TỔNG HỢP ĐỀ CHÍNH THỨC VÀ ĐỀ XUẤT KÌ THI HSG KHU VỰC DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ MÔN TIẾNG ANH 11 by Dạy Kèm Quy Nhơn Official

ĐỀ HSG DUYÊN HẢI BẮC BỘ MÔN TIẾNG ANH

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TỔNG HỢP ĐỀ CHÍNH THỨC VÀ ĐỀ XUẤT KÌ THI HSG KHU VỰC DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ MÔN TIẾNG ANH KHỐI 11 NĂM 2017 CÓ FILE NGHE VÀ ĐẦY ĐỦ ĐÁP ÁN WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

ĐỀ THI OLYMPIC KHU VỰC DHBB NĂM HỌC 2016 - 2017 Môn: Tiếng anh – lớp 11

SỞ GD&ĐT BẮC NINH

TRƯỜNG THPT CHUYÊN BẮC NINH (Đề thi đề xuất)

(Thời gian: 180 phút – không kể thời gian giao đề)

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A. LISTENING (50 points) HƯỚNG DẪN PHẦN THI NGHE HIỂU

Bài nghe gồm 4 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 15 giây, mở đầu và kết thúc mỗi phần nghe có tín hiệu.

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Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 3 phút để hoàn chỉnh bài trước tín hiệu nhạc kết thúc bài nghe.

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Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.

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Part 1: You will hear a radio discussion about writing a novel. For questions 1-5, choose the answer

(A, B, C or D) which fits best according to what you hear. (10pts) - CAE Practice Test 1. What does Louise say about Ernest Hemingway’s advice to writers? A. It is useful to a certain extent. B. It applies only to inexperienced novelists. C. It wasn’t intended to be taken seriously. D. It might confuse some inexperienced novelists.

2. Louise says that you need to get feedback when you A. have not been able to write anything for some time. B. are having difficulty organizing your ideas. C. are having contrasting feelings about what you have written.

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D. have finished the book but not shown it to anyone. 3. What does Louise regard as useful feedback? A. a combination of general observations and detailed comments B. both identification of problems and suggested solutions C. comments focusing more on style than on content D. as many points about strengths as weaknesses 4. What does Louise say about the people she gets feedback from? A. Some of them are more successful than her. B. She doesn't only discuss writing with them. C. She also gives them feedback on their work. D. It isn’t always easy for her to get together with them. 5. One reaction to feedback that Louise mentions is that A. it is justified but would require too much effort to act on. B. it focuses on unimportant details rather than key issues. C. it has been influenced by reading other people’s novels. D. it is not suggesting that major changes to the novel are required.

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Your answers: 1.

Part 2: Listen to a lecture about population growth. For questions 1 – 5, decide whether these statements are TRUE (T) or FALSE (F). (10pts) - ExamEnglish

Your answers: 2.

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1. Birth rate is the average number of children born in a year, per thousand people. 2. Fertility rate in UK was first reported to have been so high in 2008. 3. Fertility rate in the UK is higher than it was twenty years ago because a higher proportion of women are having children. 4. 10% of of women in their mid-forties do not have children nowadays. 5. Fertility rates are low partly because parents do not have time to have children.

Part 3: You will hear part of a lecture on the subject of jellyfish. For questions 1 - 5, give short answers to the questions USING NO MORE THAN FOUR WORDS. (10pts) – CPE Cambridge 5 1. Why are jellyfish largely without enemies? …………………………………………………………………………………… 2. What are TWO things determining where jellyfish can go in the sea?

…………………………………………………………………………………… 3. Where do both jellyfish and people tend to end up? …………………………………………………………………………………… 4. Through which method can you counteract tentacles of jellyfish on the victim's body?

…………………………………………………………………………………… 5. What part of the blue-coloured moon jellyfish's body appears to be glowing in the dark? ……………………………………………………………………………………

Part 4: Listen to a piece of news about the loss of rainforests and complete the summary below.

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WRITE NO MORE THAN THREE WORDS OR A NUMBER. (20pts) – Seeker Daily Since the beginning of 20th century rainforests have been under threat of extinction. One major cause of deforestation is repurposing the land for 1. ________ such as growing rubber or palm oil on its property. The loss of this dense biodiversity can pose several threats to our modern society. It is estimated that

2.________ modern medicines would be lost along with thousands of 3._______ derived from plants while underprivileged groups are relying on rainforest plants for medicines. According to World Health Organization, 4.______ take up to 50% of all medicines in China. Another major problem is climate change. Known as 5. _________, rainforests absorb CO2, clearing it from the atmosphere. A

rise in carbon dioxide levels and a fall in rainforest acreage would contribute to 6. _______ and severe droughts. More seriously, 7. __________ over resources such as farming land has led to farmers’ deaths globally.

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It is not easy to find a feasible approach to stopping deforestation as many people on Earth survive by means of natural resource 8. __________. A typical example is palm oil industry which helps to 9. _______ by creating jobs for millions of farmers. Switching to another production of 10. ________ like sunflower or soybean would even cause more land destruction.

10.

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Your answers:

B. LEXICO AND GRAMMAR (30 pts) Part 1: Choose the best answer to each of the following questions. Write your answers in the

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corresponding numbered boxes (10 pts) (WORD PERFECT + OLYMPIC 30-4) 1. ______, we missed our plane. A. The train is late B. The train was late C. To be late D. The train being late 2. I really cannot believe that anyone would ______ to such underhand tactics. A. dabble B. stoop C. reach D. conceive 3. Dominant individuals may use ______ gestures to underline their power. A. submissive B. expansive C. flirtatious D. nervous 4. Andrew’s ______ was to only tell his mother bad news when she was busy so that she would have less chance to react. A. tactics B. intent C. ploy D. threat 5. A sharp frost ______ the beginning of winter. A. advertised B. predicted C. heralded D. showed 6. The old man led a ______ existence after she left and refused even to see his children. A. reclusive B. deserted C. remote D. vacant 7. We may win, we may lose – it’s just the luck of the _______. A. chance B. draw C. odds D. fate

8. They’re having serious problems. Their relationship is on the _______. A. cliffs B. rocks C. stones D. grass 9. The renewed interest in Elizabethan times is evident in the _______ of new Hollywood films set during that period. A. spate B. hypocrisy C. transience D. demise 10. The car was _______ speed. A. gathering B. collecting C. consuming D. firing Your answers:

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10.

Part 2: The passage below contains 5 mistakes. Underline the mistakes and write the corrections in the corresponding numbered boxes. (5pts) CPE practice test Line In the last twenty years, the country has made great technological progress, culminating in our entering the space age earlier this year with the launch of our first telecommunications satellite. From a healthy perspective, there has been a major modern programme in public hospitals. This has involved the purchase of the latest scanning and diagnosis equipment, as

9 10 11 12

With the increasing use of computer technology, the future of our country looks very bright indeed. It is anticipated that, in the very near future, all government offices will be computered and networked to central mainframe computers in the capital.

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1 2 3 4 5 6 7 8

well as the refurbishment of major operating theatres with state-of-the-art surgical equipment. As far as the infrastructure of the country is concerned, several major projects are on progress, including the construction of three major motorways, a hydroelectric power station and a new international airport. All of these public works are being carried out using the latest technology.

13 No

Line

Mistake

Correction

Your Answers:

3 4

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Part 3: Fill each gap in the following sentences with one of the prepositions or particles. Write your answers in the corresponding numbered boxes (5pts) 1. George always falls __________ girls with blonde hair. 2. She will come __________ to the idea of buying a bigger house if we explain all the advantages. 3. If you cut __________ the field, you will save time. 4. Jane carried __________ her part in the play without difficulty. 5. A wet cloth helped to bring the unconscious man __________ . Your answers: 2.

Part 4: Write the correct form of each bracketed word in the following passage. Write your answers in the corresponding numbered boxes (10pts) (Source: https://www.coursehero.com/file/p3rkn2i) There is little to disagree about in the notion that a good voice, whether in opera or rock music, is one which moves its audience and brings a sense of release and (1. FULFIL) _____ to the singer. But

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contemporary pop and rock music have come about due to (2. SUBSTANCE) _____ advances in technology. Here, the impact of the microphone should not be (3. ESTIMATE) _____, as it has enabled the (4. MAGNIFY) ________ of quiet, intimate sounds. This, in turn, allows the singer to experiment with the emphasis on mood rather than on strict (5. ADHERE) _____ to proper breathing and voice control. Donna Soto - Morettin, a rock and jazz vocal trainer, feels that (6. ANATOMY) _____ reasons may account for the raspy sound produced by certain rock singers. Her (7. SUSPECT) _____ is that

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swollen vocal chords, which do not close properly, may allow singers to produce deeper notes. She does not, however, regard this as detracting (8. NOTICABLE) _____ from the value of the sound produced. Singing, she maintains, has an almost (9. SEDUCE) _____ quality and so our response to it has more (10. SIGNIFY) _____ than its technical qualities. Your answers: 1.

10.

C. READING (60 pts) Part 1: For questions 1-10. Read the following passage and decide which answer A, B, C or D best

fits each gap. Write your answers in corresponding numbered boxes. (10 pts) English.Advanced.Vocabulary.and.Structure - Test 7 It only (1)_______ the completion of the reconstruction of the human genetic map for a whole host of hereditary diseases to be (2)_______ . Originally, it was forecast that the venture would take until the beginning of the 21st century to be (3) _______. At present, it is clear that the task can be finished much earlier.

Hundreds of scholars have gone to (4)_______ to help unravel the mystery of the human genetic structure with an ardent hope for insulating mankind from disorders such as cancer, cystic fibrosis or arthritis. The progress in this incredible undertaking is (5) _______ by an accurate interpretation of

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the information involved in the chromosomes forming the trillions of the cell in the human body. Locating and characterizing every single gene may (6) _______ an implausible assignment, but very considerable (7)_______ has already been made. What we know by now is that the hereditary code is assembled in DNA, some parts of which may be diseased and conducive to be uncontrollable

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transmission of the damaged code from parents to their children. Whereas work at the completion of the human genome may last for a few years more, notions like gene therapy or genetic engineering don’t (8)_______ much surprise any longer. Their potential application has already been (9)_______ in the effective struggle against many viruses or in the genetic treatment of blood disorders. The hopes are, then, that hundreds of maladies the humanity is (10)_______ with at present might eventually cease to exist in the not too distant future. 1. A. expects B. anticipates C. requires D. remains 2. A. eradicated B. interfered C. terminated D. disrupted 3. A. dismantled B. discharged C. accomplished D. exterminated 4. A. maximum B. extremes C. supreme D. utmost 5. A. dependent

B. reliant

C. qualified

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D. conditioned

6. A. perceive 7. A. headline

B. hear B. headway

C. voice C. heading

D. sound D. headship

8. A. evoke 9. A. examined 10. A. aggravated

B. institute B. inquired B. plagued

C. discharge C. corroborated C. persecuted

D. encourage D. accounted D. teased

Your answers 2.

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Part 2: Read the following passage and choose the best answer to each question. Write your answers in the corresponding numbered boxes provided below the passage (10 pts) Adapted from The Guardian How can I cope better with stress? Recent research found that having higher levels of self-esteem, a more positive way of explaining why things happen, and avoiding perfectionist thinking were strongly 1._________ to bouncing back when things go wrong. To begin with, according to Dr Judith Johnson self-esteem was shown to be 2. __________ in two thirds of the studies in mediating the link between failure and distress. All we need to do is write a list of our positive qualities and examples of when we have 3. _______them. Secondly, how we explain things also 4.______. If we can brush off a disappointment by 5.____________ it to external factors, then we have the equivalent of emotional armour. Finally, if we have perfectionist tendencies, lower them. Perfectionists hold rigid standards that don’t

bend in the stormy 6. _________of life. Johnson says we need to set more realistic 7. ___________. She also advises self-awareness and noticing when we are stressed. If you feel stuck, do something that 8._________ you up. You need to plan these things into a schedule – doing them will chip away at your negative 9. ________, even if you do enjoy them a bit less than usual. Other research shows that

the 10. __________ of friends or family also helps emotional resilience, as does being physically active. Your answers: 6.

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Part 3: Read the following passage and choose the best answer to each question. Write your answers

in the corresponding numbered boxes provided below the passage (12 pts) How to prepare for TOEFL iBT Conquest by Patent Patents are a form of intellectual property rights often touted as a means to give 'incentive and reward' to inventors. But they're also a cause for massive protests by farmers, numerous lawsuits by transnational corporations and indigenous peoples, and countless rallies and declarations by members of civil society.It is impossible to understand why they can have all these effects unless you first recognize that patents are about the control of technology and the protection of competitive advantage.

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Lessons from history In the 1760s, the Englishman Richard Arkwright invented the water-powered spinning frame, a machine destined to bring cotton-spinning out of the home and into the factory. It was an invention which made Britain a world-class power in the manufacture of cloth. To protect its competitive advantage and ensure the market for manufactured cloth in British colonies, Parliament enacted a series of restrictive measures including the prohibition of the export of Arkwright machinery or the

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emigration of any workers who had worked in factories using it. From 1774 on, those caught sending Arkwright machines or workers abroad from England were subject to fines and 12 years in jail. In 1790, Samuel Slater, who had worked for years in the Arkwright mills, left England for the New

World disguised as a farmer. He thereby enabled the production of commercial-grade cotton cloth in the New World and put the US firmly on the road to the Industrial Revolution and economic independence. Slater was highly rewarded for his achievement. He is still deemed the 'father of American manufacturing'. To the English, however, he was an intellectual property thief.

Interestingly, patent protection was a part of US law at the time of Slater's deed. But that protection would only extend to US innovations. It is worth remembering that until the 1970s it was understood, even accepted that countries only enforced those patent protections that served their national interest. When the young United States pirated the intellectual property of Europe - and Slater wasn't the only infringer - people in the US saw the theft as a justifiable response to England's refusal to transfer its technology. By the early 1970s, the situation had changed. US industry demanded greater protection for its ideabased products - such as computers and biotechnology - for which it still held the worldwide lead. Intellectual property rights held the key. And so, together with its like-minded industrial allies, the US pushed for the inclusion of intellectual property clauses, including standards for patents, in

international trade agreements. When US business groups explained the 'need' for patents and trademarks in trade agreements, they alleged $40-60 billion losses due to intellectual property piracy; they blamed the losses on Third World pirates; they discussed how piracy undermined the incentive to invest; and they claimed that the

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quality of pirated products was lower than the real thing and was costing lives. The opposition pointed out that many of the products made in the industrial world, almost all its food crops and a high percentage of its medicines had originated in plant and animal germplasm taken from the developing world. First, knowledge of the material and how to use it was stolen, and later the material itself was taken. For all this, they said, barely a cent of royalties had been paid. Such unacknowledged and uncompensated appropriation they named 'biopiracy' and they reasoned that trade agreement patent rules were likely to facilitate more theft of their genetic materials.Their claim that materials 'collected' in the developing world were stolen, elicited a counter-claim that these were 'natural' or 'raw' materials and therefore did not qualify for patents. This in turn induced a counterexplanation that such materials were not 'raw' but rather the result of millennia of study, selection, protection, conservation, development and refinement by communities of Majority World and indigenous peoples. Others pointed out that trade agreements which forced the adoption of unsuitable notions of property and creativity - not to mention an intolerable commercial relationship to nature - were not only

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insulting but also exceedingly costly. To a developing world whose creations might not qualify for patents and royalties, there was first of all the cost of unrealized profit. Secondly, there was the cost of added expense for goods from the industrialized world. For most of the people on the planet, the whole patenting process would lead to greater and greater indebtness; for them, the trade agreements would amount to “conquest by patents” – no matter what the purported commercial benefits. Intellectual property*: an invention or composition that belongs to the person who created it.

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1. According to paragraph 1, what is the real reason for patents to exist? A. protests B. lawsuits C. prizes D. control 2. Which of the sentences below best expresses the information in the highlighted statement in the

passage? A. Among the laws to protect Britain from competition in the textile industry was a ban on exporting Arkwright equipment and on emigration of former employees. B. Former employees of Arkwright could not leave the country because they might provide

information about the company to competing factories. C. The reason that Britain passed laws to prevent emigration was to keep employees in the textile mills from leaving their jobs to work in other countries. D. Parliament passed laws to ensure that the price of textiles was kept in high in spite of competition from the former British colonies who were exporting cloth. 3. In paragraph 3, how does the author explain the concept of technological transfer? A. By recounting how Samuel Slater, an American farmer established a successful textile mill in Great Britain. B. By describing how Samuel Slater used workers from Britain to develop the textile industry in the United States.

C. By exposing how Samuel Slater stole ideas and technology from one nation to introduce them in another. D. By demonstrating how Samuel Slater used the laws to his advantage in order to transfer technology. 4. The word “innovations” in the passage is closest in meaning to

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A. discoveries B. exceptions C. Disputes D. territories 5. How did the perspective of industrialists in the United States change in the 1970s? A. They favored free exchange of technology. B. They supported the protection of patents. C. They refused to sign international trade agreements. D. They began to collaborate with Third World nations. 6. How did industrialized nations justify using plants and animals from the developing world for food and medicine products? A. They claimed that the plant and animal sources were raw materials that could not be patented. B. They asserted that the original plant and animal materials were found in their own nations. C. They paid a large royalty for the use of plants and animals that were not original to their countries. D. They stated that they had manufactured a higher quality of products than the competition. 7. Based on the information in paragraph 7, which of the following best explains the term “biopiracy”?

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A. A conspiracy by farmers C. Secret trade agreements

B. The theft of plants and animals D. Natural resources in the biosphere

8. The word “facilitate” in the passage is closest in meaning to A. permit B. assist C. require 9. The word “notion” in the passage is closest in meaning to A. customs B. records C. property

D. delay

10. Why does the author call this article “Conquest by Patents”? A. Because most trade agreements are unfair to developing nations B. Because patents cost too much money for developing nations

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D. ideas

C. Because industrialized countries do not pay their debts to developing nations D. Because natural resources are a source of power for developing nations Your answers: 2.

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Part 4: Read the following passage and do the tasks that follow (15 pts)

(IELTS Reading Recent Actual Tests Vol 3) Wealth in A Cold Climate Latitude is crucial to a nation's economic strength. A Dr William Masters was reading a book about mosquitoes when inspiration struck. “There was this anecdote about the great yellow-fever epidemic that hit Philadelphia in 1793," Masters recalls. “This epidemic decimated the city until the first frost came." The inclement weather froze out the

insects, allowing Philadelphia to recover. B If weather could be the key to a city's fortunes. Masters thought, then why not to the historical fortunes of nations? And could frost lie at the heart of one of the most enduring economic mysteries of all - why are almost all the wealthy, industrialised nations to be found at latitudes

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above 40 degrees? After two years of research, he thinks that he has found a piece of the puzzle. Masters, an agricultural economist from Purdue University in Indiana, and Margaret McMillan at Tufts University, Boston, show that annual frosts are among the factors that distinguish rich nations from poor ones. Their study is published this month in the Journal of Economic Growth.

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The pair speculate that cold snaps have two main benefits - they freeze pests that would otherwise destroy crops, and also freeze organisms, such as mosquitoes, that carry disease. The result is agricultural abundance and a big workforce. C The academics took two sets of information. The first was average income for countries, the second climate data from the University of East Anglia. They found a curious tally between the sets. Countries having five or more frosty days a month are uniformly rich, those with fewer than five are impoverished. The authors speculate that the five-day figure is important; it could be the minimum time needed to kill pests in the soil. Masters says: “For example, Finland is a small country that is growing quickly, but Bolivia is a small country that isn't growing at all. Perhaps climate has something to do with that." In fact, limited frosts bring huge benefits to farmers. The chills kill insects or render them inactive; cold weather slows the break-up of plant and animal

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material in the soil, allowing it to become richer; and frosts ensure a build-up of moisture in the ground for spring, reducing dependence on seasonal rains. There are exceptions to the “cold equals rich" argument. There are well-heeled tropical places such as Hong Kong and Singapore, a result of their superior trading positions. Likewise, not all European countries are moneyed - in the former communist colonies, economic potential was crushed by politics. D Masters stresses that climate will never be the overriding factor - the wealth of nations is too

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complicated to be attributable to just one factor. Climate, he feels, somehow combines with other factors - such as the presence of institutions, including governments, and access to trading routes to determine whether a country will do well. Traditionally, Masters says, economists thought that

institutions had the biggest effect on the economy, because they brought order to a country in the form of, for example, laws and property rights. With order, so the thinking went, came affluence. “But there are some problems that even countries with institutions have not been able to get around,” he says. “My feeling is that, as countries get richer, they get better institutions. And the

accumulation of wealth and improvement in governing institutions are both helped by a favourable environment, including climate.” E This does not mean, he insists, that tropical countries are beyond economic help and destined to remain penniless. Instead, richer countries should change the way in which foreign aid is given. Instead of aid being geared towards improving governance, it should be spent on technology to improve agriculture and to combat disease. Masters cites one example: “There are regions in India that have been provided with irrigation - agricultural productivity has gone up and there has been an improvement in health.” Supplying vaccines against tropical diseases and developing crop varieties that can grow in the tropics would break the poverty cycle. F Other minds have applied themselves to the split between poor and rich nations, citing anthro-

pological, climatic and zoological reasons for why temperate nations are the most affluent. In 350BC, Aristotle observed that “those who live in a cold climate ... are full of spirit”. Jared Diamond, from the University of California at Los Angeles, pointed out in his book Guns, Germs and Steel that Eurasia is broadly aligned east-west, while Africa and the Americas are aligned

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north-south. So, in Europe, crops can spread quickly across latitudes because climates are similar. One of the first domesticated crops, einkorn wheat, spread quickly from the Middle East into Europe; it took twice as long for com to spread from Mexico to what is now the eastern United States. This easy movement along similar latitudes in Eurasia would also have meant a faster dissemination of other technologies such as the wheel and writing, Diamond speculates. The region also boasted domesticated livestock, which could provide meat, wool and motive power in the fields. Blessed with such natural advantages, Eurasia was bound to take off economically. G John Gallup and Jeffrey Sachs, two US economists, have also pointed out striking correlations between the geographical location of countries and their wealth. They note that tropical countries between 23.45 degrees north and south of the equator are nearly all poor. In an article for the Harvard International Review, they concluded that “development surely seems to favour the temperate-zone economies, especially those in the northern hemisphere, and those that have managed to avoid both socialism and the ravages of war”. But Masters cautions against geographical determinism, the idea that tropical countries are beyond hope: “Human health and

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agriculture can be made better through scientific and technological research," he says, “so we shouldn’t be writing off these countries. Take Singapore: without air conditioning, it wouldn’t be rich.” Questions 1-6 Choose the most suitable heading for paragraphs A-G from the list of headings below. Write the appropriate number, i-x, in boxes 1-6 on your answer sheet.

Other researchers’ results do not rule out exceptional cases Different attributes between Eurasia and Africa Low temperature benefits people and crops The importance of institution in traditional views

viii. ix. x.

The spread of crops in Europe, Asia and other places The best way to use aid Confusions and exceptions

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iv. v. vi. vii.

1. Paragraph B 2. Paragraph C 3. Paragraph D 4. Paragraph E 5. Paragraph F 6. Paragraph G

i. ii. iii.

List of Headings The positive correlation between climate and wealth Other factors besides climate that influence wealth Inspiration from reading a book

Example answer Paragraph A: iii

Questions 7-10 Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 7-10 on your answer sheet. Dr William Masters read a book saying that a(an) 7. _______which struck an American city hundreds

of years ago was terminated by a cold frost. And academics found that there is a connection between climate and country’s wealth as in the rich but small country of Finland. Yet besides excellent surroundings and climate, one country still needs to improve their 8. ______to achieve long prosperity. Thanks to resembling weather conditions across latitude in the continent of 9. ______, crops such as einkorn wheat is bound to spread faster than from South America to the North. Other researchers also noted that even though geographical factors are important, tropical country such as 10. ______ still became rich due to scientific advancement. 1.

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Part 5: Read the following passage and do the tasks that follow (10 pts) – IELTS Reading Recent Actual Tests Vol 4 Stealth Forces in Weight Loss The field of weight loss is like the ancient fable about the blind men and the elephant. Each man investigates a different part of the animal and reports back, only to discover their findings are bafflingly incompatible.

A The various findings by public-health experts, physicians, psychologists, geneticists, molecular biologists, and nutritionists are about as similar as an elephant’s tusk is to its tail. Some say obesity Page 11 of 24

largely predetermined by our genes and biology; others attribute it to an overabundance of fries, soda, and screen-sucking; still others think we’re fat because of viral infection, insulin, or the metabolic conditions we encountered in the womb. “Everyone subscribes to their own little theory, says Rob Berkowitz, medical director of the Center for Weight and Eating Disorders at the University of Pennsylvania School of Medicine. We’re programmed to hang onto the fat we have, and some people are predisposed to create and carry more fat than others. Diet and exercise help,

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but in the end the solution will inevitably be more complicated than pushing away the plate and going for a walk. “It’s not as simple as ‘You’re fat because you’re lazy,”’ says Nikhil Dhurandhar, an associate professor at Pennington Biomedical Research Center in Baton Rouge. “Willpower is

not a prerogative of thin people. It’s distributed equally.” B Science may still be years away from giving us a miracle formula for fat-loss. Hormone leptin is a crucial player in the brain’s weight-management circuitry. Some people produce too little leptin; others become desensitised to it. And when obese people lose weight, their leptin levels plummet

along with their metabolism. The body becomes more efficient at using fuel and conserving fat, which makes it tough to keep the weight off. Obese dieters’ bodies go into a state of chronic hunger, a feeling Rudolph Leibel, an obesity researcher at Columbia University, compares to thirst. “Some people might be able to tolerate chronic thirst, but the majority couldn’t stand it,” says Leibel. “Is that a behavioural problem - a lack of willpower? I don’t think so.” C The government has long espoused moderate daily exercise – of the evening-walk or take-the-stairs variety – but that may not do much to budge the needle on the scale. A 150-pound person burns only 150 calories on a half-hour walk, the equivalent of two apples. It’s good for the heart, less so for the gut. “Radical changes are necessary,” says Deirdre Barrett, a psychologist at Harvard Medical School and author of Waistland, “People don’t lose weight by choosing the small fries or

taking a little walk every other day.” Barrett suggests taking a cue from the members of the National Weight Control Registry (NWCR), a self-selected group of more than 5,000 successful weight-losers who have shed an average of 66 pounds and kept it off 5.5 years. Some registry members lost weight using low-carb diets; some went on low fat; others eliminated refined foods.

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Some did it on their own; others relied on counselling. That said, not everyone can lose 66 pounds and not everyone needs to. The goal should not be getting thin, but getting healthy. It is enough to whittle your weight down to the low end of your set range, says Jeffrey Friedman, a geneticist at Rockefeller University. Losing even 10 pounds vastly decreases your risk of diabetes, heart disease, and high blood pressure. The point is to not give up just because you do not look like a swimsuit model. D The negotiation between your genes and the environment begins on day one. Your optimal weight, writ by genes, appears to get edited early on by conditions even before birth, inside the womb. If a woman has high blood-sugar levels while she is pregnant, her children are more likely to be overweight or obese, according to a study of almost 10,000 mother-child pairs. Maternal diabetes may influence a child’s obesity risk through a process called metabolic imprinting, says Teresa Hillier, an endocrinologist with Kaiser Permanente’s Center for Health Research and the study’s lead author. The implication is clear: Weight may be established very early on, and obesity largely passed from mother to child. Numerous studies in both animals and humans have shown that a

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mother’s obesity directly increases her child’s risk for weight gain. The best advice for moms-tobe: Get fit before you get pregnant. You will reduce your risk of complications during pregnancy and increase your chances of having a normal- weight child. E It’s the $64,000 question: Which diets work? It got people wondering: Isn’t there a better way to diet? A study seemed to offer an answer. The paper compared two groups of adults: those who, after eating, secreted high levels of insulin, a hormone that sweeps blood sugar out of the

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bloodstream and promotes its storage as fat, and those who secreted less. Within each group, half were put on a low-fat diet and half on a low-glycemic-load diet. On average, the low-insulinsecreting group fared the same on both diets, losing nearly 10 pounds in the first six months - but

they gained about half of it back by the end of the 18-month study. The high-insulin group did not do as well on the low-fat plan, losing about 4.5 pounds, and gaining back more than half by the end. But the most successful were the high-insulin-secretors on the low-glycemic-load diet. They lost nearly 13 pounds and kept it off.

F What if your fat is caused not by diet or genes, but by germs - say, a virus? It sounds like a sci-fi horror movie, but research suggests some dimension of the obesity epidemic may be attributable to infection by common viruses, says Dhurandhar. The idea of “infectobesity” came to him 20 years ago when he was a young doctor treating obesity in Bombay. He discovered that a local avian virus, SMAM-1, caused chickens to die, sickened with organ damage but also, strangely, with lots of abdominal fat. In experiments, Dhurandhar found that SMAM-1-infected chickens became obese on the same diet as uninfected ones, which stayed svelte. G He later moved to the U.S. and onto a bona fide human virus, adenovirus 36 (AD-36). In the lab, every species of animal Dhurandhar infected with the virus became obese — chickens got fat, mice got fat, even rhesus monkeys at the zoo that picked up the virus from the environment suddenly

gained 15 percent of their body weight upon exposure. In his latest studies, Dhurandhar has isolated a gene that, when blocked from expressing itself, seems to turn off the virus’s fattening power. Stem cells extracted from fat cells and then exposed to AD-36 reliably blossom into fat cells - but when stem cells are exposed to an AD-36 virus with the key gene inhibited, the stems

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cells don’t differentiate. The gene appears to be necessary and sufficient to trigger AD-36-related obesity, and the goal is to use the research to create a sort of obesity vaccine. Questions 1 - 5 |

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Which paragraph contains the following information? Write the Correct letter, A-G, in boxes NB You may use any letter more than once. 1. evaluation on the effect of weight loss on different kinds of diets 2. an example of a research which includes the relatives of the participants 3. an example of a group of people who did not regain weight immediately after 4. long term hunger may appear to be acceptable to some of the participants during the period of losing weight program 5. a continuous experiment may lead to a practical application besides diet or hereditary resort Questions 6-10 Look at the following findings (Questions 6-10) and the list of researchers below. Match each finding with the correct researcher, A-F. Write the correct letter, A-F, in boxes 32-36 on your

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answer sheet. NB You may use any letter more than once. List of Researchers A Robert Berkowitz B Rudolph Leibel C Nikhil Dhurandhar

8. The aim of losing weight should be keeping healthy rather than being attractive. 9. Small changes in lifestyle will not help in reducing much weight. 10. Researchers can be divided into different groups with their own point

D Deirdre Barrett E Jeffrey Friedman F Teresa Hillier

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6. A person’s weight is determined by the interaction of his/her DNA and the environment. 7. Pregnant mothers who are overweight may risk their fetus in gaining weight.

of view about weight loss. Your answers 2.

10.

D. WRITING (60 pts)

Part 1.1: Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. DO NOT CHANGE the word given. You must use between THREE and EIGHT words, including the word given. ( 3 points) 1. The Prime Minister felt it appropriate to make a statement. (FIT) The Prime Minister ___________________________________________ a statement. 2. Trudy was quite relieved when she found out the truth. (RELIEF) It was something _______________________________________________ when she found the truth. 3. I promised him that the situation would not be repeated in the future. (WORD)

I ________________________________________________________ no repetition of the situation in the future.

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Part 1.2: Finish the second sentence in such a way that it means the same as the original one (2

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pts). 1. They believe that Oliver failed his exam because he was nervous. Oliver’s failure _______________________________________________________ 2. The inhabitants were far worse-off twenty years ago than they are now. => The inhabitants are nowhere ___________________________________________

Part 2: The graph below shows the number of students who got prizes in the National Exams for excellent students from 2008 to 2011 in three provinces. Summarise the information by selecting and reporting the main features and make relevant comparisons where relevant. (20 p)

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Part 3: Essay writing (35 pts) It is more important for schoolchildren to learn about local history than world history. To what extent do you agree or disagree with this statement? Write an essay of about 300 words to express your opinion and support your answer with relevant examples from your own knowledge or experience. ____________________________________________________________________

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_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________________________________________________ ________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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________________________________________________________________________________ ________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________________________________________________ ________________________________________________________ _____________________________________________________________________

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Nguyễn Thị Nguyệt (0915.417.566)

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Phạm Triệu Bằng (0985.397.666)

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HƯỚNG DẪN CHẤM ĐỀ THI OLYMPIC KHU VỰC DHBB NĂM HỌC 2016 - 2017 Môn: Tiếng anh – lớp 11

SỞ GD&ĐT BẮC NINH

TRƯỜNG THPT CHUYÊN BẮC NINH

(Đề thi đề xuất)

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A. LISTENING (50 points) Part 1: You will hear a radio discussion about writing a novel. For questions 1-5, choose the answer (A, B, C or D) which fits best according to what you hear. (10pts) - CAE Practice Test 1. A 2. C 3. B 4. C 5. A

Part 2: Listen to a lecture about population growth. For questions 1 – 5, decide whether these statements are TRUE (T) or FALSE (F). (10pts) - ExamEnglish 1. T 2. F 3. F 4. F 5. T

Part 3: You will hear part of a lecture on the subject of jellyfish. For questions 1 - 5, give short answers to the questions USING NO MORE THAN FOUR WORDS. (10pts) – CPE Cambridge 5 1. They are 97% water 4. application of vinegar / applying vinegar 2. wind effects, tidal movements 5. internal organs 3. sheltered bays

Part 4: Listen to a piece of news about the loss of rainforests and complete the summary below. WRITE NO MORE THAN THREE WORDS OR A NUMBER. (20pts) – Seeker Daily 1. commercial use 6. rising sea levels 7. wars/disputes

3. medical compounds

8. exploitation

2. 25% / a quarter of / 1/4

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4. herbal remedies / medicines 5. carbon sinks

9. reduce poverty 10. alternative vegetable oils

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B. LEXICO AND GRAMMAR (30 pts) Part 1: Choose the best answer to each of the following questions. Write your answers in the corresponding numbered boxes (10 pts) (WORD PERFECT + OLYMPIC 30-4) 1. D 2. B 3. B 4. C 5. C 6. A 7. B 8. B 9. A 10. A Part 2: The passage below contains 5 mistakes. Underline the mistakes and write the corrections in the corresponding numbered boxes. (5 pts)- CPE practice test No

Line

Mistake

Correction Page 1 of 8

healthy

→ health

modern

→ modernization

diagnosis

→ diagnostic

on (progress)

→ in (progress)

computered

→ computerized

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Part 3: Fill each gap in the following sentences with one of the prepositions or particles. Write your answers in the corresponding numbered boxes ( 5pts) 1. for 2. round 3. across 4. off 5. round / to

Part 4: Write the correct form of each bracketed word in the following passage. Write your answers in the corresponding numbered boxes (10 pts) (Source: https://www.coursehero.com/file/p3rkn2i) 1. fulfillment/ fulfilment 2. substantial (substantive) 3. underestimated 4. magnification 5. adherence 6. anatomical 7. suspicion 8. noticeably 9. seductive 10. significance

C. READING (60 pts)

Part 1: For questions 1-10. Read the following passage and decide which answer A, B, C or D best fits each gap. Write your answers in corresponding numbered boxes. (10 pts) English.Advanced.Vocabulary.and.Structure - Test 7 1. C 2. A 3. C 4. B 5. D 6. D 7. B 8. A 9. C 10. B

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Part 2: For questions 1-10, read the text below and think of the word which best fits each space. Use only one word in each space (10 pts)- Adapted from The Guardian – How to cope better with stress 1. linked 2. significant 3. shown 4. matters 5. attributing 6. weather 7. standards 8. cheers 9. mood/feeling/emotion 10. support

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Part 3: Read the following passage and choose the best answer to each question. Write your answers in the corresponding numbered boxes provided below the passage (15 pts) – How to prepare for TOEFL iBT 2. A

3. C

4. A

5. B

6. A

7. B

8. B

9. D

10. A

1. D

Part 4: Read the following passage and do the tasks that follow (15 pts) – IELTS Reading Recent Actual Tests Vol 3 1. vi

2. i

3. ii

4. ix

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5. v

6. iv

7. yellow-fever 8. institutions/ 9. Europe 10. Singapore epidemic governments Part 5: Read the following passage and do the task that follows (10 pts) – IELTS Reading Recent Actual Tests Vol 4 2. D 7. F

3. C 8. E

4. B 9. D

5. G 10. A

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1. E 6. F

D. WRITING (60 pts) Part 1.1: Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. DO NOT CHANGE the word given. You must use between THREE and EIGHT words, including the word given. ( 3 points)

1. The Prime Minister saw/ thought fit to make a statement. 2. It was something of a relief to Trudy when she found the truth. 3. I gave him my word (that) there would be no repetition of the situation in the future.

Part 1.2: Finish the second sentence in such a way that it means the same as the original one (2 pts). 1. Oliver’s failure in his exam was put down to the fact that he was nervous.

Or / Oliver’s failure in his exam is believed to have resulted from his nerve. 2. The inhabitants are nowhere near as badly-off as they were twenty years ago.

