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A. LISTENING (40 points)

Part 1. Listen and choose the correct letter, A, B or C. (10 points)

Global Design Competition
1. Students entering the design competition have to
A. produce an energy-efficient design.
B. adapt an existing energy-saving appliance.
C. develop a new user for current technology.
2. John chose a dishwasher because he wanted to make dishwashers.
A. more appealing
B. more common
C. more economical
3. The stone in John’s “Rockpool” design is used
A. for decoration
B. to switch it on
C. to stop water escaping
4. In the holding chamber, the carbon dioxide
A. changes back to a gas.
B. dries the dishes.
C. is allowed to cool.
5. At the end of the cleaning process, the carbon dioxide
A. is released into the air.
B. is disposed of with the waste.
C. is collected ready to be re-used.
Your answers
1. 2. 3. 4. 5.

Part 3. Complete the note below. Write ONE WORD ONLY for each answer. (20pts)
History of fireworks in Europe
th th
13 -16 centuries
 Fireworks were introduced from China.
 Their use was mainly to do with:
- War
- 1. ................................... ( in plays and festivals)
th
17 century
 Various features of 2. ................................... were shown in fireworks displays.
 Scientists were interested in using ideas from fireworks displays:
- To make human 3. ................................... possible
- To show the formation of 4. ...................................
 London:
- Scientists were distrustful at first

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 - Later, they investigated 5. ................................... uses of fireworks (e.g. for sailors)
 St Petersburg:
- Fireworks were seen as a method of 6. ................................... for people
 Paris:
- Displays emphasized the power of the 7. ...................................
- Scientists aimed to provide 8. ...................................
th
18 century
 Italian fireworks specialists became influential.
 Sevandoni’s fireworks display followed the same patterns as an 9. ...................................
 The appeal of fireworks extended to the middle classes.
 Some displays demonstrated new scientific discoveries such as 10. ...................................
Your answers
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.

ĐÁP ÁN
A. LISTENING (40 points)
Part 1. Listen and choose the correct letter, A, B or C. (10 points)
1. C 2.A 3.B 4.A 5.C

Part 3: Complete the note below. Write ONE WORD ONLY for each answer.
(20 points – 2 points /correct answer)
1. religion(s) 2. nature 3. flight 4. stars 5. practical
6. education 7. king 8. entertainment 9. opera 10. electricity

LISTENING TRANSCRIPT

Part 1. Listen and choose the correct letter, A, B or C. (10 points)

John: Erm...... hello Professor, I’m John Wishart. I’m working on my entry for the Global Design
Competition. My tutor said you might be able to help me with it.
Professor: Ah, yes, I got a copy of your drawings. Come in and tell me about it. What sort of competition
is it?
John: Well, it’s an international design competition and we have to come up with a new design for a
typical domestic kitchen appliances.
Professor: I see, and are there any special conditions? Does it have to save energy for example?

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John: Actually that was the focus in last year’s competition. This year’s different. We have to adopt an
innovative approach to existing technology, using it in a way that hasn’t been thought of before.
Professor: I see, that sounds tricky. And what kitchen appliance have you chosen?
John: Well, I decided to choose dishwasher.
Professor: Interesting, what made you choose that?
John: Well, they’re an everyday kitchen appliance in most Australian houses but they’re all pretty boring
and almost identical to each other. I think some people will be prepared to pay a little extra for
something that looks different.
Professor: That’s a nice a day. I see you’ve called your design’ the Rockpool’, why is that?
John: Basically because it looks like the rock pools you find on a beach. The top is made of glass so that
you can look down into it.
Professor: And there’s a stone at the bottom. Is that just for decoration? John: Actually it does have a
function. Instead of pushing a button, you turn the stone.
Professor: So it’s really just a novel way of starting the dishwasher.
John: That’s right.
Professor: It’s really a nice design, but what makes it innovative?
John: Well, I decided to make a dishwasher that uses carbon dioxide.
Professor: In place of water and detergent? How will you manage that?
John: The idea is to pressurise the carbon dioxide so that it becomes a liquid. The fluid is the released
into the dishwasher where it cleans the dishes all by itself.
Professor: Sounds like a brilliant idea! Your system will totally do away with the need for strong
detergents. So what happens once the dishes are clean?
John: Well, to allow them to dry, the liquid carbon dioxide and the waste materials all go to an area called
the holding chamber. That’s where the liquid is depressuired and so it reverts to a gas. Then the oil
and grease are separated out and sent to the waste system.
Professor: It sounds like you’ve thought it all out very thoroughly. So, what happens to the carbon
dioxide once the process is complete? Not wasted I hope.
John: Actually , that’s where the real savings are made. The carbon dioxide is sent back to the cylinder
and can be used again and again.
Professor: What a terrific idea. Do you think it will ever be built?
John: Probably not, but that’s OK.
Professor: Well, I’m sure a lot of positive things will come out of your design.

Part 2: Listen to a talk and decide if these statements are True (T) or False (F). Write your answers in
the corresponding numbered boxes.
Speaker 1 I decided to study history - I want to be a lecturer one day. When you want to do a degree, say
in pharmacy, there's little difference in content between universities, I think. But history at one university
can be very different to history at another, so I had to do some research about the three colleges where I
might've wanted to study. I'd heard good things about Dundee university, and they all proved correct. I'm
from Ireland and I got to study Irish history, plus a focus on the European Union. I've been so busy, I've
had no time to enjoy student parties, but that'll come, I'm sure.

