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TRƯỜNG THPT CHUYÊN LẦN THỨ VIII – NĂM 2025

ĐỀ ĐỀ XUẤT

I. LISTENING (5.0 points)

 The listening section is in FOUR parts. You will hear each part TWICE. At the beginning
of each part, you will hear a sound.
 There will be a piece of music at the beginning and at the end of the listening section. You
will have TWO minutes to check your answers at the end of the listening section.
 All the other instructions are included in the recording.

Part 1. For questions 1-5, Listen to two friends discussing about the forthcoming exam, and
decide whether the following opinions are expressed by only one of the speakers, or by both of
them. Write your answers in the corresponding numbered provided.

Write: M for the Male speaker;

F for the Female speaker;

B for Both speakers agree.

1. Exams are an ineffective method for assessing knowledge.B

2. Exams can hinder even the brightest minds.M

3. Rest and recuperation aid one’s long-term memory.F

4. Proper nutrition can boost cognitive ability. F

5. Physical activity is good for dealing with anxieties. F

Part 2. For questions 6-10, you will hear about five countries in Southeast Asia. Match each
number (6-10) in Column I with the correct description (A–J) to make a correct statement
according to what is stated or implied by the speakers. Write your answers in the
corresponding numbered provided.

Column I Column II

6. Cambodia A. experiences four seasons with colorful autumn foliage.

7. Singapore B. offers affordable hotels, transport, and friendly locals.

8. The Philippines C. showcases quiet rural areas with low tourist visits.

9. Vietnam D. presents modern luxury shopping, casinos, and expensive hotels.

10. Thailand E. includes large rainforests and extensive river systems.

 F. provides budget-friendly travel, rich culture, and historical sites.

G. features warm climate, bustling markets, and many beautiful

islands.

H. contains vast deserts and ancient pyramids.

I. attracts skiers and hikers to mountain resorts.

J. has busy cities, diverse landscapes, and slow transport connections.

Part 3: For questions 11-15, you will hear an interview with Sharon Gravy, who has just
published a book on youth culture and illness. Write the letter A, B, C or D in the numbered
boxes provided to indicate the correct answer to each of the following questions according to
what you hear.

11. Sharon’s perspective on the diet habits of young people is that _____
A. youngsters show no interest in food.
B. eating disorders are not a major problem.
C. they are too strict about what they eat.
D. issues unrelated to food affect what they eat.

12. The rise in the number of cases of ‘tinnitus’ is alarming because _____
A. people may be unaware they have it.
B. it can be untreatable.
C. its causes are not always clear.
D. the condition only afflicts the young.

13. According to Sharon, when it comes to illnesses young people ____

A. are often ignorant of potential treatments.
B. ignore symptoms.
C. do not care enough about prevention.
D. are not prepared to pay for treatments.

14. As far as exposure to the sun is concerned, Sharon feels that many young people ____
A. underestimate the risks.
B. do not know that it can lead to skin cancer.
C. should opt for sun ray lamp treatment.
D. distrust statistics.

15. Sharon feels the number of problems would be fewer if young people _____
A. joined more groups.
B. showed more independence.
C. were more adventurous.
D. learned to recognise symptoms.
Part 4. For questions 16 – 25, listen to the recording about a new policy of President Donald
Trump on foreign students and complete the following summary. Write NO MORE THAN
THREE WORDS taken from the recording for each space. Write your answers in the
corresponding numbered provided.

The Trump administration has announced mandatory (16) _____________ for foreign
students applying to U.S. colleges, requiring (17) _____________ to review anything you have
posted online. This move is part of an escalating (18) _____________ on international students,
with U.S. embassies in India temporarily suspending new (19) ____________while awaiting further
instructions from Secretary of State Marco Rubio. Prospective students are advised to go through
their social media (20) ___________, removing or privatizing any posts that could be seen as (21)
___________ to the United States or President Trump. Any inconsistency between online posts and
your student application can lead to (22) ______________ during the vetting process. Critics,
including Fanta, CEO of the Navsar Association of International Educators, argue that this vetting
process is inefficient and taxpayer dollars spent on this are (23) ______________. The temporary
suspension of visa appointments does not affect those with (24) ____________. These changes
could disrupt enrollment plans for summer and (25) __________ and severely impact on university
budgets that rely on international student’s full tuition.

