Progress Test 4

Q1–10: Note/Form completion (Pottery and craft classes)

MAN: Right. I know it's on Tuesdays but what time exactly?

WOMAN: It was 6.30 last term, but let me just have a look at the details. OK, it'll be 7.30 this time, probably it suits more people.

MAN: Um, what does she need to bring?

WOMAN: Um, the information says she'll need just a jar for water - and some pencils for drawing.

MAN: Oh, good. Which room will that be in?

WOMAN: When you come in through the entrance of the community centre building, you'll need to go straight up the stairs in front of you, all the way to the top. And it's the small room you'll find there.

MAN: I see. All right, and let me just check when it's starting. I heard from someone that the July course has been delayed until August.

WOMAN: I'm afraid so.

MAN: Um, obviously I need to bring the camera with me. I suppose it'd be useful to have the instructions that go with the camera, too.

WOMAN: I'd say so.

MAN: That's exactly what I need. And how much does it cost?

WOMAN: Let's see. For four classes, it's £35, but if you take eight, it works out as £55, so you're making a bit of a saving - £15 that is.

MAN: OK, now just another question for the watercolours class, I've just remembered that my wife asked me to find out about the level - who's it for?

WOMAN: OK, well you don't have to be very skilled or anything like that. It's designed for beginners, actually.

MAN: That sounds like my wife. And er, who do I talk to if I want to find out some more about the Maori language classes?

WOMAN: Probably best to talk to the tutor directly. He'll be in the office in about half an hour. His name's Jason Kahui. That's K-A-H-U-I.

Oh, if you do decide to come to the photography class, don't forget to look at your camera battery and make sure it's charged.

MAN: Oh, that reminds me, in the final week of the photography course, is it right that there's a visit to a show in the local area?

WOMAN: Yes.

Pottery and craft classes

1
Time: at (1) pm on Tuesday
💡 Chi tiết
Chỗ trống cần điền là một số, chỉ thời gian (thuộc cột 'when' và đứng trước 'pm').
2
Bring: water jar and set of (2)
💡 Chi tiết
Chỗ trống cần điền là một danh từ số nhiều (đứng sau 'set of' - một bộ).
3
Where: the small room at the (3) of the building
💡 Chi tiết
Chỗ trống cần điền là một danh từ chỉ vị trí (đứng sau mạo từ 'the', thuộc cột 'where').
4
Course starts in (4)
💡 Chi tiết
Chỗ trống cần điền là một danh từ chỉ tháng (thuộc cột 'when' và đứng sau giới từ 'in').
Người phụ nữ xác nhận lại bằng 'I'm afraid so'.
5
Bring the (5) for the camera
💡 Chi tiết
Chỗ trống cần điền là một danh từ chỉ thứ đi kèm máy ảnh (đứng sau 'the', trước 'for the camera').
Người phụ nữ xác nhận bằng 'I'd say so'.
6
Cost: £ (6) for eight classes
💡 Chi tiết
Chỗ trống cần điền là một số chỉ giá tiền (nằm sau ký hiệu £).
Lưu ý không viết lại đơn vị £ vì đề đã có.
7
The watercolours class suits people who are (7)
💡 Chi tiết
Chỗ trống cần điền là một danh từ số nhiều (đứng sau to be 'are' và chỉ nhiều người 'people').
8
To find out about the Maori language class, contact Jason (8)
💡 Chi tiết
Chỗ trống cần điền là họ của một người (đứng sau tên riêng 'Jason').
Được đánh vần K-A-H-U-I.
9
For the photography class, check the (9) for the camera.
💡 Chi tiết
Chỗ trống cần điền là một danh từ chỉ thứ đi kèm máy ảnh (đứng sau 'the', trước 'for the camera').
10
There is a trip to a local (10) in the final week of the photography class.
💡 Chi tiết
Chỗ trống cần điền là một danh từ chỉ địa điểm (đứng sau 'a', tính từ 'local').
Người đàn ông xác nhận bằng 'Yes'.
Q11–14: List selection · Q15–20: Map labelling (image required)

MAN: Right, can you tell us what jobs you'd like us to do?

WOMAN: So Group A there are a couple of things we'd like you to help with. The priority for you will be to give us a hand with the new wooden fencing, it needs constructing. The other thing we're doing is putting back some native plants and trees. So you'll be doing some digging for us and getting those into the ground.

As I'm sure you've seen, you probably also noticed that some of the pathways that come from the bicycle track are quite narrow, and there are plans to make them wider. But the council will be dealing with that later in the year and they've also promised to produce some informational signs about the plants in the gardens. Hopefully, they'll be up in a few weeks' time.

First of all, don't worry about any litter or empty bottles you see lying about - one of the local schools has offered to help out with that as part of their own environmental project.

So Group A, there are some items you'll need to bring along with you. I definitely recommend a strong pair of boots. It's quite muddy at the moment and your own gloves would also be advisable.

There's no need to worry about food and drink as we'll be supplying sandwiches and coffee, possibly some biscuits, even! I was going to say raincoat, but the forecast has changed so you can leave those at home. Tools will be available, spades and hammers, that kind of thing.

Which TWO tasks will the volunteers in Group A be responsible for? Choose TWO letters, A–E.

11
Which TWO tasks will Group A be responsible for? (first)
  • A widening pathways
  • B planting trees
  • C picking up rubbish
  • D putting up signs
  • E building fences
Đáp án
B — planting trees
💡 Chi tiết
B đúng: nhóm A trồng lại cây bản địa - 'putting back some native plants and trees'.
A sai: việc mở rộng lối đi do uỷ ban (the council) làm sau trong năm.
C sai: việc nhặt rác do một trường địa phương đảm nhận.
D sai: việc làm biển báo do uỷ ban thực hiện.
12
Which TWO tasks will Group A be responsible for? (second)
  • A widening pathways
  • B planting trees
  • C picking up rubbish
  • D putting up signs
  • E building fences
Đáp án
E — building fences
💡 Chi tiết
E đúng: ưu tiên của nhóm A là dựng hàng rào gỗ mới - 'the new wooden fencing, it needs constructing'.

