Depaftment: (32) teaching

f*rn'ler *tudr:nls ernpioyed ae: (38)

Dr Yu, exp*rt on early Chinese manuscript and: {39)

B. 73 d*eth$ were rec*rded.

O. 3,00CI ci*athe

w*re

recorded

D" a eont? expl*des

B. ere *l| famous lourisl sites D^ arc always changing

intrsduetion of fri$

Oeparfn ent

af pri*t*d W*{d b$t sh*

rwissad wwt

intraduclng his deparfrnsnt and suppty f}ls bla$&$ wff*

rnissjmg

&

e

a

&

c0nservstioni$ts

tr,*st-gradllate r*search $tudenls should apply: (40) il, Lt:XtCS-

*ftAtdrdAR

_{S/A0 potnts}

r;*rni>ered &ein-

41

Hs wes so

...-

ⁱⁿ the book that he did not hear her footsteps.

A. distracted

L

engrossed C. gripped

4?. I fell that he l*sked

the

to pursue a difficult task to the very end.

A. persuasion B. obligation C. engagement

43, The governmenl etecided to

_

down on income tax evasion.

A, press B. crack C. push

4,i

Check lhe i?pparatu$ car*fuliy to make sure it has not be€n

8. tempered with C. tsuchecl up

D. attra*te*

0. csmmitmenl D. snap C. tak*n ou1 4,. i:roken rntc

Fage 2

of l0

^pages

45. We believe that the cumulativo effects of renewed prosperity will

_

expectations.

A. overcome B. undermine C.

surpass

D. succeed

46. John'$ got very

--

feelings about taking on more responsibility at the moment

A. puzzled B. mixed C.

jumbled 0

muddle<J

47. The college will soon be ready to

_

candidates for new course$

A. enrol

B

involve e . call

48

Afier ths concert. everyone had

to

-_

home through the thick sn*w

A. trudge

8

tread

4$" The captain realized that unless immediate action was laken to discipline the crew, there couid $e

a . .

^on

lh*

ship ,q. riot

50

Her enthusiasm A. nrakes up for

B. rebellion her lack of experience,

8. makes off

C. mutiny C, makes oul al

D. recal!

l-l r ;,-! 1-

0.

stri{se

D. makes up

-t-*-"'"'"---"*****l

'45.

^I

-t---"-

---- - ----_l

lso, "

^r

Ye$r arlstq/cl s;

t

^44.

i

48. 49.

.+().

i

i

^az.

-'i"

:

47.

Io,

Fart 2; Ihe passage below cantains

1O misrake$. lJndsrtine {n6 ,nrsrar{es

and write theb corrsct

forms

in the spacoprovided in

the column

on

the right, _{0}

}es

been done as

an

example.

A (emtninq is a person, usually a wornan, who believes that women should be regaroed as equally to men.

she, or

he, deplores discrimination againet women in the horne, place of

w*rk

or anywhere, and her principle enemy is the male chauvinisl, who beiieves that men are naturally ouper. Tired

of

being referred to as "the weaker sex", wornen are becoming rnslre and more militancy and are winning the age-old battie o{ the sexes. -lhey

are sick tr:

death of sexy.iokes which poke fun at women, They are no lonEer c.cnlent to be re$ard*{, &s second-class citlzens in lsrms of economic, palitical and social status. They cri{icia*

bea*g

conte$ts and the use of glamour female _models in advertisenrents whi*h they de$c*hs ij$

ihe exploit of female beauty, since women in these situa?ions were retlra$ent*d a$ mere $*x objeets"

we no longer live in the

male-dominate societies

of the past. Let u$

hop*.

morsover,

thai the

revolution $tops before

we

have

a

boring world

in

which sex dse$f

i

make much difference.

we

already have unisex hairdr"essers and farhions.

whal

nexl?

Part

3:

Write the

torrect

FORlll

o{

aach bract<eted ward

in the

numbered

space

provided

in

the column

on the rigfu.

_@) has been done as

an

example.

0. f-qr:qrf-e

*

^ferninist

51.

*?-

s3.

55.

s$.

:), 5S r,a ou.

