SỞ GD-ĐT THÀNH PHỐ KỲ THI HỌC SINH GIỎI CÁC TRƯỜNG

ĐÀ NẴNG THPT CHUYÊN KHU VỰC DUYÊN HẢI VÀ

TRƯỜNG THPT CHUYÊN ĐỒNG BẰNG BẮC BỘ NĂM 2024
LÊ QUÝ ĐÔN
Môn: TIẾNG ANH – LỚP 11
ĐỀ THI ĐỀ XUẤT Thời gian: 180 phút (không kể thời gian giao đề)
(Đề thi gồm 22 trang)

SECTION A: LISTENING (50 POINTS)

Part I. For questions 1-5, listen to a man and a woman talking about leisure activities and decide whether
these statements are True (T), False (F) or Not Given (NG). You will listen to the recording TWICE. Write
your answers in the corresponding numbered boxes on your answer sheet. (10 points)
1. The man is concerned about the way he spends his free time.
2. The man thinks there is a lack of reality on TV.
3. The woman suppose that the man’s experience is out of the ordinary.
4. The woman tends to lose herself when she reads a gripping book.
5. The woman claims that people still keep their identity when they play Fantasy Football.

Part II. You will hear a website interview with a fashion designer called Sam Tait. For questions 6-11,
choose the answer (A, B, C, or D), which fits best according to what you hear. You will listen to the
recording TWICE. Write your answers in the corresponding numbered boxes on your answer sheet. (10
points)
6. How does Sam explain her interest in fashion design?
A. Her parents were both in the fashion industry.
B. She was encouraged to develop her natural enthusiasm.
C. She always took an interest in her own clothes.
D. She had a very good sewing teacher at school.
7. Sam says that she changed the focus of her college studies because _______.
A. she developed a new passion
B. she began thinking more about her potential career
C. she attended some classes given by an inspiring teacher
D. she lost her initial enthusiasm
8. What does Sam say about her apprenticeship experience?
A. It came in very useful when she started her own business.
B. What she learnt was more valuable than anything she did at college.
C. That kind of experience should be a compulsory part of college courses.

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 D. She is graceful to her tutor for finding her such a good placement.
9. What aspect of her personality does Sam say attracted her to fashion design?
A. A wish to look attractive.
B. An interest in people.
C. A certain shyness.
D. A love of color.
10. How could Sam’s views on fashion be summed up?
A. First and foremost fashion should be functional rather than artistic.
B. Fashion is a good way of expressing different moods.
C. The aim of fashion is to make people look better.
D. Fashion is a way of bringing art into our daily lives.

Part III. You will hear part of a radio programme in which journalist Arabella Gordon talks about the
phenomenon of technophobia. Answer the following questions with a word or a short phrase (NO MORE
THAN THREE WORDS). (10 points)
11. What did people think of new machines when they first appeared in their places of work?
…………………………………………………………………………………………………
12. Who operated the new weaving machines?
…………………………………………………………………………………………………
13. According to the Frame Breaking Act, what was brought in the death penalty?
…………………………………………………………………………………………………
14. What makes electronic typewriters attractive to students in the UK?
…………………………………………………………………………………………………
15. What did Frederick Forsyth do before he was a writer?
…………………………………………………………………………………………………

Part IV. You will hear a short talk about the history of pandemics. For questions 16-25, complete each
sentence with NO MORE THAN THREE WORDS. You will listen to the recording TWICE. Write your
answers in the corresponding numbered boxes on your answer sheet. (20 points)
Besides two current pandemics (Covid-19 and HIV/AIDS), four other pandemics are mentioned,
including (16) _______, (17) _______, typhus and (18) _______.
Swine flu vaccination led to a (19) _______.
Swine flu infected a large percentage of the world’s population before it (20) _______ in 2010.
“The Hot Zone” by Richard Preston detailed the origins of two horrible (21) _______ including Ebola.
While Hollywood often deals in fast-moving fiction, the world has witnessed slower, more sustained
spreads.