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Part 2: (20 points) 1. Completion: 2 pts 2. Content: 6 pts - Cover the main information in the chart yet not go into too many details. - Make general remarks and effective comparisons. 3. Organisation: 4 pts - The ideas are well organized - The description is sensibly divided into paragraphs 4. Language: 6 pts - Use a wide range of vocabulary and structure - Good grammar 5. Punctuation and spelling: 2 pt

Part 3: (35 points) 1. Completion: 3 pts 2. Content: 12 pts Provide relevant and convincing ideas about the topic, supported by specific example and/or reasonable justification. 3. Organisation: 8 pts - Ideas are well organized and presented with unity, cohesion and coherence. 4. Language: 10 pts Page 3 of 8

- Demonstrate of a wide range of vocabulary and structures. - Good use of grammatical structures. - Present the ideas with clarity. 5. Punctuations and spelling: 2 pts

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TOTAL: 200 points

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TAPESCRIPT PART 1 Interviewer: OK, in our weekly spot about how to write a novel, I’m talking to novelist Louise Doughty. Louise, this week we’re talking about getting comments and feedback on your work from other people. ‘If there is anything in your own work you think particularly fine, said Ernest Hemingway, 'strike it out.’ Is that good advice? Novelist: Well, few would-be novelists aspire to be .is plain and brutal as Hemingway, I suspect, but his ilii Him is still worth tucking into a corner of your brain - not to be followed slavishly, but as an antidote to that greal curse of the inexperienced novelist: over-writing. Interviewer: How do you know if you are over-writing? Novelist: Well, an excess of adverbs and adjectives is a clue. Repetition under the guise of emphasis is another, and extended metaphors should be rationed tightly. Interviewer: Now, there comes a point in the writing of every novel when you just don’t know any more. You’ve been immersed in it for weeks, possibly years. You’ve lost sight of the original impetus behind the book and are plagued with self-doubt - yet at the same time you know there is something there and are not ready to give up on it. . " Novelist: Yes, and this is the point at which you should be getting feedback. Interviewer: From whom? Novelist: As a rule, I’d advise against getting it from your nearest and dearest. You will be wounded by their criticism and suspicious of their praise. Instead, join a writing community of some sort. You need comments from another writer. Those who have been logging onto my website will know that such a community has formed there. Creative writing courses and book groups are also good places to find like-minded souls. Through such contacts you can find someone who understands what you are trying to do - which is not the same as someone who is uncritical of the way you do it. There is a time and a place for emotional support, but that is not what we are talking about here. Interviewer: What kind of comments are useful in your view? Novelist: Well, you need someone who is prepared to say, 'I really like the opening paragraph but I thought it went a bit wrong after that because ...’ and, crucially, is prepared to be specific. ‘I just didn’t like him' is not a helpful comment on a character. 'I lost sympathy with him in the scene where he tells his brother the truth because I thought he was too brutal. Maybe you should re-write it making his motivation clearer and his language softer.’ That is useful advice: you can choose whether to take it or discard it. Similarly, at the level of prose style, some well-meaning person might say ‘It's a bit boring’, but a helpful critic would say 'You have three paragraphs of description here before you tell us who is talking; maybe you should consider starting the conversation first and weaving all the description in, instead of having it all in one chunk.’

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Interviewer: How do you personally get feedback on your work? Novelist: The most fruitful relationships I have with other writers are with the novelists with whom I swap work - usually the person whose novel is under discussion pays for dinner. If you can find other novelists who are working at a similar level to yourself, with similar interests, and who are frank and unafraid of frankness from you. then keep them close at hand. Interviewer: Now what about reactions to feedback? We've talked about getting it, but what about when you’ve got it? Novelist: Well, even with a trusted ally, there comes a point when you have to stick to your guns and say, 'This person whom I really respect doesn’t like this bit but I do and it’s staying in.’ And of course, feedback can be annoying. For a start, a lot of the criticism you receive will be stuff which you knew already in your heart of hearts - you were just hoping nobody else would notice. And sometimes, you will bristle at a certain comment on your work, not because it is untrue but because the consequences of righting that particular defect are too daunting to contemplate at that particular time - accurate criticism is the most painful of all. On other occasions, you will have a gut feeling that the person reading your work just doesn’t ’get' it, or wants you to write a different novel entirely. Frequently, the only way to work out if criticism is useful is to nod sagely, then file it in a drawer. When the wounds have healed over and your ego is not under immediate threat, then you will be able to assess its true worth. Interviewer: Right. Now let's move on to talk about...

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PART 2 Professor: Good morning everyone, now in today’s lesson I’d like to talk about Population Growth, and in particular, fertility rate. Now, can anyone here define fertility rate? Charlene: Er, is it the number of births in a population, measured per thousand people per year? Professor: Oh, er no, that’s what we call the birth rate. The number of children born in a year, per thousand people. No, the fertility rate is the average number of children born per woman in her lifetime, that is, if she lives beyond her child-bearing years. Now, do you think the British fertility level is higher or lower than it was ... say twenty years ago? Charlene: I think it’s lower, because these days women are far more focused on their careers than they used to be. Professor: Well, that point is certainly true, but actually, fertility levels in Britain are relatively high at the moment. In 2008, it was 1.96; that means that on average, each woman gives birth to 1.96 children, and in 2009 it was only slightly lower, at 1.94. The last time fertility rates were this high was back in 1973. In the UK currently, the highest rate of fertility is in Northern Ireland, where the rate is 2.04, and the lowest is in Scotland, where the rate is just 1.77. Charlene: I don’t understand. How come fertility rate is going up? Women are just as career-driven these days as they were thirty years ago. Professor: Well, the reason is that during the 1990s women really started to delay having families, and that was the reason for the decrease in birth rate then. Now those women are in their thirties and early forties, and they are starting to have families. So that’s why the birth rate is going up. Charlene: Oh, I see, so it’s not actually as if people are actively choosing to have more

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children than they used to. Professor: Yes, that’s right Charlene. The number of children per family is continuing to fall. Women who are currently in their 70s had an average of 2.4 children. Those in their sixties had 2.2, those in their fifties had 2.0, and the current figure is 1.9. Actually, this figure isn’t due to more families choosing to have only one child, although that certainly is occurring, it’s mainly because of the increasing number of women who have no children at all. This figure was 1 in 10 among the age group who are now 65, but now 1 in 4 women in their mid-40s are childless. Charlene: I heard that the fertility rate in Europe is, like, really low. 1.3 or something. Professor: That’s right, Charlene. It is. It’s far below the replacement level. Can you tell me what replacement level means? No? It’s the number of births you need to keep the population constant. Charlene: Yes, I heard that in France they’re trying to get people to have more children. They even give out gold medals if you have eight! Professor: That’s right. So, we’ve already mentioned that women are waiting before having children because of their careers. Why else is fertility rate generally decreasing? Charlene: I think they have fewer children because they’re so expensive. I mean, I heard one report that said it costs £200, 000 a year to raise a child here. But I find that difficult to believe. People’s standard of living is far higher now than it used to be a hundred years ago when families had eight or nine kids. Professor: That’s very true, but these days people’s expectations tend to be higher. Parents want their children to have the best opportunities in life, so they’re prepared to pay to develop their children’s talents. Charlene: Yes, I heard that in China, where they’re easing off some of the rules of the one child policy and allowing some couples to have two, many parents are still choosing to have one. They say it’s just too expensive. But, you know, I reckon that, with all this parental micromanagement that’s going on these days, parents only have the time to manage one or two children. Professor: That’s a good point. So, now I’d like to look at some different organisations, and examine what they believe about the current population issues...

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PART 3 You will hear part of a lecture on the subject of jellyfish. What could be nicer on a hot summer’s day than a cooling swim from a sheltered beach? But sometimes our swimming companions are best given a wide berth; many a holiday dip has been ruined by an unwelcome brush with the tentacles of a floating jellyfish. So, how to identify them? A jellyfish looks something like a couple of upside-down dishes and if you imagine that the central part of the lower dish has been removed, there’s a mouth in that position. Around the rim there may be many long fine tentacles which extend and which in many species are used for stinging. Jellyfish don’t have many enemies - very few things eat them, basically because they are 97% water - it’s like eating a soggy lettuce leaf really. They also have a gelatinous texture and, of course, they have a sting. But, for all that, Jellyfish seldom live long: in fact, many of them only live for one year, so during the winter time they die off Some small ones that will develop into the big jellyfish lie attached to rocks and overhangs in sheltered positions and then later they’ll grow to full size, they’ll reproduce and that’ll be

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their lifecycle. Jellyfish have a tendency to swarm - that is, they don’t all consciously decide to swarm, in fact they have very limited control over where they swim. They’re very vulnerable to wind effects on the sea and to tidal movements. Sometimes jellyfish and human beings come together and the consequences can be rather painful. This is because jellyfish get carried into sheltered bays, by the same processes which create sandy beaches. There are many different kinds of jellyfish, and the one most commonly encountered, in Britain at least, is the box jellyfish. This has a body size up to roughly that of a person’s head, and sixty tentacles trailing behind it, giving an overall length of around three metres. It floats along near the coast with these tentacles strung out in an attempt to catch its main prey, which is all sorts of small fish and crustaceans. They’re inclined to turn up in swarms in quite shallow areas where they can be quite tricky to see, especially if the water is sunlit too. So when people rush into the water unawares, they can run into what seems like a curtain of tentacles. It’s not very nice and then it’s difficult to avoid getting stung. So, what should you do if this happens? Now, when jellyfish sting, your initial reaction is to start running away, get out of the water as quickly as possible. But, actually, the more you run, the faster your heart rate becomes, and the quicker the venom is absorbed. So, actually, the first thing to do is to calm down the person who’s been stung. It s also been shown that you can neutralise any tentacles that are still on the person’s body by the application of vinegar. But not all jellyfish sting. For example, the blue-coloured moon jellyfish is common around Britain It won’t harm you and it’s a beautiful sight. You can see its internal organs because it’s virtually transparent and these seem to glow in the dark in this lovely blue colour. So they’re well worth looking out for. Other varieties which you might spot include ... (fade)

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PART 4 Since the start of 20th century, roughly half of the world's rainforests have been wiped out. And by the end of the 21st century, rainforests may go extinct altogether. You may think it's just a few plants and animals that'll suffer, but modern society relies on rainforests more than you might realize. The loss of this dense biodiversity could lead to sickness, poverty, even war. So, what would a post-rainforest look like? Well, first it is important to understand why the rainforest is disappearing. Globally, over the last 40 years, an area possibly the size of Europe has been cleared and repurposed for commercial use. In some cases the land is replanted with trees that produce rubber or palm oil, in other cases it is used as grazing land for cattle, or torn down for urban development. And if nothing is done, we may ultimately see rainforests gone altogether, and along with them, crucial benefits. Without rainforests, some estimate that the basis for up to a quarter of modern medicine would be lost, with thousands of medical compounds derived from plants. For example, the rosy periwinkle, which is naturally endemic only to Madagascar, produces two antitumor drugs used to fight leukemia and Hodgkin's Disease. Chemicals synthesized as a result of this plant contribute to an estimated $160 million dollars per year and the rainforest plant-drug market in total has been estimated at roughly $150 billion dollars.

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Many poor communities rely on rainforest plants life for medicine, as prescription medication and derivatives are completely unaffordable for large portions of the world's population. The World Health Organization estimates that roughly 80% of Africa's population uses traditional, herbal medicine as part of their primary health care, while in China, up to half of all medicine consumed are herbal remedies. Besides a medicinal outlook, the lack of vegetation could mean a rapid rise in climate change. Rainforests are known as "carbon sinks", which means that they consume carbon dioxide, clearing it from the atmosphere. Studies show that roughly 40% of manmade CO2 is absorbed by forests. As carbon dioxide levels rise and rainforest acreage falls, the subsequent change in climate can contribute to severe droughts, as well as rising sea levels. This is a bigger problem than it may seem, as climate change plays a huge role in geopolitics. Wars over resources are devastating, and demand for farming land continues to outstrip its supply. In 2014 in northern Honduras, US-backed security forces were implicated in the murder and intimidation of local farmers involved in disputes over palm oil. More than 100 people have already been killed over the disputes. In other parts of the world, entire indigenous tribes are being killed and displaced in favor of commercial logging and razing. But stopping this deforestation may not end up solving the larger problem. Even when ignoring financial gain by businesses which exploit these natural resources, many people in developing countries rely on the exploitation to survive. For example, palm oil employs millions of farmers, and the industry plays an important role in reducing poverty. According to one NGO on Sustainable Palm Oil, as many as 4.5 million people in Indonesia and Malaysia work in its production. And simply switching to another method of production could potentially be even worse for the environment. Alternative vegetable oils, like sunflower, soybean, and rapeseed produce about 4 to 10 times less oil per acre, so to meet demand, even more land would have to be destroyed. We all know rainforests are vital, but their direct impacts in day-to-day health, global stability and the condition of the world's atmosphere are regularly understated. In the end, a world without rainforests is much more devastating than we might realize, and much harder to avoid than we might expect.

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Origional Reading Text

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How can I cope better with stress? Some people can bounce back from life’s pressures, but others do not seem to have the capacity. Can anything help them to strengthen their emotional armour?

How do you feel when bad things happen? Do you bounce back from adversity or sob indefinitely? Emotional resilience, the ability that some people have to withstand stress, was once thought to be a genetic gift. You were either lucky and had it, or you didn’t and struggled. Studies show that teenagers who fail exams have an increased risk of depression as adults, while athletes who lose can feel long-term guilt and humiliation. But recent psychological research suggests that Page 8 of 8

emotional resilience can be developed. A systematic review of what makes people able to deal with failure looked at results from 46 studies. The solution

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The study found that having higher levels of self-esteem, a more positive way of explaining why things happen, and avoiding perfectionist thinking were strongly linked to bouncing back when things go wrong. Dr Judith Johnson, a clinical psychologist at the University of Leeds and lead author of the review, says we can build resilience. “Self-esteem was shown to be significant in two thirds of the studies we looked at in mediating the link between failure and distress,” she says.

Johnson adds that there are proven cognitive behavioural methods that raise self-esteem. You don’t have to believe you are wonderful to have emotional resilience, just that you are adequate. All you need to do is write a list of your positive qualities and examples of when you have shown them.

How you explain things also matters: if you attribute personal success to fluke rather than your own work and talent, then you are less able to use success to boost your self-esteem. If, however, you can brush off a disappointment by attributing it to external factors, such as not getting a job because they wanted a different skill mix, then you have the equivalent of emotional armour.

Finally, if you have perfectionist tendencies, lower them. Perfectionists hold rigid standards that don’t bend in the stormy weather of life. Johnson says we need to set more realistic standards. ‘‘Encourage people to be the best they can be,” she says. “If that doesn’t work out, then they should be assured there is a plan B. Being happy doesn’t depend on passing an exam. Flexible thinking is very important, especially in the young.”

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She also advises self-awareness and noticing when you are stressed. “Negative emotions tap into the basic instinct of fear, so they narrow your life. If you feel stuck, do something that cheers you up. You need to plan these things into a schedule – doing them will chip away at your negative mood, even if you do enjoy them a bit less than usual.” Other research shows that the support of friends or family also helps emotional resilience, as does being physically active.

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ĐỀ THI MÔN TIẾNG ANH LỚP 11 Thời gian làm bài:180 phút (Đề thi gồm có 18 trang)

HỘI CÁC TRƯỜNG THPT CHUYÊN KHU VỰC DUYÊN HÀI VÀ ĐỒNG BẰNG BẮC BỘ TRƯỜNG THPT CHUYÊN BIÊN HÒA, T. HÀ NAM

ĐỀ THI ĐỀ XUẤT

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Tác giả: Trương Thị Phương Thanh Điện thoại: 0978833389 Tác giả: Phạm Thị Khánh Thìn Điện thoại: 0973108315

A – LISTENING (50 points)

Part 1: You will hear part of a radio programme about journalists who interview

famous people. Choose the answer which fits best according to what you hear. (10

points)

1. In his introduction, the presenter says that celebrity interviewers

a. attract more attention than they probably wish to.

b. are pleased to be regarded as possessing great expertise.

c. are given considerable prominence in most British papers.

d. require different skills from other types of journalist.

2. Lynn Barber says that her approach involves

a. pointing out contradictions in what interviewees have said previously. b. asking only questions that interviewees will have difficulty answering.

c. making it clear that she does not believe some of what interviewees tell her.

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d. making interviewees who she dislikes believe that she likes them. 3. What does Zoe Heller say about the people she interview? a. she is glad that they do not have an opportunity to interview her.

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b. few of them appreciate how much effort she puts into her interviews.

c. she is less concerned about upsetting some of them than others. d. they should not be surprised by what happens when she interviews them.

4. Angela Lambert dislikes it when interviewees a. ask her to leave out minor matters. b. think that she genuinely likes them a lot. 1

c. accuse her of insincerity. d. are too nervous to speak openly. 5. Ray Connolly implies that his approach may involve a. making sure that interviewees stick to the order he has decided on. b. trying to make interviewees sound more interesting than they really are.

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c. rephrasing things interviewees say if they don’t make sense. d. excluding comments that interviewees may come to regret.

Part 2: Listen to a radio news bulletin about dogs and decide whether the following statements are true (T) or false (F) (10 points) Statements

True

False

1. In French advertisements, dogs are being used in lieu of human

models.

2. Parisian dog-owners take their pets for beauty treatments.

3. The popularity of a film is instrumental in the appetite for dogs as models.

4. French people are well-known to be dog-lovers.

5. The bulletin is aimed at amusing its audience.

Part 3: Listen to a conversation between a student and a professor and answer the

following questions (10 points)

1. When is the deadline for the Mary’s group project?

…………………………………………………………………………………

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2. What was the consequence resulting from the fact that no one wanted to be group leader?

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…………………………………………………………………………………… 3. According to the professor, how many benefits are there for Mary to become group

leader?

…………………………………………………………………………………… 4. What is Mary going to do after the conversation with Professor Adam? ……………………………………………………………………………………

5. According to Professor Adam, what should Mary do right after she obtains the leader position? …………………………………………………………………………………… Part 4: Listen to a piece of news about the result of the recent election in Venezuela and complete the summary below WITH NO MORE THAN THREE WORD

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AND/OR A NUMBER for each blank. (20 points)

Venezuela’s Democratic Unity gained a victory over President Maduro’s party in

last week’s election in spite of its (1)……..… because the Unity promised to limit (2)…………… of the President, who can’t lead the country out of recession.

Mainly depending on (3)………, Venezuela’s economy has been suffering from the (4)……….. in oil prices. After a short time being (5)……….., Maduro took up the

position. However, failure of his social programs has led to 2 big (6)……………. The

first one was made by students asking for (7)………… in early 2014; and the second

one in 2015 happened because of a policeman’s shooting a boy dead. The US has not only been attributed to these (8)………… and (9) ……….. but also been accused of

(10)………… Maduro’s government. This results in the US’s sanctions imposed on

Venezuela.

B – VOCABULARY AND GRAMMAR (30 points)

Part 1. Choose the word/phrase that best completes each sentence. (10 points)

1. I’m ..............to listen to your pathetic excuses,” She said. C. in no mood

B. having enough

D. sick to death

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A. sick and tired

2. Of all the entries received, his was...............out for special praise.

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A. isolated

B. brought

C. opted

D. singled

3. “There’s no need to stand on ceremony. .................in,” said a disembodied voice from the kitchen. A. Plough

B. Burrow

C. Fork

D. Dig

4. There’s nothing like a cup of tea to...............your thirst. A. draw

B. quench

C. safe

5. It was ...........by chance that we managed to find her. 3

D. work up

A. sheerly

B. purely

C. plainly

D. highly

6. I wish you would stop sitting on the...............and decide whose side you’re on. A. fence

B. crossroads

C. wall

D. middle

7. Within minutes the building was.............in flames. A. engulfed B. engrossed

C. engaged

D. entangled

A. faint

B. gut

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8. “How did you know that he was lying?” – “It was just a ...............feeling.” C. slight

D. vain

9. The price of bread has just doubled, but with............inflation what can you expect? A. rampant

B. steadfast

C. profuse

D. staunch

10. She’s a bit down in the............at the moment – her husband has just lost his job. B. dumps

C. heart

D. bottom

A. world

Part 2. Thereare 5 errors in the passage. Underline them and correct them in the

space provided.(5 points)

Simply being bilingual does not qualify anyone to interpreting. Interpreting

does not merely a mechanical process of converting one sentence in language A into the

same sentence in language B. Rather, it is a complex art in that thoughts and idioms which have multiple meanings must quickly be transformed in such a way that the

message is clearly and accurately expressed to the listener.

There are two kinds of interpreters, simultaneous and consecutive, each requires

separate talents. The former, sitting in an isolated booth, usually at a large multilingual

conference, speaks to listeners wearing headphones, interpreting that a foreign language speaker says as he says it- actually a sentence afterwards. Consecutive interpreters are

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the one most international negotiators use. They are mainly employed for smaller meetings without sound booths, headphones, and other high-tech gears.

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1……………………………………………. 2…………………………………………….

3……………………………………………. 4……………………………………………. 5…………………………………………….

Part 3. Fill in each blank with one preposition. ( 5 points) 1. Identity cards should be done ............. ................., everybody has a passport anyway. 2. In Poland unofficial strikes brought...................the unpopular Gomulka regime. take................?

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3. We’re rather short of people to organize the trip, so do you think you could

4. .................principle, there is nothing that a human can do that a machine might not be able to do one day.

5. We have been really busy, but things are starting to slacken............now.

Part 4. Provide the correct form of the words in the brackets. ( 10 points)

BOOK PUBLICISTS

The courteous smile of an author selling books signing copies or chatting on

television shows can be (1. DECEIVE)............................. . Behind the scenes of the

book tour that has become as much a part of the modern bestseller as print and paper,

the writer may be a (2. CONTEND)......................for a Golden Dartboard Award.

This is the Oscar for authors (3. ALLEGE)..........................behaving badly, an informal award nominated by the weary, sometimes (4. TRAUMA)..........................,

publicists who travel from city to city garnering publicity and sales. They call

themselves “ (5. BABY)...........................” and “wet nurses” as they tend to the fragile

word processors.

egos and (6. CONVENTION).................................demands of authors freed from their Among the most feared (7. ASSIGN)...........................for the publicists are the

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feminist writer who is remembered for yelling at her publicists in public and in (8. COLOUR)...........................language, and the thriller writer whose publicists report that

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they have instructions from his publisher to speak only when spoken to. One (9. SURVIVE)...........................of a tour with him, who nominated him for a Golden

Dartboard, says: “He treats us all as his inferiors.” However, publicists on his most recent tour say that he was an absolute (10. ENJOY)...............................to work with.

C – READING (60 points) Part 1: Read the following passage and decide which answer best fits each gap. (10 points) FREE INSPIRATION Anybody with a real desire to write, plus an average vocabulary and enthusiasm,

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can be taught to write saleable short stories. Short story writing is not easy money, but it can be a delightful and remunerate hobby. And the beauty of it is that (1) ……………is all around us.

I know several writers who make notes not only of scenes and surroundings, but of conversations. That does not mean that when they dine with the doctor, they lift his

every word for the next story in which a (2) …………..character appears. It does not

mean that they (3) ………..a notebook furtively under their soup-plate or scribble

frantically behind their newspaper in a train. What it does mean is that their ears are

open and their eyes are (4) …………..for the apt phrase and the perfect setting, for the brilliant repartee and the characteristic (5) ……………

You can sometimes be with a person for hours of uneventful conversation, and

then suddenly he will say something or make a gesture which will immediately (6)

“Funny, that habit of his!”

……………in your mind a mental comment such as “Nobody else would do that”, or

It is those individual phrases, those (7) …………..gestures, those quaint bursts of speech or action, that make character. Thus it is that there are countless occasions when

you can observe, and (of wise) later make a note of, valuable material. Perhaps a hostess

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handles a tactless guest admirably; you hear a telling phrase in a sermon, (8) …………..a motor accident and see for yourself the (9) …………..of the shaken

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drivers, hear a business argument in a train. (10) …………….the points down! b. inspiration

c. satisfaction

d. story-line

2. a. clerical

b. healing

c. medical

d. medicinal

3. a. cram

b. jam

c. stuff

d. slip

4. a. bright

b. alert

c. active

d. peering

5. a. activity

b. gesture

c. sign

d. scenario

1. a. aspiration

6. a. illicit

b. produce

c. rouse

d. spring

7. a. observant

b. partial

c. distinctive

d. distinguished

8. a. witness

b. scrutinize

c. sight

d. attend

9. a. activities

b. sayings

c. feelings

d. reactions

10. a. copy

b. set

c. record

d. jot

only one word in each gap. (10 points) FOOD FOR A FUTURE

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Part 2: Read the text below and think of the word which best fits each gap. Use

Jon Wynne-Tyson was an original thinker whose best-known book ‚Food for a Future‘

was

published

1975,

this

classic

work,

case

was(1)

………………forward for (2) ……………can only be described as a more responsible

and humane attitude towards the world’s food resources. It had gradually become clear

to Wynne-Tyson that the economics and ecology of meat production did not make

sense. What justification was (3) ……………, he argued, for using seven tones of cereal to produce one tone of meat?

Even today, the book's succinct style makes it compulsively readable. (4)

………….his approach is basically an emotional one, Wynne-Tyson goes to great

lengths to back (5) …………..every statement with considerable supporting evidence

and statistical data. Thus, even those of us who are widely read (6) ……………the

subject of vegetarianism will gain fresh insights from this book. It is generally agreed that his most skilful achievement is the slow revelation of his main thesis (7)

……………the arguments unfold. The book concludes that a move away from an

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animal-based diet to one which is based on plant sources is inevitable in the long-term, in view of the fact that there is no sound nutritional, medical or social justification for

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meat eating.(8) ………….of whether you agree with (9) …………..a conclusion or not, the book certainly makes (10) ……………..fascinating read.

Part 3: Read the following passage and choose the answer that best fits. (15 points) RIGHT-HAND DOMINANCE Humans are disproportionately right-handed. Scientists have not been able to

agree over the exact percentages of right versus left-handers because there is no accepted standard for identifying which hand is dominant. For example, some people 7

who write or throw with their right hands may perform other tasks with their left hands or may kick a ball with their left foot. Absent an objective measure, therefore, the range of estimates is wide. Right-handers are said to make up 85% to 95% of all people and left-handers 5%-15%, while the remaining tiny percentage are ambidextrous, so they can use both hands with equal ability.

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Perhaps the most unusual fact about right-hand dominance is how little we know

about its causes. Several theories have been proposed. Some evidence exists that the phenomenon is genetic, but genetics cannot agree on the process by which handedness

may be passed on by inheritance. Social and cultural forces can also cause a preference

for one hand, as when teachers or parents force a naturally left-handed child to use their

right hand. And it has been observed by anthropologist that left-handedness tends to be

consensus has been reached on how that could occur.

less common in restrictive societies and more common in permissive ones. But no

The most credible explanations center on functions inside the brain. It has been shown that the brain’s two hemispheres control the opposite side of the body. It has

been suggested that the nerves in the brain cross over at neck level to the other side of

the body so that the right half of the brain governs the left side of the body while the left

half governs the right side. Scientists believe that the left half of the brain evolved in

such a way as to predominate over the right half. As a result, the right side of the body

is controlled by the more influential left hemisphere, causing the right side to be more adept at physical tasks. But when a person is born with a dominant right hemisphere,

that person will be left-handed. Some researchers have argued that some left-

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handedness may have a pathological origin, having been caused by brain trauma during birth.

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A theory grounded in evolution is the “warrior and his shield theory”. This theory

explains that right-handedness evolved over time to be dominant because a right-handed

warrior would hold his shield in his left hand to protect his heart and to leave his right hand to free to hold a weapon. A left-handed warrior, in contrast, would hold his weapon in his left hand and his shield in his right, leaving his heart exposed. Thus a right-handed warrior, with his heart protected against enemy attacks, was more likely to

survive. By the process of natural selection, the trait for right-handedness became favored over that for left-handedness. Another theory focuses on the naturally asymmetrical arrangement of the human body. Such asymmetry is evidenced by the observable facts that the right side of the face is slightly different from the left, that one leg is stronger or longer than the other,

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and that one foot is larger than the other one. Right-handedness, the theory proposes, is just another example of this natural asymmetry.

(A) A consequence of right-hand dominance is that most common consumer

products are geared to right-handers only, leaving left-handers to struggle to adapt to designs not made with them in mind. (B) Some of these include scissors, doorknobs, locks, screwdrivers, automobile fixtures, refrigerators, can openers, clothes buttons, and

fasteners, and musical instruments. (C) The result of this design bias can be more than

mere inconvenience. (D) Some left-handed soldiers shooting rifles designed for right-

handers have sustained eye hand head injuries from ejected shell casings. Hand dominance does not seem to occur in non-human animal species. While

some individual animals can be seen developing a preference for one hand or the other,

there is no evidence that this preference is common to the species as a whole, as it is in

humans. Some scientists claim to have observed such dominance in animals but only in

controlled settings, such as a zoo or laboratory, and only when the animals are

performing manual tasks that do not mirror how they use their hands in the wild. 1. The word “absent” in the passage is closest in meaning to b. resisting

c. lacking

a. using

d. substituting

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2. According to paragraph 3, which of the following is a possible cause of left-hand dominance?

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a. the dominance of the brain’s left hemisphere b. the natural weakness of a human’s right side

c. a child’s choice upon reaching school age d. brain trauma in birth

3. The word “adept” in the passage is closest in meaning to a. speedy

b. skilled

c. careful

d. accustomed

4. According to paragraph 4, which of the following are true about the “warrior and his shield theory”? a. a left-handed warrior is favored by natural selection. b. a right-handed warrior holds his weapon in his left hand. c. a left-handed warrior holds his weapon in his right hand.

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d. a left-handed warrior leaves his heart unprotected. 5. The word “that” in the passage refers to a. warrior

b. heart

c. process of natural selection d. trait

6. According to paragraph 6, left-handers would have trouble handling all of the following EXCEPT: a. refrigerators

b. violins

c. pencils

d. shirt buttons

b. imbalanced

c. geometrical

d. variable

a. deformed

7. The word “asymmetrical” in the passage is closest in meaning to

8. Look at the four letters (A) (B) (C) (D) that indicate where the following sentence could be added to the passage.

b. (B)

c. (C)

d. (D)

a. (A)

Where would the sentence best fit?

Left-handers often search for custom-made versions of these products.

9. Why does the author mention “eye and head injuries” suffered by some left-handed

soldiers shooting their rifles?

a. to illustrate the “warrior and his shield theory”

b. to give an example of the problems faced by left-handers

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c. to argue that soldiers should wear head protection d. to contrast rifle design with the design of common consumer products

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10. According to the last paragraph, which of the following is true about hand dominance in animals?

a. it is the same as in humans. b. it is observed only in the wild. c. animals in controlled settings adopt the hand dominance of their handlers. d. it has been observed only with manual tasks.

Part 4:Choose the correct heading for each section from the list of headings below. Write the correct number i-x in boxes. (15 points) A History of Fingerprinting A To detectives, the answers lie at the end of our fingers. Fingerprinting offers an accurate and infallible means of personal identification. The ability to identify a

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person from a mere fingerprint is a powerful tool in the fight against crime. It is the most commonly used forensic evidence, often outperforming other methods of

identification. These days, older methods of ink fingerprinting, which could take weeks, have given way to newer, faster techniques like fingerprint laser scanning,

but the principles stay the same. No matter which way you collect fingerprint evidence, every single person’s print is unique. So, what makes our fingerprints

different from our neighbour’s?

B A good place to start is to understand what fingerprints are and how they are

created. A fingerprint is the arrangement of skin ridges and furrows on the tips of the fingers. This ridged skin develops fully during foetal development, as the skin

cells grow in the mother’s womb. These ridges are arranged into patterns and

remain the same throughout the course of a person’s life. Other visible human

characteristics, like weight and height, change over time whereas fingerprints do

not. The reason why every fingerprint is unique is that when a baby’s genes

combine with environmental influences, such as temperature, it affects the way the ridges on the skin grow. It makes the ridges develop at different rates, buckling and

bending into patterns. As a result, no two people end up having the same

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fingerprints. Even identical twins possess dissimilar fingerprints.

C It is not easy to map the journey of how the unique quality of the fingerprint came to

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be discovered. The moment in history it happened is not entirely dear. However, the use of fingerprinting can be traced back to some ancient civilisations, such as

Babylon and China, where thumbprints were pressed onto clay tablets to confirm business transactions. Whether people at this time actually realised the full extent of how fingerprints were important for identification purposes is another matter altogether. One cannot be sure if the act was seen as a means to confirm identity or a

symbolic gesture to bind a contract, where giving your fingerprint was like giving your word. D Despite this uncertainty, there are those who made a significant contribution towards the analysis of fingerprinting. History tells us that a 14th century Persian doctor made an early statement that no two fingerprints are alike. Later, in the

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17th century, Italian physician Marcello Malpighi studied the distinguishing shapes of loops and spirals in fingerprints.

In his honour, the medical world later named a layer of skin after him. It was,

however, an employee for the East India Company, William Herschel, who came to see the true potential of fingerprinting. He took fingerprints from the local people as

a form of signature for contracts, in order to avoid fraud. His fascination with

fingerprints propelled him to study them for the next twenty years. He developed the

theory that fingerprints were unique to an individual and did not change at all over a

lifetime. In 1880 Henry Faulds suggested that fingerprints could be used to identify convicted criminals. He wrote to Charles Darwin for advice, and the idea was

referred on to Darwin’s cousin, Sir Francis Galton. Galton eventually published an

in-depth study of fingerprint science in 1892.

E Although the fact that each person has a totally unique fingerprint pattern had been

well documented and accepted for a long time, this knowledge was not exploited for

criminal identification until the early 20th century. In the past branding, tattooing and maiming had been used to mark the criminal for what he was. In some

countries, thieves would have their hands cut off. France branded criminals with the

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fleur-de-lis symbol. The Romans tattooed mercenary soldiers to stop them from becoming deserters.

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F For many years police agencies in the Western world were reluctant to use fingerprinting, much preferring the popular method of the time, the Bertillon

System, where dimensions of certain body parts were recorded to identify a criminal. The turning point was in 1903 when a prisoner by the name of Will West was admitted into Leavenworth Federal Penitentiary. Amazingly, Will had almost the same Bertillon measurements as another prisoner residing at the very same prison, whose name happened to be William West. It was only their fingerprints that 12

could tell them apart. From that point on, fingerprinting became the standard for criminal identification. G Fingerprinting was useful in identifying people with a history of crime and who were listed on a database. However, in situations where the perpetrator was not on the database and a crime had no witnesses, the system fell short. Fingerprint

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chemistry is a new technology that can work alongside traditional fingerprinting to find more clues than ever before. From organic compounds left behind on a print, a scientist can tell if the person is a child, an adult, a mature person or a smoker, and much more. It seems, after all these years, fingers continue to point the way. List of Headings

i - Key people that made a difference ii - An alternative to fingerprinting

1. Paragraph A

iii - The significance of prints

2. Paragraph B

iv - How to identify a criminal

3. Paragraph C

v - Patterns in the making

5. Paragraph E 6. Paragraph F 7. Paragraph G

viii - A strange coincidence

vii - Exciting new developments

4. Paragraph D

vi - Family connections

ix - Punishing a criminal x - An uncertain past

Complete the sentences.

KĂ&#x2C6;

Choose NO MORE THAN TWO WORDS from the passage for each answer. 8. Unlike other_____________________________ that you can see, fingerprints never

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change.

9. Although genetically the same, ________________________ do not share the

same fingerprints. 10. A fingerprint was a substitute for a______________________ in Indian contracts.

Part 5: You are going to read an article containing reviews of restaurants throughout the United States. For questions 1-10, choose from the reviews (A-F). The reviews may be chosen more than once. (10 points)

2. The customers make an effort with their appearance 3. Creative variations on a popular dish are offered.

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In which review are the following stated? 1. The writer let someone else choose what he ate.

4. The writer would like to have eaten much more of one dish. 5. The location is unusual for an expensive restaurant. 6. The server was more skilled than he initially appeared.

9. It will eventually be possible to sleep there.

10. The writer was tempted to make a noise.

8. The food is not what you’d expect from the decor.

7. The restaurant resembles another place from the past.

GOOD FOOD GUIDE TO THE STATES For tourists who love to visit interesting restaurants while on holiday, here is my pick of

A – Flour and Water

six special places which I’ve enjoyed in the USA.

Reservations at Flour and Water in San Francisco are tough. Lines are long — half the tables are saved for walk-ins. The music is loo loud, techno the night I ate there. The

servers look as though they're ready to toss aside their order pads and dance. The design

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appears to be inspired by the Wild West. Nothing hints at the brilliance ot the dishes you will be served there. Flour and Water offers simple Italian dining in a very special

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way using remarkable ingredients and providing stunning layers of flavor. San Francisco produces the most fascinating pizza toppings on earth, and these are among

the most original and delicious: bone marrow, soft cheese, broccoli leaves, and fresh horseradish on one; tomato, spiced meat and olives on another. Pizza gets no better than this. B – The Tasting Kitchen

I wasn't impressed by the menu at The Tasting Kitchen, not at first. ‘Very confusing I apologize.’ the waiter admitted. To be honest, he didn't seem oil that coherent, either. When I told him I had no idea what to order, he suggested I trust the chef. I rather apprehensively said okay. Nothing to lose. That's when the experience changed. The Tasting Kitchen then began to feel like a top-class restaurant in Paris, despite the fact

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that its prices are actually remarkably reasonable. The food was creamy, complex, and

compelling. The only break from richness was two different salads, the lettuces piled high, accented with beautifully biting vinaigrettes. The wines were exquisitely matched.

That waiter suddenly transformed into a mastermind, when it came to the wine list. This meal at The Tasting Kitchen had turned out to be a masterpiece. C – Long man and Eagle

The way I heard it from my waiter, Longman and Eagle aspires to become a guesthouse.

That will happen once the planned half dozen rooms are completed and ready to be

made available for overnight stays. Longman and Eagle has two dining areas, wildly dissimilar. The bock one looks like it was decorated by an 11-year-old with crayons.

