PRACTICE WORKSHEET

FOR TET HOLIDAY

Name: ______________________________
Class: _______________________________
CHƯƠNG TRÌNH CƠ BẢN
A. LANGUAGE IN USE
I. Choose the word whose underlined part is pronounced differently from that of the
others.
1. a. bracelet b. favourite c. craft d. game
2. a. leisure b. sure c. shopping d. socialise
3. a. trick b. kit c. addict d. virtual
4. a. cattle b. circular c. country d. collect
5. a. worked b. watched c. relaxed d. crowded
6. a. satisfied b. hooked c. bored d. socialised
7. a. visited b. recommended c. wanted d. hoped
8. a. important b. boring c. minor d. northern
9. a. community b. custom c. costume d. museum
10. a. ethnic b. unique c. basic d. diverse
II. Choose the word which is stressed differently from the rest.
1. a. specialities b. activities c. impression d. technician
2. a. community b. identify c. expensive d. socialize
3. a. colourful b. buffalo c. blackberry d. convenient
4. a. active b. commune c. diverse d. heritage
5. a. leisure b. minority c. exciting d. traditional
6. a. lantern b. companion c. Christian d. incense
7. a. confusion b. magician c. important d. otherwise
8. a. preserve b. fortune c. ritual d. lantern
9. a. reunion b. bamboo c. festival d. display
10. a. participate b. politician c. communicate d. commemorate
III. Choose the best answer a, b, c or d to complete the sentence.
1. The river water is severely polluted, mostly________ the dumping of raw sewage.
a. due to b. lead to c. because d. so
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2. Sudden changes in water temperature can ________ mass killings of fish, plants, or
amphibians.
a. come up b. result in c. dump into d. thank to
3. ________ plastic takes so long to break down, it pollutes the land and ocean.
a. Because b. Due to c. Even if d. Although
4. Many flights were cancelled ________ the smoke from forest fires.
a. so b. because c. because of d. result in
5. Steven dislikes _______, so he usually takes a bus to work.
a. to drive b. to be driven c. be driven d. driving
6. Jane prefers _______ music to listening to it.
a. playing b. play c. to play d. played
7. Marlene can’t wait _______ to the beach again.
a. to go b. going c. for going d. go
4. Could you help me _______ the kitchen? It’s a real mess!
a. tidy b. tidied c. tidying d. with tidying
8. I really regret _______ this computer – it’suseless.
a. buy b. to buy c. buying d. for buying
9. Last year, my family _______ tradition and travelled abroad during Tet holiday.
a. broke with b. passed down c. kept on d. handed up
10. You _______ eat squid, duck, or shrimp during Tet because they are seen as bad symbols.
a. have to b. should c.don’t have to d. shouldn’t
11. A _______ is a traditional story, usually about animals, that teaches a moral lesson.
a. legend b. fable c. folktale d. fairy tale
12. _______ bad luck he had!
a. How b. How a c. What d. What a
13. My salary is really low; _______ I find the work incredibly rewarding.
a. therefore b. moreover c. otherwise d. nevertheless
14. She tried to remain cheerful _______ she had failed the test.
a. even though b. because c. even if d. despite
15. While Amber _______ the tale, her friends were talking about another story.
a. narrated b.was narrated c. was narrating d. has narrated

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IV. Choose the underlined word or phrase, A, B, C or D that needs correcting.
1. Having leisure activities are truly important to the elderly.
A B C D
2. Although she wanted to go to the museum, she decided staying at home.
A B C D
3. What will happen if the Earth stopped moving?
A B C D
4. Humans can even die if they will drink contaminated water.
A B C D
5. Some people think young people should to follow the tradition of the society.
A B C D
6. Playing team sports gives you much fun than individual sports.
A B C D
7. It started to rain hardly while we were playing some folk games at the festival.
A B C D
8. Despite of her misfortune, she is always cheerful and ready to play a small joke.
A B C D
V. Supply the correct form of the words in brackets.
1. He calls people sir and madam and he is very ____________. (respect)
2. Red River Delta is an agriculturally rich area and densely ______________. (populate)
3. Dao and San Chay have ______________ practised shifting cultivation. (tradition)
4. The Internet has already changed the way people ______________. (social)
5. Five-coloured sticky rice is a traditional ___________ of Tay people. (special)
6. H’mong people live in the northern ___________ region of Vietnam. (mountain)
7. Many ethnic groups managed to live together ___________. (peace)
8. The ___________ of people in Vietnam belong to the Kinh people. (major)
C. READING
I. Choose the word which best fits each gap.
Viet Nam is a multi-cultural country with 54 ethnic groups living together peacefully.
The Viet (or Kinh) people account for about 87% of the country's population and (1) ______
inhabit the low land and deltas. The other 53 ethnic minority groups, totaling over 8 million

