DE SO 1

SECTION I. LISTENING
Part 1. You will hear part of an interview with Harold Mackenzie, who has written a book about
early adolescence. The recording will be played TWICE. (10 pts)
1. According to Harold, what is the main reason pre-teens are receiving more publicity?
A. Psychologists now understand the importance of the pre-teen ye bars.
B. A great deal of research is being done into the way children develop.
C. Pre-teens are now demanding more attention from the media.
D. People now realize pre-teens have economic power.
2. Harold suggests that pre-teens ______
A. cannot keep up with their peers.
B. start to choose their own clothes.
C. develop unusual tastes.
D. become more aware of their image.
3. Harold claims friendships are important to pre-teens because ______
A. these relationships help them establish their identities.
B. the children are beginning to rebel against their families.
C. friends are starting to replace family members.
D. the children are now capable of reacting to other people.
4. He suggests that an alternative method of academic evaluation would ______
A. enable parents to be more supportive.
B. be more effective than examinations.
C. mean less stress for pre-teens.
D. delay the onset of tension in adolescence.
5. According to Harold, what is the greatest challenge facing parents of pre-teens?
A. Deciding what kinds of toys to buy for their children.
B. Developing the correct approach to material possessions.
C. Establishing a way of communicating effectively with their children.
D. Discovering what kind of help their children really need.

Part 2: For questions 1-5, you will hear part of an interview with the comedian Kevin Burke.
Choose the answer (A, B, C or D) which fits best according to what you hear. The recording will
be played TWICE. (10 pts)
6. What does Kevin value most about the book entitled Laughter?
A. It was written with comedians in mind.
B. It shows him why audiences react as they do.
C. It helps him see why some comedians fail.
D. It aims to show what makes certain jokes funny.
7. What does Kevin say about his time at university?
A. He regrets his choice of degree subject.
B. He enjoyed getting involved in a range of activities.
C. He is proud of his academic achievements.
D. He had a lot in common with other students on his course.
8. After leaving university, Kevin ______
A. was determined to build a career as a journalist.
B. didn't really enjoy the type of work he was doing.
C. set his sights on getting work as a television presenter.
D. took the opportunity to develop his skills as a performer.
9. What does Kevin say about his television career?
A. He wishes he hadn't accepted certain offers.
B. It's not as demanding as working on stage with a live audience.
C. He feels most comfortable doing a range of different programmes.
D. It's not where he does his best work.
10. Kevin believes that he is successful on stage because ______
A. he can convince audiences that he is in control.
B. he is able to make audiences feel sorry for him.
C. he is able to laugh at his own appearance.
 D. he can appeal to people's sense of logic.

SECTION II. LEXICO-GRAMMAR (40 points)

Part 1. Choose the best answer A, B, C, or D to complete the following sentences. Write your answers
in the corresponding numbered boxes. (20 pts)

