TRƯỜNG ĐẠI HỌC NGÂN HÀNG TP.
HỒ CHÍ MINH
KHOA NGOẠI NGỮ
ĐỀ THI KẾT THÚC HỌC PHẦN
Tên học phần: Đọc – Viết 5 ..............................................................
Thời gian làm bài: 60 phút (không tính thời gian phát đề)
Hệ đào tạo: CLC Đề B
Ngày thi: Ca thi:
(Sinh viên không được sử dụng tài liệu)
Cán bộ coi thi không giải thích gì thêm
Họ tên SV: ...................................................... Mã sinh viên: .............................. Lớp học phần: ................
CB CHẤM THI SỐ BÁO
ĐIỂM BÀI THI CB COI THI
(Ký & ghi rõ họ tên) DANH
Bằng số Bằng chữ
Thứ nhất: Thứ nhất:
Thứ hai: Thứ hai:
PASSAGE 1 PASSAGE 2 PASSAGE 3
1. 14. 27.
2. 15. 28.
3. 16. 29.
4. 17. 30.
5. 18. 31.
6. 19. 32.
7. 20. 33.
8. 21. 34.
9. 22. 35.
10. 23. 36.
11. 24. 37.
12. 25. 38.
13. 26. 39.
40.
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NỘI DUNG CÂU HỎI
Reading Passage 1
High-tech crime-fighting toots
A. Crime-fighting technology is getting more sophisticated and rightly so. The police need to be equipped for the 21st
century. In Britain we've already got the world's biggest DNA database. By next year the state will have access to the genetic
data of 4.25m people: one British-based person in 14. Hundreds of thousands of those on the database will never have been
charged with a crime.
B. Britain is also reported to have more than £4 million CCTV (closed circuit television) cameras. There is a continuing
debate about the effectiveness of CCTV. Some evidence suggests that it is helpful in reducing shoplifting and car crime. It
has also been used to successfully identify terrorists and murderers. However, many claim that better lighting is just as
effective to prevent crime and that cameras could displace crime. An internal police report said that only one crime was
solved for every 1,000 cameras in London in 2007. In short, there is conflicting evidence about the effectiveness of cameras,
so it is likely that the debate will continue.
C. Professor Mike Press, who has spent the past decade studying how design can contribute to crime reduction, said that,
in order for CCTV to have any effect, it must be used in a targeted way. For example, a scheme in Manchester records every
licence plate at the entrance of a shopping complex and alerts police when one is found to belong to an untaxed or stolen
car. This is an effective example of monitoring, he said. Most schemes that simply record city centres continually - often
not being watched - do not produce results. CCTV can also have the opposite effect of that intended, by giving citizens a
false sense of security and encouraging them to be careless with property and personal safety. Professor Press said: 'All the
evidence suggests that CCTV alone makes no positive impact on crime reduction and prevention at all. The weight of
evidence would suggest the investment is more or less a waste of money unless you have lots of other things in place.' He
believes that much of the increase is driven by the marketing efforts of security companies who promote the crime-reducing
benefits of their products. He described it as a 'lazy approach to crime prevention' and said that authorities should instead
be focusing on how to alter the environment to reduce crime.
D. But in reality, this is not what is happening. Instead, police are considering using more technology. Police forces have
recently begun experimenting with cameras in their helmets. The footage wilt be stored on police computers, along with the
footage from thousands of CCTV cameras and millions of pictures from numberplate recognition cameras used increasingly
to check up on motorists.
E. And now another type of technology is being introduced. It's called the Microdrone and it's a toy-sized remote-control
craft that hovers above streets or crowds to film what's going on beneath. The Microdrone has already been used to monitor
rock festivals, but its supplier has also been in discussions to supply it to the Metropolitan Police, and Soca, the Serious
Organised Crime Agency. The drones are small enough to be unnoticed by people on the ground when they are flying at
350ft. They contain high-resolution video surveillance equipment and an infrared night vision capability, so even in darkness
they give their operators a bird's-eye view of locations while remaining virtually undetectable.