II. READING (8.0 points)

II.1. LANGUAGE IN USE (3 points)

Part 1. For questions 26-35, read the passage below and decide which answer (A, B, C, or D)
best fits each space. Write the letter A, B, C, or D in the numbered boxes provided.

It's All Relative

You wake up to the alarm clock and press the 'snooze' for five more minutes' (26) ____ sleep. The
alarm (27) ____ off again. You are waiting for a bus on a hot Sunday afternoon in the middle of
nowhere, there's not a (28) ____ of shade. Compare five of the minutes in the latter case to those in
the (29) ____ . That, you might say, is relativity. Time is no longer the universal clock (30)
_______ behind the universe; now it is the fourth dimension, as commonplace as height, width and
length.

Still, you might argue the example of the alarm clock (31) ____ the late bus is one of (32) ____
subjective time, and any observer would see the same five minutes pass. This, however, is making
the old assumption of the objective observer, the scientist, coolly (33) ____ figures in their
notebook in a tiny, near-indecipherable hand. Lately this has been called more and more into (34)
____ . Scientists have bad days too, and ones they wish would end so they could go home and put
their feet up. The five minutes might (35) _______ for them.

26. A. restful B. beauty C. health D. refreshment

27. A. ticks B. goes C. rings D. sounds

28. A. morsel B. pinch C. scrap D. speck

29. A. previous B. penultimate C. last D. former

30. A. having ticked B. ticked C. can tick D. ticking

31. A. versus B. vice versa C. gratis D. per annum

32. A. purely B. formerly C. invariably D. momentarily

33. A. scribbling out B. jotting down C. noting up D. writing on

34. A. doubt B. question C. uncertainty D. possibility

35. A. get all the more tortuous B. be all the most tortuous

C. get all the least tortuous D. be all the more tortuous

Part 2. For questions 36-40, read the passage, then fill in each of the numbered spaces with
the correct form of the words given in the box. Write your answers in the numbered boxes
provided. There are FOUR words that you don’t need to use. The first one,(0), has been done
as an example.

DISPENSE LOOK PREDICT REAL IMPLY

RESOURCE EXPECT SUCCESS FULFILL INCLINE

Why Good Things Happen to Positive Thinkers

There is a large body of evidence that suggests positive thinking is an almost (0) indispensable
ingredient when it comes to success. Many scientists are even convinced that optimism constitutes a
more important (36) ______predictor___ of academic achievement than IQ tests.

Psychologists define optimism not merely as a sunny (37) __outlook_________ on life, but as a
belief in yourself and your ability to realise your goals. One key characteristic optimists appear to
share is the ability to attribute failure (and success, to some extent) to factors outside of themselves.
The optimist tends to regard failure as the result of something temporary and changeable, and
therefore has the (38) _____inclination_______ to focus on trying again while avoiding making the
same mistakes as in the past.

Conversely, a pessimist may blame himself for his failure. He doubts his own (39)
____resourcefulness_____, and may conclude that he is incapable of accomplishing a given task.
This becomes a (40) ____self-fulfilling_____ prophecy, making it more difficult for pessimists to
overcome the setbacks they encounter. Obviously this has significant implications for our chances
of success in all areas of life.

Part 3. The passage blow contains FIVE grammatical mistakes. For questions 41 – 45,
UNDERLINE the mistakes and WRITE THEIR CORRECT FORMS in the numbered boxes
provided. The first on has been done as an example.
 To the locals, the Mediterranean are affectionately referred to like the big pond. Indeed, like
a pond, it is a rich brew of cultures, peoples and influences. Western culture was born around the
Mediterranean: Pharaohs ruled, the Bible was written, Greeks Hellenised, Roman Emperors
conquered and European Crusaders fought. And when Europe was paralysed by the ravages of the
Middle Ages, Arab and Ottoman warriors and merchants spread its influence all over the
Mediterranean basin. They brought with them new knowledge and science, as well as new
ingredients, spices from the east and the other cooking techniques that changed Europe forever.
Croissants, jam, pasta, marzipan, lemons, aubergines, spices and many more were either introduced
and reintroduced into the European kitchen in the wake of Islam.