Which TWO items should volunteers in Group A bring with them? Choose TWO letters, A–E.

13
Which TWO items should Group A bring? (first)
  • A food and water
  • B boots
  • C gloves
  • D raincoats
  • E their own tools
Đáp án
B — boots
💡 Chi tiết
B đúng: 'I definitely recommend a strong pair of boots'.
A sai: không cần lo đồ ăn thức uống vì sẽ được cung cấp.
D sai: có thể để áo mưa ở nhà do dự báo đã thay đổi.
E sai: dụng cụ sẽ được cung cấp.
14
Which TWO items should Group A bring? (second)
  • A food and water
  • B boots
  • C gloves
  • D raincoats
  • E their own tools
Đáp án
C — gloves
💡 Chi tiết
C đúng: 'It's quite muddy at the moment and your own gloves would also be advisable'.

Label the map. Choose the correct letter A–I for each location. (Map image required)

15
vegetable beds
Đáp án
G
💡 Chi tiết
Đi ra khỏi bãi đỗ xe, lên đường mòn tới vòng tròn cây xanh ở giữa; ở phía bên trái của con đường vòng tròn có một lối nhỏ dẫn thẳng tới vegetable beds.
16
bee hives
💡 Chi tiết
Từ vòng tròn ở giữa rẽ phải về hướng đông, đường tách làm hai, đi xuống; cuối đường có hai khu ngăn bởi hàng rào tre — bee hives nằm ở khu nhỏ hơn bên phải hàng rào.
17
seating area
Đáp án
B
💡 Chi tiết
Từ đường vòng tròn ở trên cùng có lối dẫn lên seating area, chạy dọc theo đường xe đạp, nhìn ra hòn đảo.
18
adventure playground
Đáp án
E
💡 Chi tiết
Từ bãi đỗ xe lên đường mòn rồi rẽ trái ngay; có một lối ngắn rẽ phải; adventure playground nằm phía trên hàng rào tre.
19
sand area
Đáp án
C
💡 Chi tiết
Từ vòng tròn ở giữa, theo đường về hướng đông; nơi đường rẽ, đi lên về phía đường xe đạp; sand area nằm ngay trên hàng rào tre.
20
pond
Đáp án
A
💡 Chi tiết
Pond nằm ở bên trái bản đồ, về phía trên, ngay trên các bụi cây ăn quả và bên trái lối đi nhỏ.
Q21–25: MCQ (A/B/C) · Q26–30: Matching (advantages of projects)

Robert: Well, I was looking at a British study from 2013. It basically concluded that £12 billion worth of food and drink was thrown away each year - all of it ending up in landfill sites. But one thing the study did investigate was the amount of milk and soft drinks that were wasted. And I think it was probably quite unique in that respect.

Anna: How much food was that exactly?

Robert: Over eight million tons - and that wasn't including packaging. Yes, and they were only looking at what households threw away. So there's no information about restaurants and the catering industry.

Anna: Right. And what about the carbon dioxide side of things?

Robert: I know what you're going to say. They never refer to the fuel that farms and factories require to produce the food and the carbon dioxide that releases.

Anna: Exactly, we could really cut down on carbon emissions if less food was supplied in the first place. To my mind, the reports talked too much about the carbon dioxide produced by the trucks that deliver the fresh goods to the shops and take the waste away.

Robert: Well, the government industries, people making television programs. Have you seen any documentaries about food waste? My point exactly. These days, they all seem to be focusing on where your meat, fruit, and vegetables are sourced from.

Anna: Yes, it's the same with magazine articles. It's all about fat and sugar content and the kind of additive and coloring in food, but nothing about how it reaches your table and what happens after it ends up in the bin.

What concerns me above all else is that in a recession, governments should be encouraging business to find ways to cut costs. Apparently, supermarkets in the USA lose about 11% of their fruit to waste. That's throwing money away.

Well, I know some of the other presentations are looking at food and farming methods and what they do to the environment. So I think we'll avoid that.

Robert: Now, how do you want to begin the presentation? Let's not start with statistics, though, because that's what everybody does.

Anna: I agree. How about we give the other students a set of questions to answer about what they suspect they waste every day?

Robert: I'm fine with that. Probably a better option than showing pictures of landfill sites. It will be more personalized that way.

Anna: You know where they've invented tiny edible patches to stick on fresh foods that show you what level of bacteria is present and so whether you can still eat it.

Robert: It's a great idea, as it tells you if you need to hurry up and eat the food before it goes off. The other good thing about the patches is that apparently, they'll be cheap to manufacture.

Anna: Apparently, the researchers think that they can attach the sensors to cardboard boxes, and then supermarkets can scan the sensors with a portable device to see how ripe the fruit inside is. That's got to be a quicker way to check for ripeness than taking each box off the shelf and opening it.

Robert: Definitely. And I thought that Lynn Path was worth mentioning too. Their waste tracking technology means that caterers can see how much food is being wasted and why. That'll increase profits for them eventually.

Anna: Yes, and did you read about Zero Percent? They've produced this smartphone application that allows restaurants to send donation alerts to food charities. The charities can then pick up the unwanted food and distribute it to people in need.

And I read that quite a few local governments in the USA are thinking about introducing compulsory composting in their states.

Robert: But I guess if we all start composting, we'd be doing something positive about the problem of food waste ourselves rather than relying on the government to sort it out.

Choose the correct letter, A, B or C.

