Mock test 2 · Listening + Reading — dạng nối thông tin & nối đặc điểm

WESTBROOK ADULT LEARNING CENTRE — ENROLMENT Course: (1) ___ for beginners Name: Megan (2) ___ Date of birth: 12 March (3) ___ Phone: (4) ___ Day: Wednesday Room: (5) ___ (second floor) Fee for students: £(6) ___ Must show: (7) ___ on the first evening Bring: a small (8) ___ Tutor: Ms (9) ___ Parking: car park behind the (10) ___ Start date: 14 January

Tối đa 3 từ mỗi chỗ trống.

1. 1. (1)
2. 2. (2)
3. 3. (3)
4. 4. (4)
5. 5. (5)
6. 6. (6)
7. 7. (7)
8. 8. (8)
9. 9. (9)
10. 10. (10)

1. 1. 11 · The city's scheme is mostly based on a scheme in

   A. London.B. Lyon.C. Amsterdam.D. Copenhagen.

2. 2. 12 · Most of the first docking stations will be

   A. in the city centre.B. near schools and colleges.C. near public transport.D. on the hills to the north.

3. 3. 13 · What does the annual pass include?

   A. unlimited rides of up to 45 minutesB. one free electric bikeC. a free helmetD. rides for two people

4. 4. 14 · Who can use the bikes?

   A. anyone over 12 with a parentB. anyone aged 16 or over, with parental permission if under 18C. adults over 18 onlyD. students with a college card

5. 5. 15 · Why will helmets NOT be compulsory?

   A. They are too expensive to provide.B. Electric bikes are slower than normal bikes.C. It could make fewer people cycle.D. The protected lanes make them unnecessary.

BIKE SHARE — PAY-AS-YOU-GO First 30 minutes: £(16) ___ Each extra half hour: £1 Bike not returned within 24 hours: fee of £(17) ___ Bike is locked when a (18) ___ light comes on Problem with a bike: press the red button and report it in the (19) ___ First week: all journeys are (20) ___

Tối đa 2 từ mỗi chỗ trống.

1. 1. (16)
2. 2. (17)
3. 3. (18)
4. 4. (19)
5. 5. (20)

1. 1. 21 · Recycling is not the most effective solution.

   A. HanaB. MarcusC. both

2. 2. 22 · A local example would interest the audience more.

   A. HanaB. MarcusC. both

3. 3. 23 · The article about biodegradable plastic gave a false impression.

   A. HanaB. MarcusC. both

4. 4. 24 · Technical problems might affect the presentation.

   A. HanaB. MarcusC. both

5. 5. 25 · The presentation should end with a request for action.

   A. HanaB. MarcusC. both

1. 1. 26 · What is the tutor's main concern about the plan?

   A. It is too long.B. It has no clear structure.C. It uses old statistics.D. It is too short.

2. 2. 27 · Which part does the tutor suggest removing?

   A. the statisticsB. the history of plasticC. the local exampleD. the discussion question

3. 3. 28 · What does the tutor say about the statistics?

   A. They should all be removed.B. They should be spread across several slides.C. Only a few of the most striking ones should be used.D. They need to be checked again.

4. 4. 29 · Why must both students speak?

   A. Marcus is not confident.B. Each student receives a separate mark.C. The presentation is too long for one person.D. The audience prefers two voices.

5. 5. 30 · What should the handout include?

   A. a summary of the statisticsB. the slidesC. a list of sourcesD. a discussion question

SLEEP AND MEMORY Old view: sleep was a (31) ___ state in which the brain rested The consolidation process Day: new information is stored in the hippocampus, which works like a (32) ___ ↓ Deep sleep: the brain (33) ___ the day's experiences ↓ Important memories are moved to the (34) ___ ↓ The hippocampus is (35) ___, ready for new information Effects of lack of sleep • Students awake all night remembered about 40% less • Tired people remember (36) ___ experiences more easily • Musicians who slept played a new piece more (37) ___ Naps • 20 minutes: better alertness; longer naps with deep sleep help memory • Too long or too (38) ___ in the day: harder to sleep at night Advice for students • Revise in the (39) ___, then sleep • Keep regular hours; avoid (40) ___ before bed

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1. 1. (31)
2. 2. (32)
3. 3. (33)
4. 4. (34)
5. 5. (35)
6. 6. (36)
7. 7. (37)
8. 8. (38)
9. 9. (39)
10. 10. (40)

1. 1. The man agrees to interview people at the station.