Mediterranean food is robust. The diet is based on the Holy Trinity of wheat, pulses and
olive oil, with the addition of a vast variety of fresh fruit and fish; thus it contains all the elements
requiring for healthy living. In moderation, the grape is an ever present fourth element, adding both
to health and, certainly, to the conviviality of life. Although in each country the balance of flavour
is unique, similar techniques reappear, ingredients are used in the same combinations and identical
sauces crop up under different names.

Your answers:

E.g. is 41.like 42.the other 43. its 44. 45.

II. 2. READING COMPREHENSION (5.0 points)

Part 1. For questions 46-55, read the following passage and fill in each of the numbered spaces
with ONE suitable word. Write your answers in the corresponding numbered boxes provided.

Energy Management: recharge your life

These days, a great deal of emphasis is (46) __pressed_____on developing time management skills
in (47) ____order______ to achieve much more in even (48) ______less____ time. However, there
is an underlying problem with focusing on time as a linear measurement to increase productivity, as
it is finite in nature and not flexible (49) _____enough_____ to modify extensively. Energy, on the
other hand, is (50) _____both_____ renewable and sustainable. The key to getting more (51)
______from____ your day is identifying energy depleting behaviour thus (52) ____Giving______
yourself the ability to manage and renew your energy throughout a twenty-four hour period. The
good news is that this is easier than it sounds. (53) ____Such______ simple actions like taking a
revitalising walk at lunch time or meditating for a few minutes after work could make the difference
between feeling burnt (54) ___out_______ or recharged and (55) ____ready_____for action!

Your answers:

46. 47. 48. 49. 50.

51. 52. 53. 54. 55.

Part 2. Read the following passage and do the tasks that follow

THE UNREST BEHIND THE ROMANCE

According to Sydney Waterlow, the era of the Romantic movement was a turbulent time in
Britain, politically and socially.

The greatest of Britain’s lyric poets, the culmination of the Romantic movement in English
literature, appeared in an age which, following on from a series of successful military campaigns
that had established British power all over the world, was one of the gloomiest in the country’s
history. If in some ways the Britain of 1800–20 was ahead of the rest of Europe, in others it lagged
far behind. The Industrial Revolution, which in time transformed a nation of peasants and traders
into a nation of manufacturers, had begun; but its chief fruits as yet were increased materialism and
greed, and politically the period was far from calm.

Alone of European peoples, the British had been untouched by the tide of Napoleon’s conquests,
which, when it receded from the Continent, at least left behind a framework of enlightenment
institutions, while Britain’s success in the Napoleonic wars only confirmed the grip of ruling
aristocratic families on the nation which they had governed since the reign of Queen Anne. This
consensus produced the humble and stimulated the high-spirited to violence, and is the reason why
poets such as Byron, Landor, and Shelley, though by birth and fortune members of the ruling class,
were pioneers of political, as much as of spiritual, rebellion. Unable to breathe the atmosphere of
England, they were driven by their sensibilities to live in exile.

In their home country there was exhaustion after war; workmen being thrown out of employment;
high taxes, rents and corn prices; and a sense of fear arising from the French Revolution, which had
sent a wave of panic through the country which would last until about 1830. Suspicion of
republican principles – which, it seemed, led straight to organised slaughter – frightened many good
men, who would otherwise have been reformers, into supporting the establishment. The older
generation of poets had been republicans in their youth. Wordsworth, for example, had said of the
revolution that it was “bliss to be alive” in that dawn; Southey and Coleridge had even planned to
found a communist-style society in the New World. Now all three were committed to the defense of
order and property, as well as the Church and the throne. From their seclusion in the Lake District,
Southey and Wordsworth praised the royal family and celebrated England as the home of freedom.

However, England had ruthlessly stamped out the Irish rebellion of 1798, forced Ireland by fraud
into the union of 1800 and was strangling that island’s industry and commerce. Catholics could
neither vote nor hold office. In fact, at a time when the population of the United Kingdom was some
30 million, the right to vote was possessed by no more than a million, and the majority of the seats
in parliament were the private property of rich men. Representative government did not exist, and
whoever agitated for some measure of it was deported to Australia or forced to flee to America.
Glasgow and Manchester weavers starved and rioted, but anyone not directly involved in such
incidents didn’t necessarily hear about them, as news publishers were tightly controlled. In 1812,
bands of poor people were driven by hunger to steal to feed themselves, placing themselves in
mortal danger, for death was still the punishment for the theft of a loaf or a sheep. The social
organism had come to a deadlock - on the one hand a starved and angry populace, on the other a
vast, powerful Church-and-king party, made up of all who had a stake in the country.

