THÍ SINH KHÔNG ĐƯỢC PHÉP SỬ DỤNG TÀI LIỆU

NHƯNG ĐƯỢC QUYỀN HOẢNG LOẠN

NGOÀI RA GIÁM THỊ KHÔNG GIẢI THÍCH GÌ THÊM

PART 1

Questions 1 - 10

Complete the form below.

Write ONE WORD AND/OR A NUMBER for each answer.

London Relocation Services

Customer's name: AnnaWoods

Customer's personal details

• Current address: 118 1 __________ Park, Ballysillan

• Postcode: BT14 QBJ

• Phone no: 2 __________ (mobile)

Other information

• Anna is hoping to find work as a 3 __________

• She needs to find a 4 __________school for her son.

Requirements for the new property

Locafion:

• Her preferred location is in the 5 __________ of the city.

• Her husband would like to be near a 6 __________

• Her son would prefer to be close to a 7 __________

Property details:

• She would like to live in a 8 __________

• She would prefer 9__________bedrooms.

• A small 10 __________ is also desirable.

PART 2

Questions 11- 14

Choose the correct letter, A, B or C.

Starting work at Hollies supermarket

11.The supervisor starts her talk by explaining that employees have to

A.be aware of the importance of teamwork.

B.be flexible in terms of their availability.

C.be capable of lifting heavy loads.

12. The supervisor says that when the supermarket is very busy,
employees must

A.decide for themselves what needs doing.

B.postpone their scheduled break.

C.report minor accidents quickly.

13. The supervisor explains that when employees have a positive

attitude, it

A. helps everyone in the supermarket to relax.

B. encourages customers to spend more.

C.improves work effectiveness.

14. The supervisor says it is essential to stay calm when a customer

A. reports an employee to the manager.

B. delays other shoppers.

C. refuses to wait their turn.

20. staff relaxation area

Question 15-20

Label the plan below

Write the correct letter, A-J, next to questions 15-20.

15. Staff entrance

16.Manager's office

17.8torage and unpacking

18.Kitchen

19.Cleaning equipment

20.Staff relaxation area

PART 3

Questions 21 - 26

What reason do teachers give for using each of the following picture books
with children?

Choose SIX answers from the box and write the correct letter, A-I, next to
questions 21—26.

Reasons

A. The pictures show changing times of day.

B. The words are fun to say out loud.

C. It has an uncommon plot structure.

D. The text can easily be turned into song.

E. The pictures were done by a famous illustrator.

F. There is a surprise at the end of the story.

G. The pictures are simple line drawings.

H. It was published very recently.

I. It features well—known characters.

Picture books

21. Spy Friends

22. Goodnight Little Rabbit

23.The Boat Party

24. Puppy and Friends

25. Hats and Socks

26. A Family Adventure

Question 27 and 28

Choose TWO letters, A—E.

Which TWO points from Smith's article about picture books did both
speakers find

surprising?

A. their standard length how recent the genre is

B. the argument that they are notliterature

C.the lack of research about this age group

D.the popularity of books from overseas

Questions 29 and 30

Choose TWO letters, A-E.

Which TWO aspects of picture books do the speakers agree to talk about in
their presentation?

A. the material they are made from

B. common characters in them

C. the variety of roles in them

D. cultural elements in them the future of the genre

PART 4

Write ONE WORD ONLY for each answer.

Geography 331 field trip

The James Bay Road

• At the starting point of the road, everyone must stop for

31 ...............................

• For safety reasons, there are 32 .............................on the highway.

Radisson Research Centre

• The Centre works with other institutes to research the region's

33 .................................

• Security is the responsibility of Hydro Quebec.

• Lectures will discuss the effect of 34 ………………………on the land.

• Outpost stations gather and publish research related to variations in

the 35…………………………

The Trans-Taiga Road

• The road is unpaved.

• Breakdowns are serious as car 36 .................................are expensive.

• At hydro stations, engineers will discuss hydro production and the

impact of rainfall.

The Taiga

• There are not many types of 37 ................................, but a good

range of wildlife.

• The area known as Muskeg is dangerous as it has hidden

38 ...................................

• Photographs of birds should be taken for future

39 ......................................

• Water samples will be checked for 40 ......................................

 READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are
based on Reading Passage 1 on pages 2 and 3.

