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FANPAGE TÀI LIỆU TIẾNG ANH NÂNG CAO KỲ THI HỌC SINH GIỎI QUỐC GIA THPT
ĐỀ THI THỬ NĂM 2022

Môn thi: TIẾNG ANH

Thời gian thi: 180 phút (không kể thời gian giao đề)
Ngày thi:
Đề thi có 18 trang

* Thí sinh không được sử dụng tài liệu, kể cả từ điển

* Giám thị không giải thích gì thêm.
I. LISTENING (50 POINTS)

Part 1. For questions 1-5, listen to a talk about the science of motivation and decide whether
these statements are True (T), False (F), or Not Given (NG). Write your answers in the
corresponding numbered boxes provided.
1. Given that the majority of people fall short of accomplishing their New Year’s resolutions
just after one month, keeping one’s motivation can be deemed as a challenging task.
2. The study conducted by MIT suggests that rewards are more inclined to impair cognitive
tasks than those requiring physical agility.
3. When people are offered rewards for a previously unrewarded performance, changes in their
brain activities can be identified.
4. Mental contrasting, the strategy that aims to wipe out negative concerns about impending
setbacks, is the key to achieving goals.
5. The what-the-hell effect describes the feeling of being guilty and the willpower to correct the
mistake after having overindulged.
Your an
1. 2. 3. 4. 5.

Part 2. For questions 6-10, listen to a report on a popular series and answer the questions.
Write NO MORE THAN THREE WORDS or NUMBERS taken from the recording for each
answer in the corresponding numbered boxes provided.
6. On what reviewing platform does Squid Game earn a perfect critics' score of 100 per cent?
7. How can the series, to a lesser extent, be characterized as?
8. What have Korean cultural exports achieved in the US?
9. What facilitated the storytelling of the series, which was both unique and captivating?
10. Besides being a source of extreme gruesomeness, what function does the series serve?
Your answers
6. 7. 8. 9. 10.

Part 3. For questions 11-15, listen to part of a conversation between two friends who have just
attended a workshop for people who want to increase their self-esteem and choose the answer
(A, B, C or D) which fits best according to what you hear. Write your answers in the
corresponding numbered boxes provided.

11. Following the workshop, both speakers seem to agree that

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A. they are looking forward to applying what they learnt.

B. they are likely to become unrecognizable to their family and friends.
C. the woman’s therapist would have disagreed with a lot of what they heard.
D. improving self-esteem is not something you can learn how to do.

12. What view is expressed about fear?

A. Some forms of fear are easier to overcome than others
B. It is something we must learn to face up to.
C. Being afraid forces you to take control of situations.
D. To develop self-esteem you must first be fearless

13. In the man’s opinion,

A. being unduly apologetic may let others take advantage of you.
B. being fair to others will boost your feeling of self-worth.
C. apologizing always increases your feelings of self-doubt.
D. there’s no point in saying sorry to people you don’t respect

14. What does the woman suggest about self-criticism?

A. It’s always harmful even if you rephrase it in a more positive way.
B. It can have a debilitating effect on your self-image.
C. Being self-critical is a habit she feels confident she can get out of.
D. It’s beneficial to be aware of our faults before others point them out.

15. Acco friends?

A. Our relationship with them is proof of our own merit.
B. We should end our relationship with people who we think are too good for us.
C. Comparing ourselves to others is bound to leave us feeling worthless.
D. Only when we are more confident will we see our friends’ real faults.

Your answers
11. 12. 13. 14. 15.

Part 4. For questions 16-25, listen to a talk about recent medical breakthroughs and supply
the blanks with the missing information. Write NO MORE THAN THREE WORDS taken
from the recording for each answer in the space provided.
Inspired by a new type of bacteria that can 16.______________________, Professor Simone
Schuler and her team could effectively control the transport of liquids which takes place within
the 17.______________________. This breakthrough paves the way for more targeted drug
delivery in the human body, something that is still 18.______________________ her as she
confesses.
By embedding a unique 19.______________________ into a miniature soft robot, Professor
Martin can create a type of robot with different 20.______________________. This milestone
in robotics could be further applied to complex medical purposes such as

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21._____________________ and the process of administering pharmaceutical compounds or

circulating fluids.
Associate Professor Michelle Monje has discovered that brain tumors wire into a network of
22._____________________, leading to what is called 23._____________________ which
plays a crucial role in the development of certain brain cancers.
A scientist in Helsinki has come up with a novel idea to spot tumours in the body by
24._____________________ viruses, thereby tricking the immune system into thinking that
tumours are infections and activating 25._____________________ to respond.
II. LEXICO-GRAMMAR (20 POINTS)

