De 5
De 5
De 5
TỔ NGOẠI NGỮ
A. LISTENING
Part 1: You will hear part of an interview with StanLevin, a dance critic, about a modern ballet
production involving animals. For questions 1- 5, choose the answer A, B, C or D which fits best
according to what you hear.
1. It appears that the function of the dogs in the ballet is to _____.
A. acts as a contrast to the human characters.
B. reflect what happens to the human characters.
C. symbolise homeless people.
D. shows how wild animals behave in a civilised society.
2. How does Stan feel about the increasing use of technology in dance?
A. He prefers more traditional approaches to dance.
B. He thinks this trend has gone too far.
C. He believes it is creating a new art form.
D. He does not approve of it in principle.
3. What aspect of ballet is of greatest interest to audience?
A. the way the dogs perform their tricks
B. the way the dogs behave during dance sequences
C. the way the dogs copy the actions of one character
D. the sight of the dogs in a pack
4. What caused the lapse in mood during the performance Stan saw?
A. the inability of the dogs to concentrate
B. the behaviour of a member of the audience
C. the inability of dogs and humans to work as a team
D. the audience’s unwillingness to accept the dogs
5. What aspect of the performance made the most powerful impression on Stan?
A. the bond between the dogs and the tramp
B. the primitive appearance of the dogs
C. the implicit potential for violence
D. the aggression shown by the dogs
Your answers:
1…………2………3…………4…………5………..
Part 2: For questions 6 – 10, listen to a radio interview with Mahesh Gupta, table player and DJ
about his music and decide whether the following statements are true (T) or false (F).
6. Mahesh thinks that the two styles of music he plays are completely different. F…….
7. According to Mahesh, rhythm is something fundamental to all music…………… T
8. Mahesh thinks that live music doesn’t work in clubs…………… F
T
9. He thinks that it is too early to try Djing at a classical music concert…………
10. Indian audiences are far more lively than Western ones…………… T
Part 3: For questions 11 – 16, listen to a piece of news about London Heathrow airport and fill in
the missing information. Write NO MORE THAN THREE WORDS OR NUMBER taken from the
recording for each answer in the spaces provided.
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11. Expansion of London Heathrow airport was planned and on 27th ________________________
March a fifth
terminal opened to help to deal with the many passengers that pass through the airport.
12. The idea of a new terminal was first proposed
________________________ back in the 1980s.
13. Staff had difficulties finding car parking spaces
________________________ and getting through security to get
into the building.
14. A baggage handler
________________________ told the BBC, it was all "a shamles the moment the doors
opened".
temporary storage
15. Up to 28,000 bags have now had to be put in ________________________.
16. The negative publicity
________________________ caused by this fiasco has not helped the airport or the airline's
reputation at all.
B. LEXICO-GRAMMAR
I. Part 1: Choose the best answer (A, B, C, or D) to each of the following questions and write
your answers in the corresponding numbered boxes.
1. No one can function properly if he or she is ________________adequate sleep.
A. took away B. deprived of C. derived from D. run out
2. Could you lend me some money to _____________me over to the end of the month?
A. hand B. tide C. get D. make
3. Did you plan to meet up Mary in London, or was it just a_____________?
A. freak B. fate C. coincidence D. luck
4. We all have to follow the rules, and none of us is ____________the law.
A. beyond B. over C. above D. onto
5. The woman was convicted and sentenced __________six months in prison
A. for B. on C. with D. to
6. The most powerful force in a teenager’s life is probably ____________ pressure.
A. friend B. peer C. company D. youth
7. I had to get through a lot of __________ tape, but I finally got the documents I needed.
A. red B. blue C. link D. yellow
8. She tried to ________ Tom’s importance to the company in order to gain a promotion for herself.
A. diminish B. swindle C. reduce D. shrink
9. He was ________ with an extraordinary ability.
A. entrusted B. ensured C. endowed D. entreated
10. He had a ________ escape since the bullet came within inches of his head.
A. slender B. close C. near D. narrow
11. “Don’t look so worried! You should take the boss’s remarks with a ______ of salt.”
A. teaspoon B. pinch C. grain D. dose
12. ________ the invention of the steam engine, most forms of transport were horse-drawn.