The front room, substantially more popular, has an unpainted plank ceiling, black tables,

rusted industrial lamps, exposed pipes, a few plants, and no art except that found on the

bodies of the customers. The food is first-class. A considerable number of dishes were

triumphant, including spicy chicken wings with a blue-cheese dip, chicken-liver mousse D – Commis

and a sunny- side-up duck egg with truffle vinaigrette

Across the street from Commis is Anatoly's Men's Clothing, new suits for $99, (Not

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cheap enough? Take advantage of the liquidation sale.) An unlikely locale for a restaurant with such style. Commis is a block buster, a neighborhood-changer, a primal

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economic and cultural force. Whether or not it’s embraced by locals, it has to be admired for venturing where nobody is used to paying serious prices for food The

kitchen staff works out front, behind a tiny counter, eerily silent — as is the entire restaurant. The food was perfect but so much quiet made me desperate to shatter the hush, yell out. “Hey, there's a sale at Anatoly's — anybody want to join me?’ E – Menton

Menton is one of Boston's fanciest restaurants. It is cool, minimalist, all blacks, whites, and grays, not a hint of color in the dining room. The servers are so discreet they seldom talk to the table, preferring to lean in and hove a conversation with each diner The patrons are living up to the restaurant — I can t recall seeing such a nicely dressed dinner crowd in America's worst-dressed city. The food tends toward upscale French,

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lush and rich. The meat preparations stand out, particularly the thick, juicy slab of

pheasant and the tender, barely gamy Scottish hare, presented rare. Menton is gracious, serious, luxurious, and very un-Boston F – The Walrus and the Carpenter

You walk down a long hallway to a half-hidden door where a cheerful young maitre d' seats you in a room that’s joyous, lively, and oh so cramped. It's filled with diners

enjoying oysters and other sea food. The Walrus and the Carpenter feels like a

throwback to an earlier era of Seattle dining. It reminds me of the once wonderful Pike

Place, long before it got touristy and bland. On the zinc bar are wire baskets filled with chopped ice and fresh oysters. There's so much else: including my favorite savory

course: smoked trout with pickled red onions on a lentil salad studded with walnuts. The

panna cotta dessert was so light I was thinking of eating a half-dozen portions, the way I

ate a half-dozen oysters. In my opinion, this restaurant offers the very best food in the

area

D – WRITING (60 points)

Part 1. Rewrite the following sentences in such a way that it is as similar as

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possible in meaning to the original sentence. Do not change the given words or phrases. (5 points) 1. At first, I felt so tense, but her smile helped me to get back my confidence.

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Her smile melted……………………………………………………………..

2. Is it because they are poor that they behave like that? Is it their…………………………………………………………………….

3. The severity of the punishment bore no relation to the seriousness of the crime. (PROPORTION) ............................................................................................................................ 16

4. Critics are hoping the new director can bring some positive changes into the French film industry. (BREATHE) ............................................................................................................................ 5. Organic vegetables are said to be healthy. (WONDERS) ............................................................................................................................

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Part 2. Describing graphs (20 points)

The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

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………………………………………………………………………………………….. …………………………………………………………………………………………..

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………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. 17

Part 2. Writing an essay (35 points) Write an essay of about 300 words to answer the following questions. Give reasons and include any relevant examples to support your answer. Too much emphasis is placed on testing these days. The need to prepare for tests and examinations is a restriction on teachers and also exerts unnecessary pressure on young

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learners. To what extent do you agree or disagree?

…………………………………………………………………………………………..

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THE END

Họ và tên thí sinh: …………………………………………….SBD:……………..

Họ và tên giám thị số 1: …………………………………………………………… Họ và tên giám thị số 2: ……………………………………………………………

HƯỚNG DẪN CHẤM ĐỀ THI MÔN TIẾNG ANH LỚP 11

HỘI CÁC TRƯỜNG THPT CHUYÊN KHU VỰC DUYÊN HÀI VÀ ĐỒNG BẰNG BẮC BỘ TRƯỜNG THPT CHUYÊN BIÊN HÒA, T. HÀ NAM

(Đáp án đề thi gồm có 08 trang)

ĐỀ THI ĐỀ XUẤT

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Tác giả: Trương Thị Phương Thanh Điện thoại: 0978833389 Tác giả: Phạm Thị Khánh Thìn Điện thoại: 0973108315 A – LISTENING (50 points) Part 1: 1. c

2. a

3. d

2. T

3. T

4. b

1. F

Part 2:

4. F

Part 3:

1. next week

2. no productive decisions were made

3. three

4. call another group meeting and nominate herself as group leader Part 4:

1. unclear policy

5. allocate the responsibilities

6. waves of protests/oppositions 7. better security

3. oil producing

8. economic woes

4. sharp drop

9. so-called imperial aggression

5. interim president

10. conspiring to overthrow

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2. executive powers

B – VOCABULARY AND GRAMMAR (30 points)

Part 1:

1. C

2. D

3. D

4. B

5. B

1. A

7. A

8. B

9. A

10. B

Part 2: 1

5. d

5. T

1. to interpreting--> for interpreting

4. requires--> requiring

2. does not--> is not

5. that a foreign--> what a foreign

3. in that --> in which

1. away with

2. down

3. on

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Part 3: 4. In

Part 4:

6. unconventional

2. contender

7. assignments

3. allegedly

8. colourful

4. traumatized/traumatised

9. survivor

5. babysitters

10. joy

2. c

6. b

7. c

N 3. d

4. b

5. B

8. a

9. d

10. d

Part 1:

C – READING (60 points) 1. b

1. put

2. what

6. on

7. as

Part 2:

1. deceptive

5. off

3. there

4. although/though/while/whilst

10. a

3. b

4. d

5. d

7. b

8. c

9. b

10. d

1. iii

2. v

3. x

4. i

5. iv

6. viii

7. vii

M 2. d

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1. c

9. such

Part 3:

8. regardless/irrespective

5. up

6. c

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Part 4:

8. (human) characteristics

9. identical twins

10. signature

Part 5: 1. B

2. E

3. A

4. F

5. D

6. B

7. F

8. A

9. C

10. D

D – WRITING (60 points) 2

Part 1: 1. Her smile melted away all the tension and I got back the confidence. 2. Is it their poverty that makes them behave like that? 3. The punishment was out of (all) proportion to the crime. 4. Critics are hoping the new director can breathe life into the French film industry.

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5. Organic vegetables are said to do wonders for one’s health. Part 2: Part 3:

The impression mark given to each of part 2andpart3 is based on the following scheme: 1. Content: 50% of total mark: a provision of all main ideas and details as appropriate

2. Language:30% of total mark: a variety of vocabulary and structures appropriate to the level of English language gifted upper-secondary school students

3. Presentation:20% of total mark: coherence, cohesion, and style appropriate to the

level of English language gifted upper-secondary school students.

TAPE SCRIPTS Part 1:

Presenter:

Journalism has become a subject for serious study, judging by the number of schools

and colleges offering courses and degrees in media studies. Students now write theses

on the Art of Interviewing. We are in something of a mini golden age for the Celebrity Interview. Just open any British paper or magazine. In Britain, almost every paper has

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its star interviewer. The bylines are big, the space generous and the remuneration handsome. Rival papers try to lure away star interviewers, the way they once fought

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over the Big Columnist or the Voice of Sport, knowing that a good interview, with a good name, sells papers. But who are these interviewers and how do they do it? I spoke

first to Lynn Barber, who’s been interviewing famous people, or FPs, for many years for a variety of national newspapers. Lynn Barber: Left to myself, I tend to choose interviewees who are male, older than myself and difficult. I don’t mind if they are vain, egotistical or badly behaved. I avoid nice, sane, 3

straightforward people. My best subjects are the last people on earth you would want to meet at a dinner party. I usually start with a clever, complicated question like ‘You said in one paper in 1996 blah blah blah, whereas you told a magazine in 1998 blah blah blah.’ This is to let them see that I've done my homework, that I’ve made an effort and so should they, and that I won’t be fobbed off with old answers. Then I might go on to

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some soft questions about childhood, finishing with a few more provocative observations, carefully worded, such as ‘It seems to me you are very arrogant’, just to get them going. Presenter: For Zoe Heller, each interview is a week’s work.

ZoeHeller:

It does look like a breeze, interviewing one person and taking a week over it. I’ve got

faster, but I still write very slowly. I don’t know how people manage without a tape

recorder. I couldn’t do it. You couldn’t possibly get their exact words. I often send them

one of my previous pieces in advance, showing them what they’re in for, what they can

expect. If they agree to see me, I expect them to play the game. There always is a dilemma. I fret about upsetting people but at the same time I want to describe them

honestly. Quite a few people have been upset. I wouldn’t be interviewed by me. Or by

anyone. God, no. I spend a whole week persuading someone to do something that I

wouldn’t do myself in a month of Sundays.

Presenter:

Angela Lambert, a very experienced interviewer, doesn’t use a tape recorder, she makes

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notes in longhand during the interview. Angela Lambert:

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When I arrive, I usually explain that everything that happens belongs to me, though if they say something is off the record, I won’t write it down. If they are nervous, I’ll say,

‘Look, trust me, otherwise you won’t enjoy it and I won’t enjoy it. If you’re really nervous, I’ll abandon it.’ I have no hidden agenda. If of course they behave badly, and are beastly, I’ll write that down. At the end, I say if they have any regrets, then say it now. They hardly ever take anything back, except trivial things, such as perhaps ‘Don’t mention my brother’. A great many interviewees mistake intimacy for real friendship. 4

There is reciprocal warmth, which can be very embarrassing, as I’m highly unlikely to see them again. If you are doing an ordinary human interest story, I know that my sympathy will stop the moment the interview is over. They don’t realize that, but I feel guilty. If it’s a so-called celebrity interview, then that doesn’t matter. I don’t feel guilty. They know the ropes.

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Presenter:

Ray Connolly is one of the few male journalists rated by the women in the field. Ray Connolly:

As for my approach, I try to tell a story, with a beginning, a middle and an end, in order

to make it readable. That’s why chat-show interviews are so poor. The best bit might be

in the first minute, or the last minute. With a written interview, you can shape it to get the best effect. If asked, I will let people see the interview, but I don’t offer. In 30 years,

I’ve had few complaints. I often protect people from themselves. They don’t realize

what they say, how things might hurt their children. I like doing writers best. I like

actors least. They have nothing to say.

Presenter:

Now, as an interviewer myself, this got me thinking ...

Part 2:

Part 4:

Part 3:

Venezuela`s Opposition Party Wins Parliament AZUZ: Winds of change are blowing in the South American nation of Venezuela. An

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election this week gave a major victory to the country`s Democratic Unity Party and a major defeat to President Nicolas Maduro and his United Socialist Party of Venezuela.

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The Democratic Unity is a fragmented coalition of parties and its policies are unclear. But it has stated that it plans to change the constitution and take away some of the vast

executive powers from President Maduro, though he remains as leader until the next presidential elections in 2018.Venezuela has one of the world`s worst economies. It`s in a deep recession. Inflation is out of control. The government can`t afford to import basic items like diapers and flour. (BEGIN VIDEOTAPE) 5

SHASTA DARLINGTON, CNN CORRESPONDENT: Despite being one of the world`s top 10 oil producing nations, more than 25 percent of Venezuelans live below the poverty line, and more than 90 percent of exports come from that oil revenue. So, with the very sharp drop in oil prices, the economy has been affected. We`re talking about a severe economic recession, shortages in medicine and food and

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other basic goods. Nicolas Maduro became interim president in March of 2013, after Hugo Chavez died after a decade in power. He was 58. Maduro was then elected president a month later in a very tight race, with 50.8 percent of the vote. Nicolas Maduro has kept his predecessors, left-wing ideology alive and continued investing in the social programs. But with the sharp drop in oil prices, he`s seen some of

that funding dried up and people are really beginning to feel that squeeze. The first wave of oppositions began back in February back of 2014, when a student was

reportedly sexually assaulted at a university in the Western city of San Cristobal. And

students took to the street to demand better security. But that quickly spread across the

country, in anti-government protests. Since then, dozens of people have been killed in

those clashes, and thousands have been arrested including the opposition leader Leopoldo Lopez. A second wave of protests gained momentum in the beginning of

2015 and turned violent, when a 14-year-old boy was shot dead by a policeman.

President Maduro has blamed the United States for a lot of the country`s economic woes

and so-called imperial aggression. He`s also accused the United States of conspiring to

overthrow his government. And in February, he had another opposition leader, the mayor of Caracas, arrested, accusing him of conspiring with the United States again to

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overthrow his government. While the United States is still the biggest consumer and buyer of Venezuelan oil, bilateral relations have deteriorated and Venezuela

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has expelled a number of diplomats, and Washington has imposed sanctions on Caracas, and that now, Venezuela is requiring all Americans to have visas if they want to enter

the country. It`s also ordered the U.S. embassy in Caracas to seriously scale back operations, in an apparent retaliation for those sanctions. (END VIDEOTAPE) Part 3 6

W: Hello, Mr. Adams. May I speak with you for a moment? M: Mary, sure. Come into my office, and have a seat. How can I help you? W: Well, I’m here to talk to you about our group project in your intro class... M: Okay, yes...The group projects that are due next week... How is your group faring? N: Well, uh, not so well. That’s what I was hoping to discuss with you. We met last

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night and failed to make any progress. We just kind of sat there, with nobody saying much.

w. So, the first thing I want to know is, who did the group elect as a leader? I’m assuming it was you since you’re the one who is here representing them now.

W: No, we just kind of avoided selecting a leader. It was like nobody wanted to step up

and take the responsibility.

M: Aha, I see. Nobody wanted to assume the leadership role, and therefore no

productive decisions were made.

W:That’s right. We couldn’t really decide on what topic to choose for our research

project or even how we should go about choosing a subject.

M: Well, Mary, I think the correct decision is sitting there right under your nose. It’s you! You should elect yourself leader of this quiet little group and start making

decisions to get something accomplished.

W: Yes, but being the leader takes so much effort. With my other studies, I just don’t

know if I have the time and energy to invest in this.

M: Do you want a good grade? W: Of course.

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M: Well, if you’re willing to invest the time and effort into coming to see me here and you really want a good grade, I think it’s in your best interest to assume leadership

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of this group and to start making some strong decisions.

W: Uh... Okay... Tell me more.

M: Well, the benefits are trifold. First of all, you’ll steer your group towards success. This will give you the respect and admiration of your fellow students. Secondly, by asserting yourself, there will be some long-term benefits in the boost of confidence and ability you’ll receive.

W: Sure... I’ll feel stronger, sharper... more capable. 7

M: That’s right! You’ve got it. By stepping up into the leader’s role, you’ll play a role that is required in any human endeavor. And thirdly, you’ll impress me... your teacher... which means you’ll get a better grade than the other students, who were too meek to do anything for themselves. W: Okay, I think you’ve talked me into it. I’m going to call another group meeting and

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nominate myself as group leader.

M: Sure, that’s right. But don’t assume all of the burden yourself. As soon as you’re the

leader, you need to allocate the responsibilities. Make one of the group members in charge of researching the various topics and another member in charge of

assembling information. Before you know it, your group will be working towards its

goal like a well-oiled machine!

W: Oh, Professor, thanks so much for your valuable guidance!

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M: No problem, that’s what I’m here for!

HỘI CÁC TRƯỜNG THPT CHUYÊN VÙNG DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ TRƯỜNG THPT CHUYÊN TUYÊN QUANG --------------------ĐỀ THI ĐỀ XUẤT

KÌ THI HỌC SINH GIỎI NĂM HỌC 2016-2017 MÔN THI: TIẾNG ANH LỚP 11 Ngày thi: 15 tháng 4 năm 2017 Thời gian làm bài: 180 phút (không kể thời gian giao đề) (Đề thi gồm 11 trang)

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SECTION I. LISTENING (50PTS) Part 1: You will hear a psychologist being interviewed about friendship, choose the answer A, B, C or D which fits best according to what you hear. 1. From three to five years old, children ___________________ A. are happy to play alone. B. prefer to be with their family. C. have rather selfish relationships. D. have little idea of ownership. 2. From age five to eight or ten, children ___________________ A. change their friends more often. B. decide who they want to be friends with. C. admire people who don’t keep to rules. D. learn to be tolerant of their friends. 3. According to Sarah Browne, adolescent ___________________ A. may be closer to their friends than to their parents. B. develop an interest in friends of the opposite sex. C. choose friends with similar personalities to themselves. D. want friends who are dependable. 4. Young married people ___________________ A. tend to focus on their children. B. often lose touch with their friends. C. make close friends less easily. D. need fewer friends than single people. 5. In middle or old age people generally prefer ___________________ A. to say in touch with old friends. B. to see younger friends more often. C. to have friends who live nearby. D. to spend more time with their friends. Your answers: 1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________ Part 2 (10 pts) You will hear a radio interview, decide decide whether the following sentences are true (T) or false (F). 1. The idea for the invention occurred to Ryan while waiting at a Burger King restaurant. 2. Ryan used the idea when he entered a science contest. 3. Ryan’s invention helps deaf people learn sign language. 4. Ryan had no previous experience of building electronic devices. 5. Ryan has sold his invention to a deaf community centre. Your answers:

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1. 2. 3. 4. 5. Part 3. You will hear part of a radio program about a well-known toy. Answer the following questions. 1.What is the earliest evidence of the yo-yo? ______________________________________________________ __ _______ 2. What may the first yo-yos been made from? _______________________________________ ________________________ 3. Where did the name yo-yo originate? _________________________________________ ______________________ 4.In which year were the yo-yos no longer made by one company? ______________________________________________ _________________ 5. What is the kind of material which is still used in all yo-yos? __________________________________________ _____________________ Part 4. You will hear a talk about the protest on oil pipeline. Complete the following summary.(10pts) People in the U.S. state of North Dakota are angry because an oil company is building (1) ______________ under a lake near the Standing Rock Sioux Reservation. The Sioux people are Native Americans who have been on the land for (2) ______________. They have been joined by many (3) ______________ to stop the (4) ______________ from passing near Sioux land. They say it will make water (5) ______________. They also say the pipeline will destroy sacred Sioux sites. The protestors have been on the site for months trying to (6) ______________. They were recently joined by (7) ______________ from the U.S. military. The veterans have built the protestors (8) ______________ to keep warm in the freezing winter. There has been (9) ______________between the protestors and police. A North Dakota spokesman said some of the protestors were "frightening". However, Coast Guard veteran Ashleigh Jennifer Parker said: "We will be unarmed, completely prepared for (10) ______________. We don't even like the word 'protest'. We're there to help the water protectors." Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. B. VOCABULARY AND GRAMMAR (30 pts) Part 1. Choose the word/ phrase that best completes each of the following sentences. (10 pts) 1. Joanna was a very dominant mother who tried to ____________ her wishes on her children. A. suppress B. impose C. dictate D. rule 2. Mary became totally ____________ in her novel and forgot to cook the dinner. A. engrossed B. dedicated C. devoted D. concerned 3. I can’t understand why he can’t find a job when he has such a ____________ of talent and creativity. A. flare B. wealth C. plenty D. number 4. With his excellent qualifications and a good command of English, James is ____________ above the other applicants. A. head and hair B. head and ears C. head and hands D. head and shoulders 5. Teachers have the authority to discipline pupils by ____________ of their position as teachers. A. view B. virtue C. means D. way 6. The young man committed the crime ____________ the influence of drugs. A. under B. on C. with D. by 7. The new curriculum has been designed to ____________ students learning by combining theory with hands-on practice. 2

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A. endow B. optimize C. sharpen D. estimate 8. We would like to pay ____________to all the artists who made this wonderful festival possible. A. praise B. reward C. tribute D. thanks 9. Don’t you feel the problems needs to be ____________ head-on? A. solved B. worked out C. ironed out D. tackled 10. The office is ____________ so some people will have to be made redundant. A. overstaffed B. overcharged C. undersized D. underused Part 2. Read the text and find 5 mistakes and correct them. You should indicate in which line the mistake is. (5 pts) Television lie at the heart of American culture, offer a combination of news and amusement. It is not surprising, therefore, that daytime talk shows, the ultimate blend of information and entertainment, are earning top rate. Talk show producers and hosts claim that the purpose of air all sorts of problems on national television 5is to benefit viewers. They say they provide useful information and have helped to create a more sensitive and educational public. Many of those who have appeared as guests say doing so changed their lives, and the shows can certainly take the credit for giving a lot of people information they would not otherwise have had. So do the shows provide a service by allowing people to work through issues that 10would otherwise be swept under the carpet? Or is there a danger that viewers will regard the self-centered and thoughtful behavior they see in these programs as a model of how to live their own lives? Your answers: Line Correction

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Part 3. Complete each of the following sentences with a suitable preposition or particle. (5 pts) 1. Why have you suddenly stopped eating fish? What put you __________it? 2. June won’t be going to prison. The judge let her __________ with just a caution this time. 3. The teacher asked the pupils who had broken the chair, but at first no one owned __________. 4. The wallpaper was very old and was coming __________ the walls. 5. The meeting dragged __________ and I got more and more bored. Your answers: 1. 2. 3. 4. 5. Part 4. Read the passage and choose the best answer to each of the questions. (15 pts) The Mayas developed the only pre-Columbian writing in the Americas and devised an intricate astronomy to chart the movements of the heavens. Archaeologists have been (1) __________________ (MYSTERY) as to why their civilization seems to have collapsed abruptly in the ninth century, resulting in the (2) __________________ (ABANDON) of flourishing cities. However, a team of Mexican and American archaeologists have recently(3) __________________ (EARTH) a monumental art work that may give some clues to their sudden (4) __________________ (APPEAR). While digging at Palenque, in the Yucatan peninsula, the researchers (5) __________________ (COVER) a bench-like throne more than 2.8m wide and 1.7m deep in vermilion-painted limestone. The archaeologists say the grandeur of the throne and the (6) __________________ (SPACE) of the palace that houses it indicate that the last rulers of Palenque were more ambitious and (7) __________________ (POWER) than had once been thought. The throne itself was built in about AD760 by one of the last Mayan rulers and is adorned with at least 200 hieroglyphs and six sculptured portraits. The experts hope that once the (8) __________________ (SCRIBE) have been deciphered, something which could take time, they may disclose the (9) __________________ (ACHIEVE) and 3

aspirations of the Mayas in the decades before their demise and lead to a better (10) __________________ (STAND) of the reasons for their decline. Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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C. READING COMPREHENSION (60 pts) Part 1. For each gap, choose the correct answer A, B, C or D which best fits the context. (10 pts) NEVER TOO OLD TO LEARN! Education is a life-long process that not only provides us with basic skills such as literacy and our future lives. From the moment we enter numeracy, but is also essential in (1) kindergartens as small children, and as we progress through primary and secondary education, we (2) the foundations for the life ahead of us. We must discipline ourselves to work hard (3) we can pass exams and gain the qualifications we will need to secure a good job. We must also acquire valuable life skills so that we can fit in and work with those around us. And of course health education helps us to understand (4) we can stay fit and healthy. For most people, this process ends when they are in their mid-to-late teens. For others, however, it to further is the beginning of a lifetime of learning. After they finish school, many (5) education where they will learn more useful skills such as computer literacy or basic business management. (6) will enroll on a program of higher education at a university where, with hard work, they will have the opportunity to graduate after three or four years with a well-earned degree. After that, they may work for a while before opting to study for a higher degree- an MA, for example, or a PhD. Alternatively, they may choose to attend an evening class after work or, if they have a sympathetic employer, (7) day release so that they can study during the week. And if they live a long way from a college or university, they might follow a (8) course using mail and the Internet. (9) , it is largely due to the proliferation of computers that many people have started to study again and can proudly class themselves as mature students. We live in a fascinating and constantly changing world, and we must continually learn and (10) new knowledge if we are to adapt and keep up with changing events. Our schooldays are just the beginning of this process, and we should make the best of every opportunity to develop ourselves, whether we are eighteen or eighty. You are, indeed, never too old to learn. 1. A. forming B. shaping C. moulding D. leading 2. A. are lying B. are laying C. are replacing D.are building 3. A. in order to B. so as that C. so that D. in case 4. A. how B. what C. when D. where 5. A. progress B. continue C. move D. pursue 6. A. The others B. Another C. The other D. Others 7. A. ask B. obtain C. achieve D. bring 8. A. writing B. correspondence C. mail D.self-study 9. A. As a result B. Particularly C. What's more D. In fact 10. A. enrich B. acquire C. widen D. broaden Part 2. Fill ONE suitable word in each blank. (10 pts) If we measure the seasons, as in the past they have been, by ordinary natural events such as the departure of migrating birds or the appearance of the first flower, (1)________________ spring now begins in November and autumn ends in December. (2) ________________ may seem an unlikely situation to us, but in actual fact, data shows that spring now occurs ten to thirty days earlier than it did, while recent research bears (3) ________________ that autumn is arriving later. Traditional data on phenology, the study of the timing of natural events goes, (4) ________________ to 1736 in Britain, taken (5) ________________ isolation, phonological data may 4

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not mean much, but the received wisdom from ecology is about interconnectedness. (6)________________, with higher temperatures in winter, some species will breed earlier and then find that their food source has been destroyed (7) ________________ winter finally arrives. Competition for winter food will probably increase too, as birds stop migrating south in winter, as has already happened in a (8) ________________ of cases (9) ________________ it is often difficult to be certain that seasonal trends are progressive and not cyclical, those involved in analyzing the information see the fingerprints of global warming (10) ________________ this blurring of the seasons’ edges. Part 3. Read the following passage and answer the questions The reading passage has seven paragraphs (A-G). For questions 1-6, choose the correct heading for paragraphs B-G from the list of heading below List of headings i. Why some early social science methods lost popularity. ii.The cost implications of research iii. Looking ahead to an unbiased assessment of research iv. A range of social issues that have been usefully studied v. An example of a poor decision that was made too quickly vi. What happens when the figures are wrong vii One area of research that is rigorously carried out viii The changing nature of medical trials ix An investigate study that may lead to a new system x Why some scientists’ theories are considered second-rate Example Paragraph A: x 1.Paragraph B ______________ 2.Paragraph C ______________ 3.Paragraph D ______________ 4.Paragraph E ______________ 5.Paragraph F ______________ 6.Paragraph G ______________ TRY IT AND SEE A.In the scientific pecking order, social scientists are usually looked down on by their peers in the natural sciences. Natural scientists do experiments to test their theories or, if they cannot, they to look for natural phenomena that can act in lieu of experiments. Social scientists, it is widely thought, do not subject their own hypotheses to any such rigorous treatment. Worse, they peddle their untested hypotheses to government and try to get them turned into policies. B. Governments require sellers of new medicines to demonstrate their safety and effectiveness. The accepted gold standard of evidence is a randomized control trial, in which a new drug is compared with their best existing therapy (or with a placebo, if no treatment is available). Patients are assigned to one arm or the other of such a study at random, ensuring that the only difference between the two groups is the new treatment. The best studies also ensure that neither patient nor physician knows which patient is allocated to which therapy. Drug trials must also include enough patients to make it unlikely that chance alone may determine the result. C. But few education programs or social initiatives are evaluated in carefully conducted studies prior to their introduction. A case in point is the “whole-language” approach to reading, which swept much of the English speaking world in the 1970s and 1980s. The whole-language theory holds that children learn to read best by absorbing contextual clues from texts, not by breaking individual words into their component parts and reassembling them (a method known as phonics). Unfortunately, the educational theorists who pushed the whole-language notion so successfully did not wait for evidence from controlled randomized trials before advancing their claims. Had they done so, they might have 5

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concluded, as did an analysis of randomized studies carried out by the US National Reading Panel in 2000, that effective reading instruction requires phonics. D. To avoid the widespread adoption of misguided ideas, the sensible thing is to experiment first and make policy later. This is the idea behind a trial of restorative justice which is taking place in the English courts. The experiment will include criminals who plead guilty to robbery. Those who agree to participate will be assigned randomly either to sentencing as normal or to participation in a conference in which the offender comes face to face with his victim and discusses how he may make emotional and material restitution. The purpose of the trial is to assess whether such restorative justice limits reoffending. If it does, it might be adopted more widely. E. The idea of experimental evidence is not quite new to the social science as sneering natural scientists might believe. In fact, randomized trials and systematic reviews of evidence were introduced into the social sciences long before they became common in medicine. An apparent example of random allocation is a study carried out in 1927 of how to persuade people to vote in elections. And randomized trials in social work were begun in the 1930s and 1940s. But enthusiasm later waned. This loss of interest can be attributed, at least in part, to the fact that early experiments produced little evidence of positive outcomes. Others suggest that much of the opposition to experimental evaluation stems from a common philosophical malaise among social scientists, who doubt the validity of the natural sciences, and therefore reject the potential of knowledge derived from controlled experiments. A more pragmatic factor limiting the growth of evidence-based education and social services may be limitations on the funds available for research. F. Nevertheless, some 11,000 experimental studies are known in the social sciences (compared with over 250,000 in the medical literature). Randomized trials have been used to evaluate the effectiveness of driver-education programmes, job-training schemes, classroom size, psychological counseling for post traumatic stress disorder and increased investment in public housing. And where they are carried out, they seems to have a healthy dampening effect on otherwise rosy interpretations of the observations. G. The problem for policymakers is often not too few data, but what to make of multiple and conflicting studies. This is where a body called the Campbell Collaboration comes into its own. This independent non-profit organization is designed to evaluate existing studies, in a process known as a systematic review. This means attempting to identify every relevant trial of a given question (including studies that have never been published), choosing the best ones using clearly defined criteria for quality, and combining the results in a statistically valid way. An equivalent body, the Cochrane Collaboration, has produced more than 1,000 such reviews in medical fields. The hope is that rigorous review standard will allow Campbell, like Cochrane, to become a trusted and authoritative source of information. For questions 7-10, choose NO MORE THAN TWO WORDS from the passage for each answer. Fighting Crime Some criminals in England are agreeing to take part in a trial designed to help reduce their chances of (7)_________________. The idea is that while one group of randomly selected criminals undergoes the usual (8)_________________, the other group will discuss the possibility of making some repayment for the crime by meeting the (9)_________________. It is yet to be seen whether this system, known as (10) _________________, will work. Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Part 3. Read the passage and choose the best answers (A, B, C or D) to the questions. Population ecology is the science that measures changes in population size and composition and identifies the causes of these fluctuations. Population ecology is not concerned solely with the human population. In ecological terms, a population consists of the individuals of one species that simultaneously occupy the same general area, rely on the same resources, and are affected by similar 6

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environmental factors. The characteristics of a population are shaped by its size and by the interactions among individuals and between individuals and their environment. Population size is a balance between factors that increase numbers and factors that decrease numbers. Some factors that increase populations are favourable light and temperature, adequate food supply, suitable habitat, ability to compete for resource, and ability to adapt to environmental change. Factors that decrease populations are insufficient or excessive light and temperature, inadequate food supply, unsuitable or destroyed habitat, too many competitors for resources, and inability to adapt to environmental change. Another important characteristic of any population is its density. Population density is the number of individuals per units, such as the number of maple trees per square kilometer in a county. Ecologists can rarely determine population size by actually counting all individuals within geographical boundaries. Instead, they often use a variety of sampling techniques to estimate densities and total population sizes. For example, they might estimate the number of black bears in a national park by counting individuals in a few sample plots representative of the whole park. In some cases, they estimate population size through indirect indicators, such as the number of nests or burrows, or signs such as tracks or droppings. Another important population characteristic, dispersion, is the pattern of spacious among individuals within the population’s geographical boundaries. Various species are distributed in their habitats in different ways to take better advantage of food supplies and shelter, and to avoid predators or find prey. Within a population’s range, densities may vary greatly because not all areas provide equally suitable habitat, and also because individuals space themselves in relation to other members of the population. Three possible patterns of dispersion are clumped, uniform, and random. A clumped dispersion pattern means that individuals are gathered in patches throughout their habitat. Clumping often results from the irregular distribution of resources needed for survival and reproduction. For example, fallen trees keep the forest floor moist, and many forest insects are clumped under logs where the humidity is to their liking. Clumping may also be associated with mating, safety, or other social behavior. Crane flies, for example, swarm in great numbers, a behavior that increases mating chances, and some fish swim in large schools so they are less likely to be eaten by predators. A uniform or evenly spaced distribution results from direct interactions among individuals in the population. For example, regular spacing of plants may result from shading and competitions for water. In animal populations, uniform distribution is usually caused by competition for some resource or by social interactions that set up individual territories for feeding, breeding, or testing. Random spacing occurs in the absence of strong attraction or repulsion among individuals in a population. Overall, random pattern are rare in nature, with most populations showing a tendency toward either clumped or uniform distribution. Populations change in size, structure, and distribution as they respond to changes in environmental conditions. Four main variables- births, deaths, immigration and emigration – determine the rate of change in the size of the population over time. A change in the birth rate or death is the major way that most populations respond to changes in resource availability. Members of some animal species can avoid or reduce the effects of another with more favorable environmental conditions, thus altering the population’s dispersion. 1.According to the passage, which factor might cause the population of a species to decrease in size? A. A favorable amount of light and water B. An ability to hide from or defend against predators C. A large number of other species competing for food D. A greater number of births than deaths 2. Which of the following is an indirect indicator of a population’s density? A. The distribution of food in a given area B. The number of nests in a given area C. The number of births in a given period of time 7

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D. The number of individuals counted in a given area 3. The distribution pattern of individuals within a population’s geographical boundaries is known as A. population ecology B. population density C. population change D. population dispersion 4. The word range in paragraph 4 is closest in meaning to A. territory B. control C. history D. shelter 5. The word patches in paragraph 5 is closest in meaning to A. dark places B. family groups C. warm spots D. small areas 6. The word their in paragraph 5 refers to A. resources B. trees C. insects D. logs 7. All of the following are given as reasons for clumping EXCEPT A. uneven resource distribution B. territorial disputes C. mating behavior D. safety from predators 8. The phrase set up in paragraph 6 is closest in meaning to A. forbid B. establish C. increase D. conceal 9. Which of the following situation s would be most likely to result in a uniform dispersion pattern? A. Birds compete for a place to build their nests B. Fish swim in large schools to avoid predators C. Whales develop strong bonds among relatives D. Elephants form a circle to protect their young 10. Why does the author mention immigration and emigration in paragraph 8? A. To identify factors affecting population dispersion B. To give examples of territorial behavior in animals C. To show that populations balance themselves over time D. To explain why animal populations are uniformly dispersed (Source: TOEFL reading) Your answers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10

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Part 5. Read the passage, or questions 1-10, choose the appropriate section (A-F) in the article. The sections may be chosen more than once. Is there an architect in the house? We took three offices, each in dire need of improvement, and paired them with three workplace design experts. Tom Dyckhoff watched their theories put to the test. The multimedia company A. The problem: The reception at Channelfly.com is crammed with “new office” design features: the bashed-up sofas, the table football, the spike-haired staff, Daff Punk on the stereo. But it’s all front. Behind, it’s crowded and confusing, with strip lighting, hotch-potch furniture and thirsty spider plants. Not exactly the image of a young multimedia music company. “We get top musicians like Cerys from Catatonia coming here,” says the Managing Director, Jeremy Ledlin. “We don’t want it to look like an office.” But it just looks ugly. “Well, we don’t want it to look like that either.” The company has long working hours and a wide range of activities, so it’s hard to keep coordinated. The claustrophobic, labyrinthine layout doesn’t help either. B. The solution: Architect Ralph Buschow says, “The office should be like a city. You need ugly areas too. What they need right now is somewhere to talk, not just the street or the photocopier. 8

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Otherwise, people only talk to the same people all the time. There was another office we went to where we put a bar next to the lift and it immediately became a hotbed of idea-swapping. And they need signposts. People want easy clues about how everything connects, or they go crazy. The charity C. The problem: Dreariness, cramped space, stifling ventilation, nasty lighting, carpet tiles, utilitarian furniture- Jim Devereux has it all and the deep dissatisfaction that goes with it. The trouble is money: “In a charity, it’s tight.” His office, a housing aid center combined from two shops in Fleetwood. Lancashire, is a threadbare, with only a clock, clutter, posters on benefit rates and the like for decor. “But our biggest bother is there’s nowhere to go for a break, so everyone has lunch at their desks, and we’ve got six new staff starting soon. Mind you, you should have seen where we used to work.” D. The solution: “Hmm,” sighs architect Mervyn Hill. Sometimes The answer isn’t design, but rethinking how you work, like how to work flexibly in the space you have: think of computers as workstations, do different jobs in different parts of the office, and keep mobile: not one person tied to a desk all day.” But what about the ambience? “The people here are so committed, they’d work in a cellar with two candles. A charity shouldn’t be luxurious, but it needs to be warm. This is Spartan. The bare fluorescent strip lights have to go. Up lights will lift the ceiling, make it sparkle.” The call center E. The problem: Account manager Sally Stapleton insists this isn’t a call center. In fact, she calls where she works in Edinburgh a contact center. “Compared with other contact center it’s light and airy, with plants, fresh decor.” But a call center’s a call center, even when it’s a contact center- with similar problems, such as noise, and mundanity. “We need to alleviate the repetitive tasks of the agents, so they can enjoy what they’re selling. We don’t mind a more casual space. But we’d draw the line at lots of fluffy animals cluttering up the desks.” F. The solution: “I’ve seen a lot worse,” says Julian Frost wick. He sounds disappointed. “But there’s lots to get my teeth into. They need to humanize the space. It’s very bland and anonymous. They can kill a few birds with one stone by putting in a beautiful new ceiling, a big wave, maybe, and this would break up the space into defined areas. Keep the rest cosmetic, treating the windows for glare, a few colors. A bit of bright red will make it more exciting Adapted from the Guardian Changing the lighting will give this office a more spacious appearance. 1 The problem of this office do not provide enough challenge for the 2 architect. This office requires an area where informal discussions can take place. 3 Some problems in this office can be solved by changing the way the work 4 is organized. We would like our staff to benefit from a more varied routine. 5 The atmosphere of this office could be improved by repainting it. 6 The directors do not want the office to be perceived as very formal. 7 This office would work better if each department was clearly labelled. 8 The situation in this office is likely to get worse. 9 These offices may give visitors a false impression when they first arrive. 10 V. WRITING (60pts) Part 1. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. (5pts) 1.Far stricter measures have been introduced to combat drug dealing. CLAMPING The authorities are_______________________________________ drug dealing. 2. The rent takes a large bite out of my salary every month. EATS 9

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Paying the rent really _______________________________________ every month. 3. Minnie meant well so you mustn’t be offended by her comments. AMISS Please _______________________________________because she meant well. 4. I was determined to take advantage of the experience. OUT I would _______________________________________ such an experience for all the world. 5. The closing date for the competition is next Tuesday. ENTRY You _______________________________________ next Tuesday. Part 2. The pie graphs show greenhouse gas emissions worldwide in 2002 and the forecast for 2030. The column chart shows carbon dioxide emissions around the world. (20pts) Summarise the information by selecting and reporting the main features and make comparisons where relevant.