11. Unsalted butter is best for this recipe, but ______, margarine will do.
A. except that B. for all of which C. failing that D. given that
12. Those men were appointed by the directors and are ______ only to them.
A. dependable B. privileged C. controlled D. accountable
13. Although the patient received intensive treatment, there was no ______ improvement in her
condition.
A. decipherable B. legible C. discernible D. intelligible
14. I’d give up my job ______ if only I could find a better one.
A. at one swoop B. at the drop of a hat C. on the dot D. on the spur of the moment
15. The hotel, though obviously grand in its day, appeared rather neglected and ______ when we
checked in.
A. tumble-down B. downcast C. down-and-out D. run-down
16. As he was caught ______ an offensive weapon, he was immediately a suspect.
A. in possession of B. on ownership of C. with handling with D. out of control with
17. We might just as well have stayed at home ______ the enjoyment we had.
A. on account of B. as far as C. for all D. concerning
18. In 2004, it became illegal in the UK to advertise cigarettes in magazines and outdoors on
6.______. Since then cigarettes have been advertised in other ways.
A. billboards B. wall boards C. signboards D. sideboards
19. The number of people traveling by air has been growing ______.
A. by leaps and bounds B. from time to time C. slow but true D. by hook and crook
20. His flat looks so ______ that it is difficult to believe he just had a party last night.
A. spick and span B. by and large C. safe and sound D. sick and tired
21. Certain details in the contract still remain to be ______ out.
A. fluttered B. dealt C. ironed D. borne
22. They were ______ tempted to relieve the shopkeeper of his three juiciest-looking apples.
A. badly B. sorely C powerfully D. utterly
23. The new round of negotiations is hoped to ______ the deadlock in the Middle East.
A. break B. remove C. dispense D. untie
24. She awoke with an ______ sense of foreboding which she could find no reason for.
A. intelligible B. intensive C. intangible D. indelible
25. I didn't want to make a decision ______ so I said I'd like to think about it.
A. in one go B. there and then C. at a stroke D. on and off
26. The new teacher was taken advantage of by the students and often had to ______ her authority.
A. assert B. confirm C. inflict D. strike
27. This shirt is __________ that one.
A. a bit less expensive B. as much expensive as
C. not nearly as expensive as D. much far expensive than
28. We are considering having __________ for the coming New Year.
A. redecorated our flat B. to decorate our flat
B. our flat to be redecorated D. our flat redecorated
29. Total weight of all the ants in the world is much greater than ___________.
A. all human beings B. all human beings is that
C. that of all human beings D. is of all human beings
30.The boss was away, so his assistant had to .............. him and make a speech.
A. make off with B. do away with
C. stand in for D. take up on
31. The collapse of tin prices in the 1980s destroyed the tin-mining industry , _______ former
employees have since turned in desperation to growing cocoa.
A. all of whom B. none of their C. several of its D. many of whose
Part 2. For questions 32-33, mark the letter A, B, C, or D on your answer sheet to indicate the
word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions.

32. They are going to suffer a lot of criticism for increasing bus fare by so much.
A. get into B. stand in with C. come in for D. put up
33. According to Freud, dreams can be interpreted as the fulfillment of wishes.
A. attainment B. performance C. conclusion D. completion
Part 3. For questions 34-35, mark the letter A, B, C, or D on your answer sheet to indicate the
word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions.

34. His extravagant ideas were never brought to fruition.

A. impressive B. exaggerated C. unacceptable D. practical
35. He was ostracize by his colleagues for refusing to support the strike.
A. crucify B. include C. patronize D. lionize.
Part 4. For questions 36-38, mark the letter A, B, C, or D on your answer sheet to indicate the
underlined part that needs correction in each of the following questions.

36. John composes not only the music but also sings the songs for the major Broadway musicals.
A. composed not only B. but C. the songs D. major
37. Ducks are less susceptible to infection than others types of poultry.
A. less B. to C. than D. others
38. Of all seashore plants, seaweeds are best able to tolerate long periods out of water, followed by
long periods covering by water.
A. covering B. of C. best D. by
Part 5. For questions 39-40, mark the letter A, B, C, or D on your answer sheet to indicate the
option that best completes each of the following exchanges.

39: Daniel is at Anthony’s birthday party.

Daniel: " May I have some more bread?"
Anthony: "_______________"
A. Please, help yourself!. B. Do it yourself
C. Be yourself D. Allow yourself
40. Peter and Jean are in an English class.
Peter : ‘ Do you mind my taking this seat?
Jean : “ _____________”
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can’t take it.
SECTION III. READING (30 points)

Part 1. For questions 41-50, read the following passage and mark the letter A, B, C, or D on your
answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks.