Computer Games for Preschoolers:

Nintendo's Research and Design Process

Designing video games for the youngest consumers is a difficult task for
producers, who historical! have focused on more "hard core game fans.
This article describes the research and design process involved in
creating Nintendo DS* games for a preschool audience.
After consulting with companies who were interested in designing for the
Nintendo DS, we decided on three key objectives for our initial
exploratory project: understand preschoolers abilities in the context of
handheld system game play; understand how preschoolers interact with
the Nintendo DS, specifically how they handle the various forms of play
and game mechanics offered by the games currently on the market for
this system; and understand the expectations of their parents with regard
to handheld systems. The research team began by conducting 26 in-
home interviews with children in three markets across the US (West
coast urban/suburban: Midwest suburban/rural; and East coast
urban/suburban).
The preschoolers in this study included 11 boys and 15 girls ranging in
age from 3 years and 3 months to 5 years and 11 months. In addition,
because previous research we conducted had shown the effects of
school-age siblings on game play (demonstrated, for example, by more
advanced motor coordination when using a computer mouse), a
combination of households was recruited which had preschoolers with
and without school-age siblings. In addition, in order to understand both
experienced preschool users of the system and those who were new to
video games, we split the sample so that thirteen families owned at least
one Nintendo DS and thirteen did not. For those households that did not
already have a Nintendo DS, one was brought to the interview for the
child to play. This allowed us to see both the instinctive movements of
the new players (and of the more experienced players when playing new
games), as well as the learned movements of the more experienced
players. Each of these interviews lasted between one and two hours and
included the preschooler, at least one parent, and often siblings and
another parent or caregiver.
During each interview various questions were asked. From the parents
and any older siblings that were available, we found out, where relevant,
the purchase decisions surrounding game systems in the household; the
family's typical game play habits; levels of parental supervision with
regard to gaming; and favorite games played by various family members.
Because these interviews were in-home, we were also able to
understand the gaming culture in these homes: what types of spaces
(communal or private) were used for game play; how the systems were
set up; where the handheld play occurred in the house; and the number
and type of games and game systems owned. Finally, and most
importantly, we talked to each child about their game playing.

Prior to the interviews, the research team had worked with the production
team to create a list of issues connected with preschoolers* physical and
mental abilities in the context of playing games. It was essential to
understand these before developing the games. These ranged from manual
dexterity issues related to game controls, to the effectiveness of ingame

*Nintendo DS: a portable video games system

instructions, to specific operating techniques used in current games that the
producers were interested in incorporating in future preschool titles. During
the interviews, therefore, the interviewer guided the preschooler through a
series of games, so that he/she could observe the interaction, and question
both the preschooler and his/her parents on feelings, attitudes, and
frustrations that arose during play.
If the child had previous experience with the Nintendo DS, he/she was first
asked to play his/her favorite game on that system. This told the
researchers not only about current level of gaming experience, particularly
as related to the complexity of the chosen game, but also allowed them to
see the child playing a game using procedures he/she was already familiar
with. Across the group of preschoolers, the Nintendo DS selections were
very broad, including Nintendogs, New Super Mario Bros, Tony Hawk's
Proving Ground, and Sonic Rush. The interviewer watched the child play,
specifically noting preferences for operating procedures and physical
interactions with the device, as well as how easy or hard each operating
procedure was for the child. All of the preschoolers were then asked to play
with a specific game chosen by our research team in consultation with our
producers, The Little Mermaid: Ariel's Undersea Adventure. It was chosen
because it was one of the few games on the market with characters that all
of this young age group really liked. Also, it incorporated a large variety of
operating techniques that highlighted the uniqueness of the Nintendo DS
system, including blowing or singing into the microphone.
The findings from this initial exploratory study were extensive. After
reviewing the results in- house and discussing the implications for game
design, we then outlined our needs to a firm specializing in children's
games. We worked intensively with them to base the design for two
preschool-targeted Nintendo DS games on what we had learned.
As the two Nintendo DS games went into development, we began doing
formative research.
Whenever we developed new game mechanics, we brought preschoolers
into our lab to try them, so we could assess not only their simplicity, but also
how engaging they were. Once a full version of the Nintendo DS games was
ready, we went back into the field and tested with a dozen preschoolers, to
make sure that each element of the games worked for the children, and that
overall the games were understandable and enjoyable for them.
We also got feedback on what their siblings and parents thought about the
games with regard to appropriateness, engagement, and purchase-intent.
 Questions 1 - 5

Complete the notes below.