F. The worrying thing is, who will get access to this technology? Merseyside police are already employing two of the
devices as part of a pilot scheme to watch football crowds and city parks looking for antisocial behaviour. It is not just about
crime detection: West Midlands fire brigade is about to lease a drone, for example, to get a better view of fire and flood
scenes and aid rescue attempts; the Environment Agency is considering their use for monitoring of illegal fly tipping and
oil spills. The company that makes the drone says it has no plans to License the equipment to individuals or private
companies, which hopefully will prevent private security firms from getting their hands on them. But what about local
authorities? In theory, this technology could be used against motorists. And where will the surveillance society end? Already
there are plans to introduce 'smart water' containing a unique DNA code identifier that when sprayed on a suspect will cling
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to their clothes and skin and allow officers to identify them later. As long as high-tech tools are being used in the fight
against crime and terrorism, fine. But if it's another weapon to be used to invade our privacy then we don't want it.
Glossary:
drone: a remote-controlled pilotless aircraft
350ft: about 107 meters
bird's eye view: a view from above
fly-tipping: illegally dumping waste (British English)
Questions 1-5
Reading Passage has six paragraphs of A-F.
Choose the most suitable headings for paragraphs B-F from the list of headings below.
NB There are more headings than paragraphs, so you will not use them all.
List of Headings
i The spy in the sky
ii The spread of technology Example Answer
iii The limitations of cameras Paragraph A ix
iv The cost of cameras 1 Paragraph B ..........
v Robots solving serious crimes 2 Paragraph C ..........
vi Lack of conclusive evidence 3 Paragraph D ..........
vii Cars and cameras 4 Paragraph E ..........
viii Advantages and disadvantages 5 Paragraph F ..........
ix A natural progression
x A feeling of safety
Questions 6-8
Choose the correct letter, A, B, C or D.
Write your answers in boxes 6-8 on your answer sheet.
6 Britain has already got
A. four million CCTV cameras.
B. more data about DNA than any other country.
C. the most sophisticated crime-fighting technology.
D. access to the genetic data of one in fourteen people living in Britain.
7 Professor Press
A. works at the University of Manchester.
B. studies car-related crime.
C. is concerned about the negative impact of the use of CCTV.
D. feels that some marketing departments lie about the crime-reducing benefits of CCTV.
8 The Microdrone is
A. a type of toy in the shape of a plane.
B. being used by the Metropolitan Police.
C. being used by the government.
D. able to film in the dark.
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Questions 9 and 10
Answer the questions below with words taken from the Reading Passage. Use NO MORE THAN THREE WORDS for
each answer.
9 Give examples of 2 events where technology is used to watch crowds.
10 According to the passage, who do we not want to use the Microdrone?
Questions 11-13
Do the following statements agree with the information given in Reading Passage?
In boxes 24-26 on your answer sheet, write
YES if the statement agrees with the writer's claims
NO if the statement contradicts the writer's claims
NOT GIVEN if there is impossible to say what the writer thinks about this
11 The British authorities use too much technology to monitor their citizens. ..........
12 Microdrone is currently not used to check drivers. ..........
13 Technology should not be used to check on people's private affairs. ..........
Reading Passage 2
In 2002, William Kamkwamba had to drop out of school, as his father, a maize and tobacco farmer, could no longer afford
his school fees. But despite this setback, William was determined to get his education. He began visiting a local library that
had just opened in his old primary school, where he discovered a tattered science book. With only a rudimentary grasp of
English, he taught himself basic physics - mainly by studying photos and diagrams. Another book he found there featured
windmills on the cover and inspired him to try and build his own.
He started by constructing a small model. Then, with the help of a cousin and friend, he spent many weeks searching scrap
yards and found old tractor fans, shock absorbers, plastic pipe and bicycle parts, which he used to build the real thing.