A

live broadcast

of any

public event, such

as a

space (0)

*--

^(FLY)

or

^sporting

occasi*n, isr aimost (61)

--*

(VARiABtE) accompanied

by

ttre thoughis

of a

^(S?)

(COtTMENT).

This may be on

lelevision,

along with the

relevant pictures, alternatively on radio. The technique involved (63)

-**

(DIFFERE,-ilI betrte$n the

two

media,

with radio

bnoadcasters needing

to be more

explicit

and

⁽⁶⁴⁾

(ilSSCRIBE) because

of the

absence

of

visual informalion.

TV

eomnrentatqr$

do

fio1 neeil trr paini a piclure tbr thelr audience; instead, their various (65)

**-

(OBSif.HVt) should add to the images thal are already there. There will sometimes be siler:ces and pau$es

in a

^TV commentary, although these are becoming (66)

_ (lNCRIA$Ei

rare. Bcth types of commentators should try to be informative, bul ahoukj avoirl sounding (S7)

.--"

(OPINION). ln $ports cr:mmentaries, fairness and

(6S)

(|MPART) to both sides

is

vital,

bul

spontaneity

and

enthusiasm are valued

by

those waichins

*r

listening. $ports ccmrnentators u$ually trroadcast live

in

an essentiatly unscripted way, although

they may refer to

previor.rsly prepared materials

such as

6p*r1$ stairirlic;l Because of

the (69) (PREDlcr)

natrure

of

live events, thorough preparation ^rn aelvance is vital. The lnlernet has helped enormously with this aspect of lhe job. Anycne interested in becoming a comrnentator should have excellant (70)

--

(ORGANISE) skills, the willingne$$ to work irregular hours, and a strong voice.

Fart

4:

Cantplete each

ser(enee with the

carract

fsrm of

QNE

of

the

lwo-ward verbs

below. Writa yaur answer

ln

tha numbered box. Each verb

is

used

only

once,

clase down

O.

* fri$rrrf_

61

82

bil

*7

$8 rls.

v*.

bring

out

lay dgwg go round

mak* up to

sit

sn

Page 3

of l0

^pages

sift through

^check

0ver

work gut

do with l

71. Businsss was so bad that they had to

_ tvo

^factories,

72. N*ul ysar, we intend

to

several new product$. But at the rnoment, we are still testin$ th*m.

?3. T?t;: *perator monitois the pressure by

--

the readings on lhs$e gaugee, 7,4. C;:l*ulations \trhieh r,;sed to lake ages can

noy,/

ⁱⁿ a few seconds.

/5.

Y*u give the eomp*ter a cilmrnand and it

wiu

th€ data for you until it finds the informati*n y*Ll ne*d.

'7*.

{}**;ir:

*nly

**^

him because of hjs wealth.

7?. He

.**-*

^{nly lettef}

l*r

rnonths, why doesn't he anawer it?

7S _Tilie c*r

q*u{d

a good pr:lish 7$. There should be enough sweets to

__.

,ilc. lt i$ quite

clearly

that cnly amaleurs can take ^par1.

Ycur answerg:

?1

?6

,,1 i...

,

t,r.

**+j'--^.*-i

ii.- -

I

i

^{1*" lv 80.}

86.

lsart 5:

Silf *a*&

grap

in

rhe fllirepr'ixg cerlfsrleas

with

one

ef fllo

prepo,$rfion$ or par'*Jrles

in

f&e &rrr. {Jse eac}t

w*rd *nly

OSJ*#

and r*rif*

ycur" anssvsr

in {fio

n{r.r}&ered

&ax.

fP,ieass

,?sfs

{r?df

ffio glven

^wmrels

0irfr?{.,rr&er ffle gt#ps"J

aft*r {crwarrl

S1. I r*ceiv*rl

th* news

a kind of naive enthusianm.

t2

l-'le lelt nerv*u$ [:*fcrre he $tafied the firsl lecture of his liie but he carried tt

_.-

very well.

s3 lly

_6r*up and yours have

arrived

the same conciusion quite indepenr*enily,

*4. When h* marriecJ for ihe secsnd tirne, Fred gat n,lore than he bargained

*l

"i:r-r c*n f

$it

snd cio nothing like thal whlle much ramalns to be done.

ilr

.:"1:l'

rcvou:able lveail:cr has put the harvesl

8?.