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Part 3. Write an essay of about 300 words on the following topic. (35pts) Email has had a huge impact on professional and social communication, but this impact has been negative as well as positive. Do the disadvantages of using email outweigh the advantages? You should write your own ideas, knowledge and experience and support your arguments with examples and relevant evidence. ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... Giáo viên ra đề: Nguyễn Ngọc Hà- 0936.664.949 - Hết11

3. D

4. C

3.F

4.F

5.F

4. $3.8 billion pipeline 9. violence

5. undrinkable

4.D 9.D

5.B 10.A

Part 3 1. A painting on a vase 2. Rocks 3. The Philippine / Southeast Asia 4. 1965 5. Pure cotton Part 4 1. a giant pipe 2. thousands of 3. protestors years 6. block the 7. veterans 8. shelters pipeline

Correction Offering ratings airing educated thoughtless

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Part 2. Line 1.offer 3.rate 4.air 6.educational 11.thoughtful

Part 3 1.off Part 4 1.mystified 6. spaciousness

10. peaceful protest

B. VOCABULARY AND GRAMMAR (30 pts) Part 1. 1.B 2.A 3.B 6.A 7.B 8.C

5. A

SECTION I. LISTENING (50PTS) Part 1: 1. C 2. B Part 2 1. T 2.T

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ĐÁP ÁN MÔN THI: TIẾNG ANH LỚP 11 Ngày thi: 15 tháng 4 năm 2017 Thời gian làm bài: 180 phút (không kể thời gian giao đề)

HỘI CÁC TRƯỜNG THPT CHUYÊN VÙNG DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ TRƯỜNG THPT CHUYÊN TUYÊN QUANG --------------------ĐỀ THI ĐỀ XUẤT

2. off

3.up

4.off

5. on

2.abandonment 7.powerful

3.unearthed 8. inscriptions

4.disappearance 9.achievements

5.discovered 10.understanding

C. READING COMPREHENSION (60 pts)

Part 3 1.vii 6.iii

2. B 7. B

3. C 8. B

4. A 9. D

5. A 10. B

2.this 7.when

3.out 8. number

4.back 9. although

5.in 10. in

2.v 7. re-offending

3.ix 8. sentencing

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Part 1 1. B 6. D Part 2 1.then 6.consequently

4.i 9. victim

5.iv 10. restorative justice

2.B 7.B

3.D 8.B

4.A 9.A

Part 5 1.D 6.F

2.F 7.A

3.B 8.B

4.D 9.C

5.D 10.A

5.E 10. A

Part 4 1.C 6.C

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V. WRITING (60pts) Part 1 (5pts) 1. The authorities are clamping down on drug dealing. 2. Paying the rent really eats into my salary every month. 3. Please don’t take Minnie’s comments amiss because she meant well. 4. I would not have missed out on such an experience for all the world. 5. You must submit your entry by next Tuesday. Part 2: (20 points) 1. Completion: 4 pts 2. Content: 5 pts - Cover the main information in the chart yet not go into too many details. - Make general remarks and effective comparisons. 3. Organisation: 4 pts - The ideas are well organized - The description is sensibly divided into paragraphs 4. Language: 4pts - Use a wide range of vocabulary and structure - Good grammar 5. Punctuation and spelling: 3 pt Part 3: (35 points) The mark given to part 3 is based on the following criteria: 1. Content: (35% of total mark) a) Providing all main ideas and details as required b) Communicating intentions sufficiently and effectively 2. Organization & Presentation: (30% of total mark)

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a) Ideas are well organized and presented with coherence, cohesion, and clarity b) The essay is well-structured 3. Language: (30% of total mark) a) Demonstration of a variety of vocabulary and structures appropriate to the level of English language gifted upper-secondary school students b) Good use and control of grammatical structures 4. Punctuation, and spelling and handwriting (5% of total mark) a) Good punctuation and no spelling mistakes b) Legible handwriting TRANSCRIPT TIENG ANH 11 _ TUYEN QUANG

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Part 1. Interviewer: And now Sarah Brown is here to talk to us about her latest book. Patterns of Friendship. Sarah, you’ve found that there are quite noticeable patterns in the way that people make friends… Sarah Brown: Mmm, absolutely. For example, friendship becomes important quite early on, in children as young as tree. But up to about five, children have what you could call unchosen playmates, based quite practically on what’s available, they can’t exactly go out to look for them…often the children of their parents’ friends, or family relations. And it’s actually quite an egoistic relationship at this stage- there may be frequent quarrels over possessions-toys and so on.. I: Yes, you think they’ll play together happily sharing their toys and the next thing you know, one’s in floods of tears and you have to sort it out… SB: Yes, but by the time the child’s about five it starts to change. Once they’re at school, children begin to choose their own playmates, other children in the same class, or living nearby maybe in the same street. And they start to co-operate more. But friendship’s still a way of serving self-interest, and friends are expected to keep to certain rules. I: Yes, I’ve noticed with my own kids that they can get really upset with their friends… SB: Yes, exactly, and this carries on to eight or ten years old, but gradually they begin to be see things from other people’s point of view- and this is, er marks the point at which the child is beginning to acquire knowledge of social relationships. I: And how do they develop these social skills? SB: Well, from 12 onwards, as they enter adolescence, children are beginning to stand on their feet, er, the influence of their parents tends to decline, and they feel the need for a close friend, nearly always with someone of the same sex. They’re looking for friends who are people they admire, who they see as similar to the sort of person they’d like to be…and these friendships take on great importance. Friends have got to be trustworthy and friendships are very exclusive, but at the same time there’s the group thing, they’re developing networks of friends, having fun together… I: So they go to clubs and cafes big groups… SB: Mmm, yes, and spend a lot of their free time together. And this continues for some years-so young adults from 18 to 25, or when they get married, have close friendships, like adolescents , and may see their friens everyday, and spend hours on the phone… I: I suppose that for most of us this is probably the period when our circle of friends is at its widest, isn’t it? But is it affected by marriage? SB: Oh, yes, quite considerably- the couple may move away, they may have children. Friends still see one another, but instead of every day or every week, they might get together once 2 month or just at special times…parties and so on. I: And what about new friends?

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SB: They may make some, but they tend to be based more on neighborhood and work contacts, and they’re often less intimate than the friendships formed earlier on . I: So loss in the way of sharing secrets and confidences. SB: Yes, exactly. And in middle age, between 55 and 65 or even older, after retirement, people take on new friends even less easily. At this time of life they hold on to earlier friendships, which are often more intimate than the more recent ones, even though they see these older friends less often. Friends now aren’t based so much on neighborhood they can be with people of any age. And ironically, when they give up work there’s a further decline on contact with friends. I: Really? SB: yes, because of transport difficulties, illness, that sort of thing. They’re more likely to turn back to their families at this point full circle, as you might say! I: Sarah Brown, thank you..

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Part 2 Kathie Holmes: Good afternoon, this is Kathie Holmes in our program, “Young and Brainy”. Today I’m going to be speaking to Ryan Patterson, a teenager whose invention may bridge the communication gap between the deaf and those that can hear. Ryan, tell us how it all started. Ryan Patterson: It was 2 years ago. I was waiting to be served at our local Burger King and I noticed a group of customers using sign language to place an order. They were obviously deaf. They communicated with a speaking interpreter and he relayed their choices to a cashier. I thought it would make things easier if they had an electronic interpreter instead. I remembered the idea later, when I was thinking of a new project for a science competition. I called it Sign language Translator. It consists of a glove which is lined with ten sensors. The sensors detect the hand positions that are used to shape the alphabet of American Sign language. Then a microprocessor transmits that information to a small portable receiver. The receiver has a screen similar to those cell phones, and this screen displays the words, letter by letter. In this way people can read the words, even if they don’t understand sign language, and people who use sign language can communicate without a interpreter. K: Are you impressed? So were judges at the 2001 Siemens Science and Technology Competition. The project received top honors, along with $100,000 college scholarship for the young inventor. And now Ryan’s project is already patented. Ryan, how long did you experiment with the invention before you finally produced the prototype? R: Around nine months. I started with searching how sign language works. Then I had to figure out how to translate all that electronically. I’ve always had an interest in electronics. I’ve liked wiring things together since I was 4 years old. I also had hands-on experience from my part-time job at a robotic-equipment lab. K: Did you have problems finding appropriate materials? R: I’m used to hunting for hardware to build competition robots, but for this project I also had to try on many different gloves. A golf glove turned out to be the best solution. It’s soft and flexible and fits closely. K: According to the National Institute of Deafness, one to two million people in the US are profoundly deaf. And most of them use sign language to communicate. Will your invention make an impact? J: There was a demonstration at our local deaf community center and the people were interested. What I have now isn’t ready for production. I’m sure it’ll be very different by the time it’s actually manufactured. But I do hope to see it on the market one day. Part 3

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The yoyo is a toy that everyone must have played with at some time. It’s a fairly solid round disc with a piece of string wound round a groove in its middle. At the flick of a wrist, the disc climbs up and down the string as if by magic and it gives hours of harmless fun. Although yo yos have been the new craze about once every ten years since the 1930s, they date back a lot longer than that. Evidence from paintings in art galleries shows that they had certainly reached France by the seventeenth century. But even before that, the ancient Greeks had them, as is witnessed by a 2.500 year-old vase that depicts a youngster playing with one. But nobody knows for sure where they came from originally. One theory is that were first used not as toys, but as weapons by people living in parts of Southeast Asia. It is thought that the idea for this weapon first came to hunters who would hide in trees and throw rocks animals below. By tying their rocks to a length of string, they got a second chance if their first shot missed its target, without having to climb down out of the tree. The name certainly appears to come from that part of the world. The first person to make them as toys and give them their modern name was one Pedro Flores who immigrated to the USA from the Philippines in the early twentieth century. His yo-yo was the first made to a new design where the string is attached to perform a certain number of tricks as well as just moving the disc up and down. It is the sophistication of such tricks that separate the serious player from the rest of us. A businessman name Duncan bought the idea from Flores in 1929, and after that only his company made them because he maintained that only he had the right to use the name. A court in 1965, however, decided that the world had become so much a part of the language that it could no longer be restricted to one company. Since the 1960s, new types of yo yo have hit the market. The latest is described as having a “brain” because it contains a special mechanism which makes it easier to handle and avoids the need to rewind it if you lose control. Despite its brainy label, however, the yo-yo remains a simple device. Although modern examples use plastic rather than wood as raw material for disc, the string has always been made from pure cotton, because although this has to be replaced occasionally, it gives the best performance. And like many simple ideas, the yo-yo is likely to go on fascinating generations of kids for years to come.

Part 4.

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People in the U.S. state of North Dakota are angry because an oil company is building a giant pipe near their land. The oil company wants to build the multibillion-dollar oil pipeline under a lake near the Standing Rock Sioux Reservation. The Sioux people are Native Americans who have been on the land for thousands of years. The Native Americans have been joined by many protestors. They are all trying to stop the $3.8 billion pipeline from passing near Sioux land. They say it will dirty their drinking water and make it undrinkable. They also say the pipeline will damage sacred Sioux sites. A Texas-based company, Energy Transfer Partners, owns the 1,885-km pipeline project. It is almost complete. The protestors are calling themselves "water protectors". They have been on the site for months trying to block the pipeline. They were recently joined by veterans from the U.S. military. These are retired soldiers, sailors and members of the air force. The veterans have built the protestors shelters to keep warm in the freezing winter. There has been violence between the protestors and police. A North Dakota spokesman said some of the protestors were "frightening". He said: "It's time for them to go home." However, Coast Guard veteran Ashleigh Jennifer Parker said: "We will be unarmed, completely prepared for peaceful protest. We don't even like the word 'protest'. We're there to help the water protectors." Adapted from Breaking News English

SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH QUẢNG NINH TRƯỜNG THPT CHUYÊN HẠ LONG

Giám khảo 1

Điểm Bằng chữ

Giám khảo 2

Số phách

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Bằng số

ĐỀ ĐỀ XUẤT DUYÊN HẢI LẦN THỨ X MÔN: TIẾNG ANH - KHỐI 11 Thời gian: 180 phút Đề thi gồm: 15 trang (Thí sinh viết câu trả lời vào bảng cho sẵn trong đề)

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A. LISTENING (50 points) HƯỚNG DẪN PHẦN THI NGHE HIỂU • Bài nghe gồm 3 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 15 giây, mở đầu và kết thúc mỗi phần nghe có tín hiệu. • Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 3 phút để hoàn chỉnh bài trước tín hiệu nhạc kết thúc bài nghe. • Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe. Part 1. You will hear part of a radio interview with an economist. For questions 1-5, choose the answer (A, B. C or D), which fits best according to what you hear.(10 pts) 1. According to the Fawcett Society, A.women would need to work into their eighties to earn as much money as men. B.good qualifications aren’t necessarily rewarded with high wages. C. women will never earn as much as men. D. more women have degrees than men. 2. What is said about careers advice in schools? A.It has been improved but it is still inadequate. B.It is now quite good for girls but boys are being neglected. C.There is no advice for girls that are ambitious. D.Girls are always encouraged not to be ambitious. 3. According to Jim, A.women are to blame for not insisting on higher wages. B.new government policies have solved most of the problems. C. there is nothing more the government can do. D.women shouldn’t necessarily be encouraged to change their choice of career. 4. A London School of Economics report showed that A.women who worked part-time found it difficult to get a full-time job later on. B. after having children, women find it harder to earn as much money as men. C. women find it hard to find a job after having children. D. most women want a full-time job after having a child. Page 1 of 15

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5. What does the “stuffed shirt” policy mean? A. Women are being forced to choose between family commitments and work. B. Only men can have part-time senior positions. C. Women don't get the opportunity to train for high-powered jobs. D. No woman can have a senior position. Your answers: 1. 2. 3. 4. 5.

Part 2.You will hear two students, Bella and Tom, discussing an article they have read about a woman astronaut. For questions 1-5, decide whether the following statements are True (T) or False (F). (10 pts) 1. The speakers agree that being an astronaut is an unexpected job for woman. 2. Bella particularly admires the astronaut Ellen Ochoa because of her determination to fulfil a childhood dream. 3. Tom was surprised to learn that people who want to become astronauts should have experience as aeroplane pilots. 4. Bella thinks the most interesting part of Ellen’s life is coping with unexpected problems. 5. Tom and Bella both now decide to go to some talks on space travel in films and literature. Your answers: 1. 2. 3. 4. 5.

Part 3. Listen to a talk about MANHAMPORT and answer the following questions (10 pts)

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1. Where should visitors start their visit? ………………………………………………………………………………………………………………….. 2. Who shouldn’t be taken into the mine? ………………………………………………………………………………………………...……………. 3. Where should visitors visit next? ……………………………………………………………………………………………………………… 4. What is the name of the beautiful old sailing ketch near the school? ……………………………………………………………………………………………………………. 5. By whom was the ship’s wheel dredged out of the silt? …………………………………………………………………………………………….……………….. Part 4.You will hear a report about the 11-plus exam in Britain. For question 1-10, complete the sentences.(20 pts)

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Studying for the 11 11-- plus exam According to experts, the (1) ___________________ of children does not significantly help them to pass exams. Engish grammar schools receive (2) _________________________ on average for every place where they have. Headteachers warned this week that the practice could be damaging (3) __________________ and risks undermining academic performance later in school life. Mike Walker says that the 11-plus questions are (4) _________________________. Every year approximately (5) _________________________ children take the 11-plus exam. According to a recent study, grammar schools tend to have more children from fairly wealthy families than children from (6) _______________________ backgrounds. In schools that aren’t grammar schools, 12 per cent of children receive (7) _________________________. Page 2 of 15

The number of children being tutored to pass the 11-plus has been (8) ______________________by the growth in websites offering coaching for children.

Your answers: 1. 6.

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You have to pay nearly £300 in extra costs for (9) _____________________ for the internet tutoring course. Opinions on the effectiveness of courses as preparation for the 11-plus exam are (10) ________________.

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B. LEXICO-GRAMMAR (30 points) Part 1: Choose the word or phrase (A, B, C or D) which best completes each sentence.(10 pts) 1. She was in the office all of Wednesday and so has a ___________ alibi. A. stale B. considerable C. broad D. cast-iron 2. When the right opportunity comes___________, she'll take it. A. up with B. in for C. along D. by 3. Her dishonety served as a ____________ to the speedy termination of her employment. A. catastrophe B. catharsis C. catalepsy D. catalyst 4. In his speech he made a flattering ______ to your work. A. allusion B. appetite C. application D. applause 5. If we _________ over the details, we’ll never finish filming this episode by today. A. niggle B. discuss C. huddle D. mob 6. The camel has adapted to survive in an _____________ environment like the desert for many days without water. A. acidic B. alkaline C. arid D. avid 7. My manager is a typical working mother who has to deal with ___________ activities every day. A. miscellaneous B. multifarious C. many D.manifold 8. He'll have to buckle ________ to his work soon if he wants to pass his finals. A. up B. in C. down D. for 9. He spoke well though it was his _________ speech. A. first-hand B. maiden C. slurred D. prime 10. In his ___________days he was quite dandy. A. salad B. green C. fruit D. vegetable Your answers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Part 2: Identify 5 errors in the following passage and correct them, (0) has been done as an example. (5 pts) Line HAPPY WOMEN 0 A survey has found just one per cent of young women are ‘completely happy’to the shape of their 1 body. Over 3,000 women, at an average age of 25, responded to the survey on newwomanco.uk, the Page 3 of 15

Mistake

Correction with

Your answer: Line 0 to

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website of a British women’s magazine. Nearly al the respondents wished they were thinner, no matter how weight they were, and most were unhappy with their shape. Eighty per cent believed slim women were more attractive to men and 58% thought they had more success in their careers. Interestingly, the survey revealed that women were much more likely than men to criticise other women and put pressure on them to have a ‘perfect body’. Asking who was most likely to criticise, 85% of respondents said other women, while just 15% said men. Lorraine Eames, editor of newwoman.co.uk, said, ‘Women are their own worst enemies when it comes to how they feel about their bodies. The truth is, men are happy with the way we are- it’s the women who point out our flaws. It’s time we did ourselves a favour and let go of the attainable ‘perfect’ body dream and celebrated the female form in all its uniqueness.’ Commenting on the survey results, a female GP and an eating disorder specialist both pointed out that the media contributes to women’s poor body image by giving so much attention to actresses and models who look as if they were famine victims, and said they would rather women’s magazines didn’t present such thin models as images of female perfection.

2 3 4 5 6 7 8 9 10 11 12 13 14 15

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Part 3.Complete each of the following sentences with a suitable preposition or particle. (5 pts)1. I need a few days to mull things _______________ before I decide. 2. The project is being held_______________abeyance until agreement is reached on funding it. 3. I'm putting _______________a job at the hospital. 4. He's bearing _______________ well under the strain of losing his job. 5. Jobs are hard to come_______________ these days. Your answers: 1. 2. 3. 4. 5.

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Part 4. Complete the following sentences with the words given in the brackets. You have to change the form of the word. (10 pts) A Great Staycation Holidays at home are usually a last (1.COURSE) ____________________ when all other options have been ruled out for one reason or another, but, in these tough times when money is perhaps tighter than ever before, the grim (2. REAL) __________________ that the stay-at-home vacation may be the only realistic (3.ALTER) ________________ is one that more and more of us are faced with. However, this does not have to mean a (4.MISERY) __________________ time in the same old (5.ROUND) __________________ you are in for the other 355-odd days of the year. For those willing to think outside the box a little, there are, in fact, a (6. MULTIPLE) _________________ of possibilities that should be explored. Ever thought about a house swap, for example? The house swap is ultimatr holiday (7. RECEDE) ________________ buster. And there are now websites on which (8. MIND) _________________ Page 4 of 15

individuals, couples and families looking to get a flavour of the life lived in some else’s home can hook up and start house swapping. Okay, so it’s not the two weeks in Gran Canaria you might have hoped for, but staying in someone else’s (9. RESIDE) ___________________ for a few days at least, whether it be ten, fifty or one hundred miles away, sure beats (10. SLOUCH) ____________________ around at home on your sofa. Your answer 3.

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C. READING (60 points)

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Part 1: For questions 1–10, read the following passage and decide which answer (A, B, C, or D) best fits each gap. Write your answers in corresponding numbered boxes. (10 pts) Gerard Mercator: The Man Who Mapped the Planet When Gerard Mercator was born in 1512, the geography of the globe still (0)___remained______amystery. It was unclear whether America was part of Asia, if there was a vast (1)_________of sea at the top of the world or if Australia was connected to Antarctica. Mercator’s childhood was spent chiefly in Rupelmonde, a Flemish trading town on the river, and it was here that his geographical imagination was (2) _________by the ships which passed to and from the rest of the world. Alongside imagination, he developed two very different skills. The first was the ability to gather, (3) _________and co-ordinate the geographical information provided by explorers and sailors who frequented the margins of the known. He also had to be able to imagine himself (4) _________from the heavens, to achieve the visionary (5) _________of gods in the skies, (6) _________ down on the world. The main reason why Mercator’s name is familiar to us is because of the Mercator Projection: the solution he (7)_________to represent the spheroidal surface of the globe on a two-dimensional plane. It is less well known that Mercator was the first man to conceive of mapping the (8) _________surface of the planet or that he (9) _________the idea of multiple maps being presented in bound books, to which he gave the name ‘Atlas’. It is difficult for us now to be surprised by maps, so many are there, and of such detail and coverage, but we should bear in mind that Mercator lived at a time when such knowledge was far from (10) _________. He was the man who altered our worldview for ever. 0. A. remained B. continued C. maintained D. endured 1. A. territory B. distance C. range D. expanse 2. A. raised B. reared C. supplied D. nourished 3. A. congregate B. amass C. assimilate D. construct 4. A. suspended B. located C. situated D. attached 5. A. inspection B. observation C. perspective D. assessment 6. A. glimpsing B. scutinizing C. watching D. gazing 7. A. invented B. contrived C. devised D. schemed 8. A.sheer B. full C. entire D. utter 9. A. pioneered B. initiated C. lead D. prepared 10. A. typical B. common C. routine D. normal Your answers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Page 5 of 15

Part 2: For questions 1-10, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0). (10 pts) Karaoke fever

3. 8.

4. 9.

2. 7.

Your answer 1. 6.

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Karaoke is fast (0)____becoming_____ the nation’s Number One party pastime. Public humiliation has (1)_________ been so fashionable. It’s 1 a.m. at an exclusive location in the heart of London. A major pop singer has taken the stage but rather than sing her latest hit, she treats the crowd (2)_________ a Michael Jackson song. What was (3) _________ the party habit of teenagers is now favoured by London’s coolest crowd and everyone is having a (4) _________. So why are so many of our young celebrities queueing up to make fools of (5) _________ in clubs and bars across the country?Maybe it’s because (6) _________out a naff pop song to a public audience shows that even though you may be a celebrity, youdon’t (7) _________ yourself too seriously. And if you are a big movie star, that’s a good message toget across. Nobody gets awaywithout being laughed (8) _________ on a karaoke evening, no matter how famous they are. (9) _________ all, that’s the whole point of the exercise. But for the musical experts among you, a word of warning: this isn’t about proving to the world that you know all the lyrics to a serious song. It’s about expressing your inner performer. Don’t bother (10)_________ up at a karaoke night if you aren’t prepared to sing; you’ve got to put in the effort and prove that you are one of the ‘in-crowd’. Break a leg!

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Part 3: Read the following passage and answer the questions that follow. (15 pts) Solving Deforestation problems As more and more countries around the globe move towards industrialization in an attempt to compete in the global market, an environmental crisis over deforestation --- the cutting down, burning and general damaging of forests --- is looming for mankind. Over the last several decades, environmental specialists have proposed various strategies aimed at slowing down this process of deforestation in developing countries. Many of these proposals are indeed valuable ideas in that they are realistic attempts to address some of the causes of deforestation, such as farming, cattle ranching, and commercial logging. All of them rely on government involvement of some kind. There are three broad categories of solutions: state economic policies, internal agreements, and international programs. ■ A)Economic policies generally attempt to limit the activity of small farmers through government actions. ■ B)Government actions can include the clear and proper definition and enforcement of property rights, meaning that squatting, or illegally settling on land, would be more difficult. ■ C)Subsidies can be used to encourage conservation. That is, money may be paid to supplement the income of those farmers who make an effort to reduce the usual amount of damage to the forest that their farms cause. In addition, taxes can act as a deterrent to undesirable land use. ■ D)For example, certain kinds of agriculture, like the slash-and-burn method, as well as cattle ranching, may be taxed to discourage these activities. An internal agreement may be made between governments and indigenous or native people living in the moist rainforests and open woodlands of the tropics, where the vast majority of this deforestation is occurring. Such an agreement would allow people to carry on traditional activities adapted for some economic benefit. One example is the rubber-tappers in Brazil. These native people draw sap from rubber Page 6 of 15

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trees in the rainforest, without damaging or killing the trees. The sap, in turn, is sold to rubber companies, thereby providing the native people with economic benefits. Finally, international agreements usually involve the exchange of monetary aid in return for government action to protect its forests. One such plan seeks to help play a nation’s debt in exchange for restrictions on certain kinds of activities in rainforests. This is appealing for a poor country such as Brazil, which has an international debt of $160 billion. Instead of selling logging concessions to play down that obligation, the government receives money for banning or restricting logging in its forests. There is also the proposal of a global fund created in order to grant money to countries that choose to protect their environments. While all of these ideas could possibly work, it remains to be seen whether there will be any real progress in rainforest conservation.

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It is clear that something must be done to protect the forests of the world. If the current rate of deforestation continues, the world’s rainforests will vanish within 100 years, causing numerous adverse effects on global climate and eliminating the majority of plant and animal species on the planet. Deforestation significantly increases the amount of carbon dioxide (CO2) released into the atmosphere each year, which in turn causes an increase in global temperatures. Also, scientists speculate that the tropical rainforests, though covering only seven percent of the Earth’s dry surface, contain more than half of the 5 million to 80 million species of plants and animals that comprise the “ biodiversity “ of the planet. The loss of species resulting from radical climate change will have a drastic effect. The Earth is losing species every day that could potentially prevent cancer or lead to a cure for AIDS. In addition, other organisms are losing species they depend upon, and thus face extinction themselves. Unless some form of concrete solution for deforestation is enacted quickly, the survival of all creatures living on Earth could be in jeopardy. 1. According to paragraphs 3 and 4, what is the main difference between an internal agreement and an international agreement? A. International agreements are more effective than internal agreements. B. An international agreement is between countries; an internal agreement is between a government and its people. C. Internal agreements benefit governments; international agreements benefit indigenous groups. D. Internal agreements are more effective than international ones. 2. The word "obligation" in paragraph 4 could best be replaced by A. promise B. relationship C. guarantee D. debt 3. In paragraph 1, what does the word "them" refer to? A. The causes of deforestation B. Decades C. Proposals D. Developing countries 4. Look at the four squares [■] that indicate where the following sentence could be added to paragraph 2: “Deforestation by a peasant farmer is often done to raise crops for subsistence and is driven by the basic human need for food.” Where would the sentence best fit? Choose the square [■] where the sentence should be added to the passage. A. Line 2 B.Line 3 C. Line 5 D. Line7 5.Why does the author mention rubber-tappers in paragraph 3? A. To provide an example of an internal agreement Page 7 of 15

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B. To provide an example of an international agreement C. To provide an example of a state economic policy D. To provide an example of why Brazil is a poor nation 6. According to the passage, what are the major adverse effects of deforestation? A. An increase in carbon dioxide and decrease in biodiversity B. Warmer weather and an increase in biodiversity C. Loss of plant and animal species and an increase in global debt D. An increase in global debt and humandiseases 7. Which of the following sentences best expresses the essential information of the highlighted sentence? A. In coming decades, environmental scientists will suggest several strategies for stopping deforestation in third-world countries. B. Environmental scientists, in recent years, have suggested that deforestation slows down the process of development in various countries. C. In recent decades, several methods for countering deforestation in poor countries have been suggested by experts on the environment. D. Experts on the environment have been concerned about the impact of deforestation on the Earth's biodiversity in recent decades. 8. From the passage, it can be inferred that A. state economic policies are more effective than international agreements B. indigenous peoples in the tropics depend on forestry to make money C. the three types of solutions mentioned will save the rainforests D. deforestation is not a very serious problem 9. The word "deterrent" in paragraph 2 is closest in meaning to A. fine B. penalty C. incentive D. discouragement 10. The word "this" in paragraph 4 refers to A. a poor country B. a nation's debt C. an international agreement D. an obligation Your answer 2.

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Part 4: Read the following passage and do the tasks that follow. (15 pts) The Hollywood Film Industry

A This chapter examines the ‘Golden Age’ of the Hollywood film studio system and explores how a particular kind of filmmaking developed during this period in US film history. It also focuses on the two key elements which influenced the emergence of the classic Hollywood studio system: the advent of sound and the business ideal of vertical integration. In addition to its historical interest, inspecting the growth of the studio system may offer clues regarding the kinds of struggles that accompany the growth of any new medium. It might, in fact, be intriguing to examine which changes occurred during the growth of Hollywood studio, and compare those changes to comtemporary struggles in which production companies are trying to define and control emerging industries, such as online film and interactive television. Page 8 of 15

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B The shift of the industry away from ‘silent’ films began during the late 1920s. Warner Bros.’ 1927 film The Jazz Singer was the first to feature synchronized speech, and with it came a period of turmoil for the industry. Studios now had proof that ‘talkie’ films would make them money, but the financial investment this kind of filmmaking would require, from new camera equipment to new projection facilities, made the studios hesitant to invest at first. In the end, the power of cinematic sound to both move audiences and enhance the story persuaded studios that talkies were worth investing in. Overall, the use of sound in film was well-received by audiences, but there were still many technical factors to consider. Although full integration of sound into movies was complete by 1930, it would take somewhat longer for them to regain their stylistic elegance and dexterity. The camera now had to be encased in a big, clumsy, unmoveable soundproof box. In addition, actors struggled, having to direct their speech to awkwardly-hidden microphones in huge plants, telephones or even costumes.

CVertical integration is the other key component in the rise of the Hollywood studio system. The major studios realized they could increase their profits by handling each stage of a film’s life: production (making the film), distribution (getting the film out to people) and exhibition (owning the theaters in major cities where films were shown first). Five studios, ‘The Big Five’, worked to achieve vertical integration through the late 1940s, owning vast real estate on which to construct elaborate sets. In addition, these studios set the exact terms of films’ release dates and patterns. Warner Bros., Paramount, 20th Century Fox, MGM and RKO formed this exclusive club. ‘The Little Three’ studios - Universal, Columbia and United Artists - also made pictures, but each lacked one of thecrucial elements of vertical integration. Together these eight companies operated as a mature oligopoly, essentially running the entire market.

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DDuring the Golden Age, the studios were remarkably consistent and stable enterprises, due in large part to long-term management heads - the infamous ‘movie moguls’ who ruled their kingdoms with iron fists. At MGM, Warner Bros, and Columbia, the same men ran their studios for decades. The rise of the studio system also hinges on the treatment of stars, who were constructed and exploited to suit a studio’s image and schedule. Actors were bound up in seven-year contracts to a single studio, and the studio boss generally held all the options. Stars could be loaned out to other production companies at any time. Studio bosses could also force bad roles on actors, and manipulate every single detail of stars’ images with their mammoth in-house publicity departments. Some have compared the Hollywood studio system to a factory, and it is useful to remember that studios were out to make money first and art second.

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EOn the other hand, studios also had to cultivate flexibility, in addition to consistent factory output. Studio heads realized that they couldn’t make virtually the same film over and over again with the same cast of stars and still expect to keep turning a profit. They also had to create product differentiation. Examining how each production company tried to differentiate itself has led to loose characterizations of individual studios’ styles. MGM tended to put out a lot of all-star productions while Paramount excelled in comedy and Warner Bros, developed a reputation for gritty social realism. 20th Century Fox forged the musical and a great deal of prestige biographies, while Universal specialized in classic horror movies.

FIn 1948, struggling independent movie producers and exhibitors finally triumphed in their battle against the big studios’ monopolistic behavior. In the United States versus Paramount federal decree of that year, the studios were ordered to give up their theaters in what is commonly referred to as ‘divestiture’ opening the market to smaller producers. This, coupled with the advent of television in the 1950s, Page 9 of 15

seriously compromised the studio system’s influence and profits. Hence, 1930 and 1948 are generally considered bookends to Hollywood’s Golden Age.

List of Headings i.

The power with each studio

ii. The movie industry adapts to innovation

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For question 1- 4 : The reading passage has seven paragraphs A - G. Choose the correct heading for paragraphs A - G from the list of headings below.

iii. Contrast between cinema and other media of the time iv. The value of studying Hollywood’s Golden Age

vi. A double attack on film studios’ power

vii. Gaining control of the industry

v. Distinguishing themselves from the rest of the market

viii The top movies of Hollywood’s Golden Age

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Example: Paragraph A ______iv____ 1. Paragraph B __________ 2. Paragraph C __________ Example: Paragraph D ____i_____ 3. Paragraph E __________ 4. Paragraph F __________ For question 5- 7: Do the following statements agree with the information given in Reading Passage? TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this 5. After The Jazz Singer came out, other studios immediately began making movies with synchronized sound. 6. There were some drawbacks to recording movie actors’ voices in the early 1930s. 7. There was intense competition between actors for contracts with the leading studios.

Complete the summary below. For questions 8 – 10, choose NO MORE THAN TWO WORDS from the passage for each answer. THE HOLLYWOOD STUDIOS Throughout its Golden Age, the Hollywood movie Industry was controlled by a handful of studios. Using a system known as (8) ______________, the biggest studios not only made movies, but handled their distribution and then finally showed them in their own theaters. These studios were often run by autocratic bosses - men known as (9) ______________, who often remained at the head of organisations for decades. However, the domination of the industry by the leading studios came to an end in 1948, when they were forced to open the market to smaller producers - a process known as(10) ______________. Page 10 of 15

Part 5.You are going to read the transcript of a series of interviews with ordinary people conducted for the Have your say feature of a daily newspaper. For questions 1-10, choose from the people (A-D). The people may be chosen more than once. (10pts) Which person gives each of these opinions about the education system?

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1. …………….. The testing of very young people to determine their academic pedigree is unethical. 2. …………….. The education system is designed in such a way as to unfairly favour peoplewho have the money to invest in private education. 3. …………….. Students in countries where extra evening classes have to he attended are more prone to feeling the effects of extreme tiredness. 4. …………….. The policy of giving out higher grades is making a mockery of the entire testing system. 5. …………….. The degree of difficulty of modern examinations is a lot lower than was the case for students sitting the same exams in the past. 6. …………….. Children are more likely to engage with what they are learning if technology is incorporated into the teaching methods used. 7. …………….. While our third level education system is well funded and very modern, we have neglected the primary level, where more investment is required. 8. …………….. Students should not have to overly exert themselves study-wise in the evenings as they must also have the opportunity to enjoy their youth. 9. …………….. While we are often quick to criticise the education system, most of us appreciate how fortunate we are in this country to have such a good one. 10. …………….. Many capable people are prevented from pursuing a third level education due to the financial constraints they are under.