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Speaker 2 I'd always thought I wanted to study medicine, but the college I wanted to go to only had
twenty places and I didn't get a place. That was disappointing and I even thought I might take a year out,
but then I had second thoughts about my choice of subject and went for nursing. I'm now at Sheffield
Hallam college, which is linked to a variety of hospitals and isn't too far away from home - though far
enough for me to be independent. People who'd gone there told me it was really good and the tutors had
time for you. The course is brilliant and there's a friendly campus atmosphere.

Speaker 3 I'm studying for a degree in French at Sussex University. It's a part-time course, very few
students would want to study part-time for a first degree, of course. Part-time study is mainly for people
like me, who have other responsibilities - I work mornings in a school, and I'm keen to keep it that way.
I'm learning a lot, though it's been different to what I expected - I thought it was going to be easier! Unlike
me, full-time students live in accommodation on the campus, and I hear wonderful stories about the great
parties they organize. They say I don't know what I'm missing, but I don't mind, really.

Speaker 4 Psychology was always my choice of degree subject. I studied it at school and soon realised it
was what I wanted to do at university. My parents tried hard, but failed, to make me change my mind
- they said I was making the wrong choice and that I wouldn't be able to make a living. But I love it. I'm
interested in social psychology, how people interact - it's fascinating, and I know I'll be able to find work
easily. I'm at Coventry University, living in student accommodation, which is very convenient. Coventry
is really student-oriented and the teachers are very friendly. And my brother lives only twenty minutes
away, so I see him often.

Speaker 5 I'm studying geography at Swansea University, because I love this area. I came the first day
thinking, what if I find out the course isn't what I wanted? But it's amazing, the department is really good
and what really does it-for me is that it's been brilliant in other ways - pretty much every weekend there's a
chance for students to go out. There's a .group of us who knew each other from school and we're all
starting together. I'm still living at home, but I hope to be able to do some part-time work and rent a small
flat with a couple of friends next year.
Part 3: Complete the note below. Write ONE WORD ONLY for each answer.
An interesting aspects of fireworks is that their history tells us a lot about the changing roles of scientist
and technicians on Europe. Fireworks were introduced from China in 13 th century. Up to the 16th century
they were generally used for military purposes, with rockets and fire tubes being thrown at the enemy, but
they were also sometimes a feature of plays and festivals where their chief purpose was related to
religion.
By the 17th century, the rules of Europe had started using fireworks as a way of marking royal occasions.
Technicians were employed to stage spectacular shows which displayed aspects of nature, with
representations of the sun, snow, and rain. These shows were designed for the enjoyment of the nobility
and to impress ordinary people. But fireworks also aroused the interest of scientists, who started to think
of new uses for them. After seeing one fireworks display where a model of a dragon was propelled along a
rope by rockets scientists thought that in a similar way, humans might be able to achieve flight – a dream

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of many scientists at the time. Other scientists, such as the chemist Robert Boyle, noticed how in displays
one firework might actually light another, and it occurred to him that fireworks might provide an effective
way of demonstrating how stars were formed.
Scientists at the time often depend on the royal courts for patronage, but there was considerable variation
in the relationships between the courts and scientists in different countries. This was reflected in attitudes
towards fireworks and the purposes for which they were used. In London in the middle of the 17 th century
there was general distrust of fireworks among scientists. However, later in the century scientists and
technicians started to look at the practical purposes for which fireworks might be employed, such as
using rockets to help sailors establish their position at sea.
It was a different story in Russia, where the St Petersburg Academy of Science played a key role in
creating fireworks displays for the court. Here, those in power regarded fireworks as being an important
element in the education of the masses, and the displays often included a scientific message. Members of
the Academy hoped that this might encourage the Royal Family to keep the Academy open at a time when
many in the government were considering closing it.
In Paris, the situation was different again. The Paris Academy of Sciences played no role on staging
fireworks displays. Instead the task fell to members of the Royal Academy of Painting and Sculpture. As
in Russia, the work of the technicians who created the fireworks and spectacle they created were all
designed to encourage the public to believe in the supreme authority of the king. However, science was
also enormously popular among the French nobility, and fashionable society flocked to demonstrations
such as Nicolas Lemery’s display representing an erupting volcano. The purpose of scientists was
basically to offer entertainment to fashionable society, and academicians delighted in amazing audiences
with demonstrations of the universal laws of nature.
In the course of the 18th century, the circulation of skills and technical exchange led to further
developments. Fireworks specialists from Italy began to travel around Europe staging displays for many
of the European courts. The architect and stage designer Giovanni Servandoni composed grand displays in
Paris, featuring colorfully painted temples and triumphal arches. A fireworks display staged by
Servandoni would be structured in the same way as an opera, and was even divided into separated acts.
Italian fireworks specialists were also invited to perform in London, St Petersburg and Moscow.
As these specialists circulated around Europe, they sought to exploit the appeal of fireworks for a wider
audience, including the growing middle classes. As in the previous century, fireworks provided resources
for demonstrating scientific laws and theories, as well as new discoveries, and displays now showed a
fascinated public the curious phenomenon of electricity. By the mid-18th century, fireworks were being
sold for private consumption.
So the history of fireworks shows us the diverse relationships which existed between scientists,
technicians and the rest of society.....
...................THE END...................

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