Part 1. For questions 26-40, choose the correct answer A, B, C or D to each of the following
questions and write your answers in the corresponding numbered boxes provided.
26. Google is the first major company to _____ refuse China's demands for control.
A. blissfully B. sorely C. steadfastly D. woefully
27. The gentle colour _____ creates a relaxing ambience for the bedroom of my little daughter.
A. complexion B. palette C. structure D. scheme
28. Because of the fierce storm, the rescue mission had to be _____ to avoid unnecessary loss of
life.
A. aborted B. absconded C. banished D. ruptured
29. Factories are _____ to produce enough masks and protective clothing for health workers
during the pandemic.
A. raising red flags B. firing on all cylinders
C. raking over the ashes D. packing heat
30. He had occasionally _____ the idea of starting his own business, but he had never actually
done any
A. simmered down B. gobbled up C. dallied with D. lavished on
31. John keeps himself so closed off that I've never understood the _____ of his thoughts.
A. rock bottom B. bare bones C. think tank D. uncharted waters
32. Although it takes quite a bit of time at the beginning, once you have acquired the basic
knowledge, a quick learner like you will surely _____.
A. forge ahead B. plunge ahead C. plough ahead D. press ahead
33. I have every right to _____ at unfair, and possibly illogical, situations — most because of
the decisions of higher-ups.
A. rack and ruin B. hem and haw C. rant and rave D. wax and wane
34. The students were still able to cheat without being caught by the camera, _____ high-tech
supervision.
A. so much for B. very much of C. thus be it D. so it be
35. She was a _____ Catholic and, so far as I am aware, morally unassailable.
A. firm B. devout C. staunch D. strict
36. Given the appalling weather conditions on top of the mountain, I’d say the chances of their
finding any survivors are very _____ indeed.
A. narrow B. lean C. remote D. shallow
37. Her ambition and _____ determination ensured that she rose to the top of her profession.
A. hounded B. wormed C. ducked D. dogged
38. As I said before, the report will be released in the _____ of time. I can't estimate when that
will be.
A. rightness B. fullness C. greatness D. correctness
39. Regional parliaments allow _____ for remote parts of the country or islands far from the
capital.

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A. self-government B. self-sufficiency C. self-regulation D. self-support

40. She is __________ again! Every time I open Facebook she has a new post telling us why her
life is miserable, she is always looking for sympathy!
A. sadhunting B. sadfishing C. sadtrawling D. sadseeking
Your answers
26. 27. 28. 29. 30. 31. 32.
33. 34. 35. 36. 37. 38. 39.
40.

Part 2. For questions 41-45, write the correct form of each bracketed word in the numbered
boxes provided.
41. She had had the ____________ to prepare herself financially in case of an accident.
(SIGHT)
42. The message is clear and concise and displays no ____________ that one would expect to
find in more courtly love scenes. (VERB)
43. Many students consider coding as an utterly ____________ language distinct from human
language in general. (SCRUTINY)
44. They were ____________ in the tradition of 'public service' from their contact with older
regimes. (CULTURE)
45. They found it ____________ amusing that this hot-shot chef couldn't even use a tomato
slicer. (ROAR)

Your answers
41. 42. 43. 44. 45.

III. READING (50 POINTS)

Part 1. For questions 46-55, fill each of the following numbered blanks with ONE suitable
word and write your answers in the corresponding numbered boxes provided.
Both women and men, it seems, have always had a fascination for changing their appearance
with the aid of paints, powders, dyes and other 46____________ devices. The use of cosmetics,
far from being a 47____________ of civilisation, originates from an inherent human desire for
self-decoration. As far back as 100,000 years ago, man is believed to have painted his body, and
at a later period the people of the Stone Age probably decorated themselves in a similar
48____________. However, the original motivation for prehistoric man's use of paint was
different from 49____________which inspired civilised cultures to adopt cosmetics as a way of
enhancing or creating 50____________. Prehistoric man must have been conscious that he was
a weak animal 51____________ against a hostile environment. He had to develop his own tools
for hunting because Nature had not provided him with sharp teeth or claws or the overwhelming
physical strength of the wild beasts which 52____________ the ancient world. He decorated his
skin with the markings of the most powerful animals because he believed that by representing
their physical characteristics on his own body he acquired some of their 53____________. But
his fear of wild beasts remained as a 54____________ disturbing and inexplicable phenomenon,
and inspired in primitive man the belief that mysterious 55____________ which he was able
neither to understand nor control were at work around him.

Your answers
46. 47. 48. 49. 50.

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51. 52. 53. 54. 55.