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 The (22) _______ was the cause of the Black Death that swept through Europe in the 14th century and
claimed the lives of an estimated 200 million people.
(23) _______ was a major problem in areas without access to a clean water supply.
(24) _______ is endemic in tropical regions.
No pandemic can spread like (25) _______.

SECTION B: LEXICO- GRAMMAR (30 POINTS)

Part I. Select the best option to complete each sentence. Write your answers in the corresponding
numbered boxes on the answer sheet. (20 points)
1. It seems ______ to have a woman as the editor of a men's magazine.
A. justifiable B. equitable C. infallible D. incongruous
2. Today, while most people are ______ opposed to the use of drugs in sport, detection remains a real problem
for the governing bodies.
A. staunchly B. securely C. steadily D. vaguely
3. He forgot to buy the toys and had his children ______.
A. complain B. complained C. to complain D. complaining
4. I like my new job; the only fly in the ______ is the fact that I have to work every other weekend.
A. fat B. porridge C. soup D. ointment
5. The law has never prevented clever lawyers from finding ways of tax ________ for their clients.
A. dishonesty B. avoidance C. incursion D. shiftiness
6. The thieves got away with a ______ of jewelry worth millions of pounds.
A. plunder B. haul C. snatch D. loot
7. The conference guests all turned up on time in their best ______.
A. bolts and nuts B. nit and grit C. bib and tucker D. airs and graces
8. _________ chair the meeting.
A. John was decided to B. There was decided that John should C. It was
decided that John D. John was decided that he
9. I'll help you as best I can, but I only have a ______ acquaintance with property laws.
A. passing B. flashing C. fleeting D. flying
10. The company has invested $11million to ______ its video news capabilities and upgrade its website.
A. fob off B. beef up C. rough out D. reign over
11. Aren't you ______ a bit giving up a secure job to start up a business?
A. chancing your arm B. cutting your losses
C. changing your tune D. turing around your fingers
12. Manchester still suffers from urban ______ and unacceptable poverty.
A. scourge B. rot C. bane D. blight

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13. I don’t understand why they’re spending so much on advertising; if their product is truly exceptional, good
wine needs no ______.
A. glass B. bush C. bottle C. shrub
14. True learning does not ______ in gathering facts from the teachers; it requires active assimilation of
knowledge.
A. achieve B. consist C. depend D. come
15. The company is working tirelessly to ______ improved services for passengers.
A. deliver B. transform C. distribute D. alter
16. Although the company seems very successful and popular, it has ______ actual money. Everything is built
off loans and debts.
A. less or no B. little or no C. many or not D. not any or little
17. The system is ______ complicated and is becoming more so with every passing year.
A. roundly B. equitably C. fiendishly D. frantically
18. I felt like I had to ______ an appearance at the staff party, but I only stayed for an hour.
A. show up B. take on C. put in D. bring out
19. The product was released earlier this year with the ______ well above expectations.
A. outturn B. offshoot C. upkeep D. intake
20. The upper branches of the tallest trees produce more leaves _______ other branches.
A. than do B. than have C. than they do D. than it does
Part II. Supply the correct form of the words in brackets. Write your answers in the corresponding
numbered boxes on the answer sheet. (10 points)
1. People in coastal area live mainly on the ____________, which allows them to earn a great deal of money
from the sea products. CULTURE
2. There has been a need for a book that ____________ the area for non-specialists. MYSTERY
3. This meeting may ____________ an improvement in relations between two countries. FIGURE
4. The speaker ____________ the question by saying that it would take him too long to answer it. STEP
5. The demand for food in the war zone now far ____________ supply. STRIP
6. Most people with Ebola are ____________ and do not seek testing. SYMPTOM
7. Some of the early explorers thought of the local people as ____________ savages who could be exploited.
NIGHT
8. What was once a derelict vacant block or ____________ parking lot has become a colourful and bustling food
hub. SIGHT
9. Some women believe it is their duty to live for others in complete ____________ of themselves. NEGATIVE
10. The dog or monkey or raccoon infected with rabies becomes wildly thirsty - yet at the same time also suffers
from ____________. PHOBIA