21
What point does Robert make about the 2013 study in Britain?
  • A It focused more on packaging than wasted food.
  • B It proved that households produced more waste than restaurants.
  • C It included liquid waste as well as solid waste.
Đáp án
C — It included liquid waste as well as solid waste.
💡 Chi tiết
C đúng: nghiên cứu có xem xét lượng sữa và nước ngọt bị lãng phí - 'the amount of milk and soft drinks that were wasted'.
A sai (NOT GIVEN): có nhắc 'packaging' nhưng không nói nghiên cứu tập trung vào bao bì hơn thực phẩm.
B sai (NOT GIVEN): chỉ xem xét rác hộ gia đình, không có thông tin so sánh với nhà hàng.
22
The speakers agree that food waste reports should emphasise the connection between carbon dioxide emissions and
  • A food production.
  • B transport of food to landfill sites.
  • C distribution of food products.
Đáp án
A — food production.
💡 Chi tiết
A đúng: Robert nói các báo cáo không bao giờ nhắc tới nhiên liệu để sản xuất thực phẩm và CO2 thải ra; Anna đồng ý ('Exactly').
B sai (FALSE): Anna cho rằng báo cáo đã nói quá nhiều về CO2 từ xe tải, không cần nhấn mạnh thêm.
C sai (FALSE): cũng thuộc phần báo cáo đã nói quá nhiều (xe chở hàng tới cửa hàng).
23
Television programmes now tend to focus on
  • A the nutritional value of food products.
  • B the origin of food products.
  • C the chemicals found in food products.
Đáp án
B — the origin of food products.
💡 Chi tiết
B đúng: 'they all seem to be focusing on where your meat, fruit, and vegetables are sourced from'.
A sai (FALSE): giá trị dinh dưỡng là nội dung của các bài báo tạp chí, không phải chương trình tivi.
C sai (FALSE): chất hoá học cũng là nội dung tạp chí, không phải chương trình tivi.
24
For Anna, the most significant point about food waste is
  • A the moral aspect.
  • B the environmental impact.
  • C the economic effect.
Đáp án
C — the economic effect.
💡 Chi tiết
C đúng: điều Anna quan tâm hơn cả là khía cạnh kinh tế - siêu thị Mỹ mất 11% trái cây là 'throwing money away'.
A sai (NOT GIVEN): không có thông tin về khía cạnh đạo đức.
B sai (NOT GIVEN): Anna nói sẽ tránh chủ đề môi trường vì nhóm khác đã làm.
25
Anna and Robert decide to begin their presentation by
  • A handing out a questionnaire.
  • B providing statistical evidence.
  • C showing images of wasted food.
Đáp án
A — handing out a questionnaire.
💡 Chi tiết
A đúng: Anna đề xuất phát bộ câu hỏi cho các học sinh khác và Robert đồng ý ('I'm fine with that').
B sai (FALSE): Robert đề xuất không mở đầu bằng số liệu và Anna đồng ý.
C sai (FALSE): Robert nói phát câu hỏi là phương án tốt hơn so với chiếu hình ảnh bãi rác.

What advantage do the speakers identify for each project? Choose from the list A–G.

26
edible patch
Đáp án
G — It will involve little cost.
💡 Chi tiết
Một điểm tốt của miếng dán ăn được là chúng sẽ rẻ để sản xuất (cheap to manufacture = involve little cost).
27
ripeness sensor
Đáp án
A — It will save time.
💡 Chi tiết
Lợi ích của cảm biến độ chín là một cách nhanh hơn để kiểm tra (a quicker way = save time).
28
waste tracking technology
Đáp án
D — It will make money.
💡 Chi tiết
Lợi ích của công nghệ theo dõi chất thải là tăng lợi nhuận cho nhà cung cấp (increase profits = make money).
29
smartphone application
Đáp án
C — It will benefit local communities.
💡 Chi tiết
Lợi ích của ứng dụng là nhà hàng gửi thông báo để tổ chức từ thiện tới lấy thực phẩm dư phân phát cho người cần (distribute to people in need = benefit local communities).
30
food waste composting
Đáp án
E — It will encourage personal responsibility.
💡 Chi tiết
Lợi ích của việc phân huỷ rác hữu cơ là người dân tự làm điều tích cực thay vì phụ thuộc chính phủ (doing something positive ourselves rather than relying on the government = encourage personal responsibility).
Q31–40: Note completion (chủ đề: The history of Maori kites)
Click vào từ để xem nghĩa

1 And during the preparation of both small and large kites, food was strictly forbidden.

2 In terms of appearance, kites were frequently designed in the image of a native bird or a Maori God, and sometimes perhaps less often a well-known hero.

3 And after the frame had been constructed, the kite then had to be decorated. For this, the priests used long grasses and these, when the kite was in the air, would stream along behind it. They also used a variety of feathers to add color to their creations.

4 They could be quite noisy indeed, and this was because some priests liked to hang a long row of shells from the kite.

5 But the kites were designed in particular shapes, so there were kites that were triangular, rectangular, and also shaped like a diamond.

6 Hmm, some of the kites were also covered in patterns, and to make these patterns, the Maori used different pigments of red and black. And these were either made from a charcoal base or from red-brown clay, which had been combined with oil obtained from a local species of shark.

7 It's a mask of a human head, and you can clearly see it has a tattoo and also a set of teeth.

8 Primarily, the flying of kites was a way of communicating with the gods and when the kites rose into the air, the Maori used them to deliver messages.

9 People would also fly kites for other reasons, for example, to attract the attention of a neighboring village. This was done when a meeting was required between Maori elders - a convenient method indeed.

10 And finally, when it comes to war, there are traditional stories that describe how when a Maori warrior found himself surrounded by his enemies, a kite could actually provide the possibility of escape.

The history of Maori kites

31
(31) was not allowed during a kite's preparation
💡 Chi tiết
Chỗ trống cần điền là danh từ (đứng đầu câu làm chủ ngữ, trước to be 'was').
32
Kites often represented a bird, a god, or a (32)
💡 Chi tiết
Chỗ trống cần điền là danh từ số ít (đứng sau mạo từ 'a').
33
Frames were decorated with grasses and (33)
💡 Chi tiết
Chỗ trống cần điền là danh từ số nhiều (đứng sau giới từ 'with', song song với 'grasses').
34
Some had a line of noisy (34) attached to them
💡 Chi tiết
Chỗ trống cần điền là danh từ số nhiều (đứng sau tính từ 'noisy' và cụm 'a line of').
35
Could be triangular, rectangular or (35) shaped
💡 Chi tiết
Chỗ trống cần điền là danh từ ('Noun + shaped' = có hình dạng của một thứ).
36
Some had patterns made from clay mixed with (36) oil
💡 Chi tiết
Chỗ trống cần điền có thể là danh từ hoặc tính từ (đứng trước danh từ 'oil').
37
Some had human-head masks with (37) and a tattoo
💡 Chi tiết
Chỗ trống cần điền là danh từ (đứng sau giới từ 'with', song song với danh từ 'tattoo').
38
A way of sending (38) to the gods
💡 Chi tiết
Chỗ trống cần điền là danh từ số nhiều (đứng sau động từ 'sending', không có mạo từ).
39
A way of telling other villages that a (39) was necessary
💡 Chi tiết
Chỗ trống cần điền là danh từ số ít (đứng sau mạo từ 'a', trước to be 'was').
40
A means of (40) if enemies were coming
💡 Chi tiết
Chỗ trống cần điền là danh từ (đứng sau cụm 'a means of').
Q1–8: TRUE/FALSE/NOT GIVEN · Q9–13: Multiple choice