Part 2. For questions 56-68, read the following passage and do the tasks that follow.
Gesture
A Gesture is any action that sends a visual signal to an onlooker. To become a gesture, an act
has to be seen by someone else and has to communicate some pieces of information to them. It
can do this either because the gesturer deliberately sets out to send a signal or it can do it only
incidentally. The hand-wave is a Primary Gesture, because it has no other existence or function.
Therefore, to make it a gesture, first, it should be clear and unambiguous. Others would be able
to understand it instantly when it is shown to them. Nor may any component of a gesture, its
force, its direction and amplitude of movement, be altered: otherwise, confusion or
misunderstanding may occur.
B Most people tend to limit their use of the term “gesture” to the primary form the hand-wave
type—but this misses an important point. What matters with gesturing is not what signals we
think we are sending out, but what signals are being received. The observers of our acts will
make no distinction between our intentional primary gestures and our unintentional, incidental
ones. This is why it is preferable to use the term “gesture” in its wider meaning as an “observed
action”. This can be compared to the ring of a telephone. The speed, tone and intensity of a
telephone remain the same for any phone call. Even the length of time before being told that the
number you are dialing is not answering, unless the caller hangs up, is the same.
C Some gestures people use are universal. The shoulder shrug is a case in point. The shrug is
done by s so as to
reveal th that what
is being said isn’t understood. Another example is that an angry person usually expresses his
rage by waving his clenched fist rapidly and forcefully. Surprisingly, you may find that people
of different cultures will do the same when they are offended. That is to say, a commonly
accepted gesture is shared by them. But if the way the hand is clenched changes, or the
amplitude of force and the direction the fist is waved alters, the gesture no longer means the
same.
D So, is gesture born with us or is it developed as we grow up? Recent research found that
gesture is more like a spontaneous reaction when we face certain situations. And we just do that
automatically. When people talk, they almost always gesture with their hands. This expressive
movement can be coaxed into a choreographic form if observed carefully. People can practice
spontaneous gesture by forming pairs, then observing and questioning each other. They then
show the group what they have collected from their partners. It is fun to surprise a group using
this technique. Because spontaneous gestures are often unconscious, people will sometimes be
surprised to have their gestures mirrored back to them, saying “Did I really do that?”
E The attention of research was also drawn to cultural themes. Researchers discovered that if a
person has a good set of teeth, he or she would be prone to have a bigger smile than he or she
should when good things happen. And if a person possesses a bad set of teeth, he or she would
tend to have his or her mouth shut when being teased. And people’s reaction to the same joke
also varies: some laugh out loud while others titter. However, this does not cause confusion and
it helps to develop our “behavioural”, which is an important aspect of our identity. It was
referred to as a Gesture Variant, which indicates that individuals’ gesture production is a

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complex process, in which speakers’ internal and external factors and interactions could play a
role in multi-modal communication.
F During the research, an interesting phenomenon soon caught researchers’ attention. A hand
purse gesture, which is formed by straightening the fingers and thumb of one hand and bringing
them together so the tips touch, pointing upwards and shaping like a cone, carries different
meanings in different countries. In Malta, it means heavy sarcasm: “you may seem good, but
you are really bad.”; in Tunisia, it is against recklessness, saying “slow down”; in Italy, it means
“What’s the matter?” or “What are you trying to say?”; in France, it means “I am afraid”.
However, this gesture has no clear meaning in American culture. And of course, the way the
gesture is conducted is similar in different countries.
G But what will happen if the gestures of different countries confront each other? The situation
is further complicated by the fact that some gestures mean totally different things in different
countries. To take one example, in Saudi Arabia, stupidity can be signalled by touching the
lower eyelid with the tip of the forefinger. But this same gesture, in various other countries, can
mean disbelief, approval, agreement, mistrust, scepticism, alertness, secrecy, craftiness, danger,
or criminality. So people are faced with two basic problems where certain gestures are
concerned: either one meaning may be signalled by different actions, or several meanings may
be signalled by the same action, as we move from culture to culture. The only solution is to
approach each culture with an open mind and learn their gestures as one would learn their
vocabulary. These all require considerable skill and training and belong in a totally different
world from the familiar gestures we employ in everyday life.
Questions 56-62
The pass
Choose the correct heading for paragraph A-G and from the list of headings below.
Write the correct number, i-x, in boxes 56-62.
List of Headings
i The subconscious nature of gestures
ii The example of regional differences
iii The key factors of gestures
iv Sending out important signals
v How a well-known gesture loses its meaning
vi Performance in a specific setting
vii Recent research of Gesture Variant
viii Comparison to an everyday-use object
ix How will conflict be handled
x Individual deviation of cultural norms

56 Paragraph A
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57 Paragraph B
58 Paragraph C
59 Paragraph D
60 Paragraph E
61 Paragraph F
62 Paragraph G
Your answers
56. 57. 58. 59. 60. 61. 62.