A Great Composer
The classical composer Ernst Hoffsberger, who passed away earlier this week, truly (41) ______
the world of contemporary classical music and was a great source of inspiration to a whole
generation of (42) ______ young artists in various fields. In many ways his three symphonies
completely (43) ______ the achievements of all other composers of the late twentieth century and by
4(4) ______ the classical genre with jazz, rock and latterly hip-hop, his work at times bore little (45)
______ to what is commonly considered to be a classical sound. Born in California just after the
Second World War, Hoffsberger had a strict religious ubringing during which he was taught classical
piano by his father. He first found work as a(n) (46) ______ journalist, playing and composing music
in his free time. During the late sixties, he worked together in (47) ______ with a number of other
amateur musicians before finally (48) ______ professional with the first public performance of his
inspirational Tenor Sax Concerto in 1971. From then on, throughout the seventies and eighties, each
new work seemed to (49) ______ the limits of the orchestral medium and also helped to bring
classical music to a wider audience. What many people consider Hoffsberger's defining quality that
kept his music fresh and original was that he never lost the human (50) ______ which gave him the
105
ability to sit down and jam with musicians and artists from all walks of life.
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41. A. revolutionised B. restored C. renovated D. refurbished

42. A. branching B. budding C. blooming D. bursting
43. A. overcame B. overshadowed C. overturned D. overwhelmed
44. A. adjoining B. attaching C. co-joining D. fusing
45. A. similarity B. familiarity C. resemblance D. identification
46. A. non-contract B. off-the-books C. freelance D. odd-job
47. A. collaboration B. combination C. coordination D. contribution
48. A. taking B. getting C. making D. turning
49. A. overpass B. bypass C. surpass D. encompass
50. A. touch B. feeling C. contact D. aspect

Part 2. For questions 48-54, read the following passage and choose the answer A, B, C or D that
fits best according to the text. Mark your answers in the corresponding numbered boxes provided.

Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans.
As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen.
In addition, women often worked in their homes part-time, making finished articles from raw
material supplied by merchant capitalists. After 1815 this older form of manufacturing began to give
way to factories with machinery tended by unskilled or semiskilled laborers. Cheap transportation
networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory
production.
The creation of a labor force that was accustomed to working in factories did not occur
easily. Before the rise of the factory, artisans had worked within the home. Apprentices were
considered part of the family, and masters were responsible not only for teaching their apprentices
a trade but also for providing them some education and for supervising their moral behavior.
Journeymen knew that if they perfected their skill, they could become respected master artisans with
their own shops. Also, skilled artisans did not work by the clock, at a steady pace, but rather in bursts
of intense labor alternating with more leisurely time.
The factory changed that. Goods produced by factories were not as finished or elegant as
those done by hand, and pride in craftsmanship gave way to the pressure to increase rates of
productivity. The new methods of doing business involved a new and stricter sense of time. Factory
life necessitated a more regimented schedule, where work began at the sound of a bell and workers
kept machines going at a constant pace. At the same time, workers were required to discard old
habits, for industrialism demanded a worker who was alert, dependable, and self-disciplined.
Absenteeism and lateness hurt productivity and, since work was specialized, disrupted the regular
factory routine. Industrialization not only produced a fundamental change in the way work was
organized; it transformed the very nature of work.
The first generation to experience these changes did not adopt the new attitudes easily. The
factory clock became the symbol of the new work rules. One mill worker who finally quit
complained revealingly about "obedience to the ding-dong of the bell—just as though we are so
many living machines." With the loss of personal freedom also came the loss of standing in the
community. Unlike artisan workshops in which apprentices worked closely with the masters
supervising them, factories sharply separated workers from management. Few workers rose through
the ranks to supervisory positions, and even fewer could achieve the artisan's dream of setting up
one's own business. Even well-paid workers sensed their decline in status.
In this newly emerging economic order, workers sometimes organized to protect their rights
and traditional ways of life. Craftworkers such as carpenters, printers, and tailors formed unions, and
in 1834 individual unions came together in the National Trades' Union. The labor movement
gathered some momentum in the decade before the Panic of 1837, but in the depression that
followed, labor's strength collapsed. During hard times, few workers were willing to strike or engage
in collective action. And skilled craftworkers, who spearheaded the union movement, did not feel a
particularly strong bond with semiskilled factory workers and unskilled laborers. More than a decade
of agitation did finally bring a workday shortened to 10 hours to most industries by the 1850's, and
the courts also recognized workers' right to strike, but these gains had little immediate impact.
Workers were united in resenting the industrial system and their loss of status, but they were
divided by ethnic and racial antagonisms, gender, conflicting religious perspectives, occupational
differences, political party loyalties, and disagreements over tactics. For them, the factory and
industrialism were not agents of opportunity but reminders of their loss of independence and a
measure of control over their lives. As United States society became more specialized and
differentiated, greater extremes of wealth began to appear. And as the new markets created fortunes
for the few, the factory system lowered the wages of workers by dividing labor into smaller, less
skilled tasks.