FOR a few weeks in January 1912, Antarctica was full of explorers. Norwegian Roald Amundsen had reached the South Pole on 14 December and was speeding back to the coast. On 17 January, Robert Scott and the men of the British Antarctic expedition had arrived at the pole to find they had been beaten to it. Just then, a third man arrived; Japanese explorer Nobu Shirase. However, his part in one of the greatest adventure stories of the 20th century is hardly known outside his own country, even by fellow explorers. Yet as Scott was nearing the pole and with the rest of the world still unaware of Amundsen's triumph, Shirase and his team sailed into Antarctica’s Bay of Whales in the smallest ship ever to try its luck in these dangerous waters.

Since boyhood Shirase had dreamed of becoming a polar explorer. Like Amundsen, he initially set his sights on the North Pole. But after the American Robert Peary claimed to have reached it in 1909, both men hastily altered their plans. Instead they would aim for the last big prize: the South Pole. In January 1910, Shirase put his plans before Japanese government officials, promising to raise the flag at the South Pole within three years. For many of them, the question wasn’t could he do it but why would it be worth doing? 15 years earlier the International Geographical Congress had said that as the last unknown continent the Antarctic offered the chance to add to knowledge in almost every branch of science. So, like the British, Shirase presented his expedition as a search for knowledge: he would bring back fossils, make meteorological measurements and explore unknown parts of the continent.

The response from the government was cool, however, and Shirase struggled to raise funds. Fortunately, a few months later, Japan’s former prime minister Shigenobu Okuma came to Shirase's rescue. With Okuma’s backing, Shirase got together just enough money to buy and equip a small ship. He eventually acquired a scientist, too, called Terutaro Takeda. At the end of November 1910, his ship the Kainan Maru finally left Tokyo with 27 men and 28 Siberian dogs on board. Before leaving, Shirase confidently outlined his plans to the media. He would sail to New Zealand, then reach Antarctica in February, during the southern summer, and then proceed to the pole the following spring. This was not to be, however. Bad weather delayed the expedition and they didn’t reach New Zealand until 8 February; Amundsen and Scott had already been in Antarctica for a month, preparing for winter.

In New Zealand local reporters were astonished: the ship was half the size of Amundsen’s ship. True, it was reinforced with iron plate and extra wood, but the ship had only the feeblest engine to help force its way through ice. Few doubted Shirase’s courage, but most reckoned the expedition to be ill prepared as the Japanese had only lightweight sledges for transport across the ice, made of bamboo and wood.

But Shirase’s biggest challenge was time. Antarctica is only accessible by sea for a few weeks in summer and expeditions usually aimed to arrive in January or February. ‘Even with their determination and daring, our Japanese friends are running it rather fine,’ wrote local reporters. Nevertheless, on 11 February the Kainan Maru left New Zealand and sailed straight into the worst weather the captain had ever seen. Then, on 6 March, they approached the coastline of Antarctica’s Ross Sea, looking for a place to land. The ice began to close in, threatening to trap them for the winter, an experience no one was likely to survive. With a remarkable piece of seamanship, the captain steered the ship out of the ice and turned north. They would have to wait out the winter in a warmer climate.

A year later than planned, Shirase and six men finally reached Antarctica. Catching up with Scott or Amundsen was out of the question and he had said he would stick to science this time. Yet Shirase still felt the pull of the pole and eventually decided he would head southward to experience the thrills and hardships of polar exploration he had always dreamed of. With provisions for 20 days, he and four men would see how far they could get

Shirase set off on 20 January 1912 with Takeda and two dog handlers, leaving two men at the edge of the ice shelf to make meteorological measurements. For a week they struggled through one blizzard after another, holing up in their tents during the worst of the weather. The temperature fell to -25°C, and frostbite claimed some of the dogs. On 26 January, Shirase estimated there were enough provisions to continue for two more days. Two days later, he announced it was time to turn back. Takeda calculated they had reached 80° 5 south and had traveled 250 kilometers. The men hoisted the Japanese flag.

On 3 February, all the men were heading home. The ship reached Tokyo in June 1912 - and Shirase was greeted like a hero despite the fact that he never reached the pole. Nor did he contribute much to science - but then nor did Amundsen, whose only interest was in being first to the pole. Yet Shirase’s expedition was heroic. They traveled beyond 80° south, one of only four teams to have gone so far south at the time. Furthermore, they did it all without the advantages of the other teams and with no previous experience.

Do the following statements agree with the information in the passage?