Questions 63-68
Do the following statements agree with the information given in the passage.
In boxes 63-68, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
63. A gesture is a form of communication in which imperceptible bodily actions communicate
particula
64. Gestures can be likened to the unchanging sound of the ringing.
65. Angry people are often in the same age range or group.
66. A Gesture Variant can still be understood by the members of the same culture.
67. In Malta, the gesture “Hand Purse” should be treated with caution.
68. The main aim of the writer in writing this passage is to clarify the origin of gesture-based
communication.
Your answers
63. 64. 65. 66. 67. 68.

Part 3. In the passage below, seven paragraphs have been removed. For questions 69-75,
read the passage and choose from the paragraphs A-H the one which fits each gap. There is
ONE extra paragraph which you do not need to use. Write your answers in the corresponding
numbered box provided.

Crying Wolf
When Bill Feeney stood out under the full moon on a frigid early April night in Northern
Wisconsin in 1944 and gave a deep, full-throated howl, he was not expecting what he received:
an equally deep, full-throated response from a wolf he and his colleagues from the Wisconsin

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Conservation Department had been tracking. Rather than calling out the names of fellow
researchers whom he believed to be nearby, Feeney had howled as a bit of a joke.

69. ____________

Mimicking calls has spread far beyond wolves, however, and beyond voice to new devices and
digital recordings, as researchers now use vocalizations to get a peek into many corners of the
animal kingdom. Feeney reportedly howled just that one time. This was likely because he was
leading the wolf study in secret and felt nightly howling sessions would not be a good way to
keep the research clandestine.

70. ____________

In fact, Wisconsin, Minnesota, and Michigan now each have wolf hunting seasons and cull
quotas. Officially, Feeney was conducting a major deer study, but the secret wolf study was an
offshoot. He focused on counting and better understanding wolves' social and hunting habits -
knowledge he knew might be unattainable in the future, given that the state was paying a bounty
of 20 dollars for a dead adult wolf and 10 dollars for a pup.

71. ____________

Feeney and the biologists who worked for him disagreed with the bounty and hoped the species
would persist, and Feeney even told the famed ecologist Aldo Leopold that he would publish the
wolf study findings, which showed that wolves did not significantly affect deer population.

72. ____________

Indeed, they did. That planted the seed, and he and his colleagues began howling as a means of
locating wolves during late summer, when lack of snow and thick foliage prevents conventional
surveys, which are done mostly by tracking paw prints and conducting visual surveys during the
winter. After testing out their voices, they realized their own howls were as convincing to the
wolves as the recordings of real wolves.

73. ____________

Then, he waits and listens. If there is no response, he will repeat the four-howl sequence, at the
same cadence but louder. If this fails to elicit a response the howler might try a third time or
move to a different location before howling again. Biologists have long been using vocalizations
not just to locate animals but also to better understand animal communication and social
structure.

74. ____________

'With digital files we can manipulate them. You can take a single note and change its frequency
and do playbacks right away and see how the animal we are studying responds. With tape, you
have to splice and it takes hours on end.' Webster says vocalizations let researchers start to
unlock animal language, which is especially important with birds because they use sound to
identify species and find mates and rivals.

75. ____________

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'Birds in cities sing differently than those in the country, because we humans make a hell of a lot
of noise, so they shift the way they sing to make it louder.' Animal vocalization has a
considerably longer history in hunting than it does in wildlife research. In both applications,
vocalizing is the art of fooling wild animals by imitating their ilk, but the motivations are vastly
different. For wildlife biologists and other researchers, vocalization is a tool for conserving or
arguably, saving wildlife. Hunters use vocalizations, as well as decoys and olfactory attractants
- smells, to lure animals to within their gun or bow range

The Paragraphs

A While wolves are fairly easy to imitate with the human voice, many other species are more
difficult to mimic closely enough. Instead, researchers rely on recordings. 'It's far easier to do
the kinds of studies we do than it was a few years ago because now we're using digital files,'
says Mike Webster, a professor in Cornell's Department of Neurobiology and Behavior and the
director of the Macaulay Library, which holds the world's largest archive of wildlife sounds and
videos.

B In fact, many types of animals use language in important and fascinating ways - whales are a
focus area because their calls travel across thousands of miles under water. 'We can't talk to
birds in bird-ese, but we're getting closer to understanding birdsongs,' says Webster. We're
basically writing the translation dictionary.' Studying recordings lets researchers discern things
like the emotional state of individual birds, and it has revealed clues as to how animals adapt to
changing environments.

C But the war disrupted academic publication schedules, and the public's abhorrence of wolves
grew more intense at each public meeting about deer-management policies. Feeney become
quite ret ecret and
the researchers mum. In the late 1950s, biologist Douglas Pimlott began broadcasting recordings
of wolf howls in Ontario's Algonquin Provincial Park, wondering if they might respond.