Wr

vror:'l waich lhal programm* if the television l$ playlng

_

^again.

fiS. 1,"1* mxde

****-

thei we had fi:rgot.ten Jane's birlhday, though it wa$ not tru*

on rAr-

su. vv& nac ts

liit *

neariy two hours of speeches.

90

We're bofh g0,'rg1

-

th*

same job.

Your a&swersl

81.

.82

nz

91

^{A. alway$}

92

A. psepins al

CI3

A. involved

cd. a.4nno

._,,i a ^--*,^^

:! n utul]tsg

t*

^,e,. rcn"lnrrt

{,1. R*,4mlruG _{5120

poii:ts}

Bsff ?i

}?paef

file fallawing passage and

declde

whieh ansiyer {A, 8, C, or A)

Sesf

flts

*racfi

gap.

Write

yaur

i?nsw&tr

ln

flre crirnbered box.

ihqrtl i*

no doubt at all that the lnternet has made a huge difference to our lives. Howevar, rnoal p*renis wcrry that their childten spend loo much time browsing the lnternet or playing computer games, hardly

{$1)

dcing anyttring

*is*

tn their

*p*r*

time. Nalur*lly, parents want to know if the$e activities are harrnful to their chi{dr*n. What should they do if il"':eir cNrildren spend hours (92)

_

a cornputet screen?

*hvi*u*iy, if

children spend

too

much

time

(93)

_-* in

^$orne game instead

of

eloing their homewtrk, then sorn*thi*g is wrctrg. l1 i* a goorj idea iI parents and children d*cide together how much uss *h*uld lm {M}

*-

^{of the}

tr',':t:"ti:i,

*r4 th*

rlritd

rih**ld

_tSs)

**'-

^{that ii wsfi't inter{ere wilh} homework. lf the chiid does irol

{$S)

^{to this}

,1-

,r:.,rjr';f;ri

il.lipnlsi c;itl lake more drastic (97)

.=._.*

Any par*nt who is

(98)

alarmed about a child's behaviour shouid make an appeinlm*r:1 to (g*]

-

ihs n*t1er urlth a leach*r. $pending t,me in frofit of a computer screen does not

(100)

affect a ehild's pc#nrmanee al school. Even if a youns$ter seems obsessed with the computer, he 0r $he is probably just going ihrcugit a phnue, and in a few months parents will have something else to worry about!

B.

ever

C. never B. glancing

at

C. staring at B.

occupied

C, taken

B.

had

C. made

B.

assure

C. s*cure 8.

stick

C. foNlow B.

procedures C

s{eps

Pase 4

of l0

^pages

D. rare D. s*eing D. absr:rb*d D. taken D. claim 3. h*ld

0.

r*gut*tian*

$B

A. actualty

99

^{A. speak}

100

A. possibly

B. heavily B. discuss B. consequently

C. serir:usly C. ralk C. orobably

D. urgenlly D. debate D. necessarily Yo&r angr+.crs.'

ei s2

93

:s6

Sart _"?: &sad fhe foltrowing passaEe

ard

answer fl,e qaesfions f rarn ^$ 0X

ts

^I't *"

I nl

**TJepnone,

televislon, radio, and the telegraph ail help pcople communicafe wiih

*a*,r

otNi*!" S*c{}L}$a *{ {i:*se devices, ideas and news of event$ spread quickly all over the world. For example, withln ssconds, pe*ple can know ths resuNts of an election

in

Japan or Argentina.

An

international soccer match comes irxtc the l-r*n:e pf svery*ne lvith a televisicn sel. Nsws of a disaster such as an earlhquake or a iload can bring help fronr di$iant csunlries. Wthin hours, help is on ihe way.