51. Which of the following can be inferred from the passage 1 about articles manufactured before
1815?
A. They were primarily produced by women.
B. They were generally produced in shops rather than in homes.
C. They were produced with more concern for quality than for speed of production.
D. They were produced mostly in large cities with extensive transportation networks.
52. Which of the sentences below best expresses the essential information in the highlighted
sentence in the passage 2? Incorrect answer choices change the meaning in important ways or leave
out essential information.
A. Masters demanded moral behavior from apprentices but often treated them irresponsibly.
B. The responsibilities of the master to the apprentice went beyond the teaching of a trade.
C. Masters preferred to maintain the trade within the family by supervising and educating the
younger family members.
D. Masters who trained members of their own family as apprentices demanded excellence
from them.
53. The word "disrupted" in the passage 3 is closest in meaning to ______.
A. prolonged B. established C. followed D. upset
54. In paragraph 4, the author includes the quotation from a mill worker in order to ______.
A. support the idea that it was difficult for workers to adjust to working in factories
B. to show that workers sometimes quit because of the loud noise made by factory machinery
C. argue that clocks did not have a useful function in factories
D. emphasize that factories were most successful when workers revealed their complaints
55. All of the following are mentioned in paragraph 4 as consequences of the new system for
workers EXCEPT a loss of ______.
A. freedom B. status in the community
С. opportunities for advancement D. contact among workers who were not
managers
56. The phrase "gathered some momentum" in the passage 5 is closest in meaning to ______.
A. made progress B. became active C. caused changes D. combined
forces
57. The word "spearheaded" in the passage 5 is closest in meaning to ______.
A. led B. accepted C. changed D. resisted
58. Which of the following statements about the labor movement of the 1800's is supported by
paragraph 5?
A. It was most successful during times of economic crisis.
B. Its primary purpose was to benefit unskilled laborers.
C. It was slow to improve conditions for workers.
D. It helped workers of all skill levels form a strong bond with each year
59. The author identifies political party loyalties and disagreements over tactics as two of several
factors that
A. encouraged workers to demand higher wages
B. created divisions among workers
C. caused work to become more specialized
D. increased workers' resentment of the industrial system
60. The word "them" in the passage 6 refers to ______.
 A. workers B. political party loyalties
C. disagreements over tactics D. agents of opportunity
Part 3. You are going to read an article in which a student describes her first day at college. For
questions 61-70, choose the answer (A, B, C or D) which you think fits best according to the text.
Mark 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,
psychological, and ethical implications built into the gameplay. Harvey Edwards, who teaches IT
classes in London, was one such educator who decided to use video games in his lessons. 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 housebuilding,
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 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 their gameplaying and
problem-solving skills,’ she says. ‘I find it strange, this image that many people have,’ Conway says.
‘Children are often totally detached from their peers when undertaking more traditional activities,
like reading books, but we never suggest that books are harmful because they’re a solitary
experience.