SECTION C: READING (60 POINTS)

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Part I. Read the text below and think of ONE word that best fits each space. Write your answers in the
corresponding numbered boxes on the answer sheet. (15 points)
BUYING ART ON THE INTERNET
Successful ambitious companies with clear visions need successful ambitious people who can ‘live the
(1) __________’ for both business and themselves and who see that the (2) __________ go hand in hand.
Successful operations result not from working harder but from working (3) __________ effectively, which in
turn is the result not of (4) __________ efforts, but of the system in which the individuals work. Group success
won (5) __________ raising the performance of the system automatically increases the success of group
members.
The analogy with a sports team is self-evident. (6) __________ an expensive star won't make a bad
football team good, but a good side, with a shared vision of excellent performance and how to achieve it, turns
mediocre players into star performers. The importance of group vision doesn't diminish the individual role but
enhances it. A system in which individuals can correct defects and suggest improvements, (7) __________ the
vision and its fulfilment, will have higher performance and more satisfied, better motivated people, than one in
which they are confined to obeying orders from on (8) __________.
The philosophy hinges on releasing the initiative and ability of companies, teams and individuals to
perform better, and to go on raising their game - in short, to make progress, a word conveying the essence of true
success and the power of true vision. Not everyone can come first, but (9) __________ can advance closer to
important goals, and having reached them can pitch their vision higher still. For companies, teams and
individuals, success is never total, for (10) __________ can always be made.
Part II. You are going to read an article about a jazz record. Seven paragraphs have been removed from
the extract. Choose from the paragraphs A-H the one which fits each gap 11-17. There is one extra
paragraph which you do not need to use. Write your answers in the corresponding numbered boxes on the
answer sheet. (7 points)
KIND OF BLUE
As two books celebrate Miles Davis’s Kind of Blue, Martin Gayford salutes a towering achievement.

What is the greatest jazz album ever made? Perhaps it’s an impossible question, but there is a strong candidate in
Kind of Blue, recorded by the Miles Davis Sextet in the spring of 1959. It is the one jazz album owned by many
people who don’t really like jazz at all.

11.

And for many who do love jazz, this is the one record that they would choose to take with them to a desert island.
If he had to select one record to explain what jazz is, producer and arranger Quincy Jones has said, this would be
it (he himself plays it every day - ‘It’s my orange juice’).

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 12.

What is so special about Kind of Blue? First, it was made by a magnificent band. Apart from Davis himself, Kind
of Blue features John Coltrane on tenor saxophone, Cannonball Adderley on alto, and Bill Evans on piano - all
among the finest performers of that era, and at the height of their powers. And, unlike many all-star recordings,
the players were at ease in each other’s musical company, as this was a working group (or almost).

13.

Everybody was on the most inspired form. That does not happen every day, and is particularly unlikely to happen
in the tense and clinical atmosphere of the recording studio. Other jazz performers, for example the saxophonist
Sonny Rollins and the trumpeter Roy Eldridge, have spoken of rare days on which some external force seems to
take over their instrument, and they can do no wrong.

14.

Evans wrote about that spur-of-the-moment freshness in his original notes for the album. Each of the five pieces
on the album, he claimed, was recorded in a single take, and the musicians had never seen the music before, as
Miles was still working on it hours before the recording sessions. Davis was credited with all the compositions.

15.

The key to Kind of Blue lies in the enigmatic personality of Davis, who died in 1991. He was an irascible,
contrary, foul-mouthed, aggressive man who, it seems, sheltered within an extremely sensitive soul. ‘Miles talks
rough,’ claimed trumpeter Dizzy Gillespie, ‘but his music reveals his true character ... Miles is shy. He is super
shy.’ As a young man, playing with Charlie Parker, Davis was so paralysed with terror that he sometimes had to
be pushed on stage. At that time he seriously considered forsaking music for dentistry.

16.