1 CIz.

How has speed

of

communication changed the world? To many people, the world has beeome smaller. Of course, this does not mean that the world

is

physically smaller. Two huncired years ago, conrmunicetion botween ths eontinenl$ took a long time, All news was carried on ships that took weeks or even months to cro$s ihe oeeanE. ln the setrenteenlh

and

eighteenth centurie$,

it took six

weeks

for

news

from [urope ta

reach

the

Americas. This tirne difierence infh:enced people's

aclions

For example, one batlle in lhe war

of i81?

hetween

lhe fn6ltsh

and the United States amrtes could have been avoirJed

if lhe

warring sr{ee had known

that e

peece asrsement had already been signed. Peace was made in England, bul the news of peace took six weeks to reach Amsrica, During thosa six rceoks, the large and serious Battle of New orieans was fought and many lives were !os{.

1n'i

**Xn*l*portanl

part of the history

ol

the worlo is the history, of cornrflunication.

ln

prehist*ric Xirnes, pnrple hed lirnited knowledge of the world. They had little information about gsography, the stutJy

cf

the

il*r'li:.

Feople knew very llttlo b€yond their small graups excepl what was happening near their hornes. Lrter, peap{* wer* organized into villagaa, and veri:al csrnmunication between small iowns was possible. $til!, the people's knowl*clgr

w*$

lirflit*.{, b*e{ture they h;:rd no out$ide inferrmation. Kingdonrs and $r"nall counlriec then cleveicp*rj, wi{h

a king

directins tjhe p*(}ple. Sili*$

developed, too, but still communication wa$ limited to the small geographical area

si

the c**r-ntry. i14r:*h !at*r in hiot*ry, aflerlhe invention of the priniing press, many rnore people learned to reac, and c$rnmunrcallsn we$ inrprov*d.

104

_

ln this

modern age, communication

is so

fast

that it is

almost inslant. People's lives have been changod because ol the immediate spread of news. Sometirnes the speed is so great that it does not a,lo\il people time to think.

For example, leaders o{ countries have onty minutes, or, at most, hours to consider all the parts of a problem. Thoy are expected to answer immediately. Once they had days and weeks to think before makrng decisions.

105,

_

The speed

of

communication demands

a

new responsibility from

all

^people

of

the world. Peopla

in

dlfferenl

fcllnlrie$

rnust lryI harder 1o undersianC each other.

An

exampte

is thfit

^people

with

cJi{ferent r"*ligions must

try

lo understand each other's beliefs and values, even if they dci not aceept

th*rr

Sorn*tirres

t

ei|- cultures are quite differenl.

What one group considers a normal part of life is strange to another

culture

ln $crfie ca$ss. a norm*l part o{ ane culture might be bad or impolite to pecple of another culture, That kind of differen*e is a porsibie

b*si*

for nr;sur:d*rstandi*g, P*opie rnust learn not to judge others, but to accept them as they are. As the world grows snraller, people mu$t iesm to talk to cach other more effectively as well as communicate more rapidly.

MBrer, trhs

headfngs given in tfie box

below

with thetr

apgsraprisf€

nurn&ers {fef -'t8$} tk&l feed $o

fiB,a

paragraphs and write fhe

treffers A-H

tn #,e correspondiflg $umbered boxos. {tr**

freaefingr*

csfnErrt*er

*$1e

paragrophs, _so

you will

nat use

all of

them),

l'*

I

I I i

L*"

A, B"

D.

E.

r.

L).

i-.i

A disadvanta$e oi fast fammunicalion High speed of ccmmunicalion and its benefits

0ur

shrrnking world

Communication devices

A brief history of eomrnunication development

Modern cornrnunication and a change in thinking pattsrn The changing world resulting from fast communication Modern communication and expected responsibility

Paee 5

of l0

^pases

]rhen c,hcrose

l&* csrrscf

at?sw*r fo oaclr

of

tha follawing

guesfi*ns by

circ{ing A,

g,

C, or"0l.

1CS. F",i*cie rn esfirfiur:ications i:ave

&. e$,sct*d the r*suiis

*f

slestions end news of di*asters 0. r:nty alfsweet _$:epple {o eee world sporls event$ i}t horne C. k*grt p*ople befter informed of their world and bcyond D. m*ele pe*ple happier, busier, bul less informed 107 tsefcr* ti:c inventi*n of cornrnunication deviees,

A. pe*ple gave better cere to lheir local affairs B.

th*r*

wa$ no trffnsporla$on between countries C. p*opl* wcre rnuch interestcd in world affeirs D. p*erple were mosfly kept in the dark about the world 1CB A n*gative *$p€cx

*f

fasi *rlrnnrr.:n,catiafi is thal il

,4, rnakes people think tr:o fa*t

B. will push gavernments into dead ends

C. de,prives decision makers of correct information O, may rueh govemments into decisions

109" There w*rs instances in which lives could have besn saved if ,4. intercomrnunication had been eetablished

--.