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people, are scattered over mountainous (2) ______ (covering two-thirds of the country's
territory) spreading from the North to the South. Most ethnic groups coexist in the same
regions, particularly the ethnic minorities in Northern and Central Northern region.
The ethnic groups in Viet Nam (3) ______ different languages, yet they live close to one
another, and so one group can know the language of others through everyday relations. (4)
______ they are involved in cultural exchange, they keep retaining the identity of their own
culture. The diversity of the cultures of ethnic groups does not take them off the track of the
common development, but just (5) ______ colours to the richness and variety of the nation's
heritage.
1. A. primarily B. mainly C. particularly D. wholly
2. A. areas B. places C. spaces D. parts
3. A. say B. talk C. communicate D. speak
4. A. Because B. Even if C. Although D. Despite
5. A. belongs B. adds C. relates D. contributes
II. Read the text carefully, then choose the correct answers.
Saving the Environment: One Home at a Time
Pollution can be seen not only throughout the world, but also in our own homes. It comes
from household chemicals, the amount of water people use and the waste people produce and
throw away. What can be done to stop this pollution? Surprisingly, a person can help save the
environment by doing simple things.
First, we need to recycle, which allows products to be used over and over again.
Recycling can also reduce the number of trees cut down to produce paper products. It takes
very little effort. It is not hard to place plastic and glass bottles, aluminum cans and paper in a
bin. Anyone can do it.
Second, we need to watch the amount of water used in the home. It can be conserved by
taking short shower instead of baths, repairing leaky faucets, using the dishwasher or washing
machine only when fully loaded, or simply turning the faucet off while brushing your teeth.
Third, we need to reduce waste. We need to recycle whenever possible, but should also
try to use this waste effectively. For example, grass clippings and food scraps can be made
into compost for plants. The average person produces 4.3 pounds of waste every day, but we
can reduce that amount by recycling and reusing.
If we do our part in our own homes, we can help keep the planet from becoming more
polluted.
1. Pollution can be caused from the following sources except ______________.

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A. house chemicals B. water from household
C. wastes D. water in rivers
2. Recycling can help us _____________.
A. never cut down trees B. use products again and again
C. place garbage bins easily D. produce more paper products
3. In order to save water, we can do all of the following things except _________.
A. take short showers instead of baths
B. repair leaky faucets
C. fully use the washing machine
D. turn the faucet off while brushing your teeth
4. Recycling helps to reduce waste because _______________.
A. plants need to develop B. a person can do it in his home
C. waste can be recycled and reused D. an average man produces compost for plants
5. The word “It” in paragraph 2 refer to ____________.
A. recycling B. the number C. cutting down D.effort

D. WRITING
I. Write full sentences, using the words or phrases provided. You can add some words
or make suitable changes.
1. Prince Tiet Lieu/ please/ the emperor/ by/ create/ Chung cakes/ Day cakes
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2. when/ I/ be/ a child/ I/ enjoy/ play/ computer games.
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3. If/ there/ be/ no more pollution/ the world/ be/ a better place?
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4. If/I/ be/ you/I/ take/ these bottles/ the bottle bank.
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5. If/ people/ not really care/ the environment/ they/ not try/ save it.
______________________________________________________________________
6. While/ Little Red Riding Hood/ pick/ some flowers/ path/ she/ meet/ wicked wolf
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7. When/ the crow/ drop/ cheese/ the fox/ eat/ it
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8. many teenagers/ addicted/ the Internet/ computer games.
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II. Write the second sentence without changing the meaning, using the words given.
1. This supermarket isn’t as expensive as the one across the street. (less)
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2. Hanoi urban districts are noisier than its suburban areas. (as)
______________________________________________________________________
3. Sebastien is a French, but he plays Vietnamese folk games well. (although)
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4. We could get back to shore. It started to rain hard. (before)
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5. I really enjoyed the concert. The music was too loud. (although)
______________________________________________________________________
6. He got a creampie smashed in his face. Everyone laughed. (when)
______________________________________________________________________
7. It’s Saturday tomorrow, so it’s not necessary for Jane to get up early. (have to)
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8. If I were you, I’d ask them about their customs. (should)
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 PRACTICE WORKSHEET
FOR TET HOLIDAY
Name: ______________________________
Class: _______________________________