‘I think,’ he said in 1958, ‘that a movement in jazz is beginning, away from a conventional string of chords - a
return to an emphasis on melodic rather than harmonic variations. There will be fewer chords, but infinite
possibilities as to what to do with them. Classical composers,’ he went on, ‘some of them have been working that
way for years.’ Indeed, Davis’s feeling for European music - Ravel, Khachaturian, Rachmaninov - colours Kind
of Blue. He disliked most attempts to blend classical and jazz - so-called ‘third stream music’.

17.
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It is a completely integrated, freely improvised album of unhackneyed, moving music. Davis never sounded
better - and in his heart, he knew it.

A. Over the years he developed a tough carapace. But in a music characterised by extroversion and
ostentatious virtuosity, he developed a style that became ever more muted, subtle, melodic and melancholy.

B. Firstly, most of Davis’s albums were largely recorded in one take per tune. He seems to have believed that
first thoughts were the freshest (the alternative, adopted by Bill Evans and Coltrane on their own
recordings, is to do takes by the dozen in a search for perfection). And the other point about Kind of Blue is
its musical novelty. As revered pianist Chick Corea has put it, ‘It’s one thing to play a tune or a programme
of music, but it's another to practically create a new language of music, which is what Kind of Blue did.’

C. Now comes another sign of renown. How many jazz recordings are the subject of even one book? This
spring, not one but two are being published on the subject of Kind of Blue. There is Kind of Blue: The
Making of a Jazz Masterpiece by Ashley Kahn and, published in the US, The Making of Kind of Blue:
Miles Davis and his Masterpiece.

D. On closer examination, these celebrated facts, which make Kind of Blue seem almost supernatural, are only
partially true. Two tracks, So What and All Blues, had been played previously by the band, on the road,
which Evans, not having been with them, probably didn’t realise. And Evans himself was largely
responsible for the two mesmerisingly beautiful slow pieces, Blue in Green and Flamenco Sketches - a fact
that he modestly suppressed at the time, and then seems to have been quietly resentful about.

E. But he did it himself on Sketches of Spain, and he loved the playing of Bill Evans, which uniquely
combined the feeling of classical piano and the freshness of jazz. The partnership of Davis and Evans is at
the heart of Kind of Blue, and gives it a wonderful unity of mood - romantic, delicate, hushed on the slow
pieces, more exuberant elsewhere.

F. The contemporary guitarist John Scofield remembers knocking on strangers’ doors when he was a student
in the 1970s, and asking if he could borrow their copy. The point was, he knew they would have one.

G. On Kind of Blue, all the principals seem to feel like that. Davis and Evans, I would say, never played better.
The result is something close to the philosopher’s stone of jazz: formal perfection attained with perfect
spontaneity.

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H. In fact, Evans had actually resigned the previous November - Kind of Blue was made on March 2, and
April 22, 1959 - and was invited back for the recording (his replacement, Wynton Kelly, appears on one
track).

Part III: Read the following passage and do the tasks that follow. Write your answers in the corresponding
numbered boxes on the answer sheet. (13 points)
ROBOTS
Since the dawn of human ingenuity, people have devised ever more cunning tools to cope with work that is
dangerous, boring, onerous, or just plain nasty. That compulsion has culminated in robotics – the science of
conferring various human capabilities on machines.

A. The modern world is increasingly populated by quasi-intelligent gizmos whose presence we barely notice
but whose creeping ubiquity has removed much human drudgery. Our factories hum to the rhythm of robot
assembly arms. Our banking is done at automated teller terminals that thank us with rote politeness for the
transaction. Our subway trains are controlled by tireless robo-drivers. Our mine shafts are dug by
automated moles, and our nuclear accidents – such as those at Three Mile Island and Chernobyl – are
cleaned up by robotic muckers fit to withstand radiation. Such is the scope of uses envisioned by Karel
Capek, the Czech playwright who coined the term ‘robot’ in 1920 (the word ‘robota’ means ‘forced labor’
in Czech). As progress accelerates, the experimental becomes the exploitable at record pace.