HAVE YOU SAY….. SAY .. ON EDUCATION Four ordinary people give their views on the country’s educational system. A

EDWARD

MICHELLE

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The British Education system is fundamentally flawed in numerous ways. For a start, I believe the 11-Plus exam is morally reprehensible. Children develop at different speeds, so to promote a situation where we divide up our young so early based on their performance in one stupid test seems to me ridiculous. Those who pass the 11-Plus are classed as success stories and they are expected to go on to do great things academically speaking in what essentially becomes a self-fulfilling prophecy. Meanwhile, at such a young age, those who don't manage to pass are already being labelled as failures and are told to set their sights low. This, sadly, also becomes a self-fulfilling prophecy of the worst kind if you expect to perform poorly and are of a mindset to do so, you will effectively underperform - it is as good as guaranteed. I see no

I think our education system still commands a lot of respect and I think many other countries are still envious of the kinds of programmes we have in place, but I also worry that we are not investing enough money into schools to enable them to keep up with the latest classroom innovations. I mean, sure, our universities are state-of-the-art, but the formative years are the most important of all, and, as far as education is concerned, this means that it would be wise to invest more in the facilities and resources of primary schools where young children will reap the benefits. Technologically speaking, I would say a lot of our schools are behind the rest of the developed world. In Japan, for example, every classroom has at least one computer, as well as a projector screen and a number of other technology-driven interactive tools. It is vital, in this, the information age, that we introduce kids to

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technology as early as possible, and that's why I strongly feel that there is now a greater need than ever to kit out our primary schools with the latest gadgets. Besides, the children of the information age are becoming so accustomed to using technology in the other areas of their lives that theywill more likely respond well to technology-based lessons than the traditional kind, which will ultimately see them learning more effectively, engaging more genuinely and developing more speedily. ALAN D I have a problem with the testing mechanisms used today.I mean, if you look at the statistics for the exams every year, there is one striking pattern; more and more people are getting As; the nation's results on average are getting better and better year-on-year. So, that means one of two things: either students today are smarter than ever before, or their examinations are watered down and do not represent a fair test. I personally believe the latter is true and l am incensed that this is being allowed to happen. In ten or fifteen years' time, it will have gotten to the stage where an A is meaningless if this continues. In order for the education system to be taken seriously, it is vital, therefore, that a complete overhaul of the examination system takes place and that we return to a situation where examinations offer a meaningful challenge and a true test of ability. That way, when a child receives an A, his or her achievement will feel genuine; it will have been earned and the child concerned will have the right to feel very proud of themselves. The problem is, in this country, we have forgotten that there is absolutely no shame in getting a B, or a C or D grade for that matter. Provided we do our best, that is always good enough. But, in this politically correct world-gone-mad of ours, assessors seem to think the only way for ward is to give more and more of US the best grades, devaluing the grading system completely. It is as though they don't think we could take it if we got anything less than an A; as though we should all somehow be perfect students. The problem with that is that it is just not realistic, and, when you set unrealistic objectives, the only way to achieve them is to ‘play’ with th figures to manufacture the right

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reason why we have to set children up for a fall like this so early in life and divide them up into a two-tier education system which provides the upper - tier with a massive advantage over the lower one. I mean, our society has enough class-based problems without manufacturing more. And that brings me to my next criticism. I believe the education system in this country is biased towards the privileged. Let's face it, the best education is the one which money can buy. Fee-paying schools consistently outperform schools in the state system, and only the wealthy can exploit the unfair advantage enjoyed by students who attend these exclusive institutions. And if that wasn't bad enough as if ordinary working class people didn't face an uphill struggle already, if they do manage to make it through to university, they are then expected to pay astronomical fees. In many cases, they are simply priced out of a third-level education or are forced to take on a massive burden of debt to finance their studies. Meanwhile, mummy's little Eton boy can have his pick of universities and cost is no barrier. It is sad really just how unfair the whole system is. ELEANOR B People often groan about the faults of our education system, but I think we just like to complain; my gut feeling is that most people are actually only too aware of how lucky they are to have such a high quality of formal education open to them for free all the way up to the end of secondary school. What we take for granted - free education – is not something students from other parts of the world necessarily enjoy. The standard of teaching in our schools is also second-to-none. Another thing which can't be said everywhere. I mean, in Greece, for example, state school teachers are often so indifferent that students are forced to attend extra study classes at night - the cost of which has to be borne by their parents. Not alone is this a waste of money, it also eats into students' free time. The situation is similar in South Korea - students have private lessons in the evenings to help them improve their state school grades, and sometimes, between state school classes, private lessons and homework, there are literally not enough hours in the day, leading to exhaustion and burnout in a worst-case scenario, and, even in the best one, a significant reduction in the amount of leisure time available to pursue healthy activities

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and partake in the kind of fun and games that should results….. characterize youth. In Britain, we go to school from 9 am until 4 p.m.; we have the evening to enjoy being young and that is how it should be; to quote a well-known proverb, 'you-re only young once'.

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D. WRITING (60 points) Part 1: Use the word given in brackets and make any necessary additions to write a new sentence in such a way that it is as similar as possible in meaning to the original sentence. Do NOT change the form of the given word. You must use between THREE and EIGHT words, including the word given. There is an example at the beginning (0). (5points) 0. (0) Louise should have been given more time to complete her thesis. (INSUFFICIENT) Louise was given insufficient time to complete her thesis. 1. “ Because of this new evidence I have no alternative but to release you,” the judge told the accused. ( LIGHT) “______________________________________ I have no alternative but to release you,”the judge told the accused. 2. It is important to know the difference between a joke and a lie. (DRAW) It is important to know __________________________ between a joke and a lie. 3. The government recommends a balance of reward and punishment when dealing with young offenders. (STICK) The government favours a ________________________________________to young offenders. 4. Let’s all work together, and we’ll finish the job very quickly. (NEXT) We’ll have this job done _______________________________ if we cooperate. 5. He was really jealous when he saw his brother’s new car. (GREEN) He was ___________________________________ see his brother’s new car.

Part 2:

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The first chart below shows how energy is used in an average Australian household. The second chart shows the greenhouse gas emissions which result from this energy use. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. You should write about 150 words. (20 points)

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Give reasons for your answer, and include any relevant examples from your knowledge or experience. You may continue your writing on the back page if you need more space ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... Page 14 of 15

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SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH QUẢNG NINH TRƯỜNG THPT CHUYÊN HẠ LONG

ĐÁP ÁN ĐỀ ĐỀ XUẤT DUYÊNHẢI LẦN THỨ X MÔN: TIẾNG ANH - KHỐI 11 (Đáp án gồm 5 trang)

A. LISTENING: (50 pts)

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Part 1. You will hear part of a radio interview with an economist. For questions 1-5, choose the answer (A, B. C or D), which fits best according to what you hear. (10 pts) (CAE succeed – Page 76)- 2 pts/correct answer. 1. B 2. A 3. D 4. B 5. A

Part 2. You will hear two students, Bella and Tom, discussing an article they have read about a woman astronaut. For questions 1-5, decide whether following statements are True (T) or False (F). (10 pts) – CAE trainer - 2 pts/correct answer. 1. T 2. F 3.F 4.F 5.T Part 3. Listen to a talk about MANHAMPORT and answer the following questions (10 pts)( IELTS Offical guides) 1. the copper mine 2. Children under five 3. the village school 4. The George 5. a local fisherman

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1. over-tutoring 2. five applications 3.children’s confidence 4. unpredictable 5. 75,000

Part 4.You will hear a report about the 11-plus exam in Britain. For question 1-10, complete the sentences. (20 pts) (CAE succeed page 104) - 2 pts/correct answer. 6. disadvantaged 7. free school meals 8. fuelled 9. materials 10.contradictory

B. LEXICO-GRAMMAR (30 points)

Part 1: Choose the word or phrase (A, B, C or D) which best completes each sentence.(10 pts) - 1 pt/correct answer.

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1. D 6. C

2. A 7. B

3. D 8. C

4. A 9. B

5. A 10. A

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Part 2: Identify 5 errors in the following passage and correct them, (0) has been done as an example. (5 pts) - 1 pt/correct answer.

Line

0 1 3 6 10 13

Mistake to at how Asking attainable contributes

Correction with with what Asked unattainable contribute

Part 3.Complete each of the following sentences with a suitable preposition or particle. (5 pts)1 pts/correct answer. 1. over 2. in 3. in for 4. up 5. by Page 1 of 6

Part 4. Complete the following sentences with the words given in the brackets. You have to change the form of the word. (10 pts)- 1 pt/correct answer 1. recourse 2. reality 3. alternative 4. miserable 5. surrounds 6. multitude

7. recession

8. like-minded

9. residence

10. slouching

C. READING (60 points)

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Part 1:For questions 1–10, read the following passage and decide which answer (A, B, C, or D) best fits each gap. Write your answers in corresponding numbered boxes. (10 points – 1 point/correct answer) (CAE builder) 1. D 2. D 3. C 4. A 5. C 6. D 7. C 8. C 9. A 10. B

Part 2: For questions 1-10, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0). (10pts) - 1pt/correct answer (CPE succeed) 1. never/rarely 6. out 2. to 7. take 3. once 8. at 4. go 9. Turning 5. themselves 10. showing

2. D 7. C

3. C 8. B

1. B 6. A

Part 3: Read the following passage and answer the questions that follow. (15 pts) – 1,5pts/correct answer ( (TOEFL iBT advanced

4. B 9. D

5. A 10. D

Part 4.Read the following passage and do the tasks that follow. (15 pts)- 1,5 pts/correct answer 1. ii 6.True 2. vii 7. NOT GIVEN 3. v 8. vertical integration 4. vi 9. movie moguls 5. False 10. divestiture

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Part 5. You are going to read the transcript of a series of interviews with ordinary people conducted for the Have your say feature of a daily newspaper. For questions 1-10, choose from the people (AD). The people may be chosen more than once. (10pts) - 1pt/correct answer (CPE succeed) 1. A 2. A 3. B 4. D 5. D 6. C 7. C 8. B 9. B 10. A D. WRITING (60 pts)

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Part 1: Use the word given in brackets and make any necessary additions to write a new sentence in such a way that it is as similar as possible in meaning to the original sentence. Do NOT change the form of the given word. You must use between THREE and EIGHT words, including the word given (5 pts.)- 1pts/correct answer 1. “In the light of this new evidence I have no alternative but to release you”the judge told the accused. 2. It is important to know how to draw the line between a joke and a lie. 3. The government favours a carrot and stick approach/policy to young offenders. 4. We’ll have this job done in the next to no time if we cooperate. 5. He was green with envy to see his brother’s new car. Part 2: (20 points) 1. Completion: 4 pts 2. Content: 5 pts - Cover the main information in the chart yet not go into too many details. Page 2 of 6

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- Make general remarks and effective comparisons. 3. Organisation: 4 pts - The ideas are well organized - The description is sensibly divided into paragraphs 4. Language: 4pts - Use a wide range of vocabulary and structure - Good grammar 5. Punctuation and spelling: 3 pt Part 3: (35 points) 1. Content: (40%) - Providing all main ideas and details as required - Communicating intentions sufficiently and effectively 2. Language: (40%) - Demonstration of a variety of vocabulary and structures appropriate to the level of English language gifted uppersecondary school students - Good use and control of grammatical structures - Good punctuation and no spelling mistakes - Legible handwriting - Ideas are well organized and presented with coherence, 3. Organization and cohesion, and clarity Presentation: (20%) - The essay is well-structured

LISTENING TRANSCRIPT

Interviewer: Today we have the economist, Jim Bower in the studio. Jim, accordig to the government’s Women and Work Commission, women are still earning 17% less than men. Now the government has released new policies to tackle gender qualities in pay, but they be enough?

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Jim: Well, according to the Fawcett Society, under the current system it will talk about 80 years before women working full-time earn as much as their male counterparts, and 140 years before part-time female workers catch upwith men. Despite girls consistently outperforming boys at GCSE, A level and Degree, findings show that within three years of graduating women are still earning less than men. Interviewer: So would you say that inequality starts in the classroom? Jim: According to the Equal Opportunities Commission, 15% of young people in school are neither given advice nor encouraged into work experience placements in professions dominated by the opposite sex. The government's response in schools is being praised by most, and involves introducing new schemes to give young girls better understanding of the wider choice ofcareers available to them, but there is still room for improvement. Interviewer: Do you think that the government is missing the point? Jim: Well, instead of closing the gap between wages of men and women in careers that require similar skill levels, the government is instead planning to spend £20 million to raise the skill level of women working in these roles, encouraging them to change careers altogether. This policy will only reduce the available 'woman-power' in these lower paid jobs. What we have to do is revalue the kind of work that women are doing such as cleaning, cateringand caring for others - we've got to value it more highly. Page 3 of 6

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Interviewer: Is it true to say that children cost mothers more than fathers? Jim: According to the London School of Economics, mothers who returned to their previous jobs as part-timers quickly fell behind their male colleagues financially, and those that entered new jobs on a part-time basis did evenworse.Currently many companies still conform to 'stuffed shirt' policies that have no openings for part-time workers in senior positions. This is forcing a large workforce of highly skilled and qualified women with young children out of the boardroom, because they cannot deliver a 40-plus-hour week, and into jobs below their capabilities. Basically, the whole system still needs furtherreform if women are to have equal rights in the workplace and be able tobring up a family too. Interviewer: I'm afraid that's all we have time for today. Jim, thank you very much. Jim: My pleasure.

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Part 2. You will hear two students, Bella and Tom, discussing an article they have read about a woman astronaut. For questions 1-5, decide whether following statements are True (T) or False (F). (10 pts) – CAE trainer - 2 pts/correct answer. Tom: That was a realty interesting article the tutor recommended about Ellen Ochoa, wasn't it, Bella? Bella: It certainly was, Tom. I used to dream of going into space when I was a kid. Though I know now I wouldn't be the nght kind of person for the job. Tom: But surety they need all sorts of different types of people? Bella: Mm. I'm not sure about that I’d get too panicky if there were problems I think. Anyway, I found if particularly interesting to read about a spacewoman. There aren't too many of those around Tom:You're right there! Bella: Anyway. I'm sure they'd be just as able as men to cope with all the challenges of the job. The article certainly suggests that Ellen was something special, the way she defied all the odds in her determination to do what she’d wanted to do ever since she was small. What I liked best were the sections which quoted her – I thought she was amazingly good at conveying what it was like to go into space. Tom: True. And she's also obviously a vary talented scientist Bella: Yes,she did amazing work and I think she sounds as if she must have been a wonderful colleague for the others in her team. Tom: Absolutely. Bella I also found the article interesting in what it said about the requirements for becoming an astronaut. I knew you'd have to have done loads of flight hours as an ordinary aircraft pilot of course And l suppose it's not that surprising they want people who are good at sport and who aren't either too small or too tall. Bella: Mm. well, I was surprised. Tom. that being shorter than the average was not acceptable I wouldn't have expected that to be an issue. But I never Imagined that you needed to have a postgraduate degree I don't thmk l even realised you had to be a graduate. Tom:Me neither. I never imagined that. Anyway, she does have an interesting life, doesn't she? Bella: Yes, Tom. I know. Imagine walking in space And having to work inside and outside the capsule when you're weightless Tom: Yes, that must be extraordinary. For me I think the most interesting bit would be having to deal with all the little unexpected problems that arise, having to sort things out within your little team That must be amazing. Bella: Yes. it must. But I was particularly intrigued by her account of the role she sometimes has as one of the people on earth who are in control of the mission. You know when she helps them communicate with other astronauts in space. I thought that sounded really fascinating. Being the one person present on the ground who really understands what life is like for the space crew. She must be Page 4 of 6

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able to make things go much more smoothly Anyway, all in all I thought it was a brilliant article Tom: Yes. it was. Though I thought it was a pity it didn’t tell us as much as it might have done about the less pleasant sides of being in space. I can't believe that it's always straightforward, that all they do is admire the views and carry out lots of ground-breaking scientific research There must be some low points - even if it’s only being imtated by some annoying habit of a fellow crew member or getting fed up with the same old food. Bella: Well, we could always try to do a bit more research into that sort of area, if you liked. Tom. I wondered even If Ellen Ochoa’s experiences might make a topic for that science coursework we’ve got to do next term. Or, you know, we could see what we could learn about everyone who’s gone into space from Yuri Gagarin tothe present day. Tom: Well, I’m not sure about that. I was quite keen to do something on the funding of space research Anyway, I suppose we could bear it in mind. But what I do fancy doing is going to a series of lectures I've seen advertised on astronauts and how they’re portrayed in the cinema and in books. Bella:Wow! That sounds brilliant! Do you mind it I come along too? Tom:Of course not, Bella. It'd be good to do it together.

Part 3. You will hear a report about the 11-plus exam in Britain. For question 1-10, complete the sentences. (20 pts) (CAE succeed page 104) - 2 pts/correct answer.

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Speaker: Children as young as eight are being tutored to pass the 11-plus exam as competition for grammar school places increases. But many struggle when they arrive and the experience can be damaging, say leading headteachers. Experts also say over-tutoring does not significantly help. The warnings follow a Times investigation which found that parents are spending up to £l,500-a-year on personal tutors to get their children into the 164 surviving grammar schools. These schools admit to receiving, on average, five applications for every place. Headteachers warned this week that the practice could be damaging children's confidence and risks undermining academic performance later in school life. Dr Mike Walker, headmaster of a grammar school in Chelmsford, said that the nature of 11-plus type exams requires accuracy at speed, and with unpredictable questions, tutoring can only teach familiarity and technique. What is fundamentally important is what's appropriate for an individual. If a child is tutored above their natural level of capability for any exam then they could have a miserable time on joining the school. The Grammar School Association estimates that 75,000 children annually sit the 11-plus for only 20,000 places. Its chairman said that children should not be pushed beyond their natural ability to pass the 11-plus. If they are over-tutored then there is a chance they may become unhappy during their subsequent seven years at school. A study by Bristol University in 2004 showed that children from disadvantaged backgrounds are less likely to go to grammar schools than their more affluent peers, even if they are just as clever. In the 19 counties where significant selection remains, just 2 per cent of pupils attending grammar schools are entitled to free school meals, compared with 12 per cent at other secondary schools in those areas. The number of children being tutored to pass the 11-plus has been fuelled by the growth in websites offering coaching for children. Prices for online tutoring differ hugely, but some parents are paying up to £1,500 for one-year courses. One web-based tutoring service offers a 91-hour course costing £1,365 with an additional £285 for materials. Tutors offer contradictory advice about the suitability of courses as preparation for the 11-plus. One website claims these courses gradually prepare children as young as eight for the exam, but another suggests that it is never too late to start preparation. Page 5 of 6

...............THE END................

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Người ra đề: Lê Thị Nga Số điện thoại: 01639912884

Page 6 of 6

MÔN TIẾNG ANH - KHỐI 11 Thời gian làm bài: 180 phút (Đề này có 04 phần; gồm 19 trang)

HỘI CÁC TRƯỜNG CHUYÊN VÙNG DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ TRƯỜNG THPT CHUYÊN HOÀNG VĂN THỤ TỈNH HÒA BÌNH

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ĐỀ ĐỀ XUẤT I. LISTENING (50 points)

Part 1. You will hear a group of art history students going out an art gallery with their teacher. For questions 1-5, choose answer (A, B, C or D) which fits best according to what you hear 1. Burne-Jones believed that a painting A. ought to be true to nature

B. must have a moral point C. should play an instructive role in a modern industrial society

D. need not have practical value

2. It appears that the story of the King and the Beggar Maid was A. a well-know Victorian tale

B. popularized by a poet

D. taken up by novelists at later stage

C. brought to the artist’s attention by his wife

3. According to the students, how did the painter approach the work? A. He wanted to portray the beggar realistically

B. He copied part of the painting from an Italian masterpiece

C. He had certain items in the painting made for him D. He wanted to decorate the clothing with jewels

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4. The student thinks that in someway the painting depicts A. an uncharacteristically personal message

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B. the grate sadness of the artist C. the artist’s inability to return the girl’s love D. the fulfillment of the artist’s hopes and dreams

5. What was people’s reaction to the painting? A. They recognized Frances Graham as the model for the Beggar Maid B. They realized how personal the painting was for the artist C. They interpreted the painting without difficulty D. They did not approve of the subject matter of the painting 1

Your answers 1

Part 2. You will hear an interview with Cindy Talbot on the radio program, Young hero or heroine of the week. For question 1-5, listen and answer the questions 1. How did Cindy react when she heard the thunder?

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…………………………………………………………………………………………………… 2. How did Cindy regard her decision to take shelter from the storm? …………………………………………………………………………………………………… 3. What were Rod and Mark doing when they saw Cindy?

…………………………………………………………………………………………………… 4. What was Rod and Mark’s initial reaction to Cindy’s story?

…………………………………………………………………………………………………… 5. What effect has the experience had on Cindy?

……………………………………………………………………………………………………

Part 3: You will hear an interview on a train with two friends, Jane and Chris, chefs who both won prizes in the National Railway Chef of the Year competition. For the questions below, decide whether the following statements are True (T) or False (F). Write your answers in the corresponding numbered boxes

1. Christ’s attitude to the competition was that the conditions were similar to his normal routine.

2. Both Chris and Jane feel that the unique thing about their job was the need to be focused on the job.

3. Chris and Jane would like to have more freedom of choice about what they cook on board the train. 4. Chris said that losing his concentration when cooking caused his worst disaster.

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Your answers

5. Reacting to Chris's suggestion for the future, Jane would be able to take part in that kind of activity.

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Part 4. Listen to the news about Reindeer and fill in the blanks of the news summary with the missing words

Polar bears aren't the only (1)______________ Arctic animal threatened by climate change.

Scientists believe reindeer are at risk as a warming world makes their main winter food source disappear. But reindeer on one Alaskan island are surprising researchers. Historically, the reindeer population on St. Paul island ate (2) _________, a small type of plant or fungus that grows on rocks in areas with cold weather. However, climate change has made it harder for 2

lichen to grow on this island, and the reindeer ate the lichen faster than it could grow back. Researchers thought that the reindeer population would starve without access to lichen, but these reindeer have found another way to (3)_____________. Reindeer are not (4)_______________ to Alaska, and they were introduced to (5)________ areas around the state in the late 1800s, in order to provide an alternative food source for residents of

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(6)__________ villages. In communities like St. Paul, where grocery prices are (7)___________, residents depend on reindeer to feed their families. And to make it through winter, the reindeer need something as well.

Fortunately, after the reindeer on this island depleted the lichen supply, they went

(8)_____________. They began digging and discovered new sources of food: roots and grass shoots. Plants

like these grow more quickly than lichen in the warmer, wetter conditions introduced by climate change,

and the reindeer’s ability to adapt to their new diet is a good sign for the survival of the species. However, reindeer researchers are not so (9)___________. They warn that global reindeer populations are still in

danger, as climate change warms and alters their (10)_______________, as are many other animals that

depend on colder conditions to survive.

Adapted from “When Their Food Ran Out, These Reindeer Kept Digging” http://www.npr.org/2017/02/18/514523987/when-their-food-ran-out-these-reindeer-kept-digging Copyright © 2017 NPR. Your answers 1. 2. 3. 4. 5. 8.

10.

II. LEXICO- GRAMMAR (30 points)

Part 1: Choose the best answer A, B, C or D to each of the following sentences and write your answers in the corresponding numbered boxes

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1. Although he acts tough, ______. A. his bark is worse than his bite B. he’s a tough nut to crack C. he’s learned the hard way D. he isn’t up to scratch 2. Such was the national mood in early 1976 that plans for a mammoth celebration of the bicentennial in Philadelphia had been quietly______. A. desisted B. quit C. renounced D. dropped 3. The rumor that his job was in jeopardy caused Pete to______ with concern. A. frown B. beam C. grimace D. howl 4. Sandra astounded all the spectators by winning the match ______ down. A. heads B. hands C. hearts D. feet 5. When his manager went on a business trip, Mark stepped into the ______ and chaired the meeting. A. hole B. breach C. pool D. crack 6. It is public knowledge that new magazines often use free gifts or other ______ to get people to buy them. A. gimmicks B. snares C. plots D. scams 7. We should never have quarreled like that. Let’s bury the _______ and forget all 3

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about it. A. axe B. argument C. hatchet D. subject 8. Factories are having to ______________ all production processes and, in some cases, the workforce too. A. slim B. simplify C. streamline D. train 9. It is often difficult for a householder to _______ squatters and regain possession of his or her property. A. eliminate B. withdraw C. evict D. vacate 10. People can make themselves walk on nails or through fire. It’s a question of mind over________ A. body B. material C. matter D. facts Your answers 1. 2. 3. 4. 5. 9.

10.

addict control

likely treat

vary circulate

digest retire

mere resist

Part 2: Supply each blank with the correct form of the word given in the box.

In today’s health-conscious society, more and more attention is being paid to the benefits of exercise, a

balanced diet and a healthy lifestyle. People want to maintain their fitness throughout their lives and into a

healthy (l)…………... For some, a radical change to the habits of a lifetime is needed; others will (2). . ………………..continue their present healthy lifestyle.

To start with, habits which are harmful to ‘health should be (3). . ………………... Not only can cigarette

smoking cause bronchial disease and lung cancer, but recent tests have shown that even passive smoking

can cause lung cancer. Excessive alcohol consumption can cause liver disease, and alcohol is also (4) . . ………...: it is better to limit oneself to a ‘safe’ number of units per week. Help in controlling these habits is

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useful.

available at NHS and private clinics, or alternative (5). ………… such as acupuncture and hypnosis may be

‘We are what we eat’, and therefore it is essential to maintain a well-balanced, (6) …………….. diet, in order to provide the body with all its needs , and to control weight. Vitamins taken in fruit and. vegetables

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help to give (7). . …………... to infection, while more fiber in the diet makes for better (8) ………. . and help to avoid bowel cancer. In addition, it is important to cut salt and fat intake, in order to reduce the (9)

……... of heart disease and (10).............. problems. Another point to remember is that eating fewer sugar foods will result in less tooth decay and better weight control.

Your answers 1. 6.

10. 4

Part 3. The following paragraph contains ten vocabulary errors. Underline the errors and write the correct words in the corresponding numbered boxes. The big majority of students who make well in the Cambridge Proficiency Examination have learnt to use a good monolingual dictionary effectively. Such dictionaries provide informations, not just about the

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meanings for words but about their pronunciation and grammar as well. A student who studies how to use a dictionary effectively will be able to work independently for much of the time, and will gain considerable

insight to the workings of the English language. He or she will be able to confirm to the meanings of words in a text where contextual clues are insufficient, pronounce words accurately by studying the phonological

transcriptions, and use words accurately both when speaking and writing. Make sure that you make the

room for at least one good monolingual dictionary on your bookshelf, and then make sure that you use it at a regular basis. 2. Line

3. Line

4. Line

5. Line

6. Line

7. Line

1. Line

Your answers

8. Line

10. Line

9. Line

Part 4. Choose a suitable preposition or particle and write your answers in the corresponding numbered boxes

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1. He was very vague ______ how much money he’d spent. A. in B. on C. at D. about 2. A policeman must always do things ______ the book. A. with B. by C. in D. about 3. Food was handed ______ the starving people. A. out to B. into C. up to D. in for 4. Brent Cross Shopping Centre in London recently celebrated its 30th anniversary, rewarding 36 staff who have worked there since it opened ______ gifts. A. with B. for C. up for D. out of 5. She felt so stupid. She'd never be able to live it ______. A. off B. by C. down D. past Your answers: 1.

III. READING (60 points) Part 1: Read the following passages and decide which answer A, B, C or D best fits each gap. Write your answers in the corresponding numbered boxes. Although the earth was formed about 4,500 million years ago, human beings have inhabited it for less than half a million years. Within this time, population has increased hugely and people have had a vast

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(1)…….upon the earth. They have long been able to (2)…….the forces of nature to use. Now, with modern technology, they have the power to alter the balance of life on earth. Reports back from the first astronauts

helped dispel the dangerous (3)…..that the world had no boundaries and had limitless resources. (4) …….

ecologists have shown that all forms of life on earth are interconnected, so it (5) ……. that all human activity has an effect on the natural environment. In recent years, people have been putting the environment

under stress. As a result, certain raw materials such as timber, water and minerals are beginning to run short.

Pollution and the (6)…… of waste are already critical issues, and the (7)…… of the environment is fast becoming the most pressing problem (8)……. us all. The way we respond to the challenge will have a

profound effect on the earth and its life support (9)…… However despite all these threats there are

(10)…..signs. Over the past few decades, the growth in population has been more than matched by food production, indicating that we should be able to feed ourselves for some time yet. C impression

D impact

Câu 2: A put

B make

C place

D stand

Câu 3: A judgement

B notion

C reflection

D concept

Câu 4: A however

B likewise

C Moreover

D otherwise

Câu 5: A results

B follows

C complies

D develops

Câu 6: A disposal

B displacement

C disposition

D dismissal

B situation

C circumstance

D case

B indication

Câu 1: A imprint

Câu 7: A state

B opposing

C confronting

D meeting

Câu 9: A projects

B systems

C methods

D routines

B welcoming

C satisfying

D reassuring

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Câu 8: A encountering

Cau 10: A stimulating

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Your answers:

10.

Part 2: Fill each of the following numbered blanks with ONE suitable word and write your answers in the corresponding numbered boxes THE WHIRL OF WORK 6

Miserable, over-worked and insecure, the British work the longest hours in Europe and express the (1) …………… job satisfaction. (2)……………. much richer, they are becoming fed up to the back (3) …………. with work every year. What is the (4) ………… of economic success if it is matched by growing unhappiness? Like dumb oxen we work harder than everyone else - a third of men work over 50 hours a week - but we're not smarter. For over a century factory acts and ever shorter working hours marked the

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onward march of industrial progress. Now social history has gone into (5)…………….. In an (6) ………….. study Professor Cary Cooper of the Manchester School of Management revisits the same 5000 managers from CEOs down to juniors and he finds them growing increasingly anxious about

their lives. This is (7)……………. surprising since half of them work most evenings and a third work most weekends. Whatever the reality of falling unemployment, people feel their own job or status is in grave (8)………….. because they suffer more turmoil at work than they did five years ago. Reconstructing,

downsizing and radical change at work (9) …………… a life of constant upheaval, and the current merger epidemic (10) ……………….. off unpredictable job loss.

5. 10.

Your answers: 1.

Part 3. Read the following passage and choose the best answer (A, B, C or D) according to the text. Write your answers (A, B, C or D) in the corresponding numbered boxes. PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

By charting out the typical cognitive development of children, Swiss psychologist Jean Piaget has heavily

influenced how psychiatrists delineate the progress of juvenile psychological growth. Beginning in the 1920s and up until his death in 1980, he studied the errors schoolchildren made on various tests and realised

that children of the same age made the same kinds of reasoning errors. Based on these recurring patterns, he

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identified stages in a child’s cognitive development, beginning from infancy and extending through adulthood. Essentially, he proposed that there was a common timetable by which children initially develop simple cognitive skills and gradually refine them into more abstract ways of thinking. While more recent

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theories on the matter suggest that there is more overlap among these stages and that different environments affect children’s progress, Piaget’s theory was nonetheless extremely important to initial studies of cognitive

development.

According to Piaget, the first stage that children go through is the sensorimotor stage, an eventful and complex period that Piaget further divided into six sub-stages. The sensorimotor stage begins at birth and lasts roughly until the child is two years old. During this time, the child experiences the world through his senses and motor skills, and he will initially develop and master the basic reflexes of infants, such as 7

grasping, sucking, looking, and listening. Moreover, the infant begins to develop the fundamentals of basic cognitive functions. He develops awareness of himself and of objects as separate entities and begins to manipulate his external environment, usually by kicking, moving objects, and chewing on toys. The child also learns that certain actions will have certain effects, and he may perform an action to recreate these effects. For instance, he may accidentally suck his thumb and find it pleasurable, so he repeatedly sucks his

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thumb to experience the pleasure again. The child may also experiment with different actions to test their effects, like making various sounds to get an adult’s attention. Finally, the child also shows the basic

capacity for understanding symbols, and he develops a rudimentary use of language toward the end of this stage, most notably by identifying parents with words like “mama” and “dada.”

In the next stage, the preoperational stage (ages 2–7), the child expands his capacity for symbolic thinking,

and he can envision the environment and manipulate it within his imagination. Imagination thus develops more fully, as seen in the child’s tendency to role-play other people (like his parents, firefighters, etc.), and

to pretend that objects are other things, like pretending that a broom is a horse. This stage is marked by two

other distinctive characteristics. The first is egocentrism. While the child’s language develops more fully for the purpose of social interaction, his thought process is still limited by individual experiences, and these

cognitive limitations exclude any alternative viewpoints. Piaget determined this when he instructed several

children in this age group to look at a three-dimensional model of a mountain from a particular angle and

then pick out a particular scene they saw. All of the subjects correctly fulfilled the task, but, when asked to

pick out what someone else would have seen when looking at a different angle, they only picked out the respective scenes they saw. Basically, they were oblivious to the fact that a viewer at a different angle would

see a different scene, so they were only able to pick out only what they saw personally. The other

characteristic is that thought occurs in an illogical and irreversible manner. A child can easily believe that things can magically increase, decrease, or vanish, as perceptions often dictate their reality. Piaget

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determined this from an experiment in which he poured equal amounts of liquid into a short thick glass and a tall thin glass and asked the children which container had more liquid. The subjects often selected the tall

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thin glass because the liquid reached a higher level and made the glass appear fuller. They believed that liquid magically appeared to fill the taller glass, even though they were told both glasses contained the same amount.

In the final two stages, the child refines his skills or reasoning and analysis. In the concrete operational stage (ages 7–11), the child shows evidence for logical thought and becomes less egocentric in his thinking. He begins to grasp concepts such as mass, length, volume, time, and other abstract measurements, and he becomes capable of solving basic logical problems and understanding reversible logic. He can perform simple arithmetic like addition, subtraction, and multiplication, and his understanding of how these concepts 8

relate to each other increased. For instance, he understands that ten minus five equals five, so five plus five equals ten. He is also able to categorize concepts, such as identifying a tiger as a cat, a cat as an animal, and thus a tiger as an animal. In the fourth and final stage, the formal operational stage (from puberty to adulthood), the child is finally able to think in completely abstract terms. He is able to perform algebra, calculus, and other mathematics that utilize symbols, formulas, and logic, and he is capable of other

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complex critical and analytical thought. This also allows him to hypotheses from experiments and using these to predict the effects of certain actions. The extent to which people achieve this degree of abstract thinking is always different, and some may never fully or adequately grasp these skills, even as adults. 1. The word “delineate” in the passage is closest in meaning to “ A. counterbalance

B. descry

”.

C. embolden

D. map

2. In paragraph 1, the author moots Piaget’s dissertations with children in order to .

A. collate his disquisitions with contemporary therapists’

C. designate how he augmented his postulations

D. exhibits how Piaget’s hypotheses are pertained

B. denote the glitches in his procedures

3. According to paragraph 1, what can be inferred about Piaget’s analyses?

A. They are chiefly issued from other therapists’ inquires.

B. They have been called into question recently.

C. They invalidated other schools of psychology.

D. They were never orthodox among psychiatrists. 4. According to paragraph 2, a child’s development in the sensorimotor juncture is typified by

A. an aptitude for discerning reversible notions

B. a cognizance of the entity of external objects C. an sagacity of numerical hypotheses

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D. a significant diminution in egocentrism 5. The word “rudimentary” in the passage is closest in meaning to “

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A. abortive

B. basic

C. makeshift D. unsophisticated

6. The phrase “oblivious to” in the passage is closest in meaning to “ A. heedless of

B. impervious to

”.

C. insensible to

”. D. unconscious of

7. According to paragraph 3, most children who executed Piaget’s mountain test . A. could use their motor prowess to manipulate their surroundings B. evinced the ability to classify objects into different categories C. had tribulations assigning symbols to external objects D. were impotent to ruminate on the perspectives of other personages 9

8. According to paragraph 4, all of the following are true about the formal operational juncture EXCEPT .A. It conventionally institutes at the onset of juvenescence. B. It is the most abiding episode of development. C. It is when people refine skills mandatory for convoluted mathematics. D. It makes the same strides with the same ramifications all and sundry.

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9. According to the passage, at which episode would a child distinctly possible commence to impersonate an astronaut? A. concrete

B. formal

C. preoperational

D. sensorimotor

10. Based on the information in the passage, what can be inferred about a child in the concrete operational juncture?

A. He would be adroit to conduct and unravel the elaborate mathematical equations often wielded in

calculus.

B. He would discern that the containers in the liquids-in-two containers test have the same amount.

C. He would most likely flunk Piaget’s test that incorporated a three-dimensional model of

mountain.

D. He would only be able to kick, shriek, and masticate on miscellaneous objects to create changes

Your answers:

10.

in his vicinities.

Part 4. Read the passage and answer questions

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You are going to read an extract from a book on photography. For questions 1 – 10, choose from the sections (A – E). The sections may be chosen more than once.

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In which section are the following mentioned?

Answers 1……..

the possibility that the photographic image has become redundant

2……..

images being interpreted in a similar way by different societies

3……..

a commonly held view about the relationship between what is visible and how it is interpreted

4…..

the possibility that photography can directly influence events in the world

5……..

the possibility that the techniques employed in photography today have taken the medium back to where it started

6…..

the ability of photography to provide images that will exist for a long time

7…..

uncertainty as to whether the main purpose of photography is to inform or to entertain

8……..

the potential of photography to epitomise the human condition

9……..

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the contrasts of scale that can be represented in photography

10…..

the view that photography was the greatest achievement in the history of visual images

A Over the past one and a half centuries, photography has been used to record all aspects of human life and

activity. During this relatively short history, the medium has expanded its capabilities in the recording of time and space, thus allowing human vision to be able to view the fleeting moment or to visualise both the

vast and the minuscule. It has brought us images from remote areas of the world, distant parts of the solar

system, as well as the social complexities and crises of modern life. Indeed, the photographic medium has

provided one of the most important and influential means of capturing the essence of our being alive.

Nonetheless, the recording of events by means of the visual image has a much longer history. The earliest creations of pictorial recording go as far back as the Upper Palaeolithic period of about 35,000 years ago

and, although we cannot be sure of the exact purposes of the early cave paintings, pictorial images seem to

be inextricably linked to human culture as we understand it. B

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Throughout the history of visual representation, questions have been raised concerning the supposed accuracy (or otherwise) of visual images, as well as their status in society. Ideas and debates concerning

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how we see the world and the status of its pictorial representations have been central political, philosophical and psychological issues from the time of Ancient Greece to the present-day technical revolution of the new media communications. Vision and representation have pursued interdependent trajectories, counter-

influencing each other throughout history. The popular notion that ‘seeing is believing’ had always afforded special status to the visual image. So when the technology was invented, in the form of photography, the social and cultural impact was immense. Not only did it hold out the promise of providing a record of vision, but it had the capacity to make such representation enduring. C 11

In the mid-nineteenth century, the invention of photography appeared to offer the promise of ‘automatically’ providing an accurate visual record. It was seen not only as the culmination of visual representation but, quite simply, the camera was regarded as a machine that could provide a fixed image. And this image was considered to be a very close approximation to that which we actually see. Because of the camera’s perceived realism in its ability to replicate visual perception, it was assumed that all peoples would

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‘naturally’ be able to understand photographs. This gave rise to the question of whether photography constituted a ‘universal language’. For example, a photograph of the heavens, whether it showed the sun and

moon or the constellations, would immediately be understood in any part of the world. In the face of the rapid increase in global communications, we do need at least to ask to what extent the photographic image can penetrate through cultural differences in understanding. D

There are other questions that arise concerning the role of photography in society that have aimed to determine whether the camera operates as a mute, passive recorder of what is happening or whether it

possesses the voice and power to instigate social change. We may further speculate whether the camera

provides images that have a truly educational function or if it operates primarily as a source of amusement. In provoking such issues, the photographic debate reflects polarised arguments that traditionally have

characterised much intellectual thought.

