Đề thi tham khảo ĐGNL Đại học Sư phạm TP.Hồ Chí Minh môn Tiếng Anh có đáp án - Đề số 5

A. LISTENING

In this section of the test, you will have an opportunity to demonstrate your ability to understand conversations and talks in English. There are three parts in this section with special directions for each part. Answer all the questions on the basis of what is stated or implied by the speakers in the recording. The recording will be played ONCE only.

Part 1: Question 1-8

In this part, you will hear EIGHT short announcements or instructions. There is one question for each announcement or instruction. For each question, choose the right answer A, B, C or D. First you have some time to look at questions 1 to 8.

Part 2: Questions 9-20

In this part, you will hear THREE conversations. The conversations will not be repeated. There are four questions for each conversation. For each question, choose the right answer A, B, C or D. You will hear the recording ONCE only.

Part 3: Questions 21-35

In this part, you will hear THREE lectures. The lecture will not be repeated. There are five questions for the lecture. For each question, choose the right answer A, B, C or D. You will hear the recording ONCE only.

B. READING

In this section of the test, you will read FOUR different passages, each followed by 10 questions about it. For questions 1-40, you are to choose the best answer to each question. Answer all questions following a passage on the basis of what is stated or implied in that passage.

You have 60 minutes to answer all the questions.

Passage 1:

       In recent years, there has been growing concern by researchers and indeed the older generation that the younger generation are somewhat disengaged from the news, and as a result have a very narrow view of the world around them. This, however, couldn't be further from the truth, as shown by a recent study carried out by the Media Insight Project (American Press Institute & Associated Press). According to this research, 85% of youngsters say that keeping up to date with the news is important to them, and 69% receive news on a daily basis.

       Perhaps what some of the older generation fail to understand is that just because the younger generation does not buy a daily newspaper, it doesn't mean that they don't follow the news. Born into a digital age, or more specifically the age of the internet, the younger generation simply accesses news through the digital devices they grew up using: laptops, tablets, smartphones, etc. A recent study produced by Ofcom revealed that 60% of youngsters in the UK use the internet or apps for news, compared to just 21% of those in the older age range.

       Social media also plays an important part in consuming the news for the younger generation. It was also revealed that most youngsters actually don't seek out news from social media, but choose to follow it once they see it there. In other words, they encounter it accidentally and therefore following the news is secondary. For example, when accessing social media sites, news headlines automatically appear. These catch the user's eye and consequently the news link is clicked and followed.

       For the moment, social networks are being used selectively, however. For example, social media is used for breaking news, but is not relied on in terms of accuracy. For hard news topics, such as economics or local crime, youngsters continue to look to original sources. For accuracy and reliability, television is still the preferred choice for both generations.

       According to Alison Preston, Head of Media Literacy Research at Ofcom, motivations for following the news also vary according to the generation. In her current report on the topic, she states that, for the younger generation, news is largely about convenience and being social. For the older generation, however, motivation is greatly linked to a sense of duty and habit.

                                                                      (Adapted from Mindset for IELTS 2)

Passage 2:

       The so-called generation gap may be wider than ever, yet it is often misunderstood. Imagine a family dinner where a grandparent complains that young people are constantly on their screens, while a grandchild dismisses the elder as out of touch. Each withdraws into their own assumptions, leaving differences in values, priorities, and life experiences unexplored. Observers frequently attribute this divide to rapid technological acceleration: older people struggle with tools that younger ones learn naturally, and both sides interpret the other's unfamiliarity as evidence of deeper inadequacy.

       Social media has turned what used to be a private issue into a highly visible cultural phenomenon. Viral content often stages conflicts between younger individuals and frustrated older ones, gaining attention by emphasizing generational tension. Older adults are portrayed as lacking technological skills and emotional flexibility, while younger people are labeled as entitled and incapable of sustained effort. Media features and corporate reports amplify these stereotypes, spreading them into boardrooms, classrooms, and policy chambers, where consequential decisions about employment, education, and social provision are made.