B. Other innovations promise to extend the abilities of human operators. Thanks to the incessant
miniaturisation of electronics and micromechanics, there are already robot systems that can perform some
kinds of brain and bone surgery with submillimeter accuracy – far greater precision than highly skilled
physicians can achieve with their hands alone. At the same time, techniques of long-distance control will
keep people even farther from hazard. In 1994 a ten- foot-tall NASA robotic explorer called Dante, with
video-camera eyes and with spiderlike legs, scrambled over the menacing rim of an Alaskan volcano while
technicians 2,000 miles away in California watched the scene by satellite and controlled Dante’s descent.

C. But if robots are to reach the next stage of labour-saving utility, they will have to operate with less human
supervision and be able to make at least a few decisions for themselves – goals that pose a formidable
challenge. ‘While we know how to tell a robot to handle a specific error,’ says one expert, ‘we can’t yet
give a robot enough common sense to reliably interact with a dynamic world.’ Indeed the quest for true
artificial intelligence (Al) has produced very mixed results. Despite a spasm of initial optimism in the
1960s and 1970s, when it appeared that transistor circuits and microprocessors might be able to perform in
the same way as the human brain by the 21st century, researchers lately have extended their forecasts by
decades if not centuries.

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D. What they found, in attempting to model thought, is that the human brain’s roughly one hundred billion
neurons are much more talented – and human perception far more complicated – than previously imagined.
They have built robots that can recognise the misalignment of a machine panel by a fraction of a millimeter
in a controlled factory environment. But the human mind can glimpse a rapidly changing scene and
immediately disregard the 98 per cent that is irrelevant, instantaneously focusing on the woodchuck at the
side of a winding forest road or the single suspicious face in a tumultuous crowd. The most advanced
computer systems on Earth can’t approach that kind of ability, and neuroscientists still don’t know quite
how we do it.

E. Nonetheless, as information theorists, neuroscientists, and computer experts pool their talents, they are
finding ways to get some lifelike intelligence from robots. One method renounces the linear, logical
structure of conventional electronic circuits in favour of the messy, ad hoc arrangement of a real brain’s
neurons. These ‘neural networks’ do not have to be programmed. They can ‘teach’ themselves by a system
of feedback signals that reinforce electrical pathways that produced correct responses and, conversely, wipe
out connections that produced errors. Eventually the net wires itself into a system that can pronounce
certain words or distinguish certain shapes.

F. In other areas researchers are struggling to fashion a more natural relationship between people and robots
in the expectation that some day machines will take on some tasks now done by humans in, say, nursing
homes. This is particularly important in Japan, where the percentage of elderly citizens is rapidly
increasing. So experiments at the Science University of Tokyo have created a ‘face robot’ – a life- size, soft
plastic model of a female head with a video camera imbedded in the left eye – as a prototype. The
researchers’ goal is to create robots that people feel comfortable around. They are concentrating on the face
because they believe facial expressions are the most important way to transfer emotional messages. We
read those messages by interpreting expressions to decide whether a person is happy, frightened, angry, or
nervous. Thus the Japanese robot is designed to detect emotions in the person it is ‘looking at’ by sensing
changes in the spatial arrangement of the person’s eyes, nose, eyebrows, and mouth. It compares those
configurations with a database of standard facial expressions and guesses the emotion. The robot then uses
an ensemble of tiny pressure pads to adjust its plastic face into an appropriate emotional response.

G. Other labs are taking a different approach, one that doesn’t try to mimic human intelligence or emotions.
Just as computer design has moved away from one central mainframe in favour of myriad individual
workstations – and single processors have been replaced by arrays of smaller units that break a big problem
into parts that are solved simultaneously – many experts are now investigating whether swarms of semi-
smart robots can generate a collective intelligence that is greater than the sum of its parts. That’s what
beehives and ant colonies do, and several teams are betting that legions of mini-critters working together

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 like an ant colony could be sent to explore the climate of planets or to inspect pipes in dangerous industrial
situations.