D Though the woods of Iron County were sparsely populated, they were frequented by trappers
trying their damnedest to kill every wolf they could. In the 1940s, Wisconsin was only one of
four states where wolves were still extant - the last known gray wolf in that state was killed in
1958. The species has now returned and has been removed from the state's endangered species
list.

E The first auditory attractants used in North America were developed thousands of years ago
by Native American hunters, who imitated the animals they sought both by using their own
voices and by constructing calls using wood or bone. Hunters also camouflaged themselves,
sometimes in the hides of the animals they sought. In the late 1800s, non-indigenous hunters
began using their voices, and eventually fashioned mechanical duck and turkey calls made from
wood, using designs similar to those of Indian hunters.

F Deer hunters were already steamed over the recent introduction of hunting regulations, and
considered wolves a major competitor. 'The public was so anti-predator and specifically anti-
wolf that it would have been committing employment (and possibly life) suicide to admit to
doing any investigation on wolves,' says Richard Thiel, a wolf biologist who led Wisconsin's
wolf recovery plan in the 1980s.

G This meant Pimlott and his crew could ditch the truck from which they broadcast the
recordings, and set out on foot into the forest, armed only with their voices and notebooks. Over
time, a protocol was developed that wildlife biologists still use today. The vocalist issues an
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initial howl - not too loud in case the pack is nearby - and then repeats the howl three
times, turning 90 degrees each time, to ensure it is amplified to each of the cardinal directions.

H Since he is deceased, we can't ask him whether he considered this to be a new research
tool that built on tracking wolf prints, examining scat, and searching for dens. Feeney's call and
response came years before wildlife biologists began to use vocalizations as a tool to study wolf
packs. Imitation is a surprisingly good way to locate dens and estimates pack sizes and
composition.

Your answers
69. 70. 71. 72. 73. 74. 75.

Part 4. For questions 76-85, read an extract from an article and choose the answer A, B, C or
D that fits best according to the text. Write your answers in the corresponding numbered
boxes provided.
Using video gaming in education
It has become conventional wisdom that spending too much time playing video games has a
detrimental effect on children’s studies and their social development. However, some
educationalists are now questioning this theory and are using video games as effective
educational tools thus bridging the gap between recreational and educational activities.

Due to the sophisticated nature of today’s games, teachers are able to justify the inclusion of
video and online games for many pedagogical reasons. There may, for example, be sociological,
psycholo o teaches
IT classe ssons. To
do this, he chose Minecraft, an online game in which players create and develop imaginary
worlds. He was somewhat uneasy about attempting such an unconventional approach, not
because of some students’ unfamiliarity with the game but rather due to them not being able to
make sense of what he was trying to do with it. He worried that it might interfere with his
learners’ focus, but he couldn’t have been more surprised by the results.

Minecraft is an example of a ‘sandbox game’, in which gamers roam around and change a
virtual world at will. Instead of having to pass through numbered levels to reach certain places,
there’s full access from start to finish. The original version can be adapted to control which
characters and content are left in. Each student can then be allocated tasks – such as house-
building, locating items or problem-solving – which they must complete within the game.
Elements of more general skills can be subtly incorporated into the lessons, such as online
politeness and safety, teamwork and resolving differences. Edwards feels that presenting such
lessons in the context of a game students probably already know and enjoy enables him to
connect with them at greater depth, and in more motivational ways.

Bolstered by his success, Edwards introduced his approach to another school nearby. He recalls
that the first couple of sessions didn’t live up to his expectations. Those who had played
Minecraft before were keen for others to adopt their own style of play. Unsurprisingly, this
assortment of styles and opinions as to how the game should proceed were far from harmonious.
However, the sessions rapidly transformed into something more cohesive, with the learners
driving the change. With minimal teacher input, they set about choosing leaders and established
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several teams, each with its own clearly-defined role. These teams, now party to clear common
goals, willingly cooperated to ensure that their newborn world flourished, even when faced with
the toughest of challenges.

‘Human’ inhabitants in a Minecraft ‘society’ are very primitive and wander around the
imaginary world, waiting for guidance from players. [A] This dynamic bears a resemblance to
traditional education, an observation highlighted by Martina Williams, one of the leaders of the
group. [B] ‘Through the game, we were no longer passive learners in the classroom, being told
what and how to learn, but active participants in our own society. [C] The leaders, meanwhile,
had a vision for their virtual world as a whole, encouraging everyone to play their part in
achieving the group’s goals. [D] Through creating their own characters and using these to build
their own ‘world’, students will have gained some experiential understanding of societal
structure and how communities work.

