Part 1.
1. ancient myths 2. retelling dozens of 3. the mono-myth
4. ordinary world 5. this pattern 6. call to adventure
7. crisis 8. special recognition 9. ordinary world
10. ancient formula 11. call to adventure 12. departure
13. exists in all 14. literally 15. Conquer your fear
Part 2.
16. D
17. A
18. B
19. D
20. C
21. C
22. C
23. A
24. A
25. D
Lexico :
1A 2.A 3. D 4.A 5.C 6. D 7. A 8. B 9. A 10. D 11. C 12. C
Lỗi sai :1. respects – aspects
2. them – us
3. generation for – generation of
4. nor – or
5. commented about – commented on
6. at – on
7. lies with – lies in
8. even if – even
9. answering – answered
10. look on – depend on
Đọc part 1:21D 22C 23C 24A 25B 26C 27A 28B 29B 30D
Đọc part 2:1. in 2. own 3. by 4. our 5. few
6. in 7. where 8. all 9. instead 10. Among
Đọc hiểu :1.D 2.B 3.C 4.A 5.C 6.A 7.A 8.C 9.A 10.D
Đọc dạng mới :
1. С.… meal times are something I’ve never really got to grips with in all the years I’ve
travelled alone.
2. A.You can take the Oz Experience bus down the west coast, jumping off whenever you
want, then catching the next bus when you’re ready to move on again.
3. B.The advantages of a pre-planned tour are that you can get an agency to take care of all
the arrangements, which can be time-consuming to do yourself
4. D.But I learnt to accept that some people have different attitudes to mine
5. A.To cheer myself up, I’d sit down and write a fortnightly email home about everything I’d
been up to.
6. A.I remember sitting in the plane thinking to myself: ‘What have I let myself in for?’
7. C.There’s also the wonderful freedom to do what you like, when you like, without having
to convince anybody that it’s a good idea.
8. B. …if someone’s chosen to do the same type of trip as you, you’ve probably got lots of
ideas in common.
9. D.… the pressure that you’re under to make your own mind up about everything.
10. C.Another thing is stay in the nicest places your budget permits. Miserable hostels can
really spoil a trip.
Ielts :
Part 4. Read the following passage and do the tasks that follow. (15 pts)
THE ALEXANDER TECHNIQUE AND DISABILITY
A – xii, Breaking bad habits
The Alexander Technique is a method of psychophysical re-education developed by F.
Matthias Alexander more than a century ago, initially as a result of trying to solve a vocal
problem. It is a technique for the elimination of ingrained habits of 'misuse' that interfere
with the healthy and harmonious functioning of ourselves as a whole, often the underlying
cause of many conditions, such as back pain, neck and shoulder tension, fatigue, breathing
disorders and other stress-related illnesses. => dẫn chứng
B – x, Better body ‘use’ for all
Our natural reflex mechanisms for balance and posture are largely dependent on the co-
ordination of the head, neck and back. The Technique addresses the causes of 'misuse' and
lack of poise that may be interfering with this relationship. When these mechanisms are
allowed to work in harmony, 'good use' spontaneously returns, resulting in easier breathing,
freer, lighter movement and a greater ability to control our reactions and our movements.
In other words, the Technique enables us to 'use' ourselves better, and, in that sense, is
concerned with helping anybody - the so called 'able bodied' as well as disabled people to
overcome their disabilities.(dẫn chứng) Hence, the Alexander teacher's approach when
working with the disabled is, in essence, the same as with any pupil of the Technique.
For example, if we take a violinist with a 'misuse' problem of the upper limbs causing
technical limitations to his or her playing, the Alexander teacher will work on improving the
pupil's overall 'use' by encouraging the inhibition of the habitual muscular tension pattern
that interferes with the co-ordination of the head/neck/back relationship in order to enable
him/her to play with more ease. Similarly, when working with a pupil who has lost mobility
in the left arm from a stroke, the teacher will first of all address the head/neck/back
relationship, and the inhibition of extraneous tension that prevents maximum use of the
affected limb. In this way, it is possible to enable the stroke patient to retrain mobility of the
paralysed part of the body.