Questions 18-23
There are seven paragraphs A-G. From the list of headings below choose the most suitable heading for
each paragraph.

List of Headings
i Some success has resulted from observing how the brain functions.
ii Are we expecting too much from one robot?
iii Scientists are examining the humanistic possibilities.
iv There are judgements that robots cannot make.
v Has the power of robots become too great?
vi Human skills have been heightened with the help of robotics.
vii There are some things we prefer the brain to control.
viii Robots have quietly infiltrated our lives.
ix Original predictions have been revised.
x Another approach meets the same result.
18. Paragraph A: ______
19. Paragraph B: ______
20. Paragraph C: ______
21. Paragraph D: ______
22. Paragraph E: ______
23. Paragraph F: ______
Questions 24-27
Do the following statements agree with the information given in the text? Write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
24. Karel Capek successfully predicted our current uses for robots. ______
25. Lives were saved by the NASA robot, Dante. ______
26. The internal workings of the brain can be replicated by robots. ______
27. The Japanese have the most advanced robot systems. ______

Questions 28-30
Complete the summary below with words taken from paragraph F. Use NO MORE THAN THREE
WORDS for each answer.

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The prototype of the Japanese ‘face robot’ observes humans through a (28) _______________ which is planted
in its head. It then refers to a (29) _______________ of typical ‘looks’ that the human face can have, to decide
what emotion the person is feeling. To respond to this expression, the robot alters its own expression using a
number of (30) _______________.

Part IV. You are going to read an extract from a textbook. For questions 31-40, choose the answer (A, B, C
or D) which you think fits best according to the text. Write your answers in the corresponding numbered
boxes on the answer sheet. (10 points)
BROADCASTING: The Social Shaping of a Technology
'Broadcasting' originally meant sowing seeds broadly, by hand. It is, in other words, not only an agricultural
metaphor, it is also one of optimistic modernism. It is about planned growth in the widest possible circles, the
production, if the conditions are right, of a rich harvest. The metaphor presupposes a bucket of seeds at the
centre of the activity, i.e. the existence of centralised resources intended and suited for spreading - and
reproduction. The question to be looked into is why a new technology that transmitted words and pictures
electronically was organised in a way that made this agricultural metaphor seem adequate.

Since television as a technology is related to various two-way forms of communication, such as the telegraph and
the telephone, it is all the more striking that, from its very early days, it was envisaged as a centralised 'mass'
medium. However, transmission to private homes from some centralised unit was simply in keeping with both
socio-economic structures and the dominant ways of life in modern and modernising societies. Attempts or
experiments with other forms of organisation in the long run remained just that - attempts and experiments. Two
little-known, distinct alternatives deserve mentioning since they highlight what television might have been - in a
different social context.

Experiments with two-way television as a possible replacement for the ordinary telephone were followed up, so
to speak, by radio amateurs in Britain in the early 1930s. Various popular science journals, such as Radio News,
had detailed articles about how to construct television transmitters and receivers and, throughout the 1930s,
experimenting amateurs were active in many parts of the country. But Big Business, represented by the British
Radio Manufacturers Association, in 1938 agreed upon standards for television equipment and channel
regulations which drove the grass-roots activists out. And so there passed, at least in Britain, the historical
'moment' for a counter-cultural development of television as a widely diffused, grass-roots, egalitarian form of
communication.

Broadcasting in some form was, however, tied not only to strong economic interests, but also to the deep
structures of modern societies. In spite of the activities of TV amateurs, television was also primarily a medium
for theatrical exhibition in the USA in the early 1930s, and as such often thought to be a potential competitor of
the film industry. In fact, television was throughout the 1930s predominantly watched in public settings also

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outside of the USA. For example, in Britain, public viewing of television was the way in which most early
audiences actually experienced the medium and this was even more the case in Germany. While the vision of
grass-roots or amateur, two-way television was quite obviously doomed to a very marginal position at the very
best, television systems largely based on collective public reception were in fact operating in several countries in
the 1930s and may, with the benefit of hindsight, be seen as having presented more of a threat to the
domestication of the medium. But it was a threat that was not to materialise.