The last 170 years have witnessed an ever- increasing influence of the visual image, culminating in the

global primacy of television. For photography, the new prospects and uncertainties posed by digital storage and manipulation, and the transmission of images via the internet present new challenges. It has even been

suggested that we now inhabit the ‘post-photographic era’ – where technological and cultural change have

devalued photography to such an extent that events have taken us beyond the photograph’s use and value as a medium of communication. Furthermore, perhaps we should be asking if the advent of digital imagery

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means that photography, initially born from painting, has turned full circle and has now returned to emulating painting – its progenitor.

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Part 5. Read the passage, match the headings with the paragraphs and fill in the blanks with the mising words and write your answers in the corresponding numbered boxes

List of headings .

The long-term impact

ii.

A celebrated achievement

iii

Early brilliance passes unrecognized

Outdated methods retain popularity 12

The basis of a new design is born

Frustration at never getting the design right

vii

Further refinements meet persistent objections

viii

Different in all respects Bridge-makers look elsewhere

Transport developments spark a major change

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1. Paragraph A 2. Paragraph B 3. Paragraph C 4. Paragraph D

5. Paragraph E 6. Paragraph F

7. Paragraph G

THE REVOLUTIONARY BRIDGES OF ROBERT MAILLART Swiss engineer Robert Maillart built some of the greatest bridges of the 20th century. His designs

elegantly solved a basic engineering problem: how to support enormous weights using a lender arch

A. Just as railway bridges were the great structural symbols of the 19th century, highway bridges became the engineering emblems of the 20th century. The invention of the automobile created an irresistible demand

for paved roads and vehicular bridges throughout the developed world. The type of bridge needed for cars

and trucks, however, is fundamentally different from that needed for locomotives. Most highway bridges

carry lighter loads than railway bridges do, and their roadways can be sharply curved or steeply sloping, To meet these needs, many turn-of-the-century bridge designers began working with a new building material:

reinforced concrete, which has steel bars embedded in it. And the master of this new material was Swiss

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structural engineer, Robert Maillart. B. Early in his career, Maillart developed a unique method for designing bridges, buildings and other concrete structures. He rejected the complex mathematical analysis of loads and stresses that was being

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enthusiastically adopted by most of his contemporaries. At the same time, he also eschewed the decorative

approach taken by many bridge builders of his time. He resisted imitating architectural styles and adding

design elements solely for ornamentation. Maillart's method was a form of creative intuition. He had a knack for conceiving new shapes to solve classic engineering problems. And because he worked in a highly competitive field, one of his goals was economy - he won design and construction contracts because his structures were reasonably priced, often less costly than all his rivals' proposals.

C. Maillart's first important bridge was built in the small Swiss town of Zuoz. The local officials had initially wanted a steel bridge to span the 30-metre wide Inn River, but Maillart argued that he could build a more elegant bridge made of reinforced concrete for about the same cost. His crucial innovation was incorporating the bridge's arch and roadway into a form called the hollow-box arch, which would substantially reduce the bridge's expense by minimizing the amount of concrete needed. In a conventional

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arch bridge the weight of the roadway is transferred by columns to the arch, which must be relatively thick. In Maillart's design, though, the roadway and arch were connected by three vertical walls, forming two hollow boxes running under the roadway (see diagram). The big advantage of this design was that because

the arch would not have to bear the load alone, it could be much thinner- as little as one-third as thick as the arch in the conventional bridge.

D. His first masterpiece, however, was the 1905 Tavanasa Bridge over the Rhine river in the Swiss Alps. In

this design, Maillart removed the parts of the vertical walls which were not essential because they carried no load. This produced a slender, lighter-looking form, which perfectly met the bridge's structural

requirements. But the Tavanasa Bridge gained little favorable publicity in Switzerland; on the contrary, it

aroused strong aesthetic objections from public officials who were more comfortable with old-fashioned stone-faced bridges. Maillart, who had founded his own construction firm in 1902, was unable to win any

more bridge projects, so he shifted his focus to designing buildings, water tanks and other structures made

of reinforced concrete and did not resume his work on concrete bridges until the early 1920s.

E. His most important breakthrough during this period was the development of the deck-stiffened arch, the

first example of which was the Flienglibach Bridge, built in 1923. An arch bridge is somewhat like an inverted cable. A cable curves downward when a weight is hung from it, an arch bridge curves upward to

support the roadway and the compression in the arch balances the dead load of the traffic. For aesthetic

reasons, Maillart wanted a thinner arch and his solution was to connect the arch to the roadway with transverse walls. In this way, Maillart justified making the arch as thin as he could reasonably build it. His

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analysis accurately predicted the behaviour of the bridge but the leading authorities of Swiss engineering would argue against his methods for the next quarter of a century.

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F. Over the next 10 years, Maillart concentrated on refining the visual appearance of the deck-stiffened arch. His best-known structure is the Salginatobel Bridge, completed in 1930. He won the competition for the contract because his design was the least expensive of the 19 submitted - the bridge and road were built

for only 700,000 Swiss francs, equivalent to some $3.5 million today. Salginatobel was also Maillart's longest span, at 90 metres and it had the most dramatic setting of all his structures, vaulting 80 metres above the ravine of the Salgina brook. In 1991 it became the first concrete bridge to be designated an international historic landmark.

G. Before his death in 1940, Maillart completed other remarkable bridges and continued to refine his designs. However, architects often recognised the high quality of Maillart's structures before his fellow engineers did and in 1947 the architectural section of the Museum of Modern Art in New York City devoted a major exhibition entirely to his works. In contrast, very few American structural engineers at that time had even heard of Maillart. In the following years, however, engineers realised that Maillart's bridges were more

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than just aesthetically pleasing - they were technically unsurpassed. Maillart's hollow-box arch became the dominant design form for medium and long- span concrete bridges in the US. In Switzerland, professors finally began to teach Maillart's ideas, which then influenced a new generation of designers.

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Complete the labels on the diagrams below using ONE or TWO WORDS from the reading passage. Write your answers in boxes on your answer sheet.

Your answers 1.

10.

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IV. WRITING (60 points) Part 1. Rewrite the following sentences, using the given words. Do not alter these words. 1. I’ve considered the advantages and disadvantages and I’ve decided not to go. (weighed) ……………………………………………………………………………………

2. Considering that she’s only just started, she’s doing very well. (Bearing) …………………………………………………………………………………… 15

3. When I agreed to do this, I didn’t think that it would be so expensive. (bargain) ………………………………………………………………………………………… 4. Let me give you a clue to help you remember. (jog) ……………………………………………………………………………………… 5. Although I don’t speak Italian very well, I understood the general meaning of what she said. (drift)

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…………………………………………………………………………………………….. Part 2. The bar chart below shows the employment of all male and female workers by occupation in the UK in the year 2005. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. You should write about 150 words.

elementary occupations = laborers and catering assistants

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•

All in employment: by sex and occupation, 2005, UK

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..............................................................................................................................................................................

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…………………………………………………………………………………………………………………..

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Part 3. Some people think that all teenagers should be required to do unpaid work in their free time to help the local community. They believe this would benefit both the individual teenager and society as a whole. Do you agree or disaggree? (300 words)

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..............................................................................................................................................................................

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..............................................................................................................................................................................

THE END

NGƯỜI RA ĐỀ: VŨ THỊ KIM THANH

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SỐ ĐT: 094.802.1122

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D KÈ M Y

Q N

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MÔN TIẾNG ANH - KHỐI 11 Thời gian làm bài: 180 phút (Đề này có 04 phần; gồm 19 trang)

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HỘI CÁC TRƯỜNG CHUYÊN VÙNG DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ TRƯỜNG THPT CHUYÊN HOÀNG VĂN THỤ TỈNH HÒA BÌNH ĐÁP ÁN ĐỀ ĐỀ XUẤT I. LISTENING (50 points)

Part 1. You will hear a group of art history students going out an art gallery with their teacher. For questions 1-5, choose answer (A, B, C or D) which fits best according to what you hear

SOURCE: CAMBRIDGE ENGLISH PROFICIENCY MASTER CLASS FOR THE 2013 EXAM. PAGE

2. B

3. C

4.B

Your answers 1. D

5.C

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TAPESCRIPT Teacher Now, let’s move along the next gallery…whose turn is it to tell us about the next painting? Amanda, is it you? Amanda Yes, this is the one I’ve prepared Teacher Good…now I’ve got one or two questions for Amanda to guide us through this painting, so if you could all pay attention, we can get started…Brian…thank you. Now, as you can see it’s a pre-Raphaelite painitng, so we’re talking 1880,1890…and what can you tell us about this-and other pre-Raphaelite paitings for that matter-compared for what came before? Amanda well, there was a very definitely a reactiona against some of the earlier concerns – for example the pre-Raphaelites didn’t believe in the idea that it was important to be true to nature or realistic… this is a good example – it’s by the painter Burne-Jones, completed in 1884, and it shows a lot about his philosophy of paiting… Teacher Ok. And what was it exactly? Amanda Well in his own words,…is it ok if I use my notes? Teacher Yes of course Amanda He said that a painting should be’a beautiful romantic dream of something that never was, never will be, in a land that no-one can define or remember, only desire’ Teacher So in other words the very opposite of realism – no practical lessons for modern industrial societies or whatever Amanda Yes, exactly, and this paiting is in many ways very typical of Burne-Jones – in fact his wife later said it was his most distinctive work, the one that really summed up what he thought Teacher OK tell us about the story it tells Amanda It’s called King Cophetua and the Begga Maid, and it’s based on an old legend from early medieval times about a king who falls in love with a beggar girl, and finds that his love for her is grater than all his wealth and power Teacher Was it a well-known story? 1

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Amanda Yes – most people knew it well, but only through reading Tennyson’s poetry, in which he wrote about it, rather than from the original story Teacher So it’s another example of what we were talking about earlier – the link between the romantic movement in literature and the movements in art … do go on Amanda In the painting, the artist imagines the King sitting at the girl’s feet, gazing at her adoration. Burne-Jones said he was determined that the King should look like a king and the beggar should look like a Queen, and he had certain details such as the crown and the maid’s dress specially made for him so that he could capture the detail. The setting has echoes of 15th century Itallian art, particularly Mantegna and Crivelli, and it’s all elaborately decorated with highly wrought textures and jewel-like colours. If you look at the clothing you can see what I mean. The two characters in the background have got these rich following clothes, and there’s the same richness in the King’s following cloak Teacher So what is he trying to tell us about here… what about these anemones… do they have any particular significance do you think? Amanda Yes, the maid is holding a bunch of anemones, and if you look closely you can see that some of them have fallen on the steps by the King. The flowers are a symbol of unrequited love, and there’s a lot of personal feeling in this paiting, as there is in much of his work. At the time he was doing this, Burne-Jones had met and fallen in love with a girl called Frances Graham, but she then married someone else. So it’s likely that the King represents Burne-Jones and the represents Frances Graham, and the painting shows his feelings about losing the woman he loved Teacher Are there any other themes that the audience in 1884 would have recognized apart from on this personal level? Amanda Yes, to the general public it would have had a completely different meaning, whichs they have recognized quite easily – they would interpret the paiting as being about the rejection of worldly wealt and the elevation of love above everything else Teacher Yes, absolutely… and that was a message that was very close to Burne-Jone’s heart and was very relevant for late Victorian Britain… Well thank you Amanda, and now we’ll move on to the next artist

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Part 2. You will hear an interview with Cindy Talbot on the radio program, Young hero or heroine of the week. For question 1-5, listen and answer the questions SOURCE: CAMBRIDGE ENGLISH PROFICIENCY MASTER CLASS FOR THE 2013 EXAM. PAGE

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1. How did Cindy react when she heard the thunder? She was worried or she was sort of unnerved. 2. How did Cindy regard her decision to take shelter from the storm? She said that it was not wise thing to do so 3. What were Rod and Mark doing when they saw Cindy? They were on their way back home after driving around in the forest. 4. What was Rod and Mark’s initial reaction to Cindy’s story? They didn’t think there was a grain of truth. 5. What effect has the experience had on Cindy? She says that she is not really a quitter and she is really determined to go on hiking.

TAPESCRIPT 2

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Exam narrator You will hear an interview with Cindy Talbot on the radio programme, Young hero or heroine of the week. For the questions 1-5, choose the answer (A,B,C or D) which fits best according to what you hear Presenter Hello, and welcome to our programme, Young hero or heroine of the week. The subject this week is Cindy Talbot, a final-year college student, who was on the third day of her five-day solohiking trip through Colorado’s National Forest when something really extraordinay happened to her – she was struck by lightning. Apparently, lightning kills nearly a hundred Americans each year, more than hurricanes or tornadoes, and to survive a direct hit is almost a miracle. Luckily, Cindy was rescued and we are fortunate to have her with us in the studio today Cindy Hi! Presenter Tell me, Cindy, what was atually doing when the lightning struck? Cindy Well, I’d noticed the thunderclouds gathering and I was, like, resting on a rocky peak people call Eahle Peak, when I heard the thunder rumbling in the distence, and I was sort of unnerved. I gotta say I though the thunder sounded kinda ominous. So I said to myself, “Cindy, you’d better get moving” you see I didn’t want to get caught in a storm like that. But, I was to late, I guess. I remember when the downpour started… and it must have lasted for about an hour, at least an hour. I knew it wasn’t going to stop just lik that, so I found shelter under some trees Presenter I suppose that seemed the best thing to do at the time Cindy To tell the truth it’s not a very wise thjing to do considering it was an electric storm, or so I’m told! But I did’nt hav much oppinion. Everything happened so quickly and there didn’t seem to be anywhere else nearby where I might find shelter. But eventually the sun came out and the rained strted to move away, so I came out from under the trees to dry off a little bit. And then, I’d just put my backpack on – it has a metal frame by thw way! – when the whole world explored, and I felt an electrical charge surging though my body. It was literally’a bolt out of the blue’! i realized that by some miracle I was still alive and had to get help. But I couldn’t move my legs, so I had to crawl. It was heavy going, but after about an hour I reached a wet, muddy kind of track in a clearing in the forst Fortunately for me, Rod and Mark, the two guys who came to my rescue, had just happened to on their way back home in their pick-up. They run a trapping company, and they… they’d been driving around in the forest checking their traps, I think. If they hadn’t come along at that moment, I’m not sure I would have survived the ordeal. When they sew me and heard my story, I don’t think they thought there was a grain of truth in what I was saying at first! Rod told me later that he thought what I’d told him was a bit far-fetched, to say the least! They said they’d seen this weird-looking object- seemed to be kind of sprawling across the road … not moving, but it wasn’t a fallen tree – it looked human. I though, ‘Gee, thanks!’ Anyway, they’d jumped out of the truck to get a closer look, and they found me. They managed to get me to the nearest hospital in record time, and, well, in a few days, I was on my feet again. Thanks to the guys. But I’ve still got a scars on my back, on my hips and foot, too. And I’m scared to death of lightning now Presenter I suppose lightning’s not normally something to be terrified about. But you’ve just got to know what you’re doing, haven’t you? So do you feel the experience has had any long-term effect on you? Cindy Hmm, I think it’s made me lealize that I’m not more resilient than i thought. I’m not really a quitter and I’m determined, really determioned to go hiking Presenter But perhaps not in electric storms? Cindy Ican’t promise that, I’m afraid! Presnter Cindy, thanks for talking to us today

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Your answers 1. T

2. F

3. T

4. T

5. F

TAPESCRIPT

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GREG. Servinq more than 200,000 meals a year would be a challenge for any chef, but step up constraints of time, space and a demand for culinary excellence and you have the life of a railway chef. Chris and Jane, the idea of having to cook in cramped surroundings, with limited ingredients and a very tight schedule, as you did in the recent competition, must have been a terrifying prospect ... CHRIS. Well, hardly - I actually operate under those restrictions every day! JANE. That's true, of course, we both do - but there's always the added danger that things can go wrong, and the challenge of preparing a top-quality, threecourse meal for four - which costs no more than £50 - and in front of all those judges! GREG. Well, Jane, you were a runner up and Chris came first. I gather you faced some stiff competition from the other finalists. JANE.. No doubt about that. All the chefs who entered the competition were brilliant in their own way - but someone has to win! But the real problem is trying to be creative as the train hurtles through the countryside at over 100 miles an hour - there's little room for mistakes - and you have to be able to keep your balance! CHRIS. Actually, I'd only been a railway chef for three months. And I can tell you that life on board is no easy ride. There's no nipping out to get the extra bunch of parsley, or a lemon. GREG. But you're used to working under pressure all the same, aren't you? How do you set about being organised? CHRIS.You've just got to make sure you're focused on the job. Being able to keep an eye on a dozen things at once is also an advantage! GREG. But do you actually enjoy what you're doing? JANE. There's plenty of scope to express yourself as a chef in the job - and the open kitchen means that customers will often compliment you personally on the food. That's one of the biggest highlights of the job. CHRIS. I'd certainly go along with that. Very few restaurant chefs have the chance to experience that. GREG. And what about the menus, who decides what to cook? JANE. They're decided in advance for the whole railway network by two extremely famous chefs, who are actually brothers. I suppose we both find it restricting. CHRIS. Hmm. I do get a bit frustrated from time to time - think I could be a little more adventurous but it's all a question of adaptability - which I suspect Jane is better at than I am! JANE. Not at all - I can be quite inflexible when the mood takes me! GREG. So what would be a typical routine for you both? CHRIS. You have to start at around 5.30 in the morning - check that all the ingredients have been delivered - then it's a mad rush to get everything ready. 4

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JANE.. And precious little time to rest any other time during the day, as you often have to set tables on other trains and help other staff. Timing's particularly tight, you see. In other restaurants orders come in and go out over two or three hours, but we have to turn round before the passengers reach their stations. It's all a bit nerve-racking. GREG. So what motivated you to do this in the first place? CHRIS. I've been on the move ever since I left college. So when I got engaged, I decided it was time to settle down. So when I saw this job, it seemed a reasonable compromise between personal commitments and my reluctance to stay in one place. JANE. For me it was something that just caught my eye - not just ordinary run of the mill stuff. And, if you get the time, you get a good view out of the windows! GREG. And how do you stop things from spilling over when the train moves? CHRIS. It's not a problem for me. I was a chef on a liner, so I've got plenty of experience of cookery in motion! JANE. Yes, but I think it helps if you only half fill saucepans with boiling water - even so, they often spillover and you start saying nasty things to yourself about the driver - and it's not usually his fault! CHRIS. Let's just say that you quickly learn not to put things under the grill without keeping an eye on them! GREG. Has either of you had any major disasters? CHRIS. [laughs] I'd only been in the job for three days and I had this huge roast in the oven. I opened the door, turned around for a moment, distracted, I suppose, and it just flew out. Fortunately it landed in the sink, so it was okay. GREG. And what qualities would you say it was necessary for a railway chef to have? JANE. From my point of view, dedication and determination - you won't get anywhere without these! CHRIS. And, let's admit it - a sense of humour. There have been times when I would have resigned long ago if I hadn't had that! GREG And what of the future? CHRIS. Who knows? - perhaps the first chef on a trip to the Moon? JANE. Now, that would be a challenge! But somehow, I doubt I'll be with you on that one. I'm terrified of flying! GREG. Well, now, if you don't mind, we thought our listeners might be interested in the recipes for your prize-winning meals ..

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Part 4. Listen to the news about Reindeer and fill in the blanks of the news summary with the missing words

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7. astronomical

8. underground

9. optimistic

10. habitat

TRANSCRIPT When Their Food Ran Out, These Reindeer Kept Digging

SCOTT SIMON, HOST:

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Reindeer populations are being threatened by climate change. A warming world makes their main winter food source disappear. But as KUCB's Zoe Sobel reports, reindeer on one Alaskan island are surprising researchers.

ZOE SOBEL, BYLINE: You'd think it'd be easy to spot a herd of 400 reindeer on a treeless island with tundra as far as the eye can see, but it's not. LAUREN DEVINE: Yeah, they were right here.

SOBEL: That's Lauren Devine of the Ecosystem Conservation Office. She helps manage the reindeer on St. Paul Island. Though on this windy day, she's hunting them. So far, no luck. Then a man who works in this remote area approaches our truck.

UNIDENTIFIED MAN: Hey, you guys looking for the reindeer?

DEVINE: Yeah.

UNIDENTIFIED MAN: You see that green patch right there? DEVINE: Yep.

UNIDENTIFIED MAN: They were just past it.

DEVINE: When?

UNIDENTIFIED MAN: About two hours ago.

DEVINE: Oh, perfect.

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SOBEL: Reindeer aren't native to Alaska. They were brought to rural villages across the state in the late 1800s. In communities like St. Paul, where grocery prices are astronomical, Devine says residents depend on reindeer to feed their families. And to make it through the winter, the reindeer need something, too.

DEVINE: Reindeer all over the world depend on lichen. They're very high in sugars and starch, and they're considered, like, a Snickers bar for reindeer in the winter. SOBEL: But the reindeer ate the lichen here faster than it could regrow, and now it's gone. Without lichen, reindeer experts would expect to see malnourished or starving animals. In some places, that's already happening. But the animals on St. Paul are thriving. Greg Finstad is with the University of Alaska Fairbanks Reindeer Research Program. He came to study and evaluate the island's reindeer and environment. On a visit to St. Paul Island last year, he saw something he'd never witnessed before.

GREG FINSTAD: That the reindeer are doing something really very interesting. They have managed to find other things to eat. They've gone underground.

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SOBEL: Finstad discovered instead of lichen, the reindeer are digging up roots and grazing on grass. He says that's good news. Lichens thrive in Arctic climates, but the Arctic is warming faster than the rest of the globe. These higher temperatures mean more wildfires, erratic rainfall and better conditions for other plants that can crowd out the lichen. All of this could mean less lichen for reindeer.

Plus, a warmer climate means what used to be snow is now rain. In Russia a few years ago, that created an icy barrier so thick the reindeer couldn't stamp through it to get to the lichen. Tens of thousands starved to death. That's why Finstad thinks it's important that the reindeer in St. Paul are finding something else to eat.

FINSTAD: There's a lot of scientists, researchers, reindeer producers waving their arms in the world. Oh, climate change, it's the death of reindeer and caribou. But you know what? We have forgotten to tell the reindeer and caribou. Things change, and they change with it.

MARK BOYCE: I would say no.

SOBEL: Ecology professor Mark Boyce of the University of Alberta is not convinced.

BOYCE: (Laughter) In the - I mean, it's an island population and a very small sample of our global populations of reindeer and caribou. And the general pattern has been one of decline, so I guess I'm not very optimistic.

SOBEL: Still, on this Alaska island for now, reindeer are doing just fine. And hunting them is more popular than ever. For NPR News, I'm Zoe Sobel in St. Paul.

SIMON: And this report comes from Alaska's Energy Desk, a public media collaboration that's focused on energy and the environment.

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(SOUNDBITE OF MIKHAIL SAASKIA'S "LOOKING FOR ALASKA")

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Copyright © 2017 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information. NPR transcripts are created on a rush deadline by Verb8tm, Inc., an NPR contractor, and produced using a proprietary transcription process developed with NPR. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record. II. LEXICO- GRAMMAR (30 points) Part 1: Choose the best answer A, B, C or D to each of the following sentences and write your answers in the corresponding numbered boxes

2. D

3. A

4. B

5. B

6. A

7. C

8. B

9. C

10. C

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Your answers 1. A

Part 2: Supply each blank with the correct form of the word given in the box.

mere resist

vary circulate

digest retire

2. merely

3. controlled

4. addictive

5. treatments

7. resistence

8. digestion

9. likelihood

10. circulatory

6. varied

likely treat

Your answers 1. retirement

addict control

use a good monolingual dictionary effectively. Such dictionaries provide informations, not just about

the meanings for words but about their pronunciation and grammar as well. A student who studies how

to use a dictionary effectively will be able to work independently for much of the time, and will gain

considerable insight to the workings of the English language. He or she will be able to confirm to the meanings of words in a text where contextual clues are insufficient, pronounce words accurately by

studying the phonological transcriptions, and use words accurately both when speaking and writing. Make sure that you make the room for at least one good monolingual dictionary on your bookshelf, and

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then make sure that you use it at a regular basis. Your answers

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1. Line1: big- large

3. Line 2: informations- information

2. Line1: make well- do well 4. Line 3: meanings for words - meanings of words

5. Line 3: studies - learns

6. Line 5: insight to - insight into

7. Line 5: confirm to - confirm

8. Line 7: phonological - phonetic

9. Line 8: make the room for - make room for

10. Line 9: at a regular basis.- on a regular basis 8

Part 4. Choose a suitable preposition or particle and write your answers in the corresponding numbered boxes

1. D

2. B

3. A

4. A

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Your answers: 5. C

III. READING (60 points) Part 1: Read the following passages and decide which answer A, B, C or D best fits each gap. Write your answers in the corresponding numbered boxes. Source: Practice C1 Cambridge Your answers: 3. B

6. A

7. B

8. C

4. C

5. B

9. B

10. D

2. A

1.D

Part 2: Fill each of the following numbered blanks with ONE suitable word and write your answers in the corresponding numbered boxes Source: https://www.theguardian.com/money/2000/jan/14/workandcareers.comment

THE WHIRL OF WORK

Your answers: least

2. However

3. teeth

4. point

5. reverse

7. hardly

8. peril

9. mean

10. sparks

6. annual

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Your answers: 2. C

3. B

4. B

5. B

6.D

7. D

8. D

9. C

10. B

1.D

Part 4. Read the passage and answer questions You are going to read an extract from a book on photography. For questions 1 – 10, choose from the sections (A – E). The sections may be chosen more than once. 9

SOURCE: CAMBRIDGE ENGLISH PROFICIENCY SAMPLE PAPER 1

In which section are the following mentioned?

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Answers

the possibility that photography can directly influence events in the world

1. D

the possibility that the photographic image has become redundant

2. E

3. C

images being interpreted in a similar way by different societies

a commonly held view about the relationship between what is visible and how it is interpreted

4. B

5. A

the contrasts of scale that can be represented in photography

6. E

the ability of photography to provide images that will exist for a long time

7. B

uncertainty as to whether the main purpose of photography is to inform or to entertain

8. D

the possibility that the techniques employed in photography today have taken the medium back to where it started

9. A

the view that photography was the greatest achievement in the history of visual images

10. C

the potential of photography to epitomise the human condition

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Part 5. Read the passage, match the headings with the paragraphs and fill in the blanks with the mising words and write your answers in the corresponding numbered boxes SOURCE: IELTS PRACTICE TEST PLUS 1

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Your answers 2. viii

3. v

4. iii

5. vii

6. ii

7. i

8. colums

9. verticle walls

10. hollow boxes

1. x

I have weighed up the pros and corns and I’ve decided not to go. 2. Considering that she’s only just started, she’s doing very well. (Bearing) Bearing in minds that she’s only just started, she’s doing very well.

When I agreed to do this, I did not bargain for it being so expensive. 4. Let me give you a clue to help you remember. (jog) Let me jog your memory

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3. When I agreed to do this, I didn’t think that it would be so expensive. (bargain)

5. Although I don’t speak Italian very well, I understood the general meaning of what she said. (drift)

Although I don’t speak Italian very well, I got her drift of what she said. Part 2. The bar chart below shows the employment of all male and female workers by occupation in the UK in the year 2005. Summarize the information by selecting and reporting the main features, and make comparisons where

relevant. You should write about 150 words.

elementary occupations = laborers and catering assistants

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•

All in employment: by sex and occupation, 2005, UK

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THE END

NGƯỜI RA ĐỀ: VŨ THỊ KIM THANH

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SỐ ĐT: 094.802.1122

TRƯỜNG THPT CHUYÊN LÀO CAI TỔ: NGOẠI NGỮ ----------

ĐỀ THI ĐỀ XUẤT KỲ THI DUYÊN HẢI BẮC BỘ NĂM HỌC 2016-2017. Môn thi: TIẾNG ANH KHỐI 11 Ngày tháng 4 năm 2017 Thời gian làm bài: 180 phút (không kể thời gian giao đề) (Đề thi gồm có 16 trang)

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Lưu ý:Thí sinh làm bài trên tờ giấy thi

SECTION 1: LISTENING (50 points)

Part 1: You will hear part of a radio interview in which a young man called Toby Burrow is talking about a year he spent doing voluntary work in Madagascar. For question 1-6, choose the answer (A, B, C or D) which fits best according to what you hear

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1. Why did Toby choose to work in Madagascar? A. He thought it would offer interesting travel experiences B. He knew other students who had been there before him C. He believed it would offer challenging opportunities D. He had been influenced by a television programme 2. How did Toby’s mother respond when he announced he was going to Madagascar? A. She tried to dissuade him from talking the job B. She told him about her experience of working abroad C. She insisted he take measures to protect his health D. She did some research on the country 3. What aspect of life in the village did Toby originally find hard? A. The constant noise B. The lack of privacy C. The basic facilities D. The sense of isolation 4. How did Toby feel after the incident with his wallet? A. He wanted to quit his job and go home B. He thought it was a shame that not all people were honest C. He no longer trusted the people he worked with D. He believe he was partly responsible for the situation 5. What does Toby say about his return to the UK? A. He was eager to discuss his adventures with friends B. He felt relieved to be back in familiar surroundings C. He was keen to return to Madagascar D. He felt critical of his own countries 6. What advices does Toby offer students who are about to graduate? A. Have the right attitude towards people you are helping B. Give up your voluntary work if you are unhappy C. Avoid just going abroad for your own pleasure D. Travel with someone you already know well. Your answer 1. 2.

Part 2: For question 7-10, listen to a piece of BBC news “Apple-FBI iPhone argument getting bigger” and decide the statements are True (T) or False (F). Write your answers in the corresponding numbered boxes T/F T/F T/F T/F

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7. The iPhone belonged to someone who killed people last month. 8. Apple said unlocking the iPhone would be a threat to its customers. 9.America's Department of Justice (DOJ) is on Apple's side. 10. The DOJ said Apple was putting up technological barriers. Your answers 7. 8. 9. 10.

Part 3: For questions 11–20, listen to a talk about the office in the future and complete the notes with the missing information. Write NO MORE THAN TWO WORDS taken from the recording for each answer in the corresponding numbered spaces. OFFICE IN FUTURE

What he called the (11)…………………………….is given as an example of one prediction that has come true. Francis Duffy, an architect classified officesinto four (12) …………………..Duffy gives the name “The Hive” to the type of office where work of a (13)…………………nature is carried out, including (14)………….., data-entry, banking, information services. “The Cell” is type of office which suits people whose work require (15)………………………Duffy think that people such as (16)……………….and lawyers work well in the cell office. He sees people involve in professions like (17)……………….and the media working well in den office. He says “The club” is the type of office used by (18)….………………whose job require (19)……………………….for examplepeople working in information technology or (20)…………………………….. Your answers 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Part 4: You will hear part of a radio programme in which a new book is being reviewed. For questions 21–25, choose the correct answer A, B, C or D.

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21. The main reason that Isabella was unlikely to become a travel writer was that she A.believed travel at that time was very dangerous. B.was under an illusion about her health. C.had never displayed much imagination. D.had regarded travel as a man’s occupation. 22. Sarah thinks Isabella’s trips to Australia were surprising because she had previously A. preferred an inactive lifestyle. B.been frightened of animals. C.never experienced extreme climates. D.spent most of her time socializing. 23. According to Sarah, Isabella’s letters A.should have been published earlier. B.were based on newspaper articles. C.may have exaggerated what she saw. D.failed to provide enough details at times. 24. In Sarah’s opinion, Isabella’s personality was unusual because she A.had rebelled against her father. B.was at her best in challenging situations. C.only pretended to be courageous. D.traveled despite her illnesses.

25. According to Sarah, the book in its current form A.does not make it clear how the letters have been edited. B.ought to contain all of the letters Isabella wrote to Henrietta. C.fails to include examples of Isabella’s bad experiences. D.should be adapted so the style is familiar to readers today.

22.

23.

24.

25.

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Your answers 21.

2. 7.

3. 8.

4. 9.

5. 10.

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Your answer 1. 6.

SECTION 2: LEXICO AND GRAMMAR Part 1: Choose the word or phrases which best completes each sentence 1. He’s a nice guy, always already to do somebody a good…………………….…………… A. present B. play C. turn D. pleasure 2. Family relationships later …………………………………..a much significance on his life A. took on B. kept up C. take up D. take on 3. When John was arrested for drunken driving, he expected to lose his driving license, but he was …………………………….with a fine. A. let through B. let off C. let out D. let down 4. Young children often ask many questions because they are naturally……………..…… A. intriguing B. inquisitive C. ingenious D. captivating 5. The rather humid climate in no way……………………………..from the beauty of place A. subtracts B. protracts C. detracts D. attracts 6. Don’t thank me for helping in the garden. It was ………………….pleasure to be working out of doors A. plain B. mere C. simple D. sheer 7. My sunburnt nose made me feel rather………………for the first few days of the holiday. A. self-effacing B. self-centred C. self- concious D. self-evident 8. The peace of the public library was…………………….by the sound of transistor radio A. smashed B. fractured C. demolished D. shatter 9. Anticipating renewed rioting, the authorities erected……………to block off certain streets. A. barrages B. barricades C. ditches D. dykes 10. With their modern, lightweight boat, they soon…………….the older vessels in the race A. outstripped B. caught up C. overran D. exceeded

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Part 2: The passage below contains 05 mistakes. Underline the mistakes and write their correct forms in the space provided in the column on the right. (0) has been done as an example. As we become conscious of our health decision, we often focus solely on what we are putting in our bodies. The connection between what we eat and drink and how it affects our health has long established. As the father of medicine Hippocrates once said, "Let food be your medicine, and medicine your food." Modern health movements have become obsessed with dieting, and when it's important to eat and digest nutritious foods, we often forget about other, equally-important facets of our health. The largest organ on the body, the skin, isn't just a barrier, separating us from the outside world. The skin absorbs its environment and acts as a portal communicating between our inner world and the outside environment that we connect with. The substances we put on our bodies can either nourish the blood or they can poison it, interfering with normal body functions.

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Similarly, the strongest muscle in our body, the heart, does more than just pump blood. The emotionally-charged feelings we have in our hearts send messages to our brains, regulate hormones and cellular functions, while sending messages through us and outside our bodies to the people we come in contact with. In much the same way, we are quick to overlook the most abundant resource that connects us all. The connection between our breath and our health is easily overlooked, because breathing is an automatic reflex and we cannot see the air we are breathing. Oftentimes we feel separated from one another, but when we envision the air for what it truly is, we see how we are truly connected to one another and how air quality affects our inner health. Today so many of us spend most of our time indoors, connected from fresh air. We stay cooped up in our indoor environments, constantly breathing in the same polluted air. As we stay in our boxes, we do not truly adapt to the world that is around us. In this way, our bodies become more susceptible with the ill effects of pathogens. Your answer

Mistakes

Correction

Lines 0 1. 2. 3. 4. 5.

Part 3: Fill in the gaps in the following sentences with suitable prepositions or particles. Write your answers in the corresponding numbered boxes. There is an example at the beginning

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1. Stop waiting time! Get to my office…………………………..the double 2. He had taken over an old company verging…………………….liquidation 3. Tom’s leaving. Why don’t you put………………………….for his job? 4. He ran………………………….all the money he had inherited in less than a year 5. My husband brought me some flowers today. He must be ……………………something!

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Your answers: 1. 2.

Part 4: For questions 1-10, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). A Balloon Expedition

EXPEDITE LEAD BALLOON QUESTION EFFECT GO KNOW IMPLY CONSIDER

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In 1897 three Swedes set out from Svalbard on an (0)…EXPEDITION…to the North Pole by hot air balloon under the (1)…………………..of S.A. Andree. Although all three men were experienced (2)……………..they continued to have (3)………………….faith in the effectiveness of their equipment despite considerable evidence of the (4)……………..of the balloon’s steering system which Andree had designed himself. Also, the polar balloon had not (5)……………….the normal testing procedure for hydrogen balloons but none of the three men, would in any way (6)………… the serious (7)………………that this had for the likely fate of their voyage. Soon after their departure on July 7th, it was noticed that (8)…….amounts of hydrogen were escaping from the balloon but the three men were unconcerned by the amount of (9)……………Unfortunately, as the balloon gained altitude, this loss of gas soon (10)……………………..and so, after a brief flight of ten hours and twenty-nine minutes the balloon crash-landed on pack-ice where the three explorers attempted to continue their journey on foot. Their bodies were eventually recovered from the ice thirty-three years later.

LEAK QUICK

Your answers

6. 7. 8. 9. 10.

SECTION 3: READING

1. 2. 3. 4. 5

Part 1: For questions 1–10, read the following passages and decide which answer (A, B, C or D) best fits each gap. Write your answers (A, B, C, or D) in corresponding numbered boxes.

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The impact of the Great Depression on Europe was as memorable and decisive in its way as the French Revolution or the First World War. The (1)_______ of the Depression has been relentless and vicious ever since it broke out. American stock markets had prospered almost uninterruptedly since 1921 and had grown fantastically for eighteen months. On 24th, October 1929, the boom (2)_______ to a standstill; share prices fell even faster than they had risen, and thousands of (3)_______ were ruined. The American financial crash soon hit Europe. American loans to Europe had already stopped; now American purchases from Europe stopped also. The European economy was (4)_______ balanced. Recovery had brought a great increase in productive powers, with little corresponding increase in markets. Prosperity had also been maintained by the (5)_______ of American dollars. Now European factories, too, closed their gates. Within two years, world trade was more than halved. Unemployment soared, particularly in the more industrialised countries. There were over two million unemployed in Great Britain and six million in Germany. 1. 2.