   TF

2. 2. Both speakers like the idea of the shopping centre.

   TF

3. 3. The woman herself believes Saturday is the best day.

   TF

4. 4. The man prefers Sunday.

   TF

HOW THE NETHERLANDS BECAME A CYCLING NATION A Today, the Netherlands has more bicycles than people, and more than a quarter of all journeys there are made by bike. Visitors often assume that this has always been the case, and that the Dutch simply cycle because their country is flat. The real story is more complicated. B Bicycles became popular in the Netherlands at the end of the nineteenth century, as they did in many European countries. At first they were expensive and were mainly ridden by wealthy people for pleasure. By the 1920s, however, prices had fallen, and the bicycle had become an everyday form of transport for ordinary workers. C After the Second World War, things began to change. As the economy grew, more and more families bought cars, and Dutch cities, like cities elsewhere, started to redesign their streets for motor traffic. Old neighbourhoods were knocked down to build wider roads, and the number of journeys made by bike fell steadily throughout the 1950s and 1960s. D The turning point came in the early 1970s. Road deaths had risen sharply, and in 1971 more than 3,000 people were killed on Dutch roads, over 400 of them children. Protest groups were formed, the best known of which was called 'Stop de Kindermoord' ('Stop the Child Murder'). Its members organised demonstrations, blocked streets and held events at which children played in roads that had been closed to cars. E At about the same time, the oil crisis of 1973 caused fuel prices to rise dramatically. The government introduced 'car-free Sundays', on which private cars were banned from the roads. Many people were surprised to discover how pleasant their streets could be without traffic, and the experience helped to change public opinion. F From the mid-1970s, Dutch cities began to invest in separate cycle paths, and some city centres were closed to through traffic. Delft and The Hague were among the first cities to test complete networks of cycle routes. Planners found that people cycled more when routes were continuous and direct, rather than simply when more paths were built. G The result is the system that exists today: thousands of kilometres of protected paths, traffic lights designed for cyclists and enormous bicycle parks at railway stations. The largest, in Utrecht, has space for 12,500 bikes. Even so, Dutch planners say the work is not finished. Electric bikes now allow people to cycle longer distances, and many cities are building 'fast cycle routes' between towns to encourage commuters to leave their cars at home.

1. 1. 1 · The Dutch cycle mainly because their country is flat.

   TFNG

2. 2. 2 · In the late nineteenth century, cycling in the Netherlands was mostly a leisure activity for rich people.

   TFNG

3. 3. 3 · Dutch bicycles in the 1920s were cheaper than those in other European countries.

   TFNG

4. 4. 4 · Cycling in Dutch cities increased during the 1950s and 1960s.

   TFNG

5. 5. 5 · Some members of 'Stop de Kindermoord' had lost children in road accidents.

   TFNG

6. 6. 6 · Car-free Sundays changed how many people felt about traffic in their streets.

   TFNG

7. 7. 7 · Planners found that the total length of cycle paths mattered more than whether routes were connected.

   TFNG

HOW THE NETHERLANDS BECAME A CYCLING NATION A Today, the Netherlands has more bicycles than people, and more than a quarter of all journeys there are made by bike. Visitors often assume that this has always been the case, and that the Dutch simply cycle because their country is flat. The real story is more complicated. B Bicycles became popular in the Netherlands at the end of the nineteenth century, as they did in many European countries. At first they were expensive and were mainly ridden by wealthy people for pleasure. By the 1920s, however, prices had fallen, and the bicycle had become an everyday form of transport for ordinary workers. C After the Second World War, things began to change. As the economy grew, more and more families bought cars, and Dutch cities, like cities elsewhere, started to redesign their streets for motor traffic. Old neighbourhoods were knocked down to build wider roads, and the number of journeys made by bike fell steadily throughout the 1950s and 1960s. D The turning point came in the early 1970s. Road deaths had risen sharply, and in 1971 more than 3,000 people were killed on Dutch roads, over 400 of them children. Protest groups were formed, the best known of which was called 'Stop de Kindermoord' ('Stop the Child Murder'). Its members organised demonstrations, blocked streets and held events at which children played in roads that had been closed to cars. E At about the same time, the oil crisis of 1973 caused fuel prices to rise dramatically. The government introduced 'car-free Sundays', on which private cars were banned from the roads. Many people were surprised to discover how pleasant their streets could be without traffic, and the experience helped to change public opinion. F From the mid-1970s, Dutch cities began to invest in separate cycle paths, and some city centres were closed to through traffic. Delft and The Hague were among the first cities to test complete networks of cycle routes. Planners found that people cycled more when routes were continuous and direct, rather than simply when more paths were built. G The result is the system that exists today: thousands of kilometres of protected paths, traffic lights designed for cyclists and enormous bicycle parks at railway stations. The largest, in Utrecht, has space for 12,500 bikes. Even so, Dutch planners say the work is not finished. Electric bikes now allow people to cycle longer distances, and many cities are building 'fast cycle routes' between towns to encourage commuters to leave their cars at home.