A. Akin to B. Prior to C. In addition to D. With reference to
Your answers:
1….…2….…3……4….…5….…6….…7……8………9……10….…11……12………..
II. Part 2: Write the correct FORM of each capitalized word each blank.
unconventional commonplace
Pop art was a(n) (1) ___ (CONVENTION) art style in which (2) ____ (COMMON) objects
such as comic strips, soup cans and road signs were used as subject matter, and were often
incorporated into the work. The pop art movement was largely a British and American cultural
phenomenon of the late 1950s and ‘60s. Art critic Lawrence Alloway, referring to the prosaic (3)
iconography
_____ (ICON) of its painting and sculpture, named the movement pop art. It represented an attempt
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universallly
to return to a more objective and (4) _____ (UNIVERSE) accepted form of art after the dominance
expressionism
in both the United States and Europe of the highly personal abstract (5) _____ (EXPRESS). The art
_________ (SUPREME) of the ‘high art’ of the past and the
form was iconoclastic, rejecting the (6) supremacy
pretentiousness
(7) _______ (PRETEND) of other contemporary avant-garde art. Pop art became a cultural
institution because of its close reflection of a particular social situation and because its easily (8)
comprehensible
_______ (COMPREHEND) images were immediately exploited by the mass media. Although the
critics of pop art describe it as sensational and non-aesthetic, its proponents saw it as an art that was
democratic and not (9) discriminatory
________ (DISCRIMINATE), bringing together both connoisseurs and
unfavourable
untrained inexperienced viewers. Even though public reaction to pop art was (10) _______
(FAVOR), it found critical acceptance as a form of art suited to the highly technological, mass
media-oriented society of western countries.
Your answers:
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2……………………………………………….. 7………………………………………….
3……………………………………………….. 8………………………………………….
4……………………………………………….. 9………………………………………….
5……………………………………………….. 10…………………………………………
C. READING
I. Part 1: Read the following passage and answer questions 1 – 10.
A
Japan has a significantly better record in terms of average mathematical attainment than England
and Wales. Large sample international comparisons of pupils' attainments since the 1960s have
established that not only did Japanese pupils at age 13 have better scores of average attainment, but
there was also a larger proportion of 'low' attainers in England, where, incidentally, the variation in
attainment scores was much greater. The percentage of Gross National Product spent on education
is reasonably similar in the two countries, so how is this higher and more consistent attainment in
maths achieved?
B
Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the
ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the
private sector. Schools are usually modem in design, set well back from the road- and spacious
inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50
minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off
steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-
class teaching.
Classes are large - usually about 40 - and are unstreamed. Pupils stay in the same class for all lessons
throughout the school and develop considerable class identity and loyalty. Pupils attend the school in
their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because
of the relative concentration of schools, there is some competition to get into the 'better' school in a
particular area.
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C
Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their
own notes of the points made and the examples demonstrated. Everyone has their own copy of the
textbook supplied by the central education authority, Monbusho, as part of the concept of free
compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably
inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen
to introduce colour and pictures into maths textbooks: he felt this would make them more accessible
to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the
highly centralised national curriculum and how it is to be delivered.
D
Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on
the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own
homework: this is an important principle in Japanese schooling as it enables pupils to see where and
why they made a mistake, so that these can be avoided in future. No one minds mistakes or
ignorance as long as you are prepared to learn from them.
After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with
a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the
textbook are worked through first with the class, and then the class is set questions from the textbook
to do individually. Only rarely are supplementary worksheets distributed in a maths class. The
impression is that the logical nature of the textbooks and their comprehensive coverage of different
types of examples, combined with the relative homogeneity of the class, render work sheets
unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.
It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their
compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson
or after school, setting extra work if necessary. In observed lessons, any strugglers would-be assisted
by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes
pupils keen to help each other - anyway, it is in their interests since the class progresses together.
This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude
towards education runs along the lines of 'if you work hard enough, you can do almost anything'.
Parents are kept closely informed of their children's progress and will play a part in helping their
children to keep up with class, sending them to 'Juku' (private evening tuition) if extra help is needed
and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.
F
So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are
important. Education is valued greatly in Japanese culture; maths is recognised as an important
compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.
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Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of
competition within a class, and the positive emphasis on learning for oneself and improving one's
own standard. And the view of repetitively boring lessons and learning the facts by heart, which is
sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths
lessons were observed. They were mainly good and one or two were inspirational.