A. off-putting A. crumbled

B. offset B. ground

C. onrush C. halted

D. onslaught D. pulverised

3. 4. 5.

A. adventurers A. incautiously A. flood

B. executives B. overcautiously B. outpouring

C. hawkers C. precariously C. overflow

D. speculators D. precociously D. torrent

C. notwithstanding C. logged C. inordinately C. irreversible C. impairment

Your answer 1. 6.

B. nevertheless B. jacketed B. highly B. irreverent B. handicap

6. A. however 7. A. borne 8. A. exceedingly 9. A. irretrievable 10. A. dysfunction

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Malnutrition is the deprivation of essential nutritional elements resulting in severe physiological disorders and ultimately death (6)_______ reversed in time. A diet sufficient in calories but deficient in protein may lead to grave diseases characterised by loss of skin and hair colour, diarrhoea, and water(7)_______ tissue cells in which the body chemicals become so diluted that life can no longer be sustained. A diet deficient in both calories and protein usually results in marasmus, that is, starvation. Victims of malnutrition are usually (8)_______ susceptible to infectious diseases. In advanced cases, the victim may die simply because he literally no longer has the strength to breathe. Recent studies indicate that children receiving insufficient input of protein during infancy or prior to delivery may sustain (9)_______ brain damage or suffer from a permanent scarcity of brain cells, with the subsequent (10)_______ of intelligence.

3. 8.

2. 7.

4. 9.

D. otherwise D. repellent D. somewhat D. irrevocable D. incapacitation

5. 10.

Part 2: Read the text below and think of the word which best fits each gap. Use only ONE word in each gap. There is an example at the beginning (0)

INDOOR AIR POLUTION

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The citizens (0)....of……four major European countries think the (11)………………………of climate change such as severe floods and storms are already affecting them, according to a major new polling study.The research dispels the idea that global warming is widely seen as a future problem, and also shows strong support for action to tackle global warming, (12)…………………………subsidies for clean energy and big financial penalties for nations that refuse to be part of the international climate deal signed in Paris in 2015 – (13)………………US president Donald Trump has threatened. There was also strong support for giving financial (14)……………………..to developing nations to cope with the impacts of climate change.Renewable energy was viewed very positively in all nations, but fracking had little support, with just 20% of people seeing it positively in the UK, 15% in Germany and 9% in France. Nuclear power was also unpopular: only 23% of those in France,(15)………………………..it supplies the vast majority of electricity, have a favourable opinion. Overwhelming majorities of people in the UK, Germany, France and Norway said climate change was at (16)………………………partly caused by human activities, such as burning fossil fuels. But only a third thought the vast majority of scientists agreed with this, despite about 97% of climate scientists doing so.“It is encouraging to see that most people in this very large study recognise that climate change is happening, and that support for the need to tackle it remains high (17)……………………..the people we surveyed,” said Prof Nick Pidgeon at Cardiff University, who led the international project.He said the firm backing of the public could be important in the light of Trump’s opposition to climate action: “

(18)………………………… the recently shifting political mood in some countries, climate policy is now entering a critical phase. It is therefore even (19)…………………. important that the public’s clear support for the Paris agreement is carried (20)……………… by policymakers Europe and worldwide.”

12. 17.

13. 18.

14. 19.

15. 20.

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Your answer 11. 16.

Part 3: You are going to read the introduction from a book on sports. For question 16, choose the answer (A, B, C, or D) which you think fits best according to the text. SPORTSWRITING

Offices and bars are full of casual obscenity, but most British newspapers are ... well, not necessarily careful about language, but careful about bad words anyway. The phrase 'family newspaper' is an ineluctable part of our lives. Newspapers are not in the business of giving gratuitous offence. It is a limitation of newspaper writing, and one everybody in the business, whether writing or reading, understands and accepts. There are many other necessary limitations, and most of these concern time and space.

Newspapers have dominated sportswriting in Britain for years, and have produced their own totem figures and doyens. But ten years ago, a new player entered the game. This was the phenomenon of men's magazines; monthly magazines for men that had actual words in them - words for actually reading. GQ was the pioneer and, in my totally unbiased opinion as the long-term author of the magazine's sports column, it leads the way still, leaving the rest panting distantly in its wake.

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Sport, is of course, a blindingly obvious subject for a men's magazine - but it could not be tacked in a blindingly obvious way. Certainly, one of the first things GQ was able to offer was a new way of writing about sport, but this was not so much a cunning plan as a necessity. The magazine was doomed, as it were, to offer a whole new range of freedoms to its sportwriters. Heady and rather alarming freedoms. Freedom of vocabulary was simply the most obvious one and, inevitably, it appealed to the schoolboy within us. But space and time were the others, and these possibilities meant that the craft of sportswriting had to be reinvented.

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Unlike newspapers, a magazine can offer a decent length of time to research and to write. These are, you would think, luxuries - especially to those of us who are often required to read an 800-word match report over the telephone the instant the final whistle has gone. Such a discipline is nerve-racking, but as long as you can get it done at all, you have done a good job. No one expects a masterpiece under such circumstances. In some ways the ferocious restrictions make the job easier. But a long magazine deadline gives you the disconcerting and agoraphobic freedom to research, to write, to think. To write a piece for a newspaper, at about a quarter of the massive GQ length, you require a single thought. The best method is to find a really good idea, and then to pursue it remorselessly to the end, where ideally you make a nice joke and bale out stylishly. If it is an interview piece, you look for a few good quotes, and if you get them, that's your piece written for you. For a longer piece, you must seek the non-obvious. This is a good quality in the best of newspaper writing, but an absolute essential for any writer who hopes to complete the terrifying amount of words that GQ requires. If you write for GQ you are condemned to try and join the best. There is no other way.

GQ is not restricted by the same conventions of reader expectation as a newspaper. You need not worry about offending people or alienating them; the whole ethos of the magazine is that readers are there to be challenged. There will be readers who would find some of its pieces offensive or even impossible in a newspaper, or even in a different magazine. But the same readers will read the piece in GQ and find it enthralling.

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That is because the magazine is always slightly uncomfortable to be with. It is not like a cosy member of the family, nor even like a friend. It is the strong, self-opinionated person that you can never quite make up your mind whether you like or not. You admire him, but you are slightly uneasy with him. The people around him might not altogether approve of everything he says; some might not care for him at all. But they feel compelled to listen. The self-confidence is too compelling. And just when you think he is beginning to become rather a bore, he surprises you with his genuine intelligence. He makes a broad joke, and then suddenly he is demanding you follow him in the turning of an intellectual somersault.

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21. What does the writer say about newspapers in the first paragraph? A. They tend not to include articles readers will find very challenging. B. Articles in them do not reflect the way people really speak. C. They are more concerned with profit than with quality of writing. D. They fail to realise what kind of writing would appeal to readers. 22. What does the writer imply in the second paragraph? A. GQ magazine contains articles that are well worth reading. B. Some of the more recent men's magazines are unlikely to survive. C. The standard of sportswriting in newspapers has improved in recent times. D. He is in a position to give an objective view of sportswriting in magazines. 23. Why were sportswriters for GQ given new freedoms? A. Some restrictions of newspaper writing do not apply to writing for GQ. B. The magazine's initial plans for its sports articles proved unrealistic. C. Notions about what made good sports journalism were changing. D. The writers that it wanted to employ demanded greater freedom. 24. What does the writer say about the amount of time allowed for producing articles? A. The best articles are often produced under great pressure of time. B. Having a long time to produce an article encourages laziness. C. Writers are seldom satisfied by articles produced in a hurry. D. Having very little time to produce an article can be an advantage. 25. Why can't writers for GQ use the same methods as writers for newspapers? A. Articles in GQ are not allowed to consist mainly of interviews. B. They want to be considered better than writers for newspapers. C. Writers for newspapers do not have so much space to fill. D. They've been told to avoid the conventions of newspaper writing. 26. What does the writer say in the penultimate paragraph about certain pieces in GQ? A. They will create enormous controversy. B. They unintentionally upset some of its readers. C. They are a response to demand from readers. D. They are a good fit for the GQ reader. Your answer 21. 22.

23.

24.

25.

26.

Part 4: Read the passage and choose the best answer List of headings

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Different personality types mentioned Recommendation of combined styles for group Historical explanation of understanding personality A lively and positive attitude person depicted A personality likes challenge and direct communication Different characters illustrated Functions of understanding communication styles Cautious and considerable person cited Calm and Factual personality illustrated Self-assessment determines one’s temperament ---------------------------------------------------------------------------------------

27. Section A: 28. Section B: 29. Section C: 30. Section D: 31. Section E: 32. Section F: 33. Section G: 34. Section H:

Section A As far back as Hippocrates' time (460-370 B.C.) people have tried to understand other people by characterizing them according to personality type or temperament. Hippocrates believed there were four different body fluids that influenced four basic types of temperament. His work was further developed 500 years later by Galen. These days there are any number of self-assessment tools that relate to the basic descriptions developed by Galen, although we no longer believe the source to be the types of body fluid that dominate our systems.

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Section B The values in self-assessments that help determine personality style. Learning styles, communication styles, conflict-handling styles, or other aspects of individuals is that they help depersonalize conflict in interpersonal relationships. The depersonalization occurs when you realize that others aren't trying to be difficult, but they need different or more information than you do. They're not intending to be rude: they are so focused on the task they forget about greeting people. They would like to work faster but not at the risk of damaging the relationships needed to get the job done. They understand there is a job to do. But it can only be done right with the appropriate information, which takes time to collect. When used appropriately. understanding communication styles can help resolve conflict on teams. Very rarely are conflicts true personality issues. Usually they are issues of style, information needs, or focus. Section C Hippocrates and later Galen determined there were four basic temperaments: sanguine, phlegmatic, melancholic and choleric. These descriptions were developed centuries ago and are still somewhat apt, although you could update the wording. In today's world, they translate into the four fairly common communication styles described below.

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Section D The sanguine person would be the expressive or spirited style of communication. These people speak in pictures. They invest a lot of emotion and energy in their communication and often speak quickly. Putting their whole body into it. They are easily sidetracked onto a story that may or may not illustrate the point they are trying to make. Because of their enthusiasm, they are great team motivators. They are concerned about people and relationships. Their high levels of energy can come on strong at times and their focus is usually on the bigger picture, which means they sometimes miss the details or the proper order of things. These people find conflict or differences of opinion invigorating and love to engage in a spirited discussion. They love change and are constantly looking for new and exciting adventures.

Section E Tile phlegmatic person - cool and persevering - translates into the technical or systematic communication style. This style of communication is focused on facts and technical details. Phlegmatic people have an orderly, methodical way of approaching tasks, and their focus is very much on the task, not on the people, emotions, or concerns that the task may evoke. The focus is also more on the details necessary to accomplish a task. Sometimes the details overwhelm the big picture and focus needs to be brought back to the context of the task. People with this style think the facts should speak for themselves, and they are not as comfortable with conflict. They need time to adapt to change and need to understand both the logic of it and the steps involved.

Section F Tile melancholic person who is softhearted and oriented toward doing things for others translates into the considerate or sympathetic communication style. A person with this communication style is focused on people and relationships. They are good listeners and do things for other people - sometimes to the detriment of getting things done for themselves. They want to solicit everyone's opinion and make sure everyone is comfortable with whatever is required to get the job done. At times this focus on others can distract from the task at hand. Because they are so concerned with the needs of others and smoothing over issues, they do not like conflict. They believe that change threatens the status quo and tends to make people feel uneasy, so people with this communication style, like phlegmatic people need time to consider the changes in order to adapt to them.

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Section G The choleric temperament translates into the bold or direct style of communication. People with this style are brief in their communication - the fewer words the better. They are big picture thinkers and love to be involved in many things at once. They are focused on tasks and outcomes and often forget that the people involved in carrying out the tasks have needs. They don't do detail work easily and as a result can often underestimate how much time it takes to achieve the task. Because they are so direct, they often seem forceful and can be very intimidating to others. They usually would welcome someone challenging them. But most other styles are afraid to do so. They also thrive on change, the more the better. Section H A well-functioning team should have all of these communication styles for true effectiveness. All teams need to focus on the task, and they need to take care of relationships in order to achieve those tasks. They need the big picture perspective or the context of their work, and they need the details to be identified and taken care of for success. We all have aspects of each style within us. Some of us can easily move from one style to another and adapt our style to the needs of the situation at hand - whether the focus

is on tasks or relationships. For others, a dominant style is very evident, and it is more challenging to see the situation from the perspective of another style.

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The work environment can influence communication styles either by the type of work that is required or by the predominance of one style reflected in that environment. Some people use one style at work and another at home. The good news about communication styles is that we all have the ability to develop flexibility in our styles. The greater the flexibility we have, the more skilled we usually are at handling possible and actual conflicts. Usually it has to be relevant to us to do so, either because we think it is important or because there are incentives in our environment to encourage it. The key is that we have to want to become flexible with our communication style. As Henry Ford said, "Whether you think you can or you can't, you're right!”

Do the following statements agree with the information given in Reading Passage. If the statement agrees with the information If the statement contradicts the information If there is no information on this

TRUE FALSE NOT GIVEN

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Your answers 27. 28. 34. 35.

35. It is believed that sanguine people do not like variety. 36. Melancholic and phlegmatic people have similar characteristics. 37. It is the sanguine personality that needed most in the workplace. 38. It is possible for someone to change type of personality. 39. Work surrounding can affect which communication style is the most effective. 40. Choose the correct letter, A, B, C or D for the following sentence The author thinks self-assessment tools can be able to……………………………. A. assist to develop one's personality in a certain scenario. B. help to understand colleagues and resolve problems. C. improve relationship with boss of company. D. change others behaviour and personality.

29. 36.

30. 37.

31. 38.

32. 39.

33. 40.

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Part 5: Read the text and do the task that follows AN ARTICLE ON TWO BOOKS

Section A: Both Purple Hibiscus and Once Were Warriors are post-colonial novels, in the sense that they were written, and deal with subjects of the position of independence as opposed to the colonial state of being in both a universalising sense and a personal one. Purple Hibiscus was published in 2004 and is set in Nigeria, the author Cinamanada Ngozi Adichie’s homeland. Once Were Warriors was written by a Maori New Zealander, Alan Duff, in 1990 and has since met with international acclaim through the silver screen. But, what has contributed to making this is another lengthy tale. Both books sit happily on the shelf labelled “postcolonial literature,” but such careless sweeps of the categorising tongue are exactly what such authors are attempting to avoid. Their works don’t reinforce the

boundaries, leaving readers feeling warm and cosy. Colonialism, precolonialism and a whole set of other blunt “isms” can be argued as being explored by these authors.

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Section B That remnants of colonialism and pre-colonialism are present in each text indicates the boundaries between pre-colonial and colonial states of being are not as established, in a postcolonial existence, as the frame of the words denote. What are the implications of depicting, potential pre-colonial situations within the colonial tongue? Both Once Were Warriors and Purple Hibiscus, potentially present colonial and pre-colonial notions of history or histories, but from different post-colonial positions. With Nigeria having been a colony of occupation, as opposed to the settler colony of New Zealand, relations between the coloniser and the colonised differ greatly between the two cultural entities. With the coloniser, potentially, obscuring and abstracting the area between pre-colonial and postcolonial existences, any pre-colonial notions must always be partly located within a colonial perspective. Nonetheless, the precolonial uttered in the colonial tongue renders that colonial tongue as being somewhat altered in the process. The colonial tongue both makes and unmakes itself by using the same tools for different ends. The dragging of heels back and forth over the hot coals of second-hand languages renders the happy branding of “postcolonial” of those who dare to make the colonial tongue their own seem like an unrefined broad-brushes attempt to depict the hairline cracks in a china doll.

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Section C Both texts deal with the uncertainties of the formation and reformation of identities. Working with, yet at the same time questioning and unsettling, the bildungsroman format, Once Were Warriors and Purple Hibiscus present identities snaking through notions of precolonial identities alongside colonial and postcolonial ones. The certainty of the very survival of Kambili and Beth in Once Were Warriors seems, to an extent, to be staked on pre-colonial notions of identity formation. The chief at Beth’s funeral articulates this in sorrow for the young girls death; ‘we are what we are only because of our past […] we should never forget our past or our future is lost’. The death of Grace directly influences Beth to address her situation and that of the individuals in Pine Block. Although Grace’s death is linked to the rape, Beth, who is unaware of this, questions her involvement in the death of her daughter. ‘Could I have prevented it?’ echoes out from every movement Beth makes after this. Why does the young girl have to die? Is it to highlight injustices in the Maori community, to make the community, to an extent, stand up and demand to be heard?

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Section D Indeed, it is death that stalks the corridors of these two novels. It is the death of Eugene, the ‘colonial product’ in Purple Hibiscus alongside the death of Papa-Nnukwu the ‘precolonial product’ that lead to questions of where to turn in terms of identity formation. The colonial figure is dead; he doesn’t present ways of being to his children that seem acceptable to them; he is too violent, too dominating for their generation. But, as well, PapaNnukwu, who is adored by his grandchildren, seems like an inadequate role model to wholly guide the younger generation into futures that are still in the making.

Section E By introducing Purple Hibiscus with the sentence ‘Things fall apart’, Adichie is immediately paying homage to Chinua Achebe’s same-named novel published in the mid-twentieth century, which depicted a hamlet in Africa on the eve of nineteenth-century colonialism.

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Everyday lives and everyday disputes fill page after page. The reader is with the hamlet when its inhabitants are devastated. We are invited to sit in another seat. To see how it might have felt to be utterly subjugated by foreigners. The beauty of comparing the two Nigerian novels is in their dealings with Christianity. Indeed, in Things Fall Apart, church missionaries come to the hamlet to ‘save them from hell and damnation’ and Okonkwo, the head of the hamlet, is immediately distrustful. He is closed to change as is the Catholic ‘colonial product’ of Eugene in Purple Hibiscus. The stubbornness each character shows, but towards different ends, demonstrates the meaninglessness of assertions of power for the sake of assertions of power. Inwhichsectionarethefollowingmentioned?

the feeling of being responsible for a death The problem of putting literature into categories Another novel refered to in the novel Using language in different ways Characters who don’t easily accept change The refusal to embrace the way of life of either of two elders Different types of colonies One of the novels being made into a film Death playing a role to help a community The difficulty in defining the subgenre of certain publications

41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

SECTION 4: WRITING

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Part 1: Complete the sentences in such a way that wach of the sentences means almost the same as the sentence printed before it. Some sentences require to be rewritten with the given word. 1. If the weather is fine, we may go camping at the weekend Weather………………………………………………………………………………… 2. Sally distrusts modern technology strongly Shally has………………………………………………………………………………. 3. Normally, the money is released within about three month (COURSE) In…………………..……………………………………………………………………. 4. I enjoy being the boss of a small company (FISH) I enjoy…………………………………………………………………………………... 5. The successs of our local theater has made our city famous (MAP) The success…………………………………………………………………………….. Part 2: Describe the chart below

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The line graph shows populations of Austria and Bulgaria from 1996 to 2007Summarize the information by selecting and reporting the main features and make comparisons where relevant.

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…………………………..………………………………………………………………………………

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……………………………………………….…..…..…………………….…………………………… ……………………………………………..…………………………………………………………… …………………………..……………………………………………………………………………… …………………………..……………………..…..…………………………………………………… ……………………………………………….…..…..…………………….…………………………… ……………………………………………..…………………………………………………………… …………………………..………………………………………………………………………………

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……………………………………………….…..…..…………………….……………………………

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Part 3: Essay writing

Working condition will be much better in the future since everything will be controlled by computer. A lot more people will be working from home, cmmunicating with their office and other collegues via their computer. What is your opinion for this matter? Write an essay of 300 words to express your ideas.

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ĐỀ THI CHỌN HỌC SINH GIỎI VÙNG DUYÊN HẢI - ĐỒNG BẰNG BẮC BỘ LẦN THỨ X

TRƯỜNG ĐHSP Hà Nội TRƯỜNG THPT CHUYÊN

MÔN TIẾNG ANH - LỚP 11 THỜI GIAN: 180 phút (The paper consists of 20 pages)

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I. LISTENING

Part 1. For questions 1 – 5, you will hear the beginning of a radio interview with Stephen Perrins, a composer of musicals. Listen and indicate the most appropriate response, A, B, C, or D.

1. The light songs Stephen wrote at college weren’t published because _______.

A. he couldn’t interest a publisher in them

B. he was afraid of people’s reactions

C. his family advised him against it

D. he didn’t think they would sell

2. Stephen and Jenny’s original reason for writing Goldringer was that_______. A. they wanted to include it in their college show

B. it was commissioned for a school concert

C. they wanted to find out if they were able to do so

D. a music publisher asked them to write a musical

3. Stephen prefers not to write the lyrics for his shows because he _______.

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A. would rather work with someone else B. finds it difficult to write them C. thinks they are of poor quality

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D. is only interested in writing music

4. Stephen’s purpose in mentioning Helen Downes is to convince listeners that _______.

A. he has strong views about productions of his musicals B. Helen Downes was an unsuitable director C. the design for a particular show was of too low a standard D. the director has ultimate responsibility for a production

5. Stephen claims that reason why some newspapers criticize him is that _______. 1

A. they think he is conceited B. they don’t like his music C. he isn’t interested in publicity D. he tries to control his public image Part 2. For questions 6 - 10, you will hear a conversation. Decide whether the following

for a statement which is true;

for the statement which is false;

if the information is not given.

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statements are true or not by writing:

6. Napoleon controlled all of Europe at one time.

7. Austria and Russia fought fiercely against Napoleon, but England did not.

8. Napoleon lost most of his soldiers when he attacked England.

9. Napoleon died before he reached the age of fifty-two.

10. He was married when he was very young.

Part 3. For questions 11 – 15, answer the questions below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

11. How did the students do their practical sessions?

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12. In the second semester how often did Kira work in a hospital? 13. How much full-time work did Kira do during the year?

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14. Having completed the year, how does Kira feel?

15. In addition to the language, what do overseas students need to become familiar with? Part 4. For questions 16 - 25, listen to a piece of VOA news about Croatia Voters Back Same – Sex Marriage Ban and fill in the missing information. Write NO MORE THAN THREE WORDS taken from the recording for each answer in the spaces provided. 2

Government proposals to (16)______________________ rights for same-sex couples prompted the petition. Around (17)________________________ of a million people signed it – out of a total population of just over 4 million. The Catholic Church is a (18)_____________________

Croat

identity

–

and

many

people

are

(19)________________________.

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The referendum is an enormous (20)________________________ for Croatia’s government. It tried – and failed – (21)______________________ the vote through the courts. Success is (22)________________________. Croatia appeared to be moving in (23)__________________ to other western Balkan countries (24)_____________________ the

July.

Now,

its

neighbours,

Serbia

Montenegro,

has

(25)_______________________ on the same-sex marriage.

and

II. LEXICO - GRAMMAR

Part 1. For questions 26 - 35, choose the most suitable word to complete each sentence. A. equally

26. Religion and politics interest him almost ________. B. the same

C. similarly

D. alike

B. reimburse

A. settle

27. Our salesmen normally _______ their travel expenses from the company. C. cover

D. claim

B. bid

C. tender

A. proposition

28. A property company was making a take-over ________ for the supermarket site. D. proposal

29. At first the children enjoyed the game but quite soon the novelty ________. A. went off

B. died out

C. wore off

D. died down

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30. These suggestions are _______ to be accepted by the majority of members. A. unlikely

B. impossible

C. undoubtedly

D. inconceivable

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31. The train _______ the bay and then turned inland for twenty miles. A. coasted

B. skirted

C. edged

D. sided

32. I’m not keen on _______ control of the project to a relative newcomer. A. undertaking

B. charging

C. entrusting

D. allotting

33. Our party chairman is _______ great admirer of the Prime Minister. A. some

B. very

C. no

D. not

34. I’m afraid we haven’t got a spare bed. Can you _______ with a mattress on the floor? 3

A. make do

B. make by

C. make over

D. make up

35. _______ receipt of your instructions, I immediately sent a telex message to Algeria. A. On

B. In

C. With

D. By

Part 2. From the four underlined words or phrases (A), (B), (C), or (D), identify the one

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that is not correct. 36. Anthropologists agree that our primitive ancestors who inhabited the tropics probably have A

natural protection against the sun. D A

37. During the first half of the nineteenth century, immigrants to the United States were

predominant from Western Europe; after the Civil War, however, new arrivals came mainly

B D

from Eastern and Southern Europe, as well as from Asia.

38. Bill Gate built his microcomputer software company into one of the largest in the nation, A

and in doing so became one of the country’s wealthiest and most respected man. C D

39. With his many theories, Albert Einstein did a great impact on physics, so much so that A

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he is often called the greatest physicist of all time. D

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40. Made up of more than 150 member countries, the organization known as the United A

nations were established after World War II to preserve international peace and security. C

Part 3. Fill each blank with a suitable preposition or particle. 41. He is still run ____________ after his illness and unfit for work. 42. Don’t throw those books around. They won’t stand ____________ to that kind of treatment. 4

43. Their skin broke ____________ in a terrible rash. They were allergic to strawberries. 44. I didn’t know what to say. I was ____________ a loss for words. 45. Short skirts are ____________ vogue now. Part 4. For questions 46 - 55, read the text below, use the words given in capitals at the

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end of some of the lines to form a word that fits in the gap in the same line. THE ANTARCTIC ICE MARATHON

There is no other race quite like it; no other race in a place so

(46)_________; no other race which puts the body through a(n) ACCESS

(47)__________________ test of such extremes. The Antarctic Ice Marathon ENDURE Polar

Running

Adventures,

runners

gives

the

was the (48)___________________ of Richard Donovan, whose company, CHILD

opportunity

(49)____________ in a race through the barren wasteland that is the snow TAKE

covered Union Glacier.

Last year, there were some 34 participants in the race, and this time,

the number of (50)____________ is expected to be higher still; such has been ENTER

the level of interest shown by members of the public, amateur and professional

athletes and the media alike.

But, while the prospect of being part of as unique an experience as the Antarctic Ice Marathon is, seems, on the face of it, a rather

(51)____________________ notion, those considering putting their names in AGREE

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the mix would do well to be (52)__________________ of just how intense MIND and demanding, both physically and psychologically, the event can be.

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You will be cut off completely from civilization , with not even a penguin there to cheer you on , and you may have to face temperature dipping than

the

levels

your

considerably

body

would

(53)____________________ to dealing with, not to mention

be the CUSTOM

(54)____________________ of fine weather- think instead near whiteout PROBABLE conditions and zero

(55)____________________. But, if you still fancy VISIBLE

giving it a go, get in touch with Richard and he can make your dream (or 5

nightmare) come true.

III. READING COMPREHENSION Part 1. For questions 56 - 65, read the text below and decide which answer (A, B,C or D) best fits each space.

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Over the past fifty years or so, the methods used for collecting money from the public to aid the developing world have changed out of all recognition, along with the gravity of the problems (56) _____ , and the increasing awareness among the population that something must be done. At the beginning of this period, it would have been common to put money in a collecting box, perhaps on the street or at church. The 1960s saw the (57) _______ of shops

which sold second-hand goods, donated by the public, and which also began to sell articles manufactured in the developing world in charitable projects set up to guarantee a fair income

to local people. The next development was probably the charity ‘event’, in which participants

were (58) ________ to run, cycle, swim or what have you, and collected money from friends

and relatives (59) _______ how far or long they managed to keep going. The first hint of what

was to become the most successful means of (60) _______ money was the charity record,

where the artists donated their time and talent, and the (61) _______ from the sales went to a

good cause. This was perhaps a (62) _______ of the fact that young people felt increasingly

concerned about the obvious differences between life in Europe and the United States, and that in most of Africa, for example. A feeling of frustration was building up. Why was so little

being done? The huge success of Band Aid, and (63) ______ televised concerts, showed the

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power of the media, and of music in particular, to inspire and shock. It differed significantly in style from other events. People phoned up in their thousands on the day and pledged money by

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(64) _______ their credit card numbers. (65) ________, if you have enough money to buy an MP3 player, you can afford something for the world’s starving children. B. covered

C. opposed

D. approached

57. A. occurrence

B. entrance

C. happening

D. advent

58. A. supported

B. funded

C. sponsored

D. promoted

59. A. in as much as

B. according to

C. with reference to

D. as regard

60. A. increasing

B. lifting

C. boosting

D. raising

56. A. faced

61. A. produce

B. proceeds

C. receipts

D. returns

62. A. consideration

B. reflection

C. view

D. display

63. A. subsequent

B. consequent

C. attendant

D. relevant

64. A. mentioning

B. quoting

C. affirming

D. recalling

65. A. Anyway

B. After all

C. Although

D. At any rate

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Part 2. For questions 66 - 75, complete the following article by writing each missing word in the correct blank. Use only ONE word for each space.

In the age before the motor car, what was travelling in London like? Photographs taken 100 years ago showing packed streets indicate that it was much the same as it is now. Commuters who choose the car to get to work probably travel at an average speed of 17 kph

from their homes in the suburbs to offices in the centre. It is virtually the same

(66)___________ that they would have travelled at in a horse and carriage a century ago.

As towns and cities grow, (67)___________ does traffic, whether in the form of the

horse and carriage (68) ___________ the modern motor car. It would seem that, wherever (69)___________ are people who need to go somewhere, they would (70)___________

be carried than walk or pedal. The photographs show that, in (71)___________ of

congestion and speed, traffic in London hasn’t changed over the past 100 years. London has

had traffic jams ever (72)___________ it became a huge city. It is only the vehicles that have

changed.

However, although London had traffic congestion long (73)___________ the car came along, the age of the horse produced little unpleasantness apart (74)___________ the

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congestion. Today, exhaust fumes create dangerous smogs that cause (75)___________ problems for a great many people. Such problems could be reduced if many of us avoided

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jams by using bicycles or taking a brisk walk to school or work.

Part 3: Read the passage carefully and choose the best answer to the questions 76 - 85. THE PANAMA CANAL

While the Panama Canal continues to stand as one of the greatest human achievements in history, its locks and canals were not built overnight. Its ultimate completion in 1914 was the result of decades of planning, preparation, and construction, not to mention loss of human 7

life. Two countries, France and the United States, were the main players in its construction, and both faced numerous hardships during the project, so many hardships that France, the instigator of the project, eventually had to sell out to the US., the country that finally completed the canal. Still, the United States faced a trio of major hurdles that threatened its completion. These obstacles were political, environmental, and geographical. Yet, through

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perseverance and will, the United States was ultimately able to create the canal, a vital link between the Pacific and Atlantic Oceans.

One of the major reasons France had to abandon the Panama Canal project was that it underestimated the environs of the local area. The region of Panama within which the French worked was a dense, tropical jungle. Intense heat and humidity did not help their situation

either. Before long, many workers began to succumb to diseases like yellow fever and malaria. Proper measures were not taken to reduce their exposure and vulnerability, and many died as

the workforce and the project as a whole suffered greatly. However, once the Americans took

over the canal project, they immediately implemented better living conditions and

infrastructure for the workforce, including better healthcare facilities. With a stronger

workforce and more extensive healthcare system in place, the Americans stood a better chance

of completing the project than the French ever did.

But, before The United States could continue with the canal project the French had

begun, it had to receive permission from Colombia. At the time, Panama was within the borders of the country of Colombia. President Theodore Roosevelt offered the Colombian

government ten million dollars, which it immediately rejected. Ever patient, Roosevelt did not

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press the issue, and before long, the Panamanians revolted against Colombia for independence. This gave Roosevelt the opportunity he had been waiting for. He immediately sent in a

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substantial military presence to the area to guarantee Panama's independence and to ensure the future construction of the Panama Canal. With Panama free, the door was open for the

Americans to continue building a canal, which would save 18,000 miles on a trip from San Francisco to New York and open trade in the Pacific realm. Once the U.S. was able to get its hands on the area, the next immediate obstacle became a geological one. While the verdant hills of Panama looked benign enough, the diversity and makeup of the underlying sediment made it an engineering nightmare. Initially, landslides 8

regularly destroyed weeks or even months of digging and construction as they did to the French. Yet, in a stroke or two of engineering brilliance, through the implementation of a system of dams, this issue was reduced and all but alleviated. Also, as the tidal levels of the Pacific and Atlantic were vastly different, a new canal system, unlike the sea-level canal attempted by the French, had to be erected. The American engineers decided to install a

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system of locks to raise and lower ships to the designated sea level. This way in which they were able to manipulate water helped the Americans overcome the tough geological conditions which had thwarted the French.

Once completed, the Panama Canal stretched for fifty-one miles across Central America, connecting the Pacific and Atlantic Oceans by sheer human ingenuity and patience.

The canal opened endless new possibilities for trade and commerce between Asia and the Americans, which still exist today. But the canal did not come about without severe difficulties

and tragedy. It took two countries two separate attempts and over twenty years of

backbreaking labor to achieve. One of these countries, France, had to pack up and go home in

failure. The other, the United States, could relish the milestone it had achieved. Still, in the

end, over thirty thousand men lost their lives directly or indirectly in the building of the

Panama Canal, which proves once and for all what a monumental task it truly was, especially

for the age in which it was attempted.

A. determination

76. The word perseverance in the passage is closest in meaning to

B. procrastination

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C. cooperation D. precision

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77. According to paragraph 1, which of the following is true of the Panama Canal? A. It was finally completed in the first decade of the twentieth century.

B. The United States and France worked in unison on its construction. C. The original construction of the canal faced few difficult issues. D. The United States eventually purchased the project from France.

78. Which of the following can be inferred from paragraph 2 about the Americans? A. They tried to prevent the laborers from deserting the construction sites. 9

B. They destroyed the dense jungle first to eliminate any form of disease. C. They were able to learn from the shortcomings that had affected France. D. They were not prepared for the punishing climate in Central America. 79. According to paragraph 3, politics became a problem because A. Roosevelt was not aggressive enough when dealing with the canal

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B. the presence of the U.S. military frightened many of the workers C. Panama wished to remain a territory of the country of Colombia

D. Colombia did not wish to give up the right to the land for the canal

80. In stating that Roosevelt did not press the issue, the author means that Roosevelt did not A. care about the canal

B. want to force the project C. resort to the media

D. wish to abandon his goal

81. The author discusses the geological obstacle in paragraph 4 in order to

A. note the natural beauty of Panama, which was destroyed by the canal's construction

B. suggest that the workers had to spend a lot of time and effort on reconstruction

C. contrast the geological issues with the oceanic ones the engineers of the project faced

D. show how landslides were more of a problem for the French than they were for the

Americans.

82. The word thwarted in the passage is closest in meaning to

A. defeated

KĂ&#x2C6;

B. protected

C. frustrated

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D. destroyed

83. According to paragraph 5, the completion of the Panama Canal

A. created a forty-one-mile link between the Atlantic and Pacific Oceans B. helped allow for greater economic benefit between the East and West C. took much longer than original planned by the first French engineers D. resulted from the United States having better funding than the French

84. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? A. Tens of thousands of men died during the construction of the Panama Canal. B. Though the project caused many fatalities, it stands as a lofty achievement. C. The Panama Canal could have been completed later with less loss of life.

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D. Men were killed on the job and by residual effects such as disease and injury 85. According to the passage, which of the following is NOT true of the construction of the Panama Canal?

A. It helped shave thousands and thousands of miles from trips between the eastern and western United States.

B. it incorporated dams to accelerate the construction process, which helped to make it successful.

C. It was able to proceed when Panama decided to fight for freedom against Colombia.

D. It was easier to achieve because of the similar tidal levels of the Pacific and Atlantic

Oceans.

Part 4. Reading the following passage and answer questions 86 – 105.

Moles happy as homes go underground

A. The first anybody knew about Dutchman Frank Siegmund and his family was when workmen tramping through a field found a narrow steel chimney protruding through the grass.

Closer inspection revealed a chink of sky-light window among the thistles, and when amazed

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investigators moved down the side of the hill they came across a pine door complete with leaded diamond glass and a brass knocker set into an underground building. The Siegmunds

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had managed to live undetected for six years outside the border town of Breda, in Holland. They are the latest in a clutch of individualistic homemakers who have burrowed underground

in search of tranquility. B. Most, falling foul of strict building regulations, has been forced to dismantle their individualistic homes and return to more conventional lifestyles. But subterranean suburbia, Dutch-style, is about to become respectable and chic. Seven luxury homes cosseted away inside a high earth-covered noise embankment next to the main Tilburg city road recently went 11

on the market for $296,500 each. The foundations had yet to be dug, but customers queued up to buy the unusual part-submerged houses, whose back wall consists of a grassy mound and whose front is a long glass gallery. C. The Dutch are not the only would - be moles. Growing numbers of Europeans are burrowing below ground to create houses, offices, discos and shopping malls. It is already

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proving a way of life in extreme climates; in winter months in Montreal, Canada, for instance, citizens can escape the cold in an underground complex complete with shops and even health clinics. In Tokyo builders are planning a massive underground city to be begun in the next decade, and underground shopping malls are already common in Japan, where 90 percent of the population is squeezed into 20 percent of the land space.

D. Building big commercial buildings underground can be a way to avoid disfiguring or

threatening a beautiful or “environmentally sensitive” landscape. Indeed many of the buildings

which consume most land - such as cinemas, supermarkets, theatres, warehouses or libraries -

have no need to be on the surface since they do not need windows.