For windmill blades, William cut some bath pipe in two lengthwise, then heated the pieces over hot coals to press the curled
edges flat. To bore holes into the blades, he stuck a nail through half a corncob, heated the metal red and twisted it through
the blades. It took three hours to repeatedly heat the nail and bore the holes. He attached the blades to a tractor fan using
proper nuts and bolts and then to the back axle of a bicycle. Electricity was generated through the bicycle dynamo. When
the wind blew the blades, the bike chain spun the bike wheel, which charged the dynamo and sent a current through wire to
his house.
What he had built was a crude machine that produced 12 volts and powered four lights. When it was all done, the windmill's
wingspan measured more than eight feet and sat on top of a rickety tower 15 feet tall that swayed violently in strong gales.
He eventually replaced the tower with a sturdier one that stands 39 feet, and built a second machine that watered a family
garden.
The windmill brought William Kamkwamba instant local fame, but despite his accomplishment, he was still unable to return
to school. However, news of his magetsi a mphepo - electric wind - spread beyond Malawi, and eventually things began to
change. An education official, who had heard news of the windmill, came to visit his village and was amazed to learn that
William had been out of school for five years. He arranged for him to attend secondary school at the government's expense
and brought journalists to the farm to see the windmill. Then a story published in the Malawi Daily Mail caught the attention
of bloggers, which in turn caught the attention of organisers for the Technology Entertainment and Design conference.
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In 2007, William spoke at the TED Global conference in Tanzania and got a standing ovation. Businessmen stepped forward
with offers to fund his education and projects, and with money donated by them, he was able to put his cousin and several
friends back into school and pay for some medical needs of his family. With the donation, he also drilled a borehole for a
well and water pump in his village and installed drip irrigation in his father's fields.
The water pump has allowed his family to expand its crops. They have abandoned tobacco and now grow maize, beans,
soybeans, potatoes and peanuts. The windmills have also brought big lifestyle and health changes to the other villagers. 'The
village has changed a lot,' William says. 'Now, the time that they would have spent going to fetch water, they are using for
doing other things. And also the water they are drinking is clean water, so there is less disease.' The villagers have also
stopped using kerosene and can use the money previously spent on fuel to buy other things.
William Kamkwamba's example has inspired other children in the village to pursue science. William says they now see that
if they put their mind to something, they can achieve it. 'It has changed the way people think,' he says.
Questions 14-18
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Building the Windmill
William learned some (1) from a library book.
First, he built a (2) of the windmill.
Then he collected materials from (3) with a relative.
He made the windmill blades from pieces of (4) .
He fixed the blades to a (5) and then to part of a bicycle.
He raised the blades on a tower.
Questions 19-23
Do the following statements agree with the information given in Reading Passage?
In boxes 6-10 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
19 William used the electricity he created for village transport. ..........
20At first, William's achievement was ignored by local people. ..........
21 Journalists from other countries visited William's farm. ..........
22 William used money he received to improve water supplies in his village. ..........
23 The health of the villagers has improved since the windmill was built. ..........
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Questions 24-26
Answer the questions below.
Use NO MORE THAN ONE WORD and/or a NUMBER from the passage for each answer.
24 How tall was the final tower that William built?
25 What did the villagers use for fuel before the windmill was built?
26 What school subject has become more popular in William's village?
Reading Passage 3
You should spend about 20 minutes on questions 27-40, which are based on Reading Passage 3 below.
HISTORY OF SILK PRODUCTION
Silk from the moth, Bombyx mori (L.), has a long and colourful history unknown to most people. Silk production
was discovered in 2,700 BC, almost 5,000 years ago. Chinese legend tells the story of Si Ling Chi, a Chinese
princess, who sat in the shade of her court garden, sipping tea beneath mulberry trees. She heard a tiny noise in
the leaves above her, and a white cocoon dropped into her teacup. Instead of picking it out of her drink, she
watched as the hot water began to dissolve it. Soon her tea was full of shining silk threads and Si Ling Chi
imagined the beautiful clothes she might create for her husband.