E. there had nol been a delay in communication C. nff,eers' den:*nds of infonrnation had been met D. ca;'ri*r piger:ns had arrived in time

1 1{) Th* sp*r*ti cf conrmunicati*n has helped crsate opportunity for A. rrutil6*l und*rstanding _anrJ cullural tolarance

S. hetlsr undsr$tranding and fr-e*r trade

f,

ths sxpan*ir:n of cuitural diftersnce$

n

til{, 1;rswth of the physicel world Ypirr sfi$!,u*,,"s.'

10'1.

rdq -- los

lnA ,1nn

'

^109.

tu,l.

|

107.

Parl 3r Segd fft's fofl*wrngr psss&ge and compfefo f&a sdpfements

ffist

fettow

by circllxg,4,

^go sn er

s

fo lmdf*cfe ,r<:{rr €r}$.Hr&r. w&ic/i y*:ar

flrj*& fi&

Sesf.

Sringlng up children

where cne e;tage of chilel developnreni has been lefl ou!, or not sr.rffioenfiy experionced, $re ohild nr*y have to go baek and capture the expenience of it. A good horne makes this possible - for example, by providlnq the upportunity for the child to play with a clockwark car or toy railway lrain up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatment of children in difilculties with their development, and

is

the basic of work in child ct nics

Thr: rreg16n14gs of disclpline ere in lhe nursery. Even lhe youngest baby is taught by graduel $tegss to rvajt for food, ta *le*p and wake at regular intervals and so on. lf the chilcl feels the world around hirn is a w*nn and frien*ly one,

he

sis"rly

*c**pls its

rhylhrn

and

accustoms himself

to

eonto|"ming

te its

demands. Leaming

to

w6it

fer

lhlngs, pa{icularNy _fq:r fc*d, is a very irnportant elernenl in upbringing, aneJ is aehieved successfully only }f

tor gr**t

denraneis are nol *:etd* $qfr:re tirq] ehild can und*rstand them. Every parent wiltche$ easerly tlre child's a*quisition

*l *a*h

naw skill:

the fitnt *p*ken words,

!h*

firet indepenrient $t*ps, or lhe beginning of reading and writing.

lt

is cfisn t*rnptins tc] hunv the chiitl b*lsnrJ hrs natural leaming rate, but this can set up dxng*rous feelings of failure €lnd $tet*$

*f

anxiety in the

e ii' l-1 I hr( mre h? n:rnno

"*vv'i"1

^€ii

*ny

stage,

A

baby might be

f*rced to use a

teiilet

too

early,

a

^y$qrfig chiid migh{ be enesurased tc leam to re;*d be{ore he knows the meaning of the worels he reads, On the other hand, thcugh, i{ e *frild ls leFt alone toc' much, ar without any learning oppodunitie$, he loses his natural zest for life ancl his desirs ts {lnc, su1 n*w things for himself^

Learning logether is a fruilful sourco of relationship betwesn children and parenls, By playing t$ssth43r, par*nls learn more abcut their children and ehildren learn more from their parents. Toys and games whieh bo{h paronts and children can share

are

&n irnportant means

of

achieving

this

co-operation, Building-bloek toye, jigsaw pue"xles and crcsswords ar* _S0${, eNanrples.