Tối đa 2 từ mỗi chỗ trống.

1. 1. (8) After the war, cities were redesigned for .
2. 2. (9) To build wider roads, old were knocked down.
3. 3. (10) In 1971, over children died on Dutch roads.
4. 4. (11) The of 1973 led to much higher fuel prices.
5. 5. (12) The bicycle park in Utrecht can hold bikes.
6. 6. (13) 'Fast cycle routes' are meant to persuade not to drive.

FARMING UPWARDS A In a former warehouse on the edge of Singapore, lettuces grow in towers that reach almost to the ceiling. There is no soil and no sunlight. Instead, the plants sit in trays of water containing carefully measured nutrients, and they are lit by rows of LED lamps. This is a vertical farm, and supporters believe that farms like it could play a major role in feeding the world's growing cities. B The arguments in favour are easy to understand. Vertical farms use a tiny fraction of the land needed by traditional farms, because crops are stacked in layers. They also use up to 95 per cent less water, since water is collected and reused rather than lost into the ground. Because the plants are grown indoors, they are protected from pests, so no pesticides are needed, and harvests do not depend on the weather. Food can be grown close to where people live, which reduces the distance it has to travel. C However, the industry has a serious weakness: energy. Sunlight is free, but LED lamps are not. Professor Lena Hartmann, an agricultural economist, has calculated that the electricity needed to grow a single kilogram of lettuce indoors can cost more than the price a supermarket pays for the same lettuce grown in a field. 'The technology works,' she says, 'but in many countries the numbers don't.' In 2023, several large vertical farming companies in Europe and the United States closed, mainly because of rising electricity prices. D Another limitation is the type of crop. At present, vertical farms grow mainly leafy vegetables, herbs and strawberries — plants that grow quickly and are sold at high prices. Staple crops such as wheat and rice, which provide most of the world's calories, are a different matter. Dr Tomás Ferreira, a plant scientist, points out that wheat grown indoors would need so much light that a loaf of bread could cost many times its current price. He does not believe this will change in the near future. E Supporters argue that these problems can be solved. LED lamps have become far more efficient over the past decade, and some farms now use renewable energy, such as solar panels on nearby buildings. Dr Amira Haddad, who studies urban food systems, suggests that vertical farms make most sense in places where land is extremely expensive or where the climate makes traditional farming difficult, such as desert regions. 'This is not about replacing fields,' she says. 'It's about adding to them in the right places.' F Singapore is a good example of the conditions she describes. The country imports more than 90 per cent of its food, and it has very little farmland. The government has set a target of producing 30 per cent of the country's nutritional needs locally by 2030, and vertical farms are part of that plan. Whether the target will be met remains to be seen, but the experiment is being watched closely by other crowded cities.

