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PASSAGE 1 – Questions 1-10

The hugs that keep on giving

Every weekend over the past 10 months, Nguyen Bao Ngoc has been walking
around the Sword Lake in Hanoi, dressed up as Doraemon, a popular Japanese
comic book character that is half cat half robot. Stretching his arms out, he tries to
hug as many strangers as possible. Some stop to hug him back before putting
money into one of the boxes that his friends are holding. Some others walk faster
and avoid eye contact with him. Ngoc, 23, says he started the “Hug Me” (Om toi
di) campaign in February, inspired by the Free Hugs social movement in Australia.
The difference is his hugs are not free, because he wants to raise money to help
children in poor and remote areas around the country.
The senior college student who is studying to become a TV reporter has
been doing charity work for three years. In one of his most successful attempts, he
worked as a xe om motorbike taxi driver in his free time and donated all the
money he could earn to poor families in his hometown in Quang Binh Province.
But “Hug Me,” Ngoc says, is his favorite because with it, he can get the attention
of his peers. “Young people my age have been more into social media than real
life. We may cry over a sad story on Facebook but when we witness the same
story in real life, we can be indifferent”.
As hugging in public is not very common in Vietnam, Ngoc said he puts on
costume so that strangers will not feel uncomfortable. Doraemon, the cat, is in fact
famous for its friendliness and kindness. Sometimes, for a change, he also dresses
as a bee or a puppy.
Many students who gave him a hug donated more than VND 5,000, which is
what he hopes to receive, allowing the campaign to earn between $50 and $200
each week. Some also brought old clothes and books. Ngoc has organized two trips
to bring gifts and food to children in Quang Binh and the northern mountainous
province of Yen Bai this year. The third has been planned for December.
Ngoc has been diagnosed with first stage bone marrow cancer but he says his
condition is "stable." He says he does not want to be defined by his illness. Having
cancer is not the motivation for him to help others. “I’d do it anyway. I want people
to see me as a student doing charity work, not a cancer patient doing charity work."

From the beginning to “…we can be From “As hugging in public …” to

infifferent” the end

Word Word
Types Tokens Types Tokens
List List

A1 87(56.49%) 159(65.98%) A1 67(55.37%) 117(66.48%)

A2 23(14.94%) 29(12.03%) A2 13(10.74%) 13(7.39%)

B1 14(9.09%) 20(8.30%) B1 19(15.70%) 22(12.50%)

B2 9(5.84%) 9(3.73%) B2 6(4.96%) 6(3.41%)

C1 2(1.30%) 2(0.83%) C1 2(1.65%) 2(1.14%)

C2 2(1.30%) 2(0.83%) C2 2(1.65%) 2(1.14%)

Unlisted 17(11.04%) 20(8.30%) Unlisted 12(9.92%) 14(7.95%)

Reading subskills number of questions number of questions

Level 3 Level 4
low average high low average high
Identifying references 1
Locating and 2 1
understanding specific
information/ details
Identifying and 1 1
understanding specific
information in certain
paragraph or the whole
text (at level 3 or 4)
Understanding the main 1
Guessing the meaning 1
basing on the context
Understanding the 1
Understanding 1
inferences or attitudes

This consideration, along with the need for simplicity and brevity in user-oriented descriptors (Fleming,
2009), means that the can-do descriptors are often perceived as relatively abstract (Alderson et al., 2006),
and this has been considered both their weak point and strong point (Meister & Newby, 2005:92).

First, the descriptor scales take insufficient account of how variation in terms of contextual
parameters may affect performances by raising or lowering the actual difficulty level of carrying
out the target 'Can-do' statement. In addition, a test's theory-based validity -- a function of the
processing involved in carrying out these 'Can-do' statements -- must also be addressed by any
specification on which a test is based. Failure to explicate such context and theorybased validity
parameters -- i.e., to comprehensively define the construct to be tested -- vitiates current
attempts to use the CEFR as the basis for developing comparable test forms within and across
languages and levels, and hampers attempts to link separate assessments, particularly through
social moderation.