C4 03.01.23JEL211 C..EL216C_VVT 221CQ.

BỘ GIÁO DỤC VÀ ĐÀO TẠO Môn thi: ĐỌC VIÉT 4

TRƯỜNG ĐẠI HỌC MỞ Thời gian làm bài 90 phút _ ĐẺ SỐ: 308
Đe thi gồm 4 trang
THÀNH PHÓ HÒ CHÍ MINH MSSV:....................I....................................
Họ, tên thí sinh:...............................
(Sinh viên không sử dụng tài liệu, làm bài trên phiếu trả lòi)

PART I: READING (4 marks)

Questions 1-10: 0.2 points/each
Read the text and choose the best completion (A, B, C or D) for each statement below it. Then mark your
choice (A, B, C or D) on your answer sheet.
Most of us know a little about how babies learn to talk. From the time infants are
bom, they hear language because their parents talk to them all the time. Between
the ages of seven and ten months, most infants begin to make sounds. They repeat
the same sounds over and over again. This is called babbling. When babies babble,
they are practicing their language.
What happens, though, to children who cannot hear? How do deaf children learn
to communicate? Recently, doctors have learned that deaf babies babble with their
hands. Laura Ann Petitto, a psychologist, observed three hearing infants with
English-speaking parents and two deaf infants with deaf parents using American Sign
Language (ASL) to communicate. Dr. Petitto studied the babies three times: at 10, 12, and
14 months. During this time, children really begin to develop their language skills.
After watching and videotaping the children for several hundred hours, the
psychologist and her assistants made many important observations. For example,
they saw that the hearing children made varied motions with their hands. However,
there appeared to be no pattern to these motions. The deaf babies also made
different movements with their hands, but these movements were more consistent
and deliberate. The deaf babies seemed to make the same hand movements over
and over again. During the four-month period, the deaf babies' hand motions started
to resemble some basic hand-shapes used in ASL. The children also seemed to prefer
certain hand-shapes.
Hearing infants start first with simple syllable babbling, then put more syllables
together to sound like real sentences and questions. Apparently, deaf babies follow
this same pattern, too. First, they repeat simple hand- shapes. Next, they form some
simple hand signs and use these movements together to resemble ASL sentences.
Linguists believe that our ability for language is innate. In other words, humans
are bom with the capacity for language: It does not matter if we are physically able
to speak or not. Language can be expressed in different ways - for instance, by
speech or by sign. Dr. Petitto believes this theory and wants to prove it. She plans to
study hearing children who have one deaf parent and one hearing parent. She wants
to see what happens when babies have the opportunity to learn both sign language
and speech. Does the human brain prefer speech? Some of these studies of hearing
babies who have one deaf parent and one hearing parent show that the babies
babble equally with their hands and their voices. They also produce their first words,
both spoken and signed, at about the same time. More studies in the future may
prove that the sign system of the deaf is the physical equivalent of speech.
 1. According to paragraph 1, babies begin to babble .
A. at their first experience of language B. when they first hear
their parents talk to them
C. at their first moment after birth D. when they are more than 6 months
old
2. The phrase “the babies” in paragraph 2 refers to in the study.
A. the hearing infants B. the disabled infants
f\ the deaf infant«; D. the hearing and deaf infants
 3. The writer mentions “American Sign Language (ASL)” in paragraph 2 as a
language___________________________________________________________________.
A. widely used by American children B. especially formed by infants
C. used among psychologists D. used by the deaf to communicate %
4. The word “resemble” in paragraph 3 refers to
A. producing similar movements B. studying funny movements
C. making initial movements D. creating strange movements
5. It is stated in paragraph 3 that both the deaf and the hearing children made
movements with their hands,
but_______.
A. the hearing children only repeated the same hand motions
B. only the deaf children repeated the same hand motions
C. the deaf children made less consistent hand movements
D. only the hearing children made different movements
6. According to paragraph 4, hearing infants learn to talk first by___________.
A. hand-shapes B. hand motions C. eye movements D. babbling
7. The word “real” in paragraph 4 mostly means__________.
A. formal B. meaningful C. general D. original
8. It is mentioned in the last paragraph that Dr. Petitto plans to study____________.
A. whether the sign system of the deaf is the physical equivalent of speech
B. the assumption that the human brain prefers sign language to speech
C. what happens when babies have the opportunity to learn both speech and
sign language
D. whether all children speak and make motions with their hands at the same
time
9. According to the last paragraph, .
A. The human brain prefers speech
B. Babies produce spoken words before signed ones
C. Language cannot be expressed in different ways
D. Humans are innately able for language
10. The best title of the passage could be: “
A. How do Children Master Language? B. Education for Deaf Children
C. Language: Is It Always Spoken? D. American Sign Language