       Although the phrase “generation gap” became popular in the 1960s, long before the advent of the digital age, the tendency to view generational differences as fixed and oppositional has grown stronger in recent years. Employers who criticize younger employees for entitlement often ignore their own resistance to change. Studies show that younger people are usually expected to adjust: they must alter how they communicate, lower their expectations, and show gratitude for opportunities that earlier generations received without question. This imbalance is especially clear in performance reviews, where standards of “professionalism” often reflect the preferences of those in senior positions.

       This issue extends beyond simple interpersonal conflict. Superficial solutions such as reverse mentoring or generational training programs are often adopted by organizations eager to signal modernity, yet they fail to challenge deeper power hierarchies. Expecting different generations to get along without creating space for genuine listening is like asking musicians to play together without hearing one another. The potential for meaningful collaboration is wasted, not because the divide cannot be overcome, but because addressing it seriously would require a redistribution of power rather than a superficial rebranding.

       Truly bridging the generation gap through fair systems, open communication, and a willingness to rethink long-held beliefs is essential if families and workplaces are to benefit from the full range of perspectives across different ages.

Passage 3:

       As the climate crisis worsens, millions of people are being displaced. These people, often called climate migrants or refugees, face serious challenges. Climate change is causing many areas to become less inhabitable. More and more people have to abandon their homes because of sudden disasters like floods or slower changes like rising sea levels. For example, low-lying Pacific countries like Kiribati are at risk of disappearing under the sea. In agricultural areas like sub-Saharan Africa, extreme droughts are taking their toll on food security, leading to massive migrations to more livable areas.

       A critical issue for climate migrants is their lack of legal status under international law. Current laws, such as the 1951 Refugee Convention, protect people fleeing war, persecution, or violence, excluding environmental factors. Consequently, climate migrants don’t receive the same protections as traditional refugees. Since large-scale climate immigration is a relatively recent phenomenon, many nations still lack clear policies to address it.

       In response, governments and organizations are providing aid and support to climate migrants. Humanitarian groups like the Red Cross are providing food, shelter, and medical care to people displaced by extreme weather events. Some efforts focus on adaptation, which means preparing communities for the effects of climate change. For example, in flood-affected areas, building flood defenses like dams and stronger river banks can allow people to remain in place. Unfortunately, many countries lack the resources to implement these measures effectively.

       Some countries, like New Zealand, have initiated small-scale visa programs for victims of extreme weather, but these programs remain rare. Ultimately, global cooperation is vital to mitigate climate change and provide the necessary legal and humanitarian safety nets for those forced to move.

(Adapted from https://test-english.com/reading/b2/climate-migrants-b2-english-reading-test/)

Passage 4:

         [A] Why is it that many teenagers can stay up late playing computer games yet struggle to wake up on time for school? [B] A recent report warns that today’s youth may be getting dangerously little sleep, putting both their mental and physical well-being at risk. [C] Medical experts indicate that around one in five young people sleep between two and five hours less each night than their parents did at the same age. [D]

         The link between lack of sleep and problems such as lapses in memory, impaired reactions, and reduced concentration is well documented. Studies reveal that even losing just half an hour of sleep per night can significantly affect a child’s performance the following day. Sleep is also especially important during adolescence because this is when the body releases a hormone necessary for rapid growth.

         So why are teenagers not sleeping enough? Some specialists believe that devices like televisions, computers, and mobile phones in bedrooms are partly responsible. As these modern bedtime habits have become more widespread, traditional activities like reading have declined.

         Research also shows that teenagers have different sleep patterns compared to children and adults. One key difference is the timing of melatonin production, the hormone that helps regulate sleep. While adults typically begin producing melatonin around 10 p.m., studies in sleep labs have found that teenagers often do not start until about 1 a.m. This delay may be linked to their nighttime habits, as playing with electronic gadgets late at night stimulates the brain and exposes the teenagers to bright lights which could cause the later release of melatonin.

         Although sleep-related issues – such as how much sleep is needed and when - are often overlooked in efforts to boost academic performance, modern neuroscience suggests schools should reconsider. Experts argue that school schedules should better align with teenagers’ biological rhythms by starting classes later.

(Adapted from Solutions 2nd Edition)