In 1820 Shelley wrote what might be described as a not quite successful piece of satirical drama,
Oedipus Tyrannus or Swellfoot the Tyrant, inspired by the quarrel between the Prince Regent and
his wife. When the Princess of Wales, Caroline of Brunswick-Wolfenbüttel, after having left her
husband to live in Italy, returned soon after the prince became George IV to claim her position as
queen, the royal differences became an affair of high national importance. The divorce case which
followed encapsulated the times of the age. Shelley felt that sort of disgust which makes a man rave
and curse under the attacks of some oppressive disease; if he laughs, it is the laugh of frenzy. In the
play, which was suppressed soon after publication, he represents the men of England as starving
and content to lap up whatever scraps their tyrant, the priests, and the soldiers will allow them. At
the end, when the pigs rally around the triumphant princess, hunt down their oppressors, the reader
cannot help feeling a little sorry that Shelley does not permit a gentler mood into the work: there is
an unrelentingly cruel quality in his humour, even if it is justified.

For questions 56 – 61, decide whether each of the following statements is True (T), False (F)
or Not Given (NG). Write T, F, or NG in the corresponding numbered boxes provided.

56. Ireland and Britain agreed to a temporary union.F

57. The British population was decreasing.NG

58. Newspapers made unrest seem more frequent than it was.F

59. Stealing bread could lead to someone’s execution.T

60. Wordsworth and Southey once supported communist ideals in their youth.NG T

61. Shelley received widespread recognition immediately after his play was performed.F

Your answers:

56 57 58 59 60 61

For questions 62 – 69, read the summary and fill each space with NO MORE THAN TWO
WORDS from the passage. Write your answers in the corresponding numbered boxes
provided.

The Subject of a Satirical Drama

Oedipus Tyrannus was (62) _______________ a disagreement between the Prince Regent and the
Princess of Wales which drew the attention of the nation. Although the couple had been living
apart, Caroline came back to England to (63) _______________ her place as the queen. This soon
led to their divorce. Shelley felt extreme (64) _______________ in response to the events, which he
expressed in the play. The play was not successful; it didn’t have a chance because it was (65)
_______________ right away. This was not surprising since he portrayed the English as pigs who
finally rose up against their (66) _______________. Critics have suggested that the play might have
benefited from a (67) _______________ and less cruelty in its style of satire. Shelley’s (68)
_______________ towards the monarchy was evident throughout the drama, and his use of (69)
_______________ made the tone of the piece more bitter than humorous.

Your answers:

62. inspired by 63 claim 64. disgust 65 suppressed

 66 oppressors 67 gentler mood 68 frenzy 69 mood

Part 3. In the passage below, six paragraphs have been removed. For questions 70 – 75, read
the passage and choose from paragraph A-G which fits each gap. There is ONE extra
paragraph which you don’t need to use. Write the letters A-G in the corresponding numbered
boxes provided.

The last stand of the Amazon

Novelist Edward Docx has spent almost a decade travelling to the Amazon, watching as
multinational companies ravage the land he loves. Here is his heartfelt dispatch on the forest's final
frontier - still home to as many as 100 uncontacted tribes

Deep in the Brazilian Amazon. there are no horizons and so the dawn does not break but is instead
born in the trees – a wan and smoky blue. The crazed clamour of the night - growls, hoots, croaks -
has died away and for a moment there is almost hush. This is also the only time of cool. Then,
suddenly, the great awakening begins and the air is filled with a thousand different songs, chirps,
squawks and screeches – back and forth, far and near, all around. Nothing anywhere can prepare
you for this unique experience in a supremely challenging part of the world.

70 F
The area of the Amazon rainforest is larger than Western Europe and the forest stretches over nine
countries. There are approximately 1,250 tributaries that service the main river, 17 of which are
more than 1,000 miles long. Roughly a fifth of the earth's oxygen is produced in the Amazon
rainforest and more than two-fifths of all the species in the world live there. Surprisingly enough,
oil is one of the main resurgent threats to the region.