1
Shirase's trip to the South Pole is well-known to other explorers.
TRUEFALSENOT GIVEN
Đáp án
FALSE
💡 Chi tiết
Bài đọc nói chuyến đi của Shirase hầu như không được biết đến ngoài đất nước ông, kể cả bởi các nhà thám hiểm khác ngược với câu hỏi.
2
Since Shirase arrived in Antarctica, smaller ships have also made the journey.
TRUEFALSENOT GIVEN
Đáp án
FALSE
💡 Chi tiết
Shirase đi bằng con tàu nhỏ nhất từng thử sức ở vùng biển này, tức không thể có tàu nhỏ hơn ngược với câu hỏi.
3
Shirase's original ambition was to travel to the North Pole.
TRUEFALSENOT GIVEN
Đáp án
TRUE
💡 Chi tiết
Các thông tin câu hỏi đều khớp bài đọc: ban đầu Shirase nhắm tới Bắc Cực.
4
Some Japanese officials thought Shirase's intention to travel to the South Pole was pointless.
TRUEFALSENOT GIVEN
Đáp án
TRUE
💡 Chi tiết
Khớp bài đọc: nhiều quan chức tự hỏi 'tại sao việc đó đáng làm' cho rằng vô nghĩa.
5
The British team announced their decision to carry out scientific research in Antarctica before Shirase.
YESNONOT GIVEN
Đáp án
NOT GIVEN
💡 Chi tiết
Bài đọc chỉ nói Shirase trình bày chuyến đi như cuộc tìm kiếm kiến thức 'như người Anh', không có thông tin về việc nhóm Anh công bố trước hay sau.
6
Shirase found it easy to raise the money he needed for his trip to the South Pole.
TRUEFALSENOT GIVEN
Đáp án
FALSE
💡 Chi tiết
Bài đọc nói Shirase chật vật gây quỹ (struggled to raise funds) ngược với 'easy'.
7
A previous prime minister of Japan persuaded a scientist to go with Shirase.
YESNONOT GIVEN
Đáp án
NOT GIVEN
💡 Chi tiết
Bài đọc chỉ nói Shirase thu nạp được nhà khoa học Terutaro Takeda, không có thông tin về việc thủ tướng thuyết phục.
8
The weather that slowed down Shirase's progress to New Zealand was unusually bad for the season.
YESNONOT GIVEN
Đáp án
NOT GIVEN
💡 Chi tiết
Bài đọc chỉ nói thời tiết xấu làm chậm chuyến đi, không có thông tin thời tiết đó 'bất thường' so với mùa.

Choose the correct letter, A, B, C or D.

9
When reporters in New Zealand met Shirase, they were
  • A concerned about the quality of his equipment.
  • B impressed with the design of his ship.
  • C certain he was unaware of the dangers ahead.
  • D surprised by the bravery he demonstrated.
Đáp án
A — concerned about the quality of his equipment.
💡 Chi tiết
A đúng: nhà báo cho rằng đoàn chuẩn bị sơ sài vì chỉ có xe trượt nhẹ làm bằng tre và gỗ.
B sai (FALSE): họ ngạc nhiên vì tàu chỉ bằng nửa tàu Amundsen, không phải ấn tượng về thiết kế.
C, D sai (NOT GIVEN): đoạn 4 không nói tới việc này.
10
What are we told about the captain of the Kainan Maru in the fifth paragraph?
  • A He had given Shirase some poor advice.
  • B His skill at sailing saved the boat and crew.
  • C He refused to listen to the warnings of others.
  • D He was originally confident they could reach Antarctica.
Đáp án
B — His skill at sailing saved the boat and crew.
💡 Chi tiết
B đúng: thuyền trưởng lái tàu ra khỏi băng nhờ tài đi biển xuất sắc.
A, C, D sai (NOT GIVEN): đoạn 5 không nhắc tới.
11
After Shirase finally reached Antarctica he realised that
  • A he was unsure of the direction he should follow.
  • B he would have to give up on fulfilling his personal ambition.
  • C he might not have enough food to get to the South Pole.
  • D he still wanted to compete in the race against the other teams.
Đáp án
C — he might not have enough food to get to the South Pole.
💡 Chi tiết
C đúng: ông và bốn người chỉ có lương thực cho 20 ngày.
A sai (FALSE): ông quyết định đi về phía nam, không phải bối rối về hướng.
B sai (FALSE): ông vẫn đi để trải nghiệm chứ không từ bỏ.
D sai (FALSE): đuổi kịp Scott hay Amundsen là 'out of the question'.
12
What is the writer doing in the seventh paragraph?
  • A criticising a decision concerning scientific research
  • B explaining why a particular mistake had occurred
  • C describing the conditions that the expedition faced
  • D rejecting the idea that Shirase was poorly prepared
Đáp án
C — describing the conditions that the expedition faced
💡 Chi tiết
C đúng: đoạn 7 mô tả các điều kiện đoàn gặp phải: nhiệt độ -25°C, thức ăn chỉ còn đủ hai ngày.
A, B, D sai (NOT GIVEN): đoạn 7 không có các nội dung này.
13
What is the writer's main point in the final paragraph?
  • A Considering the problems Shirase had to deal with, his achievement was incredible.
  • B In Japan, the reaction to Shirase's adventure in Antarctica came as a surprise to him.
  • C It was obvious that Amundsen would receive more attention as an explorer than Shirase.
  • D Shirase had achieved more on the Antarctic expedition than even he had expected.
Đáp án
A — Considering the problems Shirase had to deal with, his achievement was incredible.
💡 Chi tiết
A đúng: đoàn đi xa hơn 60° nam, một trong bốn đội duy nhất đạt được tại thời điểm đó, mà không có lợi thế của các đội khác và không kinh nghiệm trước.
B, C, D sai (NOT GIVEN): đoạn cuối không khẳng định các điều này.
Q14–17: YES/NO/NOT GIVEN · Q18–21: Sentence completion · Q22–26: Matching names

1 The next time you stand at the supermarket checkout, spare a thought for the farmers who helped fill your shopping basket as life is hard for them right now. This, in turn, inevitably means bigger grocery bills for consumers, and greater hardship for the millions in countries where food shortages are a matter of life and death. Worse, studies suggest that the world will need twice as much food by 2050. Yet while farmers must squeeze more out of the land, they must also address the necessity of reducing their impact on the soil, waterways and atmosphere. All this means rethinking how agriculture is practiced, and taking automation to a whole new level. On the new model farms of the future, precision will be key. Why does a whole field with chemicals if you can spray only where they are needed? Each plant could get exactly the right amount of everything, no more or less, an approach that could slash chemical use and improve yields in one move. But this is easier said than done; the largest farms in Europe and the U.S. can cover thousands of acres. That’s why automation is key to precision farming. Specifically, say agricultural engineers, precision farming needs robot farmers.