Parenlt _vary gre*ily in their dtlgree of strictness or indulgence torvards their children. $ome may

b*

*sp*eiaily strict

ln

mon*y matterc;

sthers

&!-e severe over times

of

coming home

at

night, punctuality

for

maals

*r

persanal cleanlifless ln general, lhe contrcls irnposed represenl the needs of the parents and

ths

values of

th*

co*rmunig as much fis the child'* *wn happiness and well-being,

yfiih

_regsrd

t*

tlre development of moral standards in the growing child, consistency is very irn,)o{tan{ in p;rrental teachinE' Tn ferbirj a thlng one ciay and excuse it the nexl is no founelation for rnorality. Also, par**te shsuld re*{ies that

Page 6

of l0

pages

"example ts batfer than procept". lf lhey ar6 hypocritical and do not practise what thoy preach, their children may groy{

confused end emotionally lnsecure when they grow old enough

lo

think for themselves, and realize they have been, to some exttsnl. deceived. A sudden awareness of a rnarkod dilference between their parents' ethics and their morals can be a dangerous dioiilusion.

111 The principle undorlying all treatrnent of developmental difflculties in children

A.

^{is in} lhe provision of clockwork toys and trains

B.

is to send thsm to clinics

C.

^{is to} capture them be{oro they are suflicionfly experienced

D.

offers recapture of earlier experiences

1 12. Learnlng to wait for thinss is successfully taught

A

in spite of excessive demands being rnade

_.

B

only if excessive dernands are avoided

C.

because excessive dernands 0re n0t advisable

D.

is achieved successfully by all children

1 13" The encouragement ol children to achieve new skills

A.

shor.lld be focused on only at school

B,

can never be taken too far

C.

will always assist their d€velopment

D.

should be balanced and rnoderate 114. parenlal controls and discipline

A.

serve a dual purpose

. B.

are designed to promote the child,s happiness

C

^rcflec1 only the values of the cornmunity

D.

shor"rld be avoided as far as possible

1 1 5, ^{^Ihe} practice of the rule .fxamp/o

ls befler f/tar pl"ecepl',

-*.

A.

only works when the chirdren grow ord enough to think for themselves

B.

would help avoid the necessity for ethics and morals

C.

will free a child from disillusion when he Srows up

D.

is loo difficult for all parents to exercise

1 1$. ln the l ^ui paragraph, lhe author lays some emphasis on the role of the

1 17, The phrase .{. edapting 'conforming ta,

to

in the B.

accepting

2nd paragraph means

---.

C" agreeing with 118. The word 'eest' in the 2tu par*graph can be best replaced by

_

A. psychiatrists B. community C, farnily

A. appetite B. excitement C. enlhusiasm

119. The word 'imposed, _{in the 4th} paragraph is closest in meaning to

_.

A. excepted B. introduced C, made

120. Hypocrisy on the part of the parent$ rnay A. resull in their children's wrong behaviour

-.-*-.

C. disqualify their teachins$ altogether Your arswers"'

B. make their children lose faith in them D. impair their children's mind

--T1s

..-. _.._._- I _.- _-

aarf

in helping thc shild in tror"rble.

fi nr rreon,

l), foii*w.iing D. enloym*rrtr D. constrained

I tJ

I

^114.

i

^119.

l{/ri{e T

rc

'f

f}E $fafsment

is

tflro

accordfng lo

fho ^passagr a; F

if

the

sfaf6r$srt

/s r,$f

fr.r*,

ancl F*$ rf $re fnforma&isn is nof

gfver in

the passage.

12'l

lt is important for a child lo gradually get used to his daily de mands in the process of nrental do?*;spment,

1

22

To force children to loarn different skills beyond lheir natural learning rate is encouraged by parenls.

'1

23

The understanding between parents and children plays an important role in mental deve l*:prnent.

124. Parenis should reave their children's menlel development lor schoor education, 125. Parents are advised to do everything for their chirdren righi from earry chlidhood.

r

123

_-- -*-"rl2a

Yoor

ensw*rsi

i t,>c

i.. --- *,*-i-22'

Page 7

of l0

pages

.\E

',.

Par* 4;

#e*d

{he fofJcwingr pes$Eg€ and c$oose fhe mcst srrifastre senfonce fronr fhe llsf

;{

*o S

fcr

sac$

g*p

fronr

?*s fer {i}t}. X*are are fwo extra $6nf6r}ces wfuie$ you _do nof noed fo

riss.

Iftem amssryer $&* qu*sfifimo from

f

$f {*

f #0 fhaf foffow.