Manufacturers saw the possibilities for mass sales of domestic sets as soon as the price could be reduced, and
given the division and relation between the public and private domains fundamental to modernity, centralised
broadcasting to a dispersed domestic audience was clearly the most adequate organisation of the medium. As
working-class people achieved improved standards of living and entered 'consumer' society from about the 1920s
onwards, the dreams of the home as a fully equipped centre for entertainment and diverse cultural experiences
became realisable for the majority of inhabitants of Western nation-states. And all of this is now also happening
on a global scale.

There is a clear relationship between the basic processes of social modernisation and the dominant structures of
broadcasting. While social and economic modernisation meant increasing centralisation and concentration of
capital and political power, the break-up of traditional communities produced new ways of life. Mobility was
both social and geographical, and both forms implied that individuals and households were, both literally and
metaphorically, 'on the move' in ways that left them relatively isolated compared to people in much more stable
early communities. Centralised broadcasting was both an answer to the need felt by central government to reach
all citizens with important information efficiently, and a highly useful instrument in the production of the
harmonising, stabilising 'imagined community' of the nation-state.

The pervasiveness of these structured processes and interests rendered broadcasting the 'naturally' victorious
organisation of both radio and television. What is left out here is the more positive view of broadcasting as a
social form suitable also for democracy. In the formation of broadcasting policies between the World Wars, the
interest in broadcasting as a means of securing equal access to resources necessary for conscious, informed and
autonomous participation in political, social and cultural life played a very important role in many countries. Of
course television is changing, and there is the risk that the very term broadcasting becomes outmoded or at least
inadequate. In which case, this metaphor will be seen only as referring to a particular organisation of audio-visual
technology during a certain centralised phase of social modernisation.
31. In the metaphor explored by the writer in the first paragraph, what does the 'bucket of seeds' (line 3)
represent?
A. planned growth (line 2)
B. a rich harvest (line 3)
C. the centre of the activity (line 4)

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 D. centralised resources (line 4)
32. In the second paragraph, what view does the writer express about the way in which television developed?
A. It confirmed the results of experiments.
B. It reflected other social trends.
C. It was dominated by other technologies.
D. It was limited by economic constraints.
33. The phrase “diffused” in paragraph 3 is closest in meaning to
A. disseminated B. impeded C. encumbered D. discorded
34. The writer regards the experiments by radio amateurs in the 1930s as
A. a missed opportunity to use television technology in a different way.
B. investigations into the commercial potential of television technology.
C. a breakthrough in the development of new types of television transmitters.
D. attempts to establish a more effective means of communication than the telephone.
35. Looking back, what does the writer feel about public viewings of TV in the 1930s?
A. They received a lot of opposition from the film industry.
B. They were limited to small audiences outside the USA.
C. They might have provided an alternative to the way broadcasting developed.
D. They were less significant than the experiments with two-way television.
36. Transmission to people's homes became a dominant feature of television because
A. changes in society had created a demand for this.
B. it became possible to manufacture televisions on a domestic scale.
C. television audiences were seen as potential consumers of advertised goods.
D. it was an effective way of delivering the programme schedules that people wanted.
37. The word “them” in paragraph 6 refers to
A. social and geographical mobility.
B. social and economic modernization.
C. individuals and households.
D. central government and all citizens.
38. In the sixth paragraph, the writer says that the authorities saw broadcasting as a means of
A. controlling the information that people received.
B. accelerating the process of modernisation.
C. boosting their own political influence.
D. counteracting social upheaval.
39. In the final paragraph, what does the writer say he has omitted from his earlier analysis?
A. The factors that motivate people in the broadcasting industry.
B. The resources needed to operate a broadcasting service.
C. The capacity of broadcasting to empower people.