71 E
Major disruption and destruction to the forest usually follows. Starting with seismic testing and then
helicopters, roads. crews, and so on. And inevitably, there are catastrophic spills and accidents.
Health studies have found that 98 percent of the children of the indigenous Achuar tribe have high
levels of cadmium in their blood, and two-thirds suffer from lead poisoning. A lawsuit is currently
being brought to court by some of their members due to the contamination of the region.

72B
Beatriz Huertas Castillo, a writer and researcher. explains: 'They are indigenous peoples who, either
by choice or by chance, live in remote isolation from their national societies. There are at least 14
such tribes in Peru. We think 69 in Brazil. Maybe 100 the Amazon area as a whole.' They are
among the handful of peoples left alive on the planet who have next to no idea of what the world
has become and who live as they have done for thousands of years.
 73C
'I spoke to Mashco-Piro women when they were first contacted,' says Castillo. 'And they were
terrified of disease, of being slaughtered, of their children being taken into slavery. In the past,
every encounter has brought terror for them - they have no immunity to our diseases and they were
thought of as animals, even hunted. Now they see the loggers and the oil companies coming in a
little further every year. And for them it's the same thing so they flee into neighbouring territories.'

74G
The problems of this new threat, as explorer, writer and Amazon expert John Hemming explained,
are these: the territories of tribes such as the Kayapo will be flooded; vast amounts of the
greenhouse gas methane will be released, due to rotting vegetation; further roads and colonisation
will happen in their wake; they change the flow and run of all the river systems, which affects
untold numbers of aquatic species, meaning that more food will have to be imported for
consumption, more roads will have to be built, and so grimly on.

75A
'Since the 2004 peak of 27,000 sq km of forest destroyed, matters have improved with regard to
deforestation,' he says when I call him at his home in Manaus, the great river city right in the heart
of the Amazon. 'Last year we only lost 6,500 sq km.' However, that is still an area more than four
times the size of Greater London. Time on the river is like time at sea. It's measured in the way the
light changes the colour of the water. At dawn. there are mists and the river appears almost milky.
By noon it is the colour of cinnamon. And then. in the evening, the low sun shoots streaks of amber
and gold before the dusk rises up and everything turns to indigo. One such evening, we visited a
fisherman. His grandfather had been among the first of his tribe to be contacted and his own sons
were wearing football shirts; his eldest was training to be a guide. He put it like this: the Amazon
matters because right now it is where humanity is making its biggest decisions – actualities that
have an impact first on the lives of his children, but eventually on the lives of ours too. To have no
view, I realised as I left, amounted to much the same as being a hypocrite.

MISSING PARAGRAPHS

A It is important to acknowledge though, that not everything is getting worse. Some of the
campaigning in the past 20 years has worked and there are cautious grounds for hope. Paulo Adario,
a veteranecologist, is one of the individuals to have done most in the service of conservation. and he
is happy to bring me up-to-date.

B There are hundreds of such tribes in the forest - many of them now enmeshed in
'integrationprojects' or other demoralizing fiascos - but those that most often capture international
attention are the uncontacted. There is some dispute, however, as to what exactly is meant by the
term.
C The best way to think about these few remaining isolated tribes is to imagine a series of
concentric circles. There are the tribes that have regular relations with the outside. Then there are a
good number of tribes who have very circumscribed dealings with the outside world. Then finally,
in the heart of the forest, there are these few remaining peoples with none.

D Tribal leaders have even been to Londonto complain, saying that these dams will force their
people from the land and threaten their way of life. There has also recently been an unprecedented
operation to destroy the unlawful gold-mining dredgers that are now killing off river habitats by
dredging up silt.

E The amount of land that has been covered by concessions for Its extraction, together with gas, has
increased fivefold in the last ten years - almost 50 percent of the entire Peruvian-owned Amazon.
This means that the government has effectively sold off half of the rainforest it owns for this
purpose and 75 percent is forecast by 2020.

F One reason we struggle to understand the region is that there is so much to take in. And because
there has been some good news on the headline problem - deforestation - it has faded in our
collective consciousness in the past few years. So, it's worth stepping back and reminding ourselves
of some of the fundamentals.