Choose ONE WORD ONLY from the passage for
each answer. Write your answers in boxes 1-5 on
your answer sheet.
Exploratory research project
Main objectives:
• determine the relevant 1.......................of preschool children
• observe how preschoolers manage existing games
• investigate the attitudes of preschoolers' 2................to games

Subjects:

• 26 children from different US 3.....................

• age range: 3 years 3 months - 5 years 11 months
• some children with older 4.....................
• equal numbers of new and 5.....................players
• some households with Nintendo DS and some without

Length of interviews:
• 1-2 hours
Questions 6-9
Do the following statements agree with the information given in
Reading Passage 1? In boxes 6-9 on your answer sheet, 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

6 One of the areas investigated by researchers was how far

mothers or fathers controlled their children's game playing.
7 The researchers were allowed free access to all parts of the subjects'
houses.
8 The researchers regarded The Little Mermaid: Ariel's Undersea
Adventure as likely to appeal to preschoolers.
9 The Little Mermaid: Ariel's Undersea Adventure game is operated
entirely by hand controls.
Questions 10 - 13

Complete the flow-chart below.

Choose NO MORE THAN TWO WORDS from the passage for each

answer. Write your answers in boxes 10-13 on your answer sheet.

Using the results of the exploratory study

 READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on
Reading Passage 2 on pages 6 and 7.
Questions 14 - 19
Reading Passage 2 has six sections, A-F.
Choose the correct heading for each section from the list of headings
below. Write the correct number, i-viii, in boxes 14-19 on your answer
sheet.

List of Headings

i Do we have sufficient resources to feed the human population?

ii Will population increase pose disaster for our supply of raw materials?
iii Would population decline benefit the world?
iv Is disease a key factor?
v Is population decrease good for productivity?
vi What is the impact of population movement?
vii What can past events tell us about the effects of population decline?
viii What can our governments do to guarantee supplies of food and resources?

14 Section A
15 Section B
16 Section c
17 Section D
18 Section E
19 Section F
 Effects of changes in world population
A. Human fertility rates around the world are dropping for a variety of complex
reasons. While the population itself continues to increase, the rate of increase
is slowing, and sometime in the next 80 years, world population will peak
somewhere in the vicinity of nine billion before contracting. That raises an
important question: is population contraction a bad thing?
Some think not. There is a school of thought that argues that smaller
populations are good. Population control proponents claim variously that (1) we
do not have the food to sustain higher populations; (2) our planet already
suffers from overcrowding; (3) the environmental impact of increased
populations will bring catastrophe either through pollution or consumption of
finite natural resources; or in contrast, they argue decreased populations will
lead to higher wages and a better quality of life as available supplies exceed
reduced demands. These arguments seem reasonable at first, but do not
withstand scrutiny.

B. Let’s start with food. The worry about mass starvation is a remnant of Paul
Ehrlich’s 1968 book The Population Bomb. Ehrlich, Professor of Population
Studies in the department of Biological Sciences at Stanford University in
California, wrote that in the face of expanding populations, ‘the world will
undergo famines - hundreds of millions of people are going to starve to death.’
As Ehrlich himself now admits, this prediction proved faulty. Instead, the
availability of food has greatly increased, even with a growing population.
Demographer Philip Longman notes that food shortages have become ‘a
political problem, related to fair distribution, not an issue of inadequate supply’.
How did this happen? In 1965, Danish economist Ester Boserup proposed that
population increase fosters agricultural innovation, which in turn increases
production. Her theories have been borne out by events, which show that some
areas of the world may lack sufficient supplies while the world has an overall
surplus.

C. What about overcrowding? Everywhere you go today, you find traffic jams and
sprawl, with people packed into crowded places. But this is a problem of density,
not population. There’s plenty of land available out there. The problem is that
people who used to live in the rural areas have relocated to cities. This massive
migration into cities has caused urbanization, which is different from
overpopulation, and the problems associated with this include air pollution, lower
wages, and limited access to healthcare and educational opportunities.

D. Environmental concerns are more interesting, but such end-of-the-world

warnings are not new. Global warming and the fact that the Earth has only
finite amounts of natural resources that we will surely deplete, are the two
main concerns of environmentalists.
 This, too, is an argument we have heard before. As Massimo Livi-Bacci,
Professor of Demography at the University of Florence, Italy, explains in his
Concise History of World Population, more than 100 years ago economists
‘feared that coal supplies would he exhausted, and about 30 years ago the Club
of Rome made similar predictions regarding other natural resources’. Instead,
innovation stepped in to provide greater efficiency. For instance, in the America
of 1850, you needed an average of 4.6 tons of petroleum equivalent to produce
$1,000 of goods and services. By 1950, you needed only 1.8 tons, and by 1978,
1.5 tons.