CHƯƠNG TRÌNH NỘI BỘ

A. LISTENING
SECTION 1: Question 1-5
Complete the form below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Questions 6-10
Complete the table below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

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SECTION 2: Questions 11-17
Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer.
Marathon - tips for spectators
11. To enjoy the day, make sure you .......... ....... it first.
12. Travel .................. within the city centre.
13. Wear .................. on the day.
14. Check the .................. the night before the marathon.
15. Let the .. ................ give drinks to runners.
16. Stay on one side of the road to avoid ................ .. .
17. Don't arrange to meet runners near the .................. .
Questions 18-20
What does the speaker say about the following forms of transport?
Write the correct letter, A, B, C, D or E, next to questions 18-20.
A. will take more passengers than usual
B. will suit people who want to see the start of the race
C. waiting times will be longer than usual
D. will have fewer staff than usual
E. some work schedules will change
18. taxis ..................
19. trams ..................
20. buses ..................
SECTION 3: Questions 21-26
Choose the correct letter, A, B or C.
21. What does Ahmed say about last week's seminar?
A. He wasn't able to get there on time.
B. He didn't know all the students.
C. He couldn't understand everything.
22. What does the tutor say about Ahmed's preparation for the seminar?

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A. He was better prepared than some students.
B. He completed some useful work.
C. He read some useful articles.
23. What does Ahmed say about his participation in the seminar?
A. He tended to speak to his neighbour only.
B. He spoke when other students were talking.
C. He felt embarrassed when students looked at him.
24. What does Ahmed worry about most in seminars?
A. speaking at the right time
B. taking enough notes
C. staying focused
25. What does Ahmed say about his role in the group?
A. He hasn't thought about it.
B. He'd like to change it.
C. He feels he is acting a part.
26. At the next seminar, Ahmed's tutor suggests that he should
A. give other students more help with their work.
B. observe the behaviour of other students.
C. ask other students for their views.
B. READING
PART 1
IELTS Academic Reading Task Type 5 (Matching Headings) Activity – SampleTask
Questions 1 – 5

Sample Passage 6 has six sections A-F.

Choose the correct heading for sections A-D and F from the list of headings below.Write
the correct number i-ix in boxes 1-5 on your answer sheet.

List of Headings
i The probable effects of the new international trade
agreement
ii The environmental impact of modern farming
iii Farming and soil erosion
iv The effects of government policy in rich countries

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 v Governments and management of the environment
vi The effects of government policy in poor countries
vii Farming and food output
viii The effects of government policy on food output
ix The new prospects for world trade

Section A _________

Section B _________

Section C _________

Section D _________

Section E _________

Section F _________

Section A
The role of governments in environmental management is difficult but inescapable.
Sometimes, the state tries to manage the resources it owns, and does so badly. Often,
however, governments act in an even more harmful way. They actually subsidise the
exploitation and consumption of natural resources. A whole range of policies, from farm-
price support to protection for coal-mining, do environmental damage and (often) make no
economic sense. Scrapping them offers a two-fold bonus: a cleaner environment and a more
efficient economy. Growth and environmentalism can actually go hand in hand, if
politicians have the courage to confront the vested interest that subsidies create.
Section B
No activity affects more of the earth's surface than farming. It shapes a third of the planet's
land area, not counting Antarctica, and the proportion is rising. World food output per head
has risen by 4 per cent betweenthe 1970s and 1980s mainly as a result of increases in yields
from land already in cultivation, but also because more land has been brought under the
plough. Higher yields have been achieved by increased irrigation, better crop breeding, and
a doubling in the use of pesticides and chemical fertilisers in the 1970s and 1980s.
Section C
All these activities may have damaging environmental impacts. For example, land clearing

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 for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides
may contaminate water supplies; more intensive farming and the abandonment of fallow
periods tend to exacerbate soil erosion; and the spread of monoculture and use of high-
yielding varieties of crops have been accompanied by the disappearance of old varieties of
food plants which might have provided some insurance against pests or diseases in future.
Soil erosion threatens the productivity of land in both rich and poor countries. The United
States, where the most careful measurements have been done, discovered in 1982 that about
one-fifth of its farmland was losing topsoil at a rate likely to diminish the soil's productivity.
The country subsequently embarked upon a program to convert 11 per cent of its cropped
land to meadow or forest. Topsoil in India and China is vanishing much faster than in
America.
Section D
Government policies have frequently compounded the environmental damage that farming
can cause. In the rich countries, subsidies for growing crops and price supports for farm
output drive up the price of land. The annual value of these subsidies is immense: about
$250 billion, or more than all World Bank lending in the 1980s. To increase the output of
crops per acre, a farmer's easiest option is to use more of the most readily available inputs:
fertilisers and pesticides. Fertiliser use doubled in Denmark in the period 1960-1985 and
increased in The Netherlands by 150 per cent. The quantity of pesticides applied has risen
too: by 69 per cent in 1975-1984 in Denmark, for example, with a rise of 115 per cent in the
frequency of application in the three years from 1981.