But not everyone is convinced by video games’ potential academic value. While many
progressive commentators cite extensive evidence to maintain that video games encourage
collaboration and build problem-solving skills, more traditional factions continue to insist they
are a distraction that do not merit inclusion in any curriculum. Even less evangelical cynics, who
may grudgingly acknowledge games have some educational benefit, assert that this is only the
case in the hands of creative educators. However, the accusation most often levelled at video
games is that they detract from the social aspect of the classroom, particularly taking part in
discussions. Dr Helen Conway, an educational researcher, argues that video games can be used
to promote social activities. ‘Students become animated talking about the game and how to
improve solving skills,’ she says. ‘I find it strange, this image
that man eir peers
when undertaking more traditional activities, like reading books, but we never suggest that
books are harmful because they’re a solitary experience.

76. The first time Edwards used a game in his classes, he was

A. convinced that learners would realise why he wanted them to play it.

B. convinced that learners would see the reasons for playing it.

C. anxious that he had chosen the wrong one for learners to play.

D. sure that his reasons for getting learners to play it were valid.

77. The writer suggests that Minecraft is a good choice of educational game because

A. any number of learners can use it simultaneously.

B. teachers can remove any inappropriate material.

C. gamers can create educative tasks whilst playing it.

D. players can develop their skills in a step-by-step way.

78. Which of the following words in the fourth paragraph is used to convey a feeling of
approval?

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A. keen B. harmonious C. driving D. newborn

79. In the fifth paragraph, the writer draws a comparison between a Minecraft ‘society’ and

A. relationships within the group as they played.

B. the way in which countries organise themselves.

C. typical students in a school environment.

D. how leadership operates in different situations.

80. In the sixth paragraph, the writer feels that critics of video games in education

A. are unwilling to admit that using them in class has benefits.

B. make accurate observations about teachers who use them.

C. use flawed research to support their objections to using them.

D. acknowledge the drawbacks of more traditional teaching methods.

81. The words ‘this image’ in the sixth paragraph refer to

A. people who criticise gaming in education.

B. students discussing a game in a group.

C. a grou

D. a solitary player absorbed in a game.

82. Where does this sentence belong to in the fifth paragraph?

Each group member had ideas as to how their function should develop.

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

83. The word ‘subtly’ in the third paragraph is closest in meaning to __________.

A. intricately B. ingeniously C. ingenuously D. haphazardly

84. The word ‘grudgingly’ in the sixth paragraph is closest in meaning to __________.

A. gleefully B. vivaciously C. genially D. reluctantly

85. Which of the following best describes the author's attitude towards the application of gaming
into education?

A. supportive B. neutral C. cynical D. satirical

Your answers
76. 77. 78. 79. 80.

81. 82. 83. 84. 85.

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Part 5. The passage below consists of four paragraphs marked A, B, C and D. For questions
86-95, read the passage and do the task that follows. Write your answers in the corresponding
numbered boxes provided.
The Graduate
(A) THE NY TIMES
The Graduate, the pungent story of the sudden confusions and dismays of a bland young man
fresh out of college who is plunged headlong into the intellectual vacuum of his affluent parents'
circle of friends, it fashions a scarifying picture of the raw vulgarity of the swimming-pool rich,
and it does so with a lively and exciting expressiveness through vivid cinema. Further, it offers
an image of silver-spooned, bewildered youth, standing expectantly out with misgiving where
the brook and the swimming-pool meet, that is developed so wistfully and winningly by Dustin
Hoffman, an amazing new young star, that it makes you feel a little tearful and choked-up while
it is making you laugh yourself raw. That's all. And yet in pursuing this simple story line, which
has been adorned with delicious incidents and crackling dialogue in the screenplay by Calder
Willingham and Buck Henry, based on a novel by Charles Webb, the still exploring Mr. Nichols
has done such sly and surprising things with his actors and with his camera, or, rather, Robert
Surtees's camera, that the overall picture has the quality of a very extensive and revealing social
scan. Funny, outrageous, and touching, The Graduate is a sophisticated film that puts Mr.
Nichols and his associates on a level with any of the best satirists working abroad today.
(B) The Guardian
If ever a movie captured the audience's imagination with its musical soundtrack, it was The
Graduate, that irresistibly watchable 1967 classic. Simon and Garfunkel's eerie and sublime The
Sound of Silence perfectly captures both Ben's alienation and bewilderment about what he
should do with his life, and then his post-coital disenchantment and self-loathing. The
Graduate itself does not seem the same in 2017 as it did in 1967. Then the emphasis was on
sophistic mediated
through the older generation of suburbanites. Watched in the present day, the element of
predatory abuse is inescapable. You cannot see it without wondering how it might look and feel
if the sexual roles were reversed. But a modern audience might also, paradoxically, be much
less content with the villainous role the film finally assigns to Mrs Robinson, be more
sympathetic to her midlife crisis, and remember the pathos of her abandoned interest in art.
Calder Willingham and Buck Henry's screenplay, adapted from Charles Webb's 1963 novel,
cleverly allows you to wonder if Mr Robinson was, in some conscious or subconscious way,
complaisant in his wife's adventure. The excellence of Katherine Ross as Mrs Robinson's
daughter, Elaine, is often overlooked. A hugely pleasurable film.
(C) The Telegraph
The Graduate, starring Dustin Hoffman and Anne Bancroft and directed by Mike Nichols, is
actually a very nasty film, and a very, very funny one. As the benchmark for every inter-
generational relationship film since, it tends to live in the male public imagination largely as a
reference point for cheeky forbidden fantasies regarding older women the world over. It takes
about three minutes, roughly the length of time it takes Hoffman to get down the moving
walkway to Simon and Garfunkel's Sound of Silence and from the airport to the suffocating
atmosphere of his graduation party, where he gets gradually trapped into a relationship with one
of his parents' friends, to realise that The Graduate is actually a very nasty film, and a very, very
funny one. Directorially, it is as cutting-edge late-Sixties as you can get, all fish-bowl
juxtapositions, dappled light and pensive close-ups. But the world we're in here is essentially a
Fifties hangover, a staid, suburban one still ruled over by The Old Folk, a place where the
reason you get together with a seductively smoking alcoholic in her forties is not so much
because you find her attractive but because she's the only person in the vicinity as bored as you.
The result is an exercise in claustrophobia that makes Panic Room look like a western by