G In other words, it is the incursions and what follows that have the most impact. But now another
problem is causing acrimony, fear and dispute. More than 100 new hydroelectric dams are planned
across Brazil and Peru. including the most controversial of all - the Belo Monte Project on the
Xingu river.

Your answers:

70 71 72 73 74 75

Part 4. For questions 76-85, read the following passage and write A, B, C, or D in the
corresponding numbered boxes provided to indicate the correct answer which fits best
according to what is stated or implied in the text.

Unlocking opportunities

James Pennywise describes his experience of becoming a locksmith

For me, becoming a locksmith has been a transformative journey. When I embarked on this career
path, I never anticipated the vast array of challenges and fulfilling experiences that would await me.
Locksmiths are responsible for installing, repairing and maintaining various types of locks,
including those with mechanical and electronic systems. We also help people who cannot access
their homes. Being a locksmith requires precision, attention to detail and a thorough understanding
of all lock mechanisms. Nowadays, however, locksmiths specialise more and more in automotive
locksmithing work, dealing with different types of vehicle locks, including traditional locks as well
as ‘transponder’ and ‘smart’ locks, which are more modern types of locks. That work typically
involves unlocking vehicles, making new keys and programming transponders.
My journey began with a burning curiosity for the inner workings of locks. I was always fascinated
by their intricate mechanisms and the mysteries hidden behind their sturdy exteriors. To pursue my
passion, I embarked on an extensive training process that involved acquiring technical knowledge
and practical skills, and obtaining the necessary certifications. This training process began with my
apprenticeship and continued after I had completed it. Getting a high school diploma or equivalent
qualification is typically a good first step. Although not a mandatory requirement, a solid
educational foundation can significantly enhance one’s understanding of the field. After completing
my basic education at school, I pursued specialised locksmithing courses from accredited
institutions that covered various aspects of the trade, including lock installation, repair, picking and
key duplication, and skills such as how to communicate effectively. I learned from locksmiths with
whom I am still in contact today. As a result, I was equipped with the knowledge needed to
understand the different types of locks, their vulnerabilities and the techniques used to manipulate
them.

In addition to theoretical knowledge, hands-on experience is invaluable in this trade. [A] I sought
opportunities to work as an apprentice under experienced locksmiths. [B] My apprenticeship
allowed me to observe and learn from seasoned professionals so as to be able to hone my practical
skills and deepen my understanding of real-life scenarios that locksmiths encounter. [C] I was
fortunate enough to learn from several elite locksmiths that I encountered during my apprenticeship.
[D] However, I didn’t have that advantage and so was left no option but to go through the publicly
available channels.

As a locksmith, every day is a new adventure filled with diverse challenges. One of the job's core
responsibilities is to be on call and attend emergency ‘lockouts’ when needed. A significant portion
of my work involves assisting individuals who have been locked out of their homes, cars or
businesses. Responding promptly and effectively to these situations requires problem-solving skills,
technical expertise and empathy for those in distress. People are usually not in the best of moods
when I arrive, and to make matters worse they often have to pay out a hefty sum for the service. I
don’t like to feel that I have the right to demand lots of money, but this part of the job really is
where locksmiths earn the majority of their money. To be honest, I think it’s only fair that we get
paid a fair wage, especially as when we are providing this service we might need to get out of bed
in the middle of the night and race across town.

Crafting keys is another essential skill for locksmiths. Whether it's duplicating keys for customers
or creating new keys when the originals are lost, this task demands precision and the ability to
operate key-cutting machines accurately.

An additional aspect of the job that is very important today is security consultation. I often provide
expert advice on state-of-the-art security systems and measures to protect homes, businesses or
other properties. This involves assessing vulnerabilities, recommending appropriate locks, alarms
and access-control systems, and educating clients on the latest security trends. Although I do not
currently have any apprentices of my own to train, I would definitely be interested in pursuing that
type of role at some point in the future.

Being a locksmith is not just about unlocking doors or duplicating keys; it’s about being a trusted
problem-solver, a reliable source of security advice and a compassionate helper in times of crisis.
You will often find yourself in situations where your expertise and calm demeanour can bring
immense relief to individuals facing lockouts or security concerns.