In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The
most dramatic example was that of New Zealand, which scrapped most farm support in
1984. A study of the environmental effects, conducted in 1993, found that the end of
fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the
decline in world commodity prices, which cut farm incomes). The removal of subsidies also
stopped land-clearing and over-stocking, which in the past had been the principal causes of
erosion. Farms began to diversify. The one kind of subsidy whose removal appeared to have
been bad for the environment was the subsidy to manage soil erosion.

In less enlightened countries, and in the European Union, the trend has been to reduce rather
than eliminate subsidies, and to introduce new payments to encourage farmers to treat their
land in environmentally friendlier ways, or to leave it fallow. It may sound strange but such

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 payments need to be higher than the existing incentives for farmers to grow food crops.
Farmers, however, dislike being paid to do nothing. In several countries they have become
interested in the possibility of using fuel produced from crop residues either as a
replacement for petrol (as ethanol) or as fuel for power stations (as biomass). Such fuels
produce far less carbon dioxide than coal or oil, and absorb carbon dioxide as they grow.
They are therefore less likely to contribute to the greenhouse effect. But they are rarely
competitive with fossil fuels unless subsidised - and growing them does no less
environmental harm than other crops.
Section E
In poor countries, governments aggravate other sorts of damage. Subsidies for pesticides
and artificial fertilisers encourage farmers to use greater quantities than are needed to get
the highest economic crop yield. A study by the International Rice Research Institute of
pesticide use by farmers in South East Asia found that, with pest-resistant varieties of rice,
even moderate applications of pesticide frequently cost farmers more than they saved. Such
waste puts farmers on a chemical treadmill: bugs and weeds become resistant to poisons, so
next year's poisons must be more lethal. One cost is to human health. Every year some
10,000 people die from pesticide poisoning, almost all of them in the developing countries,
and another 400,000 become seriously ill. As for artificial fertilisers, their use world-wide
increased by 40 per cent per unitof farmed land between the mid 1970s and late 1980s,
mostly in the developing countries. Overuse of fertilisers may cause farmers to stop rotating
crops or leaving their land fallow. That, in turn, may make soil erosion worse.
Section F
A result of the Uruguay Round of world trade negotiations is likely to be a reduction of 36
per cent in the average levels of farm subsidies paid by the rich countries in 1986-1990.
Some of the world's food production will move from Western Europe to regions where
subsidies are lower or non-existent, such as theformer communist countries and parts of the
developing world. Some environmentalists worry about this outcome. It will undoubtedly
mean more pressure to convert natural habitat into farmland. But it will also have many
desirable environmental effects. The intensity of farming in the rich world should decline,
and the use of chemical inputs will diminish. Crops are more likely to be grown in the
environments to which they are naturally suited. And more farmers in poor countries will
have the money and the incentive to manage their land in ways that are sustainable in the
long run. That is important. To feed an increasingly hungry world, farmers need every
incentive to use their soil and water effectively and efficiently.

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PART 2
Measuring Snowfall
Despite the many high-tech instruments now available to scientists who study the
weather, one measurement remains relatively difficult to make, and that’s calculating how
much snow actually falls in any particular place during a snowstorm. This explains why the
National Center for Atmospheric Research (NCAR) in the USA is experimenting with new
ways of achieving a greater level of accuracy in snowfall figures. As their representative
Ethan Guttmann points out, ‘You’d think it was just a matter of going out and sticking a
ruler in the snow and measuring how much is on the ground. The problem is, if you move
the ruler over just a few centimetres, you may get a different reading.’

In fact, the taking of measurements is complicated by a number of factors. For example,

the first snowflakes may melt as soon as they hit warm surfaces, while others are whisked
away by the wind, leaving some ground bare and other places buried under deep snowdrifts.
Guttman’s colleagues have been testing a number of new snowmeasuring devices, including
ultrasonic snow depth sensors, which send out a pulse of noise and measure how long it
takes to bounce back from the surface below the snow, and laser sensors which work on the
same basic principle but use light instead of sound. Another device for measuring snowfall
is a type of open container with motor-vehicle antifreeze inside it. The antifreeze melts the
snow as it falls and sensors measure the weight of the resulting liquid.