2 One day, we might see fields with ‘agribots’ (agricultural robots) that can identify individual seedlings and encourage them along with drops of fertilizer. Other machines would distinguish problem weeds from crops and eliminate them with shots from high-power lasers or a microdot of pesticide. These machines will also be able to identify and harvest all kinds of vegetables. More than a century of mechanization has already turned farming into an industrial-scale activity in much of the world, with farms that grow cereals being the most heavily automated.

3 But a variety of other crops, including oranges and tomatoes destined to become processed foods, are also picked mechanically, albeit to a slightly lesser extent. Yet the next wave of autonomous farm machinery is already at work. You probably haven’t even noticed, for these robots are disguised as tractors. Many are self-steering, use GPS to cross a field, and can even ‘talk’ to their implements- a plough or sprayer, for example. And the implements can talk back, telling the tractor that it’s going too fast or needs to move to the left. This kind of communication is also being developed in other farm vehicles. A new system allows a combine harvester, say, to send a call over to a tractor trailer so the driver can unload the grain as and when necessary.

4 However, when fully autonomous systems take to the field, they’ll look nothing like tractors. With their enormous size and weight, today’s farm machines have significant downsides: they compact the soil, reducing porosity and killing beneficial life, meaning crops don’t grow so well. Simon Blackmore, who researches agricultural technology at Harper Adams University College in England believes that fleets of lightweight autonomous robots have the potential to solve this problem and that replacing brute force with precision is key. ‘A seed only needs one cubic centimeter of soil to grow. If we cultivate just that we only put tiny amounts of energy in and the plants still grow nicely.’ There is another reason why automation may be the way forward according to Eldert van Henten, a robotics researcher at Wageningen University in the Netherlands. ‘While the population is growing and needs to be fed, a rapidly shrinking number of people are willing to work in agriculture,’ he points out. Other researchers such as Linda Calvin, an economist at the U.S. Department of Agriculture, and Philip Martin at the University of California, Davis, have studied trends in mechanization to predict how US farms might fare. Calvin and Martin have observed how rising employment costs have led to the adoption of labour-saving farm technology in the past, citing the raisin industry as an example. In 2000, a bumper harvest crashed prices and, with profits squeezed, farmers looked for a solution. With labour one of their biggest costs- 42 percent of production expenses on U.S. farms, on average - they started using a mechanical harvester adapted from a machine used by winemakers. By 2007, almost half of California’s raisins were mechanically harvested and a labour force once numbering 50,000 had shrunk to 30,000.

5 As well as having an impact on the job market, the widespread adoption of agribots might bring changes at the supermarket. Lewis Holloway, who studies agriculture at the University of Hull, UK, says that robotic milking is likely to influence the genetics of dairy herds as farmers opt for ‘robot-friendly’ cows, with udder shape, and even attitudes, suited to automated milking. Similarly, he says, it’s conceivable that agribots could influence what fruit or vegetable varieties get to the shops, since farmers may prefer to grow those with, say, leaf shapes that are easier for their robots to discriminate from weeds. Almost inevitably, these machines will eventually alter the landscape, too. The real tipping point for robot agriculture will come when farms are being designed with agribots in mind, says Salah Sukkarieh, a robotics researcher at the Australian Center for Field Robotics, Sydney. This could mean a return to smaller fields, with crops planted in grids rather than rows and fruit trees pruned into two dimensional shapes to make harvesting easier. This alien terrain tended by robots is still a while away, he says ‘but it will happen.’

Do the following statements agree with the views of the writer?

14
Governments should do more to ensure that food is generally affordable.
YESNONOT GIVEN
Đáp án
NOT GIVEN
💡 Chi tiết
Đoạn 1 không nói gì về việc chính phủ cần đảm bảo thực phẩm có giá phải chăng.
15
Farmers need to reduce the harm they do to the environment.
YESNONOT GIVEN
Đáp án
YES
💡 Chi tiết
Khớp quan điểm tác giả: nông dân phải giảm tác động lên đất, nguồn nước và khí quyển.
16
In the future, farmers are likely to increase their dependency on chemicals.
YESNONOT GIVEN
Đáp án
NO
💡 Chi tiết
Ngược quan điểm tác giả: mô hình trang trại tương lai dùng sự chính xác để giảm mạnh lượng hoá chất (slash chemical use).
17
Farms in Europe and the US may find it hard to adapt to precision farming.
YESNONOT GIVEN
Đáp án
NOT GIVEN
💡 Chi tiết
Đoạn chỉ nói các trang trại lớn ở châu Âu và Mỹ có thể rộng hàng nghìn mẫu, không nói liệu họ có khó thích nghi với precision farming hay không.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

18
In the future, agribots will provide (18) to young plants.
Đáp án
Fertilizer
💡 Chi tiết
Đáp án là danh từ (đi sau động từ 'provide').
Agribots nhận diện cây non và khuyến khích chúng bằng những giọt phân bón.
19
Some machines will use chemicals or (19) to get rid of unwanted plants.
Đáp án
Lasers
💡 Chi tiết
Đáp án là danh từ số nhiều (đi sau 'use', nối bởi 'or' với 'chemicals').
Máy móc loại bỏ cỏ dại bằng tia laser công suất cao hoặc một chấm nhỏ thuốc trừ sâu.
20
It is the production of (20) which currently uses most machinery on farms.
Đáp án
Cereals
💡 Chi tiết
Đáp án là danh từ (đi sau 'production of').
Các trang trại trồng ngũ cốc được tự động hoá nhiều nhất.
21
(21) between machines such as tractors is making farming more efficient.
Đáp án
Communication
💡 Chi tiết
Đáp án là danh từ (cái gì đó giữa các máy móc).
Giao tiếp giữa các máy như máy kéo đang được phát triển.

Match each statement with the correct researcher, A–H.