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comparison. By the end, it doesn't matter that the lesson he's learned is the one that the old folks
were telling him in the first place, that he should find a nice girl his own age. The feeling of
freedom is immense.
(D) Variety
The Graduate is a delightful, satirical comedy-drama about a young man's seduction by an older
woman, and the measure of maturity which he attains from the experience. An excellent
screenplay by Calder Willingham and comedy specialist Buck Henry, based on the Charles
Webb novel, focuses on Hoffman, just out of college and wondering what it's all about.
Predatory Miss Bancroft, wife of Murray Hamilton, introduces Hoffman to mechanical sex,
reaction to which evolves into true love with Miss Ross, Miss Bancroft's daughter. In the 70
minutes which elapse from Hoffman's arrival home from school to the realization by Miss Ross
that he has had an affair with her mother, the pic is loaded with hilarious comedy and, because
of this, the intended commentary on materialistic society is most effective. Only in retrospect
does one realize a basic, but not overly damaging, flaw that Hoffman's achievements in school
are not credible in light of his basic shyness. No matter, or not much, anyway. Only in the final
35 minutes, as Hoffman drives up and down the LA-Frisco route in pursuit of Miss Ross,
does the film falter in pacing, result of which the switched-on cinematics become obvious, and
therefore tiring, although the experience is made tolerable by the excellent music of Simon and
Garfunkel.

Which review
86) uses more than one contradiction to make its point?
87) neglects to identify the powerful role played by music in this film?
88) is critical of the rhythm of the film?
89) suggests the film contains elements which are hard to believe?
90) feels an actor's contribution was not appreciated as much as it should have been?
91) mak
92) offers the suggestion that this film has become a cinematical reference?
93) looks at the film from different points in time?
94) offers a fleeting glimpse into the unfair way male and female behaviour is judged in
society?
95) seems unnecessarily preoccupied by the timing of various elements of the film?

Your answers
86. 87. 88. 89. 90.

91. 92. 93. 94. 95.

IV. WRITING (60 points)

Part 1. Read the following extract and use your own words to summarise it. Your summary
should be between 100 and 120 words long.

If we are asked to envisage an archetypal human being, the picture that comes into our minds
may be male or female. It may be black, white or yellow, but it will almost certainly be an adult.
We take it for granted that adulthood is the meaningful part of our existence, and everything
prior to it is merely preparation. The old adage quoted by Samuel Butler is often cited but has

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not yet been fully assimilated: 'A hen is an egg's way of making another egg.' It is very difficult
for any of us to think of ourselves as a baby's way of making another baby. So there is a
tendency in discussions about human evolution to overlook the fact that at every step of the
journey there were not only males and females, but also babies, infants and children, and natural
selection would never have favoured one age group at too great cost to any of the others.
Regarding children as smaller, imperfect copies of ourselves, we explain much of their
behaviour in the way we explain the rough-and-tumble play of cubs and kittens, calling it
'preparation for adult life' or 'developing the skills that they will later need.' That is strange,
because it is one of the inviolable tenets of evolutionary theory that what an animal is or does is
governed by events that have happened, not events that are going to happen. Only in describing
the young is it acceptable to believe that a mammal's behaviour is governed by the future that
awaits it, rather than the history that lies behind it.
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Part 2. The charts below compare the age structure of the populations of France and India in
1984. Summarise the information by selecting and reporting the main features, and make
comparisons where relevant. You should write about 150 words.