76. What does the writer say that locksmiths do more often now than they used to?
A. repair specific types of locks
B. work on locks for cars
C. work carefully and accurately on locks
D. help people with problems with technology
77. The writer thinks that staying at school
A. is a quicker way to get an apprenticeship as a locksmith.
B. helps you to make connections with people who can help you later.
C. gives you the communication skills you need to help people that need it.
D. makes it easier for you to learn how to be a locksmith.

78. The writer thinks that he owes his skill as a locksmith today to
A. the experienced locksmiths who trained him.
B. the fact he was chosen by a top locksmith to be his apprentice.
C. help from relatives who had contacts in the industry.
D. the training programme he took part in that is available to everybody.

79. What does the writer think about how much people have to pay for 'lockouts'?
A. He understands why some people think they are paying too much.
B. He sees it as an opportunity to earn a good amount of money quickly.
C. He thinks it’s necessary to charge a premium because it’s a significant factor in a locksmith’s
income.
D. He thinks people should pay more due to the compassion with which he helps them.

80. What educational aspect of his job does the writer mention?
A. assisting people who have locked themselves out
B. training young people who are his apprentices
C. showing people the vulnerabilities of the keys he has cut for them
D. sharing knowledge of how to protect property

81. The impression given of the writer is that he

A. focuses more on the human aspects of his job than on the technical aspects.
B. sees his work as more than just a series of mechanical tasks.
C. would like to work in more hi-tech areas of locksmithing.
D. is never irritated by having to get up in the night to help people.

82. Which of the following square brackets [A], [B], [C], or [D] best indicates where in the passage
the sentence “Many aspiring locksmiths seem to find an apprenticeship through their personal
contacts, further adding to the profession’s mystique and the idea that knowledge is well-
guarded and only revealed to a chosen few” can be inserted?

A. [A] B. [B] C. [C] D. [D]

83. What does the phrase “access-control” in paragraph 6 have the CLOSEST meaning to ___?

A. Permission management B. Password creation

C. Door replacement D. Equipment repair

84. What does the word “demeanour” in paragraph 7 have the CLOSEST meaning to ___?

A. bearing B. identity C. comportment D. reputation

85. What does the passage mainly discuss?

A. The historical development of locksmithing as a profession

B. A personal account of pursuing a locksmith

C. The advantages of using modern security systems over traditional locks

D. A comparison between residential and automotive locksmith services

Your answers:

76 77 78 79 80 81 82 83 84 85

Part 5. For questions 86-95, read the following passage and choose from the sections (A-E).
the section may be selected more than once. Write the letter A, B, C, D or E in the
corresponding numbered boxes provided.

LIFTING HIGHER EDUCATION TO LOFTIER HEIGHTS?

Academic John Brennan asks whether universities should leave on-the-job training to employers.

A. There is a lot of emphasis nowadays placed on the need for universities and business groups to
get graduates “work ready” through vocational workplace training. This is to be welcomed but it is
also to be questioned — about what it should mean in practice and how it should be applied. The
concept is nothing new. I remember some years back being at a meeting about higher education and
employment, attended by a number of employer representatives. I recall one employer remarking
that of the many thousands of graduates that he had hired what he really wanted and expected was
for each of them to have changed the nature of the job by the time they had left the role.

B. Rather than being concerned with how recruits would fit into existing organisational
arrangements and master existing ways of doing things, here was an employer who expected
graduates to change existing arrangements and ways of working. Who, rather than focusing on
whether graduates had the right kinds of skills and competencies, acknowledged that he didn’t
know what skills and competencies his workers would need in a few years’ time. The very point of
hiring graduates was that he hoped to get people who would themselves be able to work out what
was required and be capable of delivering it and a bold new future.

C. Of course, starting any job requires some work-specific knowledge and capability and when
recruiting staff, graduate or non-graduate, employers have a responsibility to provide suitable
induction and training. The responsibilities of higher education are different. They are about
preparing for work in the long term, in different jobs and, quite possibly, in different sectors. This is
preparation for work in a different world, for work that is going to require learning over a lifetime,
not just in the first few weeks of that first job after graduation. Current initiatives set out a perfectly
reasonable set of objectives for the ways in which higher education can help prepare students for
their working lives. But much will depend on the interpretation and on recognising who — higher
education or employer — is best equipped to contribute what.