Si Ling Chi went on to develop sericulture, the science of silk production. She learned to keep silk worms, to
collect the silk fibres, to test them for strength, and how to weave them into clothes. Si Ling Chi was later
honoured with the name Seine-Than, or 'The Goddess of Silk Worms'. Sericulture during the following centuries
spread through China and soon became a state secret. It remained a mystery to other countries for thousands of
years. In 139 BC, the world's longest highway was opened, from eastern China to the Mediterranean Sea. One of
the most valuable commodities to travel along the road was silk and for this reason, the road was named 'Silk
Road'. By the middle of the first century AD, people in Rome were becoming frustrated that they could not learn
the secrets of the valuable material but the Chinese kept the secrets of sericulture so safe that the early Romans
never learned it.
The Chinese finally lost their secret to India. According to legend, the egg of the silk moth and the seed of the
mulberry tree were carried to India hidden in the headdress of a Chinese princess. From India the silk industry
spread into Persia and Central Asia. The emperor Justinian gained the secrets of sericulture for the Roman Empire
in 522 AD, when Persian monks brought the eggs into the country illegally. In 877 AD, the soldier Biachu
captured Canfu, the centre of foreign silk trade in China, destroyed all of the mulberry trees and silkworms of the
region, and put high taxes on all foreign trade. These actions stopped China exporting silk and other goods for
more than 60 years. However, by this time, silk production was practised in Western Asia and Eastern Europe
and the price of silk around the world remained the same. During the 18th and 19th centuries, Europeans also
made important progress in silk production. England improved silk-weaving techniques and roller printing. In
1801, A Frenchman named Joseph Jacquard exhibited his new machine for silk weaving and this gradually spread
through the industry. These advances introduced a more mechanized and scientific approach to silk production
than existed previously.
Sericulture has also been attempted in the United States, but has been largely unsuccessful. Hoping to make a lot
of money, thousands of individuals bought mulberry plants and planted large areas of valuable land. The money
they spent was more than the money that was made, and bad weather destroyed the plants. In the course of a few
years, many failures and great disappointments caused the USA to almost give up sericulture. Although there
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were several more attempts at sericulture in California from the 1860's through the early 1900's and some silk
was produced during this time, most attempts failed and sericulture never became permanently established in the
state.
Silk production today is a mix of the ancient and the modern. The first stage of silk production is hatching the
silkworm eggs. Larvae are then fed cut-up mulberry leaves and after a period of time they spin their silken
cocoons. The silk thread comes from the head of each larva and is stuck together with a sticky substance called
sericin. Cocoons are later washed in hot water to remove the sericin, which frees the silk threads. Single threads
are then combined to form yarn. This yarn is eventually wound onto reels. The yarn is dried, packed according to
quality, and is now ready for sale.
World silk production has approximately doubled during the last 30 years in spite of the competition from man-
made fibre. China during this period has been responsible for over 50% of the world production of silk each year.
Consequently, the country that first developed sericulture approximately 4,700 years ago has again become the
world's main producer of silk.
Questions 27-31
Match each event with the correct nationality
A Chinese
B Romans
C Indians
D Persians
E Europeans
F Americans
27 invested money in silk production
28 learned about silk illegally
29 made silk production mechanical
30 make half of the world’s silk
31 were the first, after the Chinese, to learn about silk
Questions 32-35
Choose FOUR letters A-F.
Which FOUR of the following statements are true of silk?
A It is a entirely man-made fibre these days.
B Its production was discovered by accident.
C Its production was modernized in the 18th century.
D It was more successful in the past than now.
E Its production is a combination of old and new methods.
F Its production reached Europe from Persia.
Questions 36-40
Write NO MORE THAN ONE WORD from the passage for each answer.
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Process of silk production
Hatching
Silkworm (36) ..................... hatched.
Feeding
Larvae fed (37) ...................... from the mulberry tree.
Spinning
Larvae produce thread from (38) ……
Washing
(39) ........washed to separate silk threads.
Packaging
Silk (40) …… created and packaged for sale.
END OF TEST
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