1. 1. 14 · a reason why some companies went out of business

   A. AB. BC. CD. DE. EF. F

2. 2. 15 · a description of how plants are fed without soil

   A. AB. BC. CD. DE. EF. F

3. 3. 16 · a figure for the amount of food a country buys from abroad

   A. AB. BC. CD. DE. EF. F

4. 4. 17 · a reference to improvements in lighting technology

   A. AB. BC. CD. DE. EF. F

5. 5. 18 · an explanation of why farms do not need chemicals to kill insects

   A. AB. BC. CD. DE. EF. F

FARMING UPWARDS A In a former warehouse on the edge of Singapore, lettuces grow in towers that reach almost to the ceiling. There is no soil and no sunlight. Instead, the plants sit in trays of water containing carefully measured nutrients, and they are lit by rows of LED lamps. This is a vertical farm, and supporters believe that farms like it could play a major role in feeding the world's growing cities. B The arguments in favour are easy to understand. Vertical farms use a tiny fraction of the land needed by traditional farms, because crops are stacked in layers. They also use up to 95 per cent less water, since water is collected and reused rather than lost into the ground. Because the plants are grown indoors, they are protected from pests, so no pesticides are needed, and harvests do not depend on the weather. Food can be grown close to where people live, which reduces the distance it has to travel. C However, the industry has a serious weakness: energy. Sunlight is free, but LED lamps are not. Professor Lena Hartmann, an agricultural economist, has calculated that the electricity needed to grow a single kilogram of lettuce indoors can cost more than the price a supermarket pays for the same lettuce grown in a field. 'The technology works,' she says, 'but in many countries the numbers don't.' In 2023, several large vertical farming companies in Europe and the United States closed, mainly because of rising electricity prices. D Another limitation is the type of crop. At present, vertical farms grow mainly leafy vegetables, herbs and strawberries — plants that grow quickly and are sold at high prices. Staple crops such as wheat and rice, which provide most of the world's calories, are a different matter. Dr Tomás Ferreira, a plant scientist, points out that wheat grown indoors would need so much light that a loaf of bread could cost many times its current price. He does not believe this will change in the near future. E Supporters argue that these problems can be solved. LED lamps have become far more efficient over the past decade, and some farms now use renewable energy, such as solar panels on nearby buildings. Dr Amira Haddad, who studies urban food systems, suggests that vertical farms make most sense in places where land is extremely expensive or where the climate makes traditional farming difficult, such as desert regions. 'This is not about replacing fields,' she says. 'It's about adding to them in the right places.' F Singapore is a good example of the conditions she describes. The country imports more than 90 per cent of its food, and it has very little farmland. The government has set a target of producing 30 per cent of the country's nutritional needs locally by 2030, and vertical farms are part of that plan. Whether the target will be met remains to be seen, but the experiment is being watched closely by other crowded cities.

1. 1. 19 · Vertical farms should be seen as an addition to traditional agriculture.

   A. A Lena HartmannB. B Tomás FerreiraC. C Amira Haddad

2. 2. 20 · Indoor farming can be more costly than the value of what it produces.

   A. A Lena HartmannB. B Tomás FerreiraC. C Amira Haddad

3. 3. 21 · Growing basic grain crops indoors is unlikely to become affordable soon.

   A. A Lena HartmannB. B Tomás FerreiraC. C Amira Haddad

4. 4. 22 · Vertical farms are particularly suitable for places with a hot, dry climate.

   A. A Lena HartmannB. B Tomás FerreiraC. C Amira Haddad

FARMING UPWARDS A In a former warehouse on the edge of Singapore, lettuces grow in towers that reach almost to the ceiling. There is no soil and no sunlight. Instead, the plants sit in trays of water containing carefully measured nutrients, and they are lit by rows of LED lamps. This is a vertical farm, and supporters believe that farms like it could play a major role in feeding the world's growing cities. B The arguments in favour are easy to understand. Vertical farms use a tiny fraction of the land needed by traditional farms, because crops are stacked in layers. They also use up to 95 per cent less water, since water is collected and reused rather than lost into the ground. Because the plants are grown indoors, they are protected from pests, so no pesticides are needed, and harvests do not depend on the weather. Food can be grown close to where people live, which reduces the distance it has to travel. C However, the industry has a serious weakness: energy. Sunlight is free, but LED lamps are not. Professor Lena Hartmann, an agricultural economist, has calculated that the electricity needed to grow a single kilogram of lettuce indoors can cost more than the price a supermarket pays for the same lettuce grown in a field. 'The technology works,' she says, 'but in many countries the numbers don't.' In 2023, several large vertical farming companies in Europe and the United States closed, mainly because of rising electricity prices. D Another limitation is the type of crop. At present, vertical farms grow mainly leafy vegetables, herbs and strawberries — plants that grow quickly and are sold at high prices. Staple crops such as wheat and rice, which provide most of the world's calories, are a different matter. Dr Tomás Ferreira, a plant scientist, points out that wheat grown indoors would need so much light that a loaf of bread could cost many times its current price. He does not believe this will change in the near future. E Supporters argue that these problems can be solved. LED lamps have become far more efficient over the past decade, and some farms now use renewable energy, such as solar panels on nearby buildings. Dr Amira Haddad, who studies urban food systems, suggests that vertical farms make most sense in places where land is extremely expensive or where the climate makes traditional farming difficult, such as desert regions. 'This is not about replacing fields,' she says. 'It's about adding to them in the right places.' F Singapore is a good example of the conditions she describes. The country imports more than 90 per cent of its food, and it has very little farmland. The government has set a target of producing 30 per cent of the country's nutritional needs locally by 2030, and vertical farms are part of that plan. Whether the target will be met remains to be seen, but the experiment is being watched closely by other crowded cities.