The days when

*nly

men would hold management po$itions are ovar. (126)

_--.

^fie*g:ite

a

^el*wing

scon*$x!',

ti:*

number o{women in rnanag*menl has risen

ta

16% in ^'1 995, $,hen it used

ic

be l*as th*r: $%. Cne rr*su}t

*{ tltis

tender:c'y

is tlrat !{omsn are

norv more accepted

in

these roles,

and it

has also been fnund that women in managenent ea$e tension and gender conflict in the workplace.

&. ccmpreh**eive nation-wide study of executive perfonnance accidentally found that w*rnen

swr*d

higher in xlrrr:$t i*{} areas ^q:f Srer{ornance evaluation, while compiling

a

large-scale analysia of 425 high-l*vel rnanagors. {12I) Ti.t*y

t*nd

to work harder behind the scerxe$. rvhile

m*n

pre{er the Slamorou$, rilor* ag11r*$sive

sid*

of manilir$e.nenl The rnasruline approach

is

more suited to the traditionaf

sgle

of business, lqhere the bcs* would work alone

and

sinrply dictate orders

to his staff. I'lsw, in the

global inforrnation

age, l*amwork

anel pxgnership ar*

increa*ingly important, and $rese are exacfly the areas where women excel.

(128)

*"-. lt

may bo that the same qualities

ihat

make wornen more effectiv*

*$

rn*fla$ers are also holding them back' Mtist wornen

gst

sluck in jobs which involve human resources or pr:biic relations, while their skills make thern highly suilable for this type of work" However,

the

^posts in these areas rarely

l*sd

to

ihs

top. Ambitious women are frustrated hy tfris, and many left to start their own conrpanies. Another rea$on why wornsn are o\,&rlooked for promo{i*n _ia that men are seen as more dynamic and competitiva, Women tend to work for lhe gccd of the company as

*

whole, while men

ar*

looking out for themseives. Some bosses may interpret the feminine appr$ach as show:rg a lack

*f

^vlsicl'r A w*man wiil often adopt the strategy of making people think that they are the author$ o{ nsw ideae , so that

thty

rviil c**oilerate with her pian. Although this is an effective way of achieving an objective , the result ls that she will

irse

cr*clrt {or her creativily and innovation.

It is als,* *urprisinp to learn

th*t

the greatesl pre,iudice asainst lemale bosses come* from wornefi thqfirselves. ln a re*en! Gallup pnll, 70% of rnen said that they would be prepared to accept a female boss, compared to SS% of women.

{1?$) -'-.'.-.'t'.'*-._*. $ince ^nearly all bosses used to bs male, womon feel more comforlable being *upenvised by a man than by anolher woman. Sorne women also feel that a male boss is less demanding ancl

h*

{eels srors relaxsd about h*ing in a position of authority. Since women have to work harder to gel to the top, ihey exp{*st rncre of th*ir staff when lhey g*t _there

ln

cslnclusion, allhoush nrore and ma.e women are ri$ing to higher positicns, there

*re sll!

miany deep-rooted pt**iudic*n and dotrbls slandard$ that k*ep them from achieving the very

lop

positions. CornBaniee mey say that they value tnterpersonal ekiils, bul tl-)ey stili look for

fl

leader who is deci$ive an<l

a

risk tnker. (1A0)

.--__.

^AJth*ugh

w{)rnen have proved tho{ they are capable of leading a compafiy, lt $e€ms thai they wiil nat Set $t€ chance to ds $o until they are prepared to start their own trusinesses.

A.

B,

D.

E.

f

These qua{ities are perceived as being mainly mascutine

G

These positions are held by females

Sorrpiof*r f"{?e f$trloivingr statemefifs by circling A,

g,

_C,

sr

0.

131 The partiaipation by women in business management has

_.