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Part 3. Write an essay of 350 words on the following topic:
Scholars and researchers should not be concerned with whether their work makes a
contribution to the larger society. It is more important that they pursue their individual
interests, however unusual or idiosyncratic those interests may seem.
Present your perspective on this issue, using relevant reasons and examples to support
your views.
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V. SPEAKING (20 POINTS)

Some people think that modern technologies play a role in limiting our creativity by decreasing the
amount of creative ideas. Others think otherwise, claiming that they are producing the opposite effect.
Discuss both views and give your opinion.

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MOCK TEST 1 – ANSWER KEY

I. LISTENING (50 POINTS)

Part 1
1. FALSE
2. TRUE
3. NOT GIVEN
4. FALSE
5. FALSE
Part 2
1. rotten tomatoes 0.16
2. hunger games-esque 0.56
3. widespread appeal 1.57
4. horror elements 2.13
5. allegorical social commentary 2.37
Part 3
11. A
12. B
13. A
14. B
15. A
Part 4.
16. sense magnetic fields 0.58
17. microfluidic system 1.02
18. bugging 1.18
19. programmed micromagnet 2.04
20. locomotion modalities 2.07
21. liquid biopsies 2.24
22. neural circuits 3.03
23. electrical signaling 3.09
24. dressing up 3.24

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25. T-cells 3.43

II. LEXICO-GRAMMAR (20 POINTS)

Part 1.
26. C 27. D 28. A 29. B 30. C 31. D 32. A
33. C 34. A 35. B 36. C 37. D 38. B 39. A
40. B

Part 2.
41. foresight
42. verbosity
43. inscrutable
44. acculturated
45. uproariously

III. READING (50 POINTS)

Part 1.
46. artificial 47. product 48. fashion 49. that 50. beauty

51. struggling 52. roamed 53. power 54. constantly 55. forces

Part 2.
56. iii
57. viii
58. v
59. i
60. x
61. ii
62. ix
63. FALSE
64. TRUE
65. NOT GIVEN
66. TRUE
67. TRUE
68. FALSE
Part 3.
69. H
70. D
71. F
72. C
73. G
74. A
75. B
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Part 4.
76. D
77. B
78. C
79. C
80. A
81. D
82. C
83. B
84. D
85. A

Part 5.
86. C
87. A
88. D
89. C
90. B
91. A
92. C
93. B
94. B
95. D

IV. WRITING (60 points)

Part 1. (15pts)
Contents
- The summary MUST cover the following points:
- The summary MUST NOT contain personal opinions.
Language use (5 points)
The summary:
- should show attempts to convey the main ideas of the original text by means of paraphrasing
(structural and lexical use),
- should demonstrate correct use of grammatical structures, vocabulary, and mechanics (spelling,
punctuations,....),
- should maintain coherence, cohesion, and unity throughout (by means of linkers and transitional
devices).
Penalties:
- A penalty of 1 point to 2 points will be given to personal opinions found in the summary.
- A penalty of 1 point to 2 points will be given to any summary with more than 20% of words copied
from the original.
- A penalty of 1 point to 2 points will be given to any summary longer than 130 words or shorter than 90
words.
Part 2. (15pts)
Contents (10 points):

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-The report MUST have at least 2 paragraphs covering the following points:
 Introduce the charts (2 points) and state the overall trends & striking features (2 points)
 Describe main features with relevant data from the charts and make relevant comparisons
(6 points)
- The report MUST NOT contain personal opinions. (A penalty of 1 point to 2 points will be given
to personal opinions found in the answer.)
Language use (5 points)
The report:
- should demonstrate a wide variety of lexical and grammatical structures,
- should have correct use of words (verb tenses, word forms, voice,…); and mechanics (spelling,
punctuations,....).

Part 3. (30 points)

The mark given to part 3 is based on the following criteria:
1. Task achievement: (10 points)
a. ALL requirements of the task are sufficiently addressed.
b. Ideas are adequately supported and elaborated with relevant and reliable explanations,
examples, evidence, personal experience, etc.
2. Organization: (10 points)
a. Ideas are well organized and presented with coherence, cohesion, and unity.
b. The essay is well-structured:
 Introduction is presented with clear thesis statement.
 Body paragraphs are written with unity, coherence, and cohesion. Each body
ples when
necessary.
 Conclusion summarises the main points and offers personal opinions (prediction,
recommendation, consideration,…) on the issue.
3. Language use: (5 points)
a. Demonstration of a variety of topic-related vocabulary
b. Excellent use and control of grammatical structures
4. Punctuation, spelling, and handwriting (5 points)
a. Correct punctuation and no spelling mistakes
b. Legible handwriting
V. SPEAKING (20 POINTS)

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