Tối đa 1 từ mỗi chỗ trống.

1. 1. (23) Compared with traditional farms, vertical farms need up to 95% less .
2. 2. (24) Their crops are not affected by the .
3. 3. (25) At present, the main crops include leafy vegetables, herbs and .
4. 4. (26) Singapore aims to produce per cent of its nutritional needs locally by 2030.

DOES HANDWRITING STILL MATTER? A In many schools, handwriting lessons are disappearing. Children spend more and more of the day typing on laptops and tablets, and some education authorities have stopped requiring pupils to learn joined-up writing at all. The argument is simple: adults today write almost everything on a keyboard, so why spend hours teaching a skill that is no longer needed? It is an argument I once found convincing. I am no longer sure that it is right. B The first reason for doubt comes from research on note-taking. In a widely reported study, university students listened to lectures and took notes either by hand or on a laptop. Those who typed wrote down far more words, often copying the lecturer almost exactly. Yet when they were tested later, the students who had written by hand understood the ideas better. The researchers' explanation was that writing by hand is slower, so students cannot record everything; they are forced to decide what is important and put it into their own words, and this extra mental effort helps them to learn. C A second line of evidence concerns young children. Studies using brain scans have found that when children practise forming letters by hand, areas of the brain linked to reading become more active than when they simply look at letters or type them. Some researchers believe that the physical movement of drawing each letter helps children to remember its shape. If this is correct, then giving up handwriting too early could make learning to read harder for some children. D It would be a mistake, however, to exaggerate these findings. Not every study has found an advantage for handwriting, and the note-taking research in particular has been repeated with mixed results. Laptops also bring benefits that paper cannot: students with poor handwriting or physical difficulties can produce work that is clear and well organised, and typed notes can be searched, shared and edited. To suggest that pupils should go back to pen and paper for everything would be to ignore these advantages. E What seems clear is that the question is not 'handwriting or keyboard?' but 'which tool for which purpose?' Typing is efficient when the aim is to produce a long, polished text. Handwriting may be the better choice when the aim is to think, to plan or to learn something new. A sensible school policy would teach both skills properly, rather than treating one as old-fashioned and the other as modern. F There is also a less practical argument, which I admit is harder to prove. A handwritten letter or note says something that a typed message does not: that someone took the time to write it. Most of us keep a few handwritten cards long after we have deleted thousands of emails. That alone is not a reason to fill the school timetable with handwriting practice, but it is a reminder that what is efficient is not always what is valued.

1. 1. 27 · The writer has always disagreed with the argument for removing handwriting lessons.

   YNNG

2. 2. 28 · Students who typed their notes recorded more of what the lecturer said.

   YNNG

3. 3. 29 · The note-taking study was carried out at several universities.

   YNNG

4. 4. 30 · The evidence in favour of handwriting is not completely consistent.

   YNNG

5. 5. 31 · Schools should return to using pen and paper for all work.

   YNNG

6. 6. 32 · Handwritten cards are kept longer than emails because they are more attractive.