A. increased 6 $exist attitude among men E. $taded new business conflicls

C. caused gender con{licl among the $taff 0" made the workplace more agreeable

132" Women manager$ are

A

founcJ more skitful in areas where they can prarnote their abilrty tc

*-.*-.

build reletionships with

people

B. fight their way to the top C. deal wilh their rrale

bosses

D. gjve directions to the staff 133. Women are oflen overlooked for the top jobs because

__

One possible reason for this is that of tradition

Areas where women are particularly efiective are in supporting their staff, and $harin0 infornation More and more women are movlng into top jobs in the U$A

Althoush women are not as declsive a$ men, they still play an important role in sociaf work Allhough

the

number

of

women

in

middle managemenl

is on the

increa$s, there

are

still few Y/omen running large companies

A. oiher women da nol like working for them C. they cannot make big decisiqns

134, Women prefer a male bcss because A, male bosses work harder

A, other wornen do not like working for them C. she can always make big decisions

B. they do not take credil for their

avfi

ideas D" they leave to stafi their own businesses B. men are more competltive

B, she herself has to toil her way tc the position O. her staff do not tend to submit them$elves to her C. it is more usual to work for a

man

D. femele bosses are rnoro d*mandinE

135. A fem*ie boss aften demands more of her staff because

Page8ofl0pages

Wtaf ll}isll!|rtc/rr|}rtrstneaecordlngto&eprssagre,'Fffffrestatemsntisflof frus,cndNG tl$lreinformation

is

no(gfucr ln tiepaesrga

136.

wo*ing

with otrer peopte has become more important in rnodern business.

137. Bueinesg3a ourned by womon are mors successful than lhose owned by men.

138. Mosl rtomcn work for thah

orn

promotion, not for the good of the company.

139, futore man

tian

urumen worlr for female bo$$es.

140' companicr may not tcll the truth about the qualities lhey look for in a manager.

Ycyrcnsrarx..

lV. R|RITING {81ff}

poinr}

turf f;

(0.&?lCpatna,)

Use

*c *vrd(s)

^glvsn

ln bracf,efr

and malqa any naco$.$ary addi&bns fo eomplefo a Rgw saninr ce

in

such

a

way

fftat il Ic $

^elmllar

as possi0le tn

meaning

to t*o

ortglnral sanfenca.

Do ffOI chonge

thq

farm ol the

^gtven wod{a).

Loolrrt

the exampto

ln

tha box.

'!41. Attendsnce at the additional evening lectures is not obligatory for students. {undor}

'l{2.

You cannot lind pottery like this in any othor part of the cou,ri,}. (typs}

143. Ali are eligible for the contest. There is no discrirninalion of raee and sex. {regandtess}

144'. As s result of the bad weather, there may be delay to $ome intemational flights. (subJoet)

145.

w6

rryBr€ very much surprised to leam that Brian had becorne a rnonk. {Toi

* .,"...,, gri*n

irad b€corne s monk.

Fcrt ?; (A&0

palnts)

&elow is the date ehowing thE

students'

choice of eollogas and universities in the e ountry of Dispalrana.

Wnls

a

rcpott (af sbouf 150 words/ an the ahangos over thd pariad

af

ten years. ^you

may

add jornrnenfs snd reasons lo

*nliv*n your roport.

Cholca of

lnstltution

YiTI

* Friva!* ---$* 9l0t8.,r$n1&d --g"- For6J0rrcn#nBo

i

Page 9

of l0

pages E

:

¹⁰⁰

&

s

f;io

a

I

Pas *,: f$.S?S ^pelr?*s,}

Hlga-*ch*ol studsn& aro

eNpected

to partlcipats

more

ln oxtracurricular aetlyitiee and

comrrum*ty *eruleo ln addition

to **hlavlrrg hlgh gr*dec,

SEms

edllcators

a,uggoot

oxtandlng high"ochool

oducason

to fsur

yeers eo

that ctudsnk can aehleva atl thst le expectod

Ef thern.

Ofhsrs aro i"galict tho propooal

beesusa

thoy &lnk

etudon&

wzuld

lEea

lnterost

|n sctrool and attsnda*ce would drop ln the end.

ln

about 350 words, write an 6ssay ff at onds wlth the rcmar* .High-iclrooi

educatian shou/d b6 oxfssded lo four yaars' lo asserl your point of view on

flls

guo$t on. Use reasons and oxamplos

to

suppart yourpositl'on. You may confin

ie

^yaur

writing on

tio

beckpage if you naod morc space,

.THF

ENT.

Page

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