D. In the rush to focus on “vocational training to improve graduate employability” academics need
to remember that all higher education is vocational in the sense that it can help shape a graduate’s
capacity to succeed in the workplace. In this way higher education is about life skills, not just job
skills. Many years ago, Harold Silver and I wrote a book entitled A Liberal Vocationalism. It was
based on a project we had just completed on the aims of degree courses in vocational areas such as
accountancy, business and engineering. The book’s title intentionally conveyed the message that
even vocational degree courses were about more than training for a job. There were assumptions
about criticality, transferability of skills, creating and adapting to change and, above all, an
academic credibility.

E. Degree courses in subjects such as history and sociology are preparations for employment as
much as vocational degrees such as business and engineering. But the job details will not be known
at the time of study. Indeed, they may not be known until several years later. Thus, the relevance of
higher education to later working life for many graduates will lie in the realm of generic and
transferable skills rather than specific competencies needed for a first job after graduation. The
latter competencies are not unimportant but the graduate’s employer is generally much better
equipped than a university to ensure that the graduate acquires them. Work experience alongside or
as part of study can also help a lot. Higher education is for the long term. Universities, employers
and students should realise that.

In which section are the following mentioned?

86. new proposals require an appropriate level of scrutiny?A

87. academic subjects have benefits beyond their syllabuses?E D

88. business is investing in an unknown quantity in the pursuit of an uncertain goal?B

89. responsibility for service provision needs to be correctly allocated? C

90. educators need to make sure that they don’t lose sight of an important point? D

91. the issues discussed are a recurring theme that is yet to be agreed upon? A

92. beliefs about the key topics of a study were alluded to in the heading of a publication?D

93. industry is better suited to cover some issues than educational institutions?E

94. original thinking is key in finding solutions to future challenges? B

95. while obligations vary, they are still present for both parties? C

Your answers:

86 87 88 89 90 91 92 93 94 95

III. WRITING (5.0 points)

Part 1. Read the following extract and use your own words to summarise it. Your summary
should be between 120 and 150 words.

Certain characteristics of the work setting have been associated with injury. These characteristics
are known as task physical, or primarily, interaction between the worker and the work setting, and
environmental, or primarily, interaction between the worker and the environment. Task physical
characteristics in a workplace such as a modern office are likely to be related to posture, repetition,
duration and recovery time. Environmental characteristics may be related to heat or cold stress,
lighting and more rarely, noise.

Posture is the position of the body while performing work activities. Awkward posture is associated
with an increased risk of injury. It is generally considered that the moment a joint deviates from the
natural position, the greater the risk of injury and there are specific postures which have been
associated with certain types of injury, for example, to the wrist while bending it up and down or
from side to side. The neck can be injured by bending it forward or to the back, or side bending as
when holding a telephone to the shoulder. Back injuries may occur when bending at the waist or
twisting. With industrialisation, the trend regarding lighting has been to provide higher lighting
levels. This has proven hazardous within certain work settings such as in offices in which problems
of glare and sight problems have been associated with bright lighting. The current recommended
trend is for low-level background light coupled with non-glare task lighting which can be
controlled.

Noise is unwanted sound and can cause many problems in an industrial setting. In an office,
however, noise levels that are well below thresholds that cause hearing loss may interfere with the
ability of some people to concentrate, as indeed, can other factors such as mental loading, decision
making or invariability of tasks.

Ergonomic solutions to these problems may include providing chairs with wrist and foot rests,
moving work stations to minimise glare without shutting out daylight and providing window
coatings and blinds to further reduce glare in some areas. These are only a few of the ways to ensure
that workers can be more comfortable at their jobs and will be able to spend more time at their
workstations. Injuries would be reduced and there would be a commensurate reduction in workers’
compensation costs.

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Part 2. Write an essay of at least 300 words on the following topic.

In some schools, students are allowed to choose their desk mates. Others believe teachers
should decide.
 Discuss both views. Provide specific reasons and examples to support your answer.

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. Speck (of shade/dust/light, etc.)

 ⚫ Meaning: A very small amount or piece of something.

 📌 Example: There wasn’t a speck of dust on the shelf.

. Called into question

 ❓ Meaning: To doubt or challenge something.

 📌 Example: His honesty has been called into question.

Be all the more (adjective)

 📈 Meaning: Even more (emphasizing increase).

 📌 Example: The bad news was all the more upsetting because it came on my birthday.