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 D. The strength of the interests behind broadcasting.
40. The phrase “autonomous” in the final paragraph is closest in meaning to
A. preprogrammed B. self-activated C. predominated D. self-determined

Part V. You are going to read extracts from an introduction to a book about the study of children. For
questions 41-50, choose from the sections (A-E). Write your answers in the corresponding numbered boxes
on the answer sheet. (15 points)

In which section are the following mentioned?

the need to be aware of bias in interpretation 41. ______
the lack of documentation on certain children 42. ______
the lack of consensus regarding children’s capabilities 43. ______
sources of misleading views on children 44. ______
the interdependence of different approaches to studying childhood 45. ______
a concern about the implication of differences in maturity between children 46. ______
a case for recognising exceptions to traditional characteristics 47. ______
valuing children’s opinions in current debates 48. ______
how laws have come to define a child 49. ______
the proportion of children in certain societies 50. ______
UNDERSTANDING CHILDHOOD
A. Common sense suggests a child is someone who is young, who is smaller, more immature and vulnerable
and in many other ways different to human adults. The pioneer anthropologist of childhood Margaret Mead
believed children everywhere were 'pygmies among giants, ignorant among the knowledgeable, wordless
among the inarticulate'. Half a century later, there is good reason to challenge this universal prescription for
young humanity. Children share in common that they are growing, changing and learning, but they differ in
innumerable ways in the expression of growth and change, as well as in the circumstances, goals and extent
of their learning. They are not universally seen as weak, wordless or ignorant. Childhood is viewed very
differently depending on the geographical area under investigation and the period of time under study as
well as the standpoint of the person studying it.

B. This book is as much about studying the cultural beliefs, representations and discourses of childhood as
about studying children's physical and psychological immaturity, growth and development. Of course, the
two are linked. Key questions are raised about children - their needs, competences, responsibilities and
rights. Put simply, how far are they seen as innocents who need protection, nurture and training, and how
far as social actors who engage with and contribute to their development, and who have a right to be heard?
The near universal adoption of the United Nations Convention on the Rights of the Child has come to
symbolize a profound and challenging shift in perspective, especially its emphasis on children's

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 participatory rights. This is reflected in the way this book includes perspectives of children and young
people on many of the issues being discussed.

C. The United Nations Convention on the Rights of the Child perceives a child to be anyone under the age of
eighteen, which is also consistent with much national and international legislation. But what does this vast
cross-section of the world's population - in some countries nearly half the population - have in common that
justifies a single formal designation? This is not just an issue of diversity between societies. It is also about
the varieties of childhood within the broad age span nought to eighteen years. The child of five months is
worlds apart from the child of five years, as is the five year old from the fifteen year old. In many ways, a
fifteen-year-old 'child' has more in common with a twenty-five-year-old 'adult' than with a five-year-old
'child'.

D. Developmental psychology has provided detailed descriptions of the many stages and transitions that take
place withinWestern childhoods, which are also reflected in everyday distinctions in the English
languagefor example, between babies, toddlers, school children, teenagers and young people.
Distinguishing kinds of childhood by finely divided ages is not universal. In some societies, children's ages
have not always been recorded; their status has been determined by their abilities, their social class or caste
and their gender, not by their age. Defining childhood as a distinctive life phase is also premised on
assumptions about adulthood.There is good reason to challenge the contrast between the dependent,
vulnerable, developing child and the autonomous, mature, knowing adult- for example, by acknowledging
situations where adults may be vulnerable and children may be resilient.

E. A guiding principle in planning this book has been to acknowledge wherever possible that knowledge,
beliefs and understanding about childhood are culturally situated. Much scientific research on childhood,
especially in developmental psychology, has been criticized for presenting its conclusions as universal
truths, even though the research was based on children and young people growing up in industrialized
societies, especially in Europe and North America. In the same way, dominant discourses of childhood
innocence have to be understood in the context of Western history and cultural traditions. This issue applies
even more strongly in relation to the study of children's rights, where one of the key debates is about how
far the United Nations Convention on the Rights of the Child projects a universalized image of the
individualized child which fails to take account of competing cultural traditions.

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