For questions 1-5, choose correct heading for sections B – F from the list of headings below.
List of Headings
i The influence of Monbusho
Ii Helping less successful students
Iii The success of compulsory education
Iv Research findings concerning achievements in Maths
V The typical format of a Maths lesson
Vi Comparative expenditure on Maths education
Vii Background to middle-years education in Japan
Viii The key to Japanese successes in Maths education
Ix The role of homework correction
Example: Section A: iv
1. Section B vii
___________ 2. Section C i ___________
3. Section D v___________ 4. Section E ii___________
5. Section F viii___________
For questions 9 – 10, choose (A, B, C or D) which you think fits best according to the text.
9. How do schools deal with students who experience difficulties?
A. They are given appropriate supplementary tuition.
B. They are encouraged to copy from other pupils.
C. They are forced to explain their slow progress.
D. They are placed in a mixed-ability class.
10. Why do Japanese students tend to achieve relatively high rates of success in maths?
A. It is a compulsory subject in Japan.
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B. They are used to working without help from others.
C. Much effort is made and correct answers are emphasised.
D. There is a strong emphasis on repetitive learning.
II. Part 2: Read the following extract from a book about education. For questions 1 – 6, choose
the answer (A, B, C or D) which you think fits best according to the text.
MUSIC AT SCHOOL
With popular music as with classical music, the only way to come to understand it
thoroughly, it is said, is by performing it. The problem with many pop bands is that their members
are self – taught and, consequently, if ever they reach the level of public performance, they often
only succeed in perpetuating the musical conventions to which they have been exposed. The days
when a group of raw, talented musicians could get together and work their way through to a
distinctive sound, constantly improving their technique in the process, seem to be gone.
There may still be talents around of the order of a Jimi Hendrix or Eric Clapton, able to
acquire prodigious technique mainly by themselves, but the motivation -the sense that there is still
something urgent to say within the medium - has largely evaporated. So much so that most aspiring
young musicians are increasingly content to play their own versions of other people's tunes.
So what role, if any, does music teaching in school have to play? The current fashion in
musical education in Britain dictates that young children must be creative and active, whilst the
playing of recorded music to children has been made to seem like an easy option for lazy teachers.
With many years of experience behind me as a musician and teacher, however, I feel strongly that
listening to music is actually a crucial component in any musical education.
The arguments put forward by music educators are usually a reaction to what they see as a
habit of uncritical listening induced by pop music. But in response to this, I fear, rather simplistic
view, a couple of points need making. The first is that classical music is also listened to uncritically.
I well remember a head teacher (who incidentally was always complaining that her students'
homework suffered as a result of their being distracted by popular music) sharing with me her delight
over the new home hi-fi system she had acquired. Mozart, she said, eased the burden of writing
hundreds of student reports enormously. Within a few weeks of our conversation, however, she had
banned herself from using the system whilst working, so inaccurate had her report writing become.
The second is that the aural awareness of the average listener to classical music – and I am
afraid that includes a lot of music teachers – is also severely under-developed. Really discriminating
listeners cannot tolerate music as a background to any activity that requires their concentration.
Because they are mentally processing every note, they cannot shut the music out in order to perform
any other tasks.
What’s more, if musical performance, recorded or live, is to have an impact on the young, it
is not going to be because it has been suitably prepared for creative exploration. More likely, it will
be because a particular piece of music is able to move those pupils who are susceptible to such
motivation by its irrational, primeval power. That is why it is so important that children should
encounter the real world of music – preferably live as well as recorded – on as much variety as
possible. Live music also provides an opportunity for educational visits, which, rather like holidays,
provide not only a useful psychological break from school routine, but also serve to broaden young
people's horizons.
Moreover if children need plenty of exposure to a variety of musical forms, it follows that we
should not make, or allow children to make, any value judgments about which form is 'superior'. The
fact is, popular and classical music represent different ways of life, in the sense of different views of
culture and the values associated with it - and this despite the efforts of so many trained musicians to
bridge the gap. It is there important that education should recognize the existence of this gap and
subject it to some scrutiny, rather than pretend that it does not exist, or plump solely for one side or
the other. Given the customary classical training of music teachers, and the general pop-orientated
musical preferences of children, there is usually an intrinsic wariness between class and teacher: an
unstated need for a kind of negotiated settlement. As with any negotiation, the start should be with
areas of agreement rather than disagreement.