Questions 11-20: 0.2 points/each

Read the text and choose the best answer (A, B or C) to each questioa below it. Then mark your choice (A,
B or C) on your answer sheet.
A STUDY OF MULTITASKING
Technology increasingly makes it possible for people to do more than one task at
a time, for example moving between browsing the Web and using other computer
programs, talking on mobile phones while driving, or flying a jet and monitoring air
traffic. Indeed, the word describing this - ‘multitasking’ - has gone from being
invented to being commonly used in everyday life in a remarkably short time. A
recent study has looked at whether multitasking is purely beneficial or has its
downside, especially when the tasks being done together are complicated ones.
The researchers concluded that when people are multitasking, they are using
what they call ‘executive control’ processes. These processes concern different parts
of the brain and involve the brain allocating different mental resources to different
tasks and deciding which tasks are more important than others. The brain’s
executive control gives the appropriate resources to the different aspects of tasks,
such as understanding what the task requires, thinking about what to do, and taking
action.
The researchers conducted an experiment into how much time was lost when
people repeatedly switched between two tasks. The tasks varied in terms of how
complex they were and how familiar the subjects were with doing those tasks, and
they included such things as solving mathematical problems and classifying
geometric objects. The researchers measured how long it took the subjects to carry
out the tasks and considered the speed in connection with whether the tasks were
familiar or unfamiliar, and whether the rules for doing them were simple or
complicated.
The results of the experiments were the same for every kind of task. In each case,
the subjects lost time when they moved from one task to another, and the amount
of time they lost increased when the tasks were complex or unfamiliar. When they
were familiar with a task, they were able to adapt to changing to it and get on with it
much more quickly. The researchers say that these results indicate that the brain’s
executive control consists of two separate stages. They called the first stage ‘goal
shifting’, meaning a preference to do one of the tasks rather than the other at a
particular moment. The second stage they named ‘rule activation’, meaning moving
from engaging with the rules associated with how to go about one task to engaging
with the rules involved in doing the other task. The second stage, rule activation,
takes a significant amount of time, and this delay multiplies when people keep
switching between tasks. The result is that quite a lot of time is lost when
multitasking, in comparison with the time that would be taken if each task was
completed separately.
This has major implications for multitasking, suggesting that although people may
think that it saves time without affecting efficiency, in reality it actually takes more
time, and this may have an adverse effect on efficiency. In the case of someone
using a mobile phone while driving, multitasking could mean that they are not in full
control of their vehicle during the short period when they are switching to using the
phone.
The researchers feel that their research has important consequences for
multitasking. Their conclusions regarding executive control and how it works may,
they believe, help people to look for strategies that will enable them to operate in
the most efficient way possible when they are multitasking. And an understanding of
executive mental control could have an impact on the design of the technology
involved in such areas as operating aircraft and air traffic control, as well as other
activities where the interface between humans and computers is crucial to
efficiency.
In addition, there are other possible applications of this research. Understanding
how people function while multitasking could assist with recruitment, training and
assessment of personnel in the workplace. It could also have an influence on
government and industrial regulations, assist in the diagnosis and treatment of
brain-damaged patients, and increase our general understanding of how the brain
works.

IX. What does the writer suggest about the word ‘multitasking’?
A. It has changed in meaning since it was invented.
B. Its increased use reflects a change in everyday life.
C. It is not always used appropriately.
12. What was the aim of the research?
A. To find out if there are any negative effects of multitasking.
B. To discover why multitasking is regarded a wholly good thing.
C. To compare the advantages and disadvantages of multitasking.
13. Which function of the brain is described as ‘executive control’?
A. Controlling some actions more than others
B. Distinguishing between easier and harder tasks
C. Organizing how different tasks are carried out
14. What do we learn about the experiment?
A. The researchers knew that some of the subjects had done similar tasks before.
B. Not all of the subjects did the same tasks.
C. The subjects started with simple tasks and move on to more complicated ones.
15. Which of the following happened during the experiment?
A. Complex tasks presented more problems than unfamiliar tasks.
B. Sometimes little time was lost moving from one task to another.
C. Some subjects always found it hard to move from one task to another.
16. Which of the following is correct about one of the two stages of the brain’s
executive control?
A. It leads to a major disadvantage of multitasking.
B. It takes longer for some people than for others.
C. It has no connection with multitasking.
17. Which of the following is one of the implications of the research?
A. Some people are not suited to multitasking.
B. A common attitude to multitasking is wrong.
C. Multitasking always results in less efficiency.
18. What do the researchers think about their research?
A. It can encourage people not to do multitasking in some situation
B. It results in technology replacing people for certain tasks
C. It might affect the way that people approach multitasking.
19. What does the writer say about multitasking in the final paragraph?
A. People in authority have paid too little attention to it.
B. It is likely to increase in the future.
C. It is relevant in many areas of life.
20. What is the main topic of the text?
A. The relationship between multitasking and efficiency.
B. How complicated the brain’s processes for multitasking
are.
C. The growth of multitasking.

PART II: WRITING (6 marks)

Choose one of the following topics and write an essay (about four paragraphs, 250-350 words). Your writing
will be evaluated in terms of Content, Organization, Vocabulary, and Grammar.

1. Causes & effects essay

Working from home has become a global phenomenon. What impacts does this
trend have on the economy and society?

2. Persuasive essay
Some individuals believe that a single language should serve as the international
official language. Others believe it will make it more difficult to identify countries and
lead to a potential loss of national identity. What is your stance on this debate?
Include any relevant examples from your own knowledge or experience to support
your response.
THE END