61. 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
62. 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
63. Which of the following words in the fourth paragraph is used to convey a feeling of approval?
A. keen B. Harmonious C. driving D. newborn
64. 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
65. 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
66. The phrase ‘this image’ in the sixth paragraph refers to ______.
A. people who criticise gaming in education
B. students discussing a game in a group
C. a group of students reading individually
D. a solitary player absorbed in a game
67. 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]
68. The word ‘subtly’ in the third paragraph is closest in meaning to ______.
A. intricately B. ingeniously C. ingenuously D.
haphazardly
69. The word ‘grudgingly’ in the sixth paragraph is closest in meaning to ______.
A. gleefully B. vivaciously C. genially D. reluctantly
70. Which of the following best describes the author's attitude towards the application of gaming
into education?
A. supportive B. neutral C. cynical D. satirica

SECTION IV. WRITING (20 points)

Part 1. For questions 71-75, mark the letter A, B, C, or D on your answer sheet to indicate the
sentence that best combines each pair of sentences in the following questions.

71. All the homes of the residents had been damaged by the flood. They were given help by the Red
Cross.
A. The resident, all of whose homes had been damaged by the flood, were given help by the Red
Cross.
B. The residents, all of their homes had been damaged by the flood, were given help by the Red
Cross.
C. The residents, all their homes had been damaged by the flood, were given help by the Red Cross.
D. The residents, all whose homes had been damaged by the flood, were given help by the Red Cross
72.The government has little money. It can’t deal with the many social problems.
A. The government has little money because it can’t deal with the many social problems.
B. The government has little money with which to deal the many social problems.
C. The government has little money, but it can deal with the many social problems.
D. The government has little money so that it can’t deal with the many social problems.

73. Pollution diminishes the quality of our lives. That is hard to deny.
A. It’s pollution that diminishes the quality of our lives is hard to deny.
B. Pollution diminishes the quality of our lives is hard to deny.
C. It’s hard to deny that pollution diminishes the quality of our lives.
D. It’s hard to deny that pollution that diminishes the quality of our lives.
74. Nick gave me some advice. I was saved from bankruptcy.
A. I was saved from bankruptcy though Nick gave me some advice.
B. It was Nick’s advice that saved me from bankruptcy.
C. If it weren’t for Nick’s advice, I would go bankrupt.
D. Had it not been for Nick’s advice, I would have been bankruptcy.

75. Mary was sick. She didn’t leave the meeting until it ended.
A. Though sick, Mary didn’t leave the meeting until it ended.
B. When the meeting ended, Mary left because she was sick.
C. Mary didn’t leave the meeting until it ended despite she was sick.
D. In spite of the fact that Mary’s sickness, she didn’t leave the meeting until it ended.

Part 2. For questions 76-80, mark the letter A, B, C or D on your answer sheet to indicate the
sentence that is closest in meaning to each of the following questions.
76. Nobody at all came to the meeting.

A. Only a few people came to the meeting.

B. Not a single person came to the meeting
C. There was almost nobody at the meeting
D. Not many people came to the meeting.
77. It is in museums and galleries that hobbyists can study exhibits relating to their hobby.
A. Hobbyists can study exhibits relating to their hobby in museums and galleries.
B. Hobbyists are said that they can study exhibits relating to their hobby in museums and galleries.
C. Museums and galleries are the places which hobbyists can study exhibits relating to their hobby.
D. It is known that museums and galleries are the best places for hobbyists to study exhibits relating
to their hobby.

78. My suit needs to be cleaned before the interview but I am too busy to do that.
A. I must get someone clean my suit before the interview.
B. I must have my suit cleaned before the interview
C. I should have cleaned my suit before the interview.
D. I must clean my suit before the interview.

79. There is no doubt that the tickets will be more expensive next month.
A. The tickets will undoubtedly be not as cheap as they are now.
B. The tickets are bound to be more expensive next month.
C. It is doubtful about the tickets' price next month.
D. Next month maybe they will increase the price of the tickets.

80. It is announced that students who have committed three faults this month will be severely
punished.
A. Students who have committed three faults this month will be severely punished are announced
B. Students having committed three faults this month are announced to be severely punished
C. That students who have committed three faults this month will be severely punished are
announced
D. Students have committed three faults this month will be severely punished