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1. According to the writer, what do contemporary pop bands lack?
A. genuine musical talent
B. inspirational role models
C. an innovative spirit
D. musical conventions to follow
2. In the writer’s view, music classes in school
A. are too passive in nature.
B. over emphasize the role of music-making.
C. are over reliant on recorded music.
D. fail to exploit the experience of teachers.
3. What point does the example of the head teacher illustrate?
A. Popular music doesn’t require concentration.
B. Good music demands our full attention.
C. Any kind of music can be distracting.
D. Classical music helps us to concentrate.
4. What point is made about music teachers in the fifth paragraph?
A. They are inclined to misinterpret classical music.
B. They sometimes misuse recorded music in their classes.
C. Some of them focus too narrowly on music in their training.
D. Many of them have not learned to listen to music effectively.
5. In the writer’s opinion, what aspect of a musical performance is most likely to appeal to young
people?
A. Its emotional impact B. Its creative energy
B. C. Its unpredictable nature D. Its educational value
6. According to the writer, in dealing with pop and classical music in the classroom, teachers
should
A. analyze how one has influenced the other.
B. attempt to find common ground between them.
C. present them as equally correct and valuable.
D. get their students to decide which is better.
D. WRITING
I. Part 1: WRITING A SUMMARY
In not more than 120 words, write a summary on the protection of wildlife.
Recently articles appeared in the newspapers about tiger cubs being offered for sale. It all began
when a concerned individual heard rumours that a tiger cub had been caught in Pahang and sold to a
restaurant in Kuala Lumpur.
Strange as it may be to the average Malaysian, tiger meat and bones are sought after by some people
who believe that it can cure illnesses like rheumatism and hypertension. Fresh tiger meat can fetch as
much as RM1,000 per kilogram. The going rate for tiger bones is RM600 per kilogram.
The tiger is a protected animal. Poachers can be jailed or fined if caught. However, the tiger trade is
so profitable that the animal continues to be in danger.
The story of a tiger cub called Nicky caught public attention. Nicky was saved from the cooking pot
by an animal lover. The Malaysian Trade Commissioner to Papua New Guinea learned that a tiger
cub had been sold to a restaurant in Kuala Lumpur. He paid more than RM10,000 for the cub and
gave it to the Malacca Zoo to keep. Mysteriously, the cub disappeared from the animal clinic where
it was being kept for examination. For two days the public worried. Many people feared that the
animal had been stolen. To the relief of the zoo staff and the concerned public, Nicky was found
safe. She was playing near the tiger enclosure. Luckily, it had rained so at least there were puddles of
water for her to drink. She was hungry but appeared none the worse for her adventure. Nicky could
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have wandered out when some employee carelessly left her enclosure unlocked. The other possibility
was that someone had tried to steal her. When that person realized that the tiger is a protected
species, Nicky was returned to the zoo.
Human beings are strange. The desire for exotic foods appears to be universal. People eat bears'
paws, camel humps, duck embryos, ostrich and even crocodiles. The list appears endless. Nobody
really seems to have strong objections. As a result, some animals look to be in grave danger of
disappearing from the face of the earth.
Turtle eggs were and still are a delicacy in many places. Now, many species of river and marine
turtles are in danger of extinction. About fifty years ago, a major tourist attraction in Terengganu
Darul Iman was to watch the giant leatherback turtles laying their own eggs on the beach. These
faithful creatures come back loyally to the same beaches they hatch from to lay their eggs. Over the
years, many of the eggs were eaten and now the sighting of a giant leatherback is a rare event.
What is the lesson for all of us? Like a wise American Indian chief once said, the earth is for all of us
to share. We have to protect earth's creatures so our future generations will be able to enjoy them too.
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II. Part 2: The following chart and table give information of UK cruise passengers in 1975 and
2003.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant. Write at least 150 words.
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III. Part 3: Essay writing
Language teachers should concentrate on giving positive feedback to students when they
do good work, rather than on criticizing bad work. To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge
and experience. Write at least 350 words.
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-THE END-
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