NCAR scientists have also experimented with using Global Positioning Satellites
(GPS) to measure snow depth. It may be possible for signals sent from these satellites to
measure the distance to both the surface of the snow and to the ground beneath it. Not only
would this method be more cost-effective than other methods, but it might also be
particularly useful for measuring the snow in remote locations such as inaccessible upland
areas and the highest mountain peaks and ranges. Accurate measurement of snowfall in
these areas is important as entire regions may depend on spring run-off of melted snow for
their water supply.

The scientists also learned that they could improve the results of both manual and high-
tech methods of snow measurement by using something known as a snow board. Basically,
this is just a flat piece of white-painted wood on which snow can accumulate. Windshields
placed around these can also add to the accuracy of measurements.
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Questions 7-12 Do the following statements agree with the information given in the
Reading Passage? Next to each question, 7-12, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
7. NCAR accepts the need for more precise methods of measuring snowfall.
8. Researchers have found ultrasonic sensors more reliable than laser sensors.
9. The device that uses motor-vehicle antifreeze measures the amount of snow both before
and after it melts.
10. Using GPS technology would be more expensive than using the alternative devices
being tried out.
11. GPS technology could allow snowfall to be measured across a wider range of
landscapes.
12. The use of a snow board is particularly effective in areas with high winds.

PART 3
The general assumption is that older workers are paid more in spite of, rather than
becauseof, their productivity. That might partly explain why, when employers are under
pressure to cut costs, they persuade a 55-year old to take early retirement. Take away
seniority-based pay scales, and older workers may become a much more attractive
employment proposition.But most employers and many workers are uncomfortable with the
idea of reducing someone’s pay in later life – although manual workers on piece-rates often
earn less as theyget older. So retaining the services of older workers may mean employing
them in different ways.

One innovation was devised by IBM Belgium. Faced with the need to cut staff costs,
and having decided to concentrate cuts on 55 to 60-year olds, IBM set up a separate
companycalled Skill Team, which re-employed any of the early retired who wanted to go on
workingup to the age of 60. An employee who joined Skill Team at the age of 55 on a five-
year contract would work for 58% of his time, over the full period, for 88% of his last IBM
salary.The company offered services to IBM, thus allowing it to retain access to some of
the intellectual capital it would otherwise have lost.

The best way to tempt the old to go on working may be to build on such ‘bridge’ jobs:
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part- time or temporary employment that creates a more gradual transition from full-time
work to retirement. Studies have found that, in the United States, nearly half of all men and
womenwho had been in full-time jobs in middle age moved into such ‘bridge’ jobs at the end
of theirworking lives. In general, it is the best-paid and worst-paid who carry on working.
There seem to be two very different types of bridge job-holder – those who continue
working because they have to and those who continue working because they want to, even
though they could afford to retire.

If the job market grows more flexible, the old may find more jobs that suit them. Often,
they will be self-employed. Sometimes, they may start their own businesses: a study by
David Storey of Warwick University found that in Britain 70% of businesses started by
people over 55 survived, compared with an overall national average of only 19%. But
whatever pattern ofemployment they choose, in the coming years the skills of these ‘grey
workers’ will have to be increasingly acknowledged and rewarded.
Questions 13 – 6
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 1-4 on your answer sheet.
13 In paragraph one, the writer suggests that companies could consider

A abolishing pay schemes that are based on age.

B avoiding pay that is based on piece-rates.
C increasing pay for older workers.
D equipping older workers with new skills.
14 Skill Team is an example of a company which
A offers older workers increases in salary.
B allows people to continue working for as long as they want.
C allows the expertise of older workers to be put to use.
D treats older and younger workers equally.
15 According to the writer, ‘bridge’ jobs

A tend to attract people in middle-salary ranges.

B are better paid than some full-time jobs.
C originated in the United States.
D appeal to distinct groups of older workers.

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 16 David Storey’s study found that

A people demand more from their work as they get older.

B older people are good at running their own businesses.
C an increasing number of old people are self-employed.
D few young people have their own businesses.
PART 3: WRITING
TASK 1:

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Writing Task 2
You should spend about 40 minutes on this task.
Write about the following topic:
Schools should only offer subjects that are beneficial to students’ future career success.
Other subjects, such as music and sports, are not important. To what extent do you
agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience. Write at least 250 words.
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