D – iv, Fitting the technique to the disability
The approach and what results can be expected vary greatly depending on the disability. For
the stroke patient, especially if lessons are commenced early after the stroke, the Alexander
Technique can play an important role in rehabilitation and mobility retraining. With a blind
person, the work is likely to focus instead more directly on eliminating tension habits that
have developed to compensate for the loss of sight, e.g. insecurity leading to stiff and
overcautious walking, balancing difficulties and poor head poise.
Working with the disabled pupil, the Alexander teacher can offer help with everyday
activities, things that the average person takes for granted, such as the ability to brush one's
teeth, shave, tie one's shoelaces or cut a slice of bread. By looking at compensatory tension
patterns, the teacher can, in many instances, help the disabled person find a new means
whereby they can perform these everyday tasks.
F – iii, Brushing one’s teeth and slicing bread
In this respect, the lessons may extend to include the disabled person's carer, for example
the person who regularly has to help someone in and out of a wheelchair. Using the
Alexander Technique, the carer learns not only to lift and give support in the most efficient
way to avoid damaging his/her own back, but, as the two learn together, they also become
better skilled at working out strategies enabling the disabled person to become more
independent.(dẫn chứng)
There are, of course, several factors which have to be taken into consideration when
working with disabled pupils. They may suffer intense pain and discomfort, loss of
Kinaesthetic awareness (sometimes with total loss of sensitivity in parts of the body), severe
lack of co-ordination, loss of mobility, memory loss, blindness, deafness, and speech
impairment. The effect this has on the person's emotional and psychological state also has
to be taken into account. Some disabled pupils may need longer lessons, because of the
time required to move them from the wheelchair, take off casts, slings and other movement
aids, etc. Others may only be able to concentrate for short periods of time and, therefore,
require shorter lessons more frequently. It often requires a certain amount of inventiveness
on the part of the Alexander teacher, both as far as practical arrangements and the
approach to teaching are concerned, a challenge that, in most cases, is greatly rewarded by
the positive results.
Questions 1-4
The Reading has seven paragraphs, A-G. Choose the most suitable heading for each
paragraph from the List of Headings below. Paragraphs C, E and G have been done for
you.
LIST OF HEADINGS
i Co-ordination - important for all
ii Tension and daily routine
iii Brushing one’s teeth and slicing bread
iv Fitting the technique to the disability
v Challenges for the Alexander teacher
vi Musical solutions
vii Potential drawbacks
viii Helping the disabled through their helpers
ix Pain problems
x Better body ‘use’ for all
xi Retraining limbs
xii Breaking bad habits
1. Paragraph A: ……xii………
2. Paragraph B: ……x………
Paragraph C: …… xi ……
3. Paragraph D: ……iv………
Paragraph E: …… ii ……
4. Paragraph F: ……iii………
Paragraph G:…… v ……
Questions 5-10
Complete the summary below using information from the passage. You may use NO
MORE THAN TWO WORDS from the passage for each blank.
Alexander Matthias developed the technique named after him more than a hundred years
ago. With the Alexander Technique, people are 5. …re-educated… in a
psychophysical way. The Technique works on the body’s 6. …reflex mechanism/ reflexes……
so that they all operate 7. ………in harmony/ harmoniously… . As a result, bad habits are 8. …
eliminated… and the individual is able to live a healthy life. Alexander’s technique can help
any of us to use ourselves better. As regards the disabled person, the expected results and
exact method used vary, according to the 9. …requirements/ disability…… of the individual,
e.g. shorter and more regular sessions in the case of clients who find it difficult to
concentrate. With disabled clients, in fact, a number of factors have to be considered, and
for the teacher, who often needs to be very inventive, this is 10. …a challenge/
challenging…… .
Viết lại câu :
Đáp án:
1. We are completely out of thermal socks, madam!
2. You won’t be able to buy a house in that district less than / under 1 billion VN Dong.
3. Alan’s illness was the result of his working too hard at the office.
caused by his working too hard at the office.
brought on / about by his working too hard at the office.
due to his working too hard at the office.
4. Never had she expected that she was successful.
5. Nobody is blamed for the meeting’s cancellation.