22
Simon Blackmore
Đáp án
C — We need machines of the future to be exact, not more powerful.
💡 Chi tiết
Blackmore tin rằng việc thay thế sức mạnh thô (brute force) bằng sự chính xác là then chốt cần máy chính xác chứ không mạnh hơn.
23
Eldert van Henten
Đáp án
F — There is a shortage of employees in the farming industry.
💡 Chi tiết
Van Henten chỉ ra số người sẵn sàng làm nông đang giảm nhanh thiếu nhân lực.
24
Linda Calvin and Philip Martin
Đáp án
H — Economic factors are often the driving force behind the development of machinery.
💡 Chi tiết
Calvin và Martin nhận thấy chi phí lao động tăng đã dẫn tới việc áp dụng công nghệ tiết kiệm nhân công yếu tố kinh tế là động lực.
25
Lewis Holloway
Đáp án
A — The use of automation might impact on the development of particular animal and plant species.
💡 Chi tiết
Holloway nói vắt sữa bằng robot có thể ảnh hưởng di truyền của đàn bò sữa và giống cây/rau quả được trồng ảnh hưởng tới các loài cụ thể.
26
Salah Sukkarieh
Đáp án
D — As farming becomes more automated the appearance of farmland will change.
💡 Chi tiết
Sukkarieh nói các máy này rốt cuộc sẽ làm thay đổi cảnh quan: cánh đồng nhỏ hơn, cây trồng theo lưới thay vì hàng.
Q27–32: Matching phrases (paragraphs A–F) · Q33–36: MCQ (pick TWO) · Q37–40: Summary completion

1 [Paragraph A] Until the last tick of history's clock, cultural transmission meant oral transmission and poetry, passed from mouth to ear, was the principal medium of moving information across space and from one generation to the next. Oral poetry was not simply a way of telling lovely or important stories, or of flexing the imagination. It was, argues the classicist Eric Havelock, a "massive repository of useful knowledge, a sort of encyclopedia of ethics, politics, history and technology which the effective citizen was required to learn as the core of his educational equipment".The great oral works transmitted a shared cultural heritage, held in common not on bookshelves, but in brains. In India, an entire class of priests was charged with memorizing the Vedas with perfect fidelity. In pre-lslamic Arabia, people known as Rawis were often attached to poets as official memorizers.The Buddha's teachings were passed down in an unbroken chain of oral tradition for four centuries until they were committed to writing in Sri Lanka in the first century B.C.

2 [Paragraph B] The most famous of the Western tradition's oral works, and the first to have been systematically studied, were Homer's Odyssey and Iliad.These two poems - possibly the first to have been written down in the Greek alphabet - had long been held up as literary archetypes. However, even as they were celebrated as the models to which all literature should aspire, Homer's masterworks had also long been the source of scholarly unease. The earliest modern critics sensed that they were somehow qualitatively different from everything that came after - even a little strange. For one thing, both poems were oddly repetitive in the way they referred to characters. Odysseus was always "clever Odysseus". Dawn was always "rosy-fingered". Why would someone write that? Sometimes the epithets seemed completely off-key. Why call the murderer of Agamemnon "blameless Aegisthos"? Why refer to "swift-footed Achilles" even when he was sitting down? Or to "laughing Aphrodite" even when she was in tears? In terms of both structure and theme, the Odyssey and Iliad were also oddly formulaic, to the point of predictability.The same narrative units gathering armies, heroic shields, challenges between rivals - pop up again and again, only with different characters and different circumstances. In the context of such finely spun, deliberate masterpieces,these quirks* seemed hard to explain.

3 [Paragraph C] At the heart of the unease about these earliest works of literature were two fundamental questions: first, how could Greek literature have been born ex nihilo* with two masterpieces? Surely a few less perfect stories must have come before, and yet these two were among the first on record. And second, who exactly was their author? Or was it authors? There were no historical records of Homer, and no trustworthy biography of the man exists beyond a few self-referential hints embedded in the texts themselves.

4 [Paragraph D] Jean-Jacques Rousseau was one of the first modern critics to suggest that Homer might not have been an author in the contemporary sense of a single person who sat down and wrote a story and then published it for others to read. In his 1781 Essay on the Origin of Languages, the Swiss philosopher suggested that the Odyssey and Iliad might have been "written only in men's memories. Somewhat later they were laboriously collected in writing"- though that was about as far as his enquiry into the matter went.

5 [Paragraph E] In 1795, the German philologist Friedrich August Wolf argued for the first time that not only were Homer's works not written down by Homer, but they weren't even by Homer. They were, rather, a loose collection of songs transmitted by generations of Greek bards*, and only redacted* in their present form at some later date. In 1920, an eighteen-year-old scholar named Milman Parry took up the question of Homeric authorship as his Master's thesis at the University of California, Berkeley. He suggested that the reason Homer's epics seemed unlike other literature was because they were unlike other literature. Parry had discovered what Wood and Wolf had missed: the evidence that the poems had been transmitted orally was right there in the text itself. All those stylistic quirks,including the formulaic and recurring plot elements and the bizarrely repetitive epithets -"clever Odysseus"and"gray-eyed Athena"- that had always perplexed readers were actually like thumbprints left by a potter: material evidence of how the poems had been crafted.They were mnemonic* aids that helped the bard(s) fit the meter and pattern of the line, and remember the essence of the poems.

6 [Paragraph F] The greatest author of antiquity was actually, Parry argued, just "one of a long tradition of oral poets that... composed wholly without the aid of writing". Parry realised that if you were setting out to create memorable poems, the Odyssey and the Iliad were exactly the kind of poems you'd create.It's said that cliches* are the worst sin a writer can commit, but to an oral bard,they were essential.The very reason that cliches so easily seep into our speech and writing - their insidious memorability - is exactly why they played such an important role in oral storytelling.The principles that the oral bards discovered as they sharpened their stories through telling and retelling were the same mnemonic principles that psychologists rediscovered when they began conducting their first scientific experiments on memory around the turn of the twentieth century. Words that rhyme are much more memorable than words that don't, and concrete nouns are easier to remember than abstract ones. Finding patterns and structure in information is how our brains extract meaning from the world, and putting words to music and rhyme is a way of adding extra levels of pattern and structure to language.