   YNNG

DOES HANDWRITING STILL MATTER? A In many schools, handwriting lessons are disappearing. Children spend more and more of the day typing on laptops and tablets, and some education authorities have stopped requiring pupils to learn joined-up writing at all. The argument is simple: adults today write almost everything on a keyboard, so why spend hours teaching a skill that is no longer needed? It is an argument I once found convincing. I am no longer sure that it is right. B The first reason for doubt comes from research on note-taking. In a widely reported study, university students listened to lectures and took notes either by hand or on a laptop. Those who typed wrote down far more words, often copying the lecturer almost exactly. Yet when they were tested later, the students who had written by hand understood the ideas better. The researchers' explanation was that writing by hand is slower, so students cannot record everything; they are forced to decide what is important and put it into their own words, and this extra mental effort helps them to learn. C A second line of evidence concerns young children. Studies using brain scans have found that when children practise forming letters by hand, areas of the brain linked to reading become more active than when they simply look at letters or type them. Some researchers believe that the physical movement of drawing each letter helps children to remember its shape. If this is correct, then giving up handwriting too early could make learning to read harder for some children. D It would be a mistake, however, to exaggerate these findings. Not every study has found an advantage for handwriting, and the note-taking research in particular has been repeated with mixed results. Laptops also bring benefits that paper cannot: students with poor handwriting or physical difficulties can produce work that is clear and well organised, and typed notes can be searched, shared and edited. To suggest that pupils should go back to pen and paper for everything would be to ignore these advantages. E What seems clear is that the question is not 'handwriting or keyboard?' but 'which tool for which purpose?' Typing is efficient when the aim is to produce a long, polished text. Handwriting may be the better choice when the aim is to think, to plan or to learn something new. A sensible school policy would teach both skills properly, rather than treating one as old-fashioned and the other as modern. F There is also a less practical argument, which I admit is harder to prove. A handwritten letter or note says something that a typed message does not: that someone took the time to write it. Most of us keep a few handwritten cards long after we have deleted thousands of emails. That alone is not a reason to fill the school timetable with handwriting practice, but it is a reminder that what is efficient is not always what is valued.

1. 1. 33 · According to the researchers, why did handwriting help students to learn?

   A. Students wrote down more words.B. Students had to select and rephrase information.C. Students paid more attention to the lecturer's voice.D. Students were less distracted by the internet.

2. 2. 34 · What do some researchers believe about children forming letters by hand?

   A. It improves their spelling.B. It is less tiring than typing.C. The movement helps them remember letter shapes.D. It should begin before the age of five.

3. 3. 35 · In paragraph D, the writer mentions students with physical difficulties to show

   A. that laptops have important advantages.B. that handwriting lessons are unfair.C. why the note-taking study failed.D. that such students learn more slowly.

4. 4. 36 · What is the writer's main point in paragraph E?

   A. Typing is more modern than handwriting.B. Handwriting should replace typing in schools.C. Each skill is better suited to different tasks.D. Long texts should always be written by hand.

DOES HANDWRITING STILL MATTER? A In many schools, handwriting lessons are disappearing. Children spend more and more of the day typing on laptops and tablets, and some education authorities have stopped requiring pupils to learn joined-up writing at all. The argument is simple: adults today write almost everything on a keyboard, so why spend hours teaching a skill that is no longer needed? It is an argument I once found convincing. I am no longer sure that it is right. B The first reason for doubt comes from research on note-taking. In a widely reported study, university students listened to lectures and took notes either by hand or on a laptop. Those who typed wrote down far more words, often copying the lecturer almost exactly. Yet when they were tested later, the students who had written by hand understood the ideas better. The researchers' explanation was that writing by hand is slower, so students cannot record everything; they are forced to decide what is important and put it into their own words, and this extra mental effort helps them to learn. C A second line of evidence concerns young children. Studies using brain scans have found that when children practise forming letters by hand, areas of the brain linked to reading become more active than when they simply look at letters or type them. Some researchers believe that the physical movement of drawing each letter helps children to remember its shape. If this is correct, then giving up handwriting too early could make learning to read harder for some children. D It would be a mistake, however, to exaggerate these findings. Not every study has found an advantage for handwriting, and the note-taking research in particular has been repeated with mixed results. Laptops also bring benefits that paper cannot: students with poor handwriting or physical difficulties can produce work that is clear and well organised, and typed notes can be searched, shared and edited. To suggest that pupils should go back to pen and paper for everything would be to ignore these advantages. E What seems clear is that the question is not 'handwriting or keyboard?' but 'which tool for which purpose?' Typing is efficient when the aim is to produce a long, polished text. Handwriting may be the better choice when the aim is to think, to plan or to learn something new. A sensible school policy would teach both skills properly, rather than treating one as old-fashioned and the other as modern. F There is also a less practical argument, which I admit is harder to prove. A handwritten letter or note says something that a typed message does not: that someone took the time to write it. Most of us keep a few handwritten cards long after we have deleted thousands of emails. That alone is not a reason to fill the school timetable with handwriting practice, but it is a reminder that what is efficient is not always what is valued.

Tối đa 2 từ mỗi chỗ trống.

1. 1. (37) Some education authorities no longer require pupils to learn .
2. 2. (38) Brain scans showed that practising letters by hand made areas linked to more active.
3. 3. (39) Typed notes have the advantage that they can be searched, shared and .
4. 4. (40) The writer admits that the final argument is harder to .