E. This leaves us with the economy. In 1971, Simon Smith Kuznets won the Nobel
Prize in Economics for his theory of ‘tested knowledge’. Kuznets explained,
‘More population means more creators and producers, both of goods along
established production patterns and of new knowledge and inventions.’
Kuznets was codifying what others had noticed before. Political economist
Adam Smith remarked that ‘the most decisive mark of the prosperity of any
country is the increase of the number of its inhabitants.’ As Livi-Bacci observes,
‘All things being equal, population increase is followed by increased per capita
production.’ So the proposed ‘benefits’ of population decline are, at the very
least, suspect. In addition, there are worrying potential costs of population
decline. Of course, this worry is theoretical because we’ve never seen
population decline on the massive scale that’s coming our way. Or rather,
we’ve never seen it in the modem world.

F. There are, however, two historical examples. Between 400 BC and AD 1,

world population increased from about 153 million to 252 million. For the next
200 years, growth slowed almost to a halt. Then, between AD 200 and AD
600, the population shrank from 257 million to 208 million. It took an additional
400 years for the population to recover to the level it had attained in AD 1.
The other drop in population occurred between 1340 and 1400, when the
Black Death, one of the most deadly pandemics in human history, ravaged the
world. Global population fell from 442 million to 375 million. Neither of these
drops was a particularly pleasant period in human history. Or, as Canadian
journalist Mark Steyn notes in America Alone, Them is no precedent in human
history for economic growth on declining human capital.’
It is impossible to anticipate with certainty the effects of population decline. But
there is good mason to believe it will be bad for us. Innovation will suffer as the
demand for nearly everything slackens. Instead of producing windfalls of
excess supply, economies will probably contract. As Livi-Bacci observes,
‘Historically, areas depopulated or in the process of losing population have
almost always been characterized by backward economies.’
The real question therefore is whether or not falling populations will lead to the
demise of civilization as we know it.
Questions 20 - 22
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 20-22 on your answer sheet.

20. Boserup’s ideas explain why overall, the world can have a food......................
while some areas do not have enough.

21. In the last 100 years or so, has led to a more efficient use of resources.

22. Adam Smith argued that a country’s is caused by a growth in population.

Questions 23 and 24
Choose TWO letters, A-E.
Write the correct letters in boxes 23 and 24 on your answer sheet.
Which TWO of the following statements agree with the views of the writer in
Reading Passage 2?
A The availability of food is greater now than previously.
B A decrease in population will lead to a higher standard of education.
C Smaller populations result in higher wages.
D Cities will become overcrowded if they are unsuitably located.
E People have moved from rural areas to urban centres.

Questions 25 and 26
Choose TWO letters, A-E.
Write the correct letters in boxes 25 and 26 on your answer sheet.
Which TWO claims does the writer make about future population decline?
A Recovery may take at least 400 years.
B It may be caused by disease.
C It might mean a decrease in the number of new ideas.
D There may be an overabundance of food as a result.
E It could result in economies becoming smaller.
Questions 32 - 35
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

32 Scientific knowledge should be kept separate from social values.

33 Many sociologists have disregarded the doubts that some scientists have
concerning fluoridation.
34 Sutton’s findings have been given insufficient attention by scientists outside of
North America.
35 There are valid arguments on both sides of the fluoridation debate.

Questions 36 - 40
Complete each sentence with the correct ending, A-G, below.
Write the correct letter, A-G, in boxes 36-40 on your answer sheet.

36 The traditional view of science is that

37 A sociological view of science argues that
38 Collins is of the opinion that
39 The writer suggests that a supporter of fluoridation may conclude that
40 The writer suggests that an opponent of fluoridation may conclude that

A the results of scientific research are not always understood at first.

B science is an unbiased discipline.
C people should be able to choose whether they want fluoride.
D there is insufficient proof to support a cautious approach.
E the serious damage fluoride causes far outweighs any positive effects.
F children are not the only ones who benefit from fluoridation.
G scientific knowledge is affected by the beliefs of everyone concerned.