7 [Glossary] quirk: behaviour or a habit which seems to be unique to one person; ex nihilo: a Latin phrase used to express the idea of ‘creation out of nothing’; bard: a person who composed and recited long, heroic poems; redacted: published; mnemonic: a sentence or short poem used for helping someone to remember something; cliche: a phrase or idea that is unoriginal because people use it very frequently

The passage has six paragraphs A–F. Which paragraph contains the following information?

27
the claim that the Odyssey and Iliad were not poems in their original form.
Đáp án
E — Paragraph E
💡 Chi tiết
Đoạn E: Wolf cho rằng tác phẩm của Homer thực ra là một tập hợp lỏng lẻo các bài hát được truyền qua nhiều thế hệ ca nhân Hy Lạp.
28
a theory involving the reinterpretation of the term 'author'.
Đáp án
D — Paragraph D
💡 Chi tiết
Đoạn D: Rousseau cho rằng Homer có thể không phải tác giả theo nghĩa đương đại - một người ngồi viết truyện rồi xuất bản.
29
references to the fact that little is known about Homer's life.
Đáp án
C — Paragraph C
💡 Chi tiết
Đoạn C: không có hồ sơ lịch sử hay tiểu sử đáng tin nào về Homer.
30
a comparison between the construction of Homer's poems and another art form.
Đáp án
E — Paragraph E
💡 Chi tiết
Đoạn E: so sánh các nét phong cách của thơ Homer với dấu vân tay người thợ gốm để lại.
31
examples of the kinds of people employed to recall language.
Đáp án
A — Paragraph A
💡 Chi tiết
Đoạn A: ví dụ về tầng lớp tu sĩ ở Ấn Độ và những người Rawis ở Ả Rập tiền Hồi giáo có nhiệm vụ ghi nhớ.
32
doubts regarding Homer's apparently inappropriate descriptions.
Đáp án
B — Paragraph B
💡 Chi tiết
Đoạn B: các nhà phê bình hoài nghi vì những biệt danh lạc tông (vd: gọi kẻ sát nhân là 'blameless Aegisthos').

Which TWO points are made by the writer about the Odyssey and the Iliad? Choose TWO letters, A–E.

33
Which TWO points are made about the Odyssey and the Iliad? (first)
  • A They are sometimes historically inaccurate.
  • B It is uncertain which century they were written in.
  • C Their content is very similar.
  • D Later writers referred to them as ideal examples of writing.
  • E There are stylistic differences between them.
Đáp án
C — Their content is very similar.
💡 Chi tiết
C đúng: hai bài thơ đều có cùng các đơn vị tự sự (tập hợp quân đội, khiên anh hùng, thử thách giữa các đối thủ) lặp đi lặp lại.
A, B sai (NOT GIVEN): không nhắc tới việc sai lịch sử hay không rõ thế kỷ.
E sai: bài đọc nói chúng giống nhau, không nói khác biệt phong cách.
34
Which TWO points are made about the Odyssey and the Iliad? (second)
  • A They are sometimes historically inaccurate.
  • B It is uncertain which century they were written in.
  • C Their content is very similar.
  • D Later writers referred to them as ideal examples of writing.
  • E There are stylistic differences between them.
Đáp án
D — Later writers referred to them as ideal examples of writing.
💡 Chi tiết
D đúng: hai tác phẩm được ca ngợi như những hình mẫu mà mọi nền văn học nên hướng tới.

Which TWO theories does the writer refer to? Choose TWO letters, A–E.

35
Which TWO theories does the writer refer to? (first)
  • A Homer wrote his work during a period of captivity.
  • B Neither the Odyssey nor the Iliad were written by Homer.
  • C Homer created the Odyssey and Iliad without writing them down.
  • D Homer may have suffered from a failing memory in later life.
  • E The oral and written versions of Homer's work may not be identical.
Đáp án
B — Neither the Odyssey nor the Iliad were written by Homer.
💡 Chi tiết
B đúng: Wolf lập luận rằng tác phẩm của Homer không những không do Homer viết ra mà thậm chí không phải của Homer.
A, D sai (NOT GIVEN): không nhắc tới việc bị giam cầm hay trí nhớ suy giảm.
E sai (NOT GIVEN): có nhắc phiên bản nói/viết nhưng không nói chúng có thể khác nhau.
36
Which TWO theories does the writer refer to? (second)
  • A Homer wrote his work during a period of captivity.
  • B Neither the Odyssey nor the Iliad were written by Homer.
  • C Homer created the Odyssey and Iliad without writing them down.
  • D Homer may have suffered from a failing memory in later life.
  • E The oral and written versions of Homer's work may not be identical.
Đáp án
C — Homer created the Odyssey and Iliad without writing them down.
💡 Chi tiết
C đúng: Rousseau cho rằng Odyssey và Iliad có thể chỉ được 'viết trong trí nhớ con người' rồi sau mới được thu thập thành văn bản.

Choose ONE WORD ONLY from the passage for each answer.

37
Spoken poetry was once the means by which each (37) of a particular culture or community could pass on its knowledge.
Đáp án
Generation
💡 Chi tiết
Đáp án là danh từ số ít (each + N).
Thơ truyền miệng là phương tiện chính để truyền thông tin từ thế hệ này sang thế hệ khác.
38
It has been suggested that it was the duty of a (38) to know poetry so they would be informed about subjects such as politics and history.
Đáp án
Citizen
💡 Chi tiết
Đáp án là danh từ chỉ người (duty of …).
Havelock cho rằng người công dân hữu hiệu phải học thơ như cốt lõi của vốn hiểu biết.
39
Psychologists now know that when people are trying to remember information, they may find it difficult to remember words that express (39) ideas.
Đáp án
Abstract
💡 Chi tiết
Đáp án là tính từ (trước danh từ 'ideas').
Danh từ cụ thể dễ nhớ hơn danh từ trừu tượng.
40
It is easier to remember words which sound similar or go together with (40) .
Đáp án
Music
💡 Chi tiết
Đáp án là danh từ (go together with + N).
Đặt từ ngữ vào âm nhạc và vần điệu là cách áp đặt khuôn mẫu lên ngôn ngữ, giúp dễ nhớ.