E. There are big advantages, too, when it comes to private homes. A development of 194 houses which would take up 14 hectares of land above ground would occupy 2.7 hectares

below it, while the number of roads would be halved. Under several metres of earth, noise is

minimal and insulation is excellent. “We get 40 to 50 enquiries a week,” says Peter Carpenter,

secretary of the British Earth Sheltering Association, which builds 65 similar homes in Britain.

“People see this as a way of building for the future.” An underground dweller himself,

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Carpenter has never paid a heating bill, thanks to solar panels and natural insulation. F. In Europe, the obstacle has been conservative local authorities and developers who prefer to

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ensure quick sales with conventional mass produced housing. But the Dutch development was greeted with undisguised relief by South Limburg planners because of Holland’s chronic

shortage of land. It was the Tilburg architect Jo Hurkmans who hit on the idea of making use of noise embankments on main roads. His two - floored, four - bedroomed, two - bathroomed detached homes are now taking shape. “They are not so much below the earth as in it,” he says. “All the light will come through the glass front, which runs from the second floor ceiling

to the ground. Areas which do not need much natural lighting are at the back. The living accommodation is to the front so nobody notices that the back is dark.” G. In the US, where energy-efficient homes became popular after the oil crisis of 1973, 10,000 underground houses have been built. A terrace of five homes, Britain’s first subterranean development, is under way in Nottinghamshire. Italy’s outstanding example of subterranean

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architecture is the Olivetti residential centre in Ivrea. Commissioned by Roberto Olivetti in 1969, it comprises 82 one-bedroomed apartments and 12 marionettes and forms a house/ hotel for Olivetti employees. It is built into a hill and little can be seen from outside except a glass facade. Patnzia Vallecchi, a resident since 1992, says it is little different from living in a conventional apartment.

H. Not everyone adapts so well, and in Japan scientists at the Shimizu Corporation have

developed “space creation” systems which mix light, sounds, breezes and scents to stimulate

people who spend long periods below ground. Underground offices in Japan are being

equipped with “virtual” windows and mirrors, while underground departments in the

University of Minnesota have periscopes to reflect views and light. I. But Frank Siegmund and his family love their hobbit lifestyle. Their home evolved when he

dug a cool room for his bakery business in a hill he had created. During a heatwave they took

to sleeping there. “We felt at peace and so close to nature,” he says. “Gradually I began adding

to the rooms. It sounds strange but we are so close to the earth we draw strength from its

vibrations. Our children love it; not every child can boast of being watched through their

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playroom windows by rabbits. Questions 86 - 93. Reading Passage has nine paragraphs (A-I). Choose the most suitable

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heading for each paragraph from the list of headings below. Paragraph A has been done for you as an example.

There are more headings than paragraphs so you will not use all of them. List of Headings

i. A designer describes his houses ii. Most people prefer conventional housing iii. Simulating a natural environment 13

iv. How an underground family home developed v. Demands on space and energy are reduced vi. The plans for future homes vii. Worldwide examples of underground living accommodation viii. Some buildings do not require natural light

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ix. Developing underground services around the world x. Underground living improves health xi. Homes sold before completion xii. An underground home is discovered

….

90. Paragraph F

….

91. Paragraph G

….

92. Paragraph H

….

93. Paragraph I

….

89. Paragraph E

….

88. Paragraph D

….

87. Paragraph C

….

86. Paragraph B

Questions 94 – 95.

Answer xii

Paragraph A

Example Answer:

Complete the sentences below with words taken from the reading passage. Use NO

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MORE THAN THREE WORDS for each answer. 94. Many developers prefer mass-produced houses because they _____________________.

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95. The Dutch development was welcomed by ______________________. Part 5. You are going to read the transcript of a series of interviews with ordinary people

conducted for the Have you say feature of a daily newspaper. For questions 96 - 105, choose from the people (A-D). The people may be chosen more than once. Which person gives each of these opinions about the education system?

- The testing of very young people to determine their academic 96. ______ pedigree is unethical. - The education system is designed in such a way as to unfairly 97. ______ favour people who have the money to invest in education.

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- Students in countries where extra evening classes have to be 98. ______ attended are more prone to feeling the effects of extremely tiredness.

- The policy of giving out higher grades is making a mockery of 99. ______ the entire testing system.

- The degree of difficulty of modern examinations is a lot lower 100. ______ than was the case for students sitting the same exams in the past.

- Children are more likely to engage with what they are learning 101. ______

if technology is incorporated into the teaching methods used

- While our third level education system is well funded and very 102. ______

modern, we have neglected the primary level, where more

investment is required.

- Students should not have to overly exert themselves study-wise 103. ______

in the evenings as they must also have the opportunity to enjoy their youth.

- While we are often quick to criticize the education system, most 104. ______

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of us appreciate how to fortunate we are in this country to have such a good one.

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- Many capable people are prevented from pursuing a third level 105. ______

education due to the financial constraints they are under. Have you say…on Education

Four ordinary people give their views on the country’s education system

Edward - A

The British Education system is fundamentally flawed in numerous ways. For a start, I believe the 11-Plus exam is morally reprehensive. Children develop at different speeds, so to

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promote a situation where we divide up our young so early based on their performance in one stupid test seems to me ridiculous. Those who pass the 11-Plus are classed as success stories and they are expected to go on to do great things academically speaking in what essentially becomes a self-fulfilling prophecy. Meanwhile at such a young age, those who don’t manage to pass are already been labeled as failure and are not told to set their sights low. This, sadly,

also becomes a self-fulfilling prophecy- of the worst kind; if you expect to perform poorly and

are of the mindset to do so, you will effectively underperform- it is as good as guaranteed. I

see no reason why we have to set children up for a fall like this so early in life and divide them up into a two-tier education system which provides the upper tier with a massive advantage

over the lower one. I mean, our society has enough class-based problems without

manufacturing more. And that brings me to my next criticism. I believe the education system

in this country is biased towards the privileged. Let’s face it, the best education is the one

which money can buy. Fee-paying schools consistently outperform schools in the state system,

and only the wealthy can exploit the unfair advantage enjoyed by students who attend these

exclusive institutions. And if that wasn’t bad enough- as if ordinary working class people didn’t face an uphill struggle already, if they do manage to make it through to university, they

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are then expected to pay astronomical fee. In many cases, they are simply priced out of a thirdlevel education system or are forced to take on a massive burden of debt to finance their

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studies. Meanwhile, mummy’s little Elton boy can have his pick of universities and cost is no barrier. It is sad really how unfair the whole system is.

Eleanor - B

People often groan about the faults of our education system, but I think we just like to

complain; my gut feeling is that most people are actually only too aware of how lucky they are to have such a high quality of formal education open to them for free all the way up to the end of secondary school. What we take for granted- free education- is not something students from 16

other parts of the world necessarily enjoy. The standard of teaching in our schools is only second-to-none. Another thing which can’t be said anywhere. I mean, in Greece, for example, state school teachers are often so indifferent that students are forced to attend extra study class at night- the cost of which has to be borne by their parents. Not alone is this a waste of money, it also eats into students’ free time. The situation is similar in South Korea- students have

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private lessons in the evenings to help them improve their state school grades, and sometimes, between state school classes, private lessons and homework, there are literally not enough hours in the day, leading to exhaustion and burnout in a worst- case scenario, and even in the best one, a significant reduction in the amount of leisure time available to pursue healthy activities and partake in the kind of fun and games that should characterize youth. In Britain,

we go to school from 9 a.m. until 4 p.m.; we have the evening to enjoy being young and that is how it should be; to quote a well-known proverb, “you are only young one”.

Michelle - C

I think our education system still commands a lot of respect and I think many other

countries are still envious of the kinds of programmes we have in place, but I also worry that

we are not investing enough money into schools to enable them to keep up with the latest

classroom innovations. I mean, sure, our universities are state-of-the-art, but the formative

years are the most important of all, and as far as education is concerned, this means that it

would be wise to invest more in the facilities and resources of primary schools where young children will reap the benefits. Technologically speaking, I would say a lot of our schools are

behind the rest of the developed world. In Japan, for example, every classroom has at least one

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computer, as well as a projector screen and a number of other technology-driven interactive tools. It is vital, in this, the information age, that we introduce kids to technology as early as

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possible, and that’s why I strongly feel that there is now a greater need than ever to kit our primary schools with the latest gadgets. Besides, the children of the information age are

becoming so accustomed to using technology in the other areas of their lives that they will be more likely respond well to technology-based lessons than the traditional kind, which will ultimately see them learning more effectively, engaging more genuinely and developing more speedily. Alan -

D 17

I have a problem with the testing mechanisms used today. I mean, if you look at the statistics for the exams every year, there is one striking pattern; more and more people are getting As; the nation’s results on average are getting better and better year-on-year. So, that means one of two things: either students today are smarter than ever before, or their examinations are watered down and do not represent a fair test. I personally believe the latter

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is true and I am incensed that this is being allowed to happen. In ten or fifteen year’s time, it will have forgotten to the stage where an A is meaningless if this continue. In order for the education system to be taken serious, it is vital, therefore, that a complete overhaul of the examination system takes place and that we return to a situation where examination offer a meaningful challenge and a true test of ability. That way, when a child receives an A, his or

her achievement will feel genuine; it will have been earned and the child concerned will have the right to feel very proud of themselves. The problem is, in this country, we have forgotten

that there is absolutely no shame in getting a B, or a C or D grade for that matter. Provided we

do our best, which is always good enough. But, in this politically correct world-gone-mad of

ours, assessors seem to think the only way forward is to give more and more of us the best

grades, devaluing the grading system completely. It is as though they don’t think we could

take it if we got anything less than an A; as though we should all somehow be perfect students.

The problem with that is that it is just not realistic, and, when you set unrealistic objectives,

IV. WRITING

the only way to achieve them is to “play” with the figures to manufacture the right results.

Part 1. For each of the sentences below, write a new sentence as similar as possible in

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meaning to the original sentence, using the word given. This word must not be altered in any way.

turnout

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106. Not many people attended the meeting.

______________________________________________________________________________

107. Whatever difficulties Mary had, she still attended university.

shine

_____________________________________________________________________________ enough

108. I am fed up with his behaviour.

______________________________________________________________________________ command

109. He speaks German extremely well. 18

______________________________________________________________________________ frowned

110. They disapprove of smoking in this restaurant.

___________________________________________________________________________ Part 2. The chart below shows the amount of leisure time enjoyed by men and women of different employment status.

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Write a report for a university lecturer describing the information shown below. You should write at least 150 words.

leisure time in a typical week: by sex and employment status: 1998- 1999 100

Hours of leisure time

Females

Males

Retired

Housewives

Employed full Employed part Unemployed time time

Part 3. Write about the following topic:

Some people think that the teenage years are the happiest times of most people’s lives.

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Others think that adult life brings more happiness, in spite of greater responsibilities. Give reasons for your answer and include any relevant examples from your own

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knowledge or experience.

Write at least 300 words.

The end end Người ra đề Nguyễn Thị Hương Lý ĐT: 0903451068 19

ĐÁP ÁN ĐỀ THI CHỌN HỌC SINH GIỎI VÙNG DUYÊN HẢI - ĐỒNG BẰNG BẮC BỘ LẦN THỨ X

TRƯỜNG ĐHSP Hà Nội TRƯỜNG THPT CHUYÊN

MÔN TIẾNG ANH - LỚP 11

I. LISTENING Part 1. 1. B

2. C

3. A

4. D

7. F

8. F

9. T

12. every 2 days

13. 2 weeks

6. F

21. to block

15. education system 19.

socially

23. different direction

25. a constitutional ban

24. when it joined

10. N

conservative

22. a relative concept

20. embarrassment

18. key part

17. three-quarters

14. confident

Part 4. 16. formalise

Part 3. 11. (in) groups

5. C

Part 2.

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THỜI GIAN: 180 phút

II. LEXICO - GRAMMAR

Part 1.

27. D

28. B

29. C

30. A

32. C

33. C

34. A

35. A

37. B

38. D

39. A

40. C

42. up

43. out

44. at

45. in

46. inaccessible

47. endurance

48. brainchild

49. partake

50. entrants

51. agreeable

52. mindful

53. accustomed

54. improbability 55. visibility

31. B Part 2.

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36. C

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26. A

Part 3.

41. down Part 4.

III. READING COMPREHENSION Part 1. 57. D

58. C

59. B

60. D

61. B

62. B

63. A

64. B

65. B

67. so

68. or

69. there

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56. A Part 2. 66. speed

70.

rather

sooner

71. terms

72. since

73. before

74. from

76. A

77. D

78. C

79. D

80. B

81. B

82. C

83. B

84. B

85. D

90. I

91. VII

N 88. VIII

87. IX

92. III

89. V 93. IV

86. XI

Part 4.

Part 3.

75. breathing

94. sell (more) quickly

95. (South Limberg) planners

97. A

101. C

102. C

99. D

100. D

103. B

104. B

105. A

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Part 1.

98. B

IV. WRITING

96. A

Part 5.

106. There was a poor/low turnout for the meeting.

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107. Mary still attended university ( come) rain or shine // come rain, come shine 108. I have had enough of his behaviour.

109. He has an excellent / good command of German. 110. Smoking is frowned upon/ on in this restaurant. Part 2. The chart shows the number of hours of leisure enjoyed by men and women in a typical

week in 1998-1999, according to gender and employment status. Among those employed fulltime, men on average had fifty hours of leisure, whereas women had approximately thirty2

seven hours. There were no figures given for male part-time workers, but female part-timers had forty hours of leisure time, only slightly more than women in full-time employment, perhaps reflecting their work in the home. In the unemployed and retired categories, leisure time showed an increase for both sexes, as

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might have been expected. Here too, men enjoyed more leisure time - over eighty hours, compared with seventy hours for women, perhaps once again reflecting the fact that women spend more time working in the home than men.

Lastly, housewives enjoyed approximately fifty-four hours of leisure, on average. There were no figures given for househusbands!

Overall, the chart demonstrates that in the categories for which statistics on male

leisure time were available, men enjoyed at least ten hours of extra leisure time.

TRANSCRIP (LISTENING)

Part 1. For questions 1 – 5, you will hear the beginning of a radio interview with Stephen

Perrins, a composer of musicals. Listen and indicate the most appropriate response, A, B, Interviewer:

C, or D.

My guest today started out in the world of serious music and showed great

promise as an avant garde composer, but he made the surprising leap into

the world of the musical theatre. Welcome, Stephen Perrins. Thank you.

Interviewer:

Stephen, what made you change from serious music to musicals?

Well, my parents were both professors of music, so I dutifully went to

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Stephen Perrins:

music college, studied composition, and wrote rather inaccessible music. found myself writing songs in secret, drawing my inspiration from

Interviewer:

Did you try to get them published?

Stephen Perrins:

No, for a long time I kept them to myself, even though I thought they were

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But I suppose really my heart’s always been in the theatre, and I soon musicals.

commercial. I suppose I had something of an inferiority complex about them, because they were a bit slushy, and I was sure my family and 3

college would think they were below me. Interviewer:

So what happened?

Stephen Perrins:

Well, we had a very light-hearted end-of-year show at college, and I decided, more or less on impulse, to sing one of my songs, because it

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happened to fit rather neatly into a sketch that Jenny Fisher and I wrote, which was a spoof opera. And it kind of stole the show. A year later a schoolteacher friend, who’d been in the cast, got in touch with me – he wanted a short musical for a concert at his school. In fact, just as an experiment, Jenny and I had already worked up the opera sketch into something we renamed Godringer, without any real idea of what to do

with it next, so it just needed a bit of tinkering. That was lucky.

Stephen Perrins:

The real break was that the music critic of a national paper had a child at

Interviewer:

the school, and the following Sunday we read this rave review saying that

Jenny and I were the future of the musical, and of course we were on cloud nine, and we immediately had music publishers lining up. How did your family react?

Stephen Perrins:

Oh, they were Oh, they were aghast at first, but they came round, and

Interviewer:

You’ve always said you won’t do the lyrics of your songs. I presume

Interviewer:

they’ve been right behind us ever since.

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you’ve tried.

Stephen Perrins:

I did with my early songs. In fact I could knock them off with a rather

I’d be working in a kind of vacuum, and what I enjoy most is the

Interviewer:

There was a story in the papers recently that you wanted to direct your

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suspect facility. But I realized that I wrote both the words and the music collaboration and sparking off each other’s ideas. musicals, too. Has anything come of that?

Stephen Perrins:

No, that just wasn’t true. I never claim to be a director, I always think when you’ve actually appointed the director for a show, you shouldn’t 4

undermine them. For example, in one of my shows, which Helen Downes directed, I wasn’t that happy with the design, but she was passionate to have it, and it was right not to interfere. Interviewer:

Now in the last few years you’ve had great international success, but for

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some of the more upmarket newspapers, it seems, you simply can’t put a foot right. Stephen Perrins:

No, and I don’t really know quite why. Maybe I’m being big-headed, but I don’t think it’s because of the music. I think it’s more that I’m not really that bothered about my image, so I don’t do masses of PR. Which means I leave myself open to that carping sort of criticism.

It seems to me it’s a kind of distaste for the popularity of your music.

Stephen Perrins:

It’s like the time when serious art critics looked down on the late 19th

Interviewer:

century artists, and their paintings were considered worthless. The fact is

that if you went into an art gallery, guess where the public were. Just as the public are always to be found at your musicals. Stephen

Interviewer: Stephen Perrins:

Thank you.

Perrins, thank you.

Part 2. For questions 6 - 10, you will hear a conversation. Decide whether the following

statements are true or not by writing:

for a statement which is true;

for the statement which is false;

Tom:

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if the information is not given.

Now, tell me about Napoleon. I know he used to be a French soldier and very

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quickly he became emperor of France. Do you know when he was born?

Marti:

Yes. He was born in 1769 on the island of Corsica. And when he was only ten years old, his father sent him to a military school in France.

Tom:

Was he a brilliant student at school?

Marti:

No, he wasn’t, but he excelled in mathematics and military science. And then, when he was sixteen years old, he joined the French army. 5

Tom:

Oh, I didn’t know he joined the arm that young.

Marti:

His military career brought him fame, power and riches, but, finally, defeat. Napoleon became a general in the French army at the age of 24. Several years later, he became emperor of the French Empire. Do you know when he became an emperor?

Marti:

Yes. On may 18, 1804 he became emperor of France and the coronation ceremony

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Tom:

was held at Notre Dame on the second of December. He was only 35 that year. He was really many things. But he was, first of all, a brilliant military leader. His soldiers were ready to die for him. Tom:

Yes, he was really short, too. Of course, Napoleon had so many military victories

so his size wasn’t an issue.

You are right. At one time he controlled most of Europe

Tom:

Yes, but at that time many countries, including England, Russia, and Austria, fought

Marti:

Right. His defeat came when he decided to attack Russia. In this military campaign

Marti:

fiercely against Napoleon.

into Russia, he lost most of his army. Shortly after his defeat, his abdication

followed at Waterloo, and then he tried to escape to America but he failed. He

I know his last years were spent there with a few chosen comrades. Do you know

Tom:

Island.

finally surrendered to the British government and then they exiled him to St. Helena

Marti:

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how old he was when he died? He lived there until he died. He died in 1821 when he was only 51 years old. He

died alone, deserted by his family and his friends.

Well, that’s a pretty sad way to end the life. Well, Marti, I’m sure your presentation

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Tom:

will be really good. You know, you could also give the chronological order of his life and this may help your classmates to follow your presentation.

Marti:

Yes, that’s a good suggestion. Thank you, Tom.

Tom:

You are welcome. I have to go now. I have another lecture to attend. Good luck.

Part 3. For questions 11 – 15, answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. 6

Paul:

And how was your timetable? Was it a very busy year?

Kira:

Very, very busy. They make you work very hard. Apart from lectures, we had practical sessions in a lot of subjects. We did these in small groups. I had to go and work four hours every week in a community pharmacy. Actually, I enjoyed this

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very much – meeting new people all the time. Then in second semester, we had to get experience in hospital dispensaries, so every second day we went to one of the big hospitals and worked there. And on top of all that we had our assignments, which took me a lot of time. Oh, I nealy forgot, between first and second semesters, we had to work full-time for two weeks in a hospital. Paul:

That does sound a very heavy year. So are you pleased now that you did it? Do you

feel some sense of achievement?

Yeah, I do feel much more confident, which I suppose is the most important thing.

Paul:

And have you got any recommendations for people who are studying from

Kira:

Well, I suppose they need very good English. It would be much better if they spent

Kira:

overseas?

more time learning English before they enter the university, because you can be in a to translate.

big trouble if you don’t understand what people are saying and you haven’t got time Anything else?

Kira:

Well, as I said before, the biggest problem for me was a lack of familiarity with the

Paul:

Paul: Kira:

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education system here. It sounds as if it was a real challenge. Congratulations, Kira.

Thanks, Paul.

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Part 4. For questions 16 - 25, listen to a piece of VOA news about Croatia Voters Back Same – Sex Marriage Ban and fill in the missing information.

Write NO MORE THAN THREE WORDS taken from the recording for each answer in the spaces provided. Government proposals to formalise rights for same-sex couples prompted the petition. Around three-quarters of a million people signed it – out of a total population of just over 4 7

million. The Catholic Church is a key part of Croat identity – and many people are socially conservative. The referendum is an enormous embarrassment for Croatia’s government. It tried – and failed – to block the vote through the courts.

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Success is a relative concept. Croatia appeared to be moving in a different direction to other western Balkan countries when it joined the EU in July. Now, like its neighbours, Serbia and Montenegro, it has a constitutional ban on the same-sex marriage.

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The end

HỘI CÁC TRƯỜNG THPT CHUYÊN

ĐỀ THI CHỌN HỌC SINH GIỎI KHU VỰC

KHU VỰC DH VÀ ĐB BẮC BỘ

DUYÊN HẢI VÀ ĐB BẮC BỘ NĂM 2017

TRƯỜNG THPT CHUYÊN THÁI BÌNH

MÔN THI: ANH - LỚP: 11

ĐỀ THI ĐỀ XUẤT

(Thời gian làm bài 180 phút không kể thời gian giao đề)

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Đề thi gồm 16trang A. LISTENING: HƯỚNG DẪN PHẦN THI NGHE HIỂU

Bài nghe gồm 3 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 10 giây, mở đầu và kết thúc mỗi phần nghe có tín hiệu. Thí sinh có 3 phút để hoàn chỉnh bài nghe.

Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.

1. It appears that the function of the dogs in the ballet is to

Part 1: You will hear part of an interview with StanLevin, a dance critic, about a modern ballet production involving animals. For questions 1- 5, choose the answer A, B, C or D which fits best according to what you hear.

A. acts as a contrast to the human characters. B. reflect what happens to the human characters. C. symbolise homeless people. D. shows how wild animals behave in a civilised society. 2. How does Stan feel about the increasing use of technology in dance?

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A. He prefers more traditional approaches to dance. B. He thinks this trend has gone too far. C. He believes it is creating a new art form. D. He does not approve of it in principle. 3. What aspect of ballet is of greatest interest to audience?

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A. the way the dogs perform their tricks B. the way the dogs behave during dance sequences C. the way the dogs copy the actions of one character D. the sight of the dogs in a pack 4. What caused the lapse in mood during the performance Stan saw?

A. the inability of the dogs to concentrate B. the behaviour of a member of the audience C. the inability of dogs and humans to work as a team D. the audience’s unwillingness to accept the dogs 5. What aspect of the performance made the most powerful impression on Stan? Page 1 of 16

A. the bond between the dogs and the tramp B. the primitive appearance of the dogs C. the implicit potential for violence D. the aggression shown by the dogs Your answers: 2.

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Part 2: For questions 6 – 10, listen to a radio interview with Mahesh Gupta, tabla player and DJ about his music and decide whether the following statements are true (T) or false (F). Write your answer in the corresponding numbered boxes. 6. Mahesh thinks that the two styles of music he plays are completely different.

8. Mahesh thinks that live music doesn’t work in clubs.

10. Indian audiences are far more lively than Western ones.

10.

Your answers: 6.

9. He thinks that it is too early to try Djing at a classical music concert.

7. According to Mahesh, rhythm is something fundamental to all music.

Part 3: For questions 11 – 20, listen to a piece of news about London Heathrow airport and fill in the missing information. Write NO MORE THAN THREE WORDS OR NUMBER taken from the recording for each answer in the spaces provided.

11. Expansion of London Heathrow airport was planned and on …………………….. a fifth terminal opened to help to deal with the many passengers that pass through the airport. 12. The idea of a new terminal was first …………………….. back in the 1980s.

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13. Things soon …………………….. in spite of long preparations at Terminal 5 ahead of the grand opening. 14. Staff had difficulties finding car ……………………..and getting throughsecurity to get into the building.

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15. A delay was caused when passengers started to arrive and ……………………..numbers of staff were not in place.

16. A ………………………….....…….. told the BBC, it was all "a shamles the moment the doors opened". 17. By lunchtime on that first day, 20 flights had been cancelled to try and ……………………..the problems. 18. Up to 28,000 bags have now had to be put in ……….…………… . 19. BA says it is working to clear the ……………………... . Page 2 of 16

20. The ……………….....……... caused by this fiasco has not helped the airport or the airline's reputation at all.

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II. LEXICO-GRAMMAR (30 points) Part 1: Choose the best answer (A, B, C, or D) to each of the following questions and write your answers in the corresponding numbered boxes. 21. No one can function properly if he or she is________________adequate sleep. A. took away B. deprived of C. derived from D. run out 22. Could you lend me some money to_____________me over to the end of the month? A. hand B. tide C. get D. make 23. I always take my lucky______________with me into an exam. A. sign B. item C. charm D. spell 24. Did you plan to meet up Mary in London, or was it just a_____________? A. freak B. fate C. coincidence D. luck 25. We all have to follow the rules, and none of us is____________the law. A. beyond B. over C. above D. onto 26. The woman was convicted and sentenced__________six months in prison A. for B. on C. with D. to 27. The most powerful force in a teenager’s life is probably____________pressure. A. friend B. peer C. company D. youth 28 I had to get through a lot of__________tape, but I finally got the documents I needed. A. red B. blue C. link D. yellow 29 I am in a real___________and just don’t know what to do. A. dilemma B. query C. paradox D. hunch 30. Olivia has always___________to return to the country she was born in. A. favoured B. yearned C. urged D. inclined

Part 2: Fill in the blanks with suitable particles.

31. They offered to pay half the expenses and he closed ... the offer at once.

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32. My horse was entered ... the Derby, but he came in last. 33. He had to rub ... his French to help his son when he started to learn it at school.

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34. That chair is not very strong. Do you think it is... ... your weight? 35. He pretended to fall ...... my plan but secretly he was working against it.

Part 3: Write the correct FORM of each capitalized word in the corresponding numbered boxes. SIR ARTHUR CONNAN DOYLE

Famous the world over as the (0) (CREATE)of Sherlock Holmes, Sir Arthur Conan_ Doyle was born in Edinburgh in 1859 into an Irish

0. Creation

Page 3 of 16

family who were (36) (INFLUENCE)in the art world. Unfortunately, Arthur's father was an alcoholic, and his behaviour caused his family much (37) (HAPPY). Arthur probably inherited the ability to tell stories from his mother, who was a source of (38) (INSPIRE) to him.

36._________________ 37._________________ 38._________________ 39._________________

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Thanks to the (39) (GENEROUS)of some relatives, Arthur was able to study medicine at Edinburgh University. He was a bright student, but (40) (REST), and his zest for adventure led him to accept a contract as ship's surgeon aboard a whaler. Returning home, he completed his (41) (MEDICINE) studies in 1881.He eventually settled in the south of England.

41._________________ 42._________________ 43._________________ 44._________________ 45._________________

Telling stories had always been a part of his life, but the creation of a (42) (FICTION)detective called Sherlock Holmes turned Conan Doyle into a popular writer. It is believed that he based Holmes' character on one of his university tutors, Dr Joseph Bell, whom he regarded with respect and (43) (ADMIRE)for his logic and powers of (44) (DEDUCE). The first Sherlock Holmes story was so well received that Doyle was encouraged to write more. In 1893 he killed off his hero in order to concentrate on writing what he saw as more serious work, but this caused a public (45) (CRY), and he was forced to bring Holmes back to life.

40._________________

Part 4: The passage below contains 05 mistakes. UNDERLINE the mistakes and WRITE THEIR CORRECT FORMS in the space provided in the column on the right. Number 0 has been done as an example.

0. never

all across the world are actively promoting their “wilderness” regions- such

46._______________

The market for tourism in remote areas is booming as everbefore. Countries

as mountains, Arctic lands, deserts, small islands and wetlands- to highly

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spending tourists. The attraction of these areas is obvious; by defining, wilderness tourism requires little or no initial investment. But that does not

47._______________ 48._______________

mean that there is no cost. As the 1992 UN Conference on Environment and

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Development recognized, these regions are fragile (i.e. highly vulnerable of

49._______________

abnormal pressures) not just in terms of the culture to their inhabitants. The three most significant types of fragile environment in these respects are

50._______________

deserts, mountains and Arctic areas. An important character is their marked seasonality. Consequently, most human actions, including tourism, are limited to clearly defined parts of the year. Tourists are drawn to these regions by their natural beauty and the unique Page 4 of 16

culture of its people. And poor governments in these areas have welcomed the “adventure tourists”, grateful for the currency they bring. For several years, tourism is the prime source of foreign exchange in Napal and Bhutan. Tourism is also a key element in the economics of Arctic zones such as Lapland and Alaska and in desert areas such as Ayres Rocks in Australia

III. READING (60 points)

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and Arizona’s Monument Valley.

Part 1: Read the following passage and decide which answer (A, B, C, or D) best fits each gap. Write your answers in corresponding numbered boxes. (0) has been done as an example. THE EARLY RAILWAY IN BRITAN

In 1830, there were under 100 miles of public railway in Britain. Yet within 20 years, this

(0)____________ had grown to more than 5,000 miles. By the end of the century, almost enough rail

track to (51) _________ the world covered this small island, (52)_________ the nature of travel for ever and contributing to the industrial revolution that changed the (53) __________of history in many

parts of the world.

Wherever railways were introduced, economic and social progress quickly (54)_________ . In a

single day, rail passengers could travel hundreds of miles, (55) __________ previous journey times by huge margins and bringing rapid travel within the (56) __________ of ordinary people. Previously,

many people had never ventured (57)__________ the outskirts of their towns and villages. The railway

brought them (58) ____________ freedom and enlightenment.

In the 19th century, the railway in Britain (59)___________ something more than just the business

of carrying goods and passengers. Trains were associated with romance, adventure and, frequently, (60) ___________luxury. The great steam locomotives that thundered across the land were the jet

airliners of their day, carrying passengers in comfort over vast distances in unimaginably short times. But the railways did more than revolutionise travel; they also left a distinctive and permanent mark on

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the Britishlandscape.Wholetownsand industrial centres sprang up around major rail junctions, monumental bridges and viaducts crossed rivers and valleys and the railway stations themselves

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became desirable places spend lime between journeys. 0. A. amount B. figure C. sum B. enclose

C. encircle

D. orbit

52..A. altering

B. amending

C. adapting

D. adjusting

53.A. route

B. way

C. line

D. course

54.A. pursued

B. followed

C. succeeded

D. chased

51A. revolve

D. quantity

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B. subtracting

C. cutting

D. abolishing

56.A. reach

B. capacity

C. facility

D. hold

57.A. further

B. over

C. beyond

D. above

58.A. larger

B. higher

C. bigger

D. greater

59.A. served

B. functioned

C. represented

D. performed

60.A. considerable

B. generous

C. plentiful

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55.A. cancelling

D. sizeable

Part 2: Fill ONE suitable word in each blank. The cult of celebrity

Once, children had ambitions to be doctors, explorers, sportsmen, artists or scientists. Now, taking their (61)………. from TV, they just want to be famous. Fame is no 6(2)………. a reward for gallant service or great, perhaps even selfless endeavour. It is an end in (63)………. , and the sooner it can be achieved, the sooner the lonely bedroom mirror can be replaced by the TV camera and flash gun, the (64)………. . Celebrity is the professsion (65)………. the moment, a vainglorious vocation which, (66)………. some 18th-century royal court, seeems to exist largely 6(7)………. that the rest of us might watch and be amazed (68)………. its members live out their lives in public, like self-regarding members of some glittering soap opera.

Today, almost (69)………. can be famous. Never has fame (70)………. More democratic, more ordinary, more achievable.

Part 1: Read the following passage and answer questions 71-75 A Japan has a significantly better record in terms of average mathematical attainment than England and

Wales. Large sample international comparisons of pupils' attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also

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a larger proportion of 'low' attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?

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Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age. 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the

private sector. Schools are usually modem in design, set well back from the road- and spacious inside.

Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and thenconcentrate on whole-class teaching. Classes are large - usually about 40 - and are unstreamed. Pupils stay in the same class for all lessons

Page 6 of 16

throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the 'better' school in a particular area. C

Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook

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supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to

produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in

a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered. D

Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework:

this is an important principle in Japanese schooling as it enables pupils to see where and why they made

a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.

After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a

lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do

individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is

that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the

teacher would circulate and make sure that all the pupils were coping well.

It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their

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compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would-be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen

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to help each other - anyway, it is in their interests since the class progresses together. This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude

towards education runs along the lines of 'if you work hard enough, you can do almost anything'. Parents are kept closely informed of their children's progress and will play a part in helping their children to keep up with class, sending them to 'Juku' (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population. F

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So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy. Other relevant points relate to the supportive attitude of a class towards slower

pupils,

the

lack

competition within a class, and the positive emphasis on learning for oneself and improving one's own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes observed. They were mainly good and one or two were inspirational.

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quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were

For questions 56 – 60, choose correct heading for sections B – F from the list of headings below.

Answer

Section A

Example

The influence of Monbusho Helping less successful students The success of compulsory education Research findings concerning achievements in Maths The typical format of a Maths lesson Comparative expenditure on Maths education Background to middle-years education in Japan The key to Japanese successes in Maths education The role of homework correction

I II III IV V VI VII VII IX

List of Headings

___________

72. Section C

___________

73. Section D

___________

74. Section E

___________

75. Section F

___________

71. Section B

For quesions 61 – 64, write in the corresponding numbered boxes. if the statement agrees with the information if the statement contradicts the statement if there is no information on this in the passage range of achievement amongst English pupils studying Maths than amongst their

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YES NO NOT GIVEN 76. There is a wider

Japanese counterparts.

77. The percentage of Gross National Product spent on education generally reflects the level of

attainment in mathematics.

78. Private schools in Japan are more modern and spacious than state-run lower secondary schools. 79. Teachers mark homework in Japanese schools. Your answers:

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80. Maths textbooks in Japanese schools are A. cheap for pupils to buy. B. well organised and adapted 'to the needs of the pupils. C. written to be used in conjunction with TV programmes. D. not very popular with many Japanese teachers. 81.When a new maths topic is introduced, A. Students answer questions on the board. B. Students rely entirely on the textbook. C. It is carefully and patiently explained to the students. D. It is usual for students to use extra worksheets.

82. How do schools deal with students who experience difficulties? A. They are given appropriate supplementary tuition. B. They are encouraged to copy from other pupils. C. They are forced to explain their slow progress. D. They are placed in a mixed-ability class.

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For questions 80 – 83, choose (A, B, C or D ) which you think fits best according to the text.

81.

83.

80.

83.Why do Japanese students tend to achieve relatively high rates of success in maths? A. It is a compulsory subject in Japan. B. They are used to working without help from others. C. Much effort is made and correct answers are emphasised. D. There is a strong emphasis on repetitive learning. Your answers:

MUSIC AT SCHOOL

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Part 4: Read the following extract from a book about education. For questions 84 – 89, choose the answer (A, B, C or D) which you think fits best according to the text.

With popular music as with classical music, the only way to come to understand it thoroughly, it is said, is by performing it. The problem with many pop bands is that their members are self – taught and, consequently, if ever they reach the level of public performance, they often only succeed in perpetuating the musical conventions to which they have been exposed. The days when a group of raw, talented musicians could get together and work their way through to a distinctive sound, constantly improving their technique in the process, seem to be gone.

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There may still be talents around of the order of a Jimi Hendrix or Eric Clapton, able to acquire prodigious technique mainly by themselves, but the motivation -the sense that there is still something urgent to say within the medium - has largely evaporated. So much so that most aspiring young musicians are increasingly content to play their own versions of other people's tunes.

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So what role, if any, does music teaching in school have to play? The current fashion in musical education in Britain dictates that young children must be creative and active, whilst the playing of recorded music to children has been made to seem like an easy option for lazy teachers. With many years of experience behind me as a musician and teacher, however, I feel strongly that listening to music is actually a crucial component in any musical education.

The arguments put forward by music educators are usually a reaction to what they see as a habit of uncritical listening induced by pop music. But in response to this, I fear, rather simplistic view, a couple of points need making. The first is that classical music is also listened to uncritically. I well remember a head teacher (who incidentally was always complaining that her students' homework suffered as a result of their being distracted by popular music) sharing with me her delight over the new home hi-fi system she had acquired. Mozart, she said, eased the burden of writing hundreds of student reports enormously. Within a few weeks of our conversation, however, she had banned herself from using the system whilst working, so inaccurate had her report writing become.

The second is that the aural awareness of the average listener to classical music – and I am afraid that includes a lot of music teachers – is also severely under-developed. Really discriminating listeners cannot tolerate music as a background to any activity that requires their concentration. Because they are mentally processing every note, they cannot shut the music out in order to perform any other tasks.

What’s more, if musical performance, recorded or live, is to have an impact on the young, it is not going to be because it has been suitably prepared for creative exploration. More likely, it will be because a particular piece of music isable to move those pupils who are susceptible to such motivation by its irrational, primeval power. That is why it is so important that children should encounter the real world of music – preferably live as well as recorded – on as much variety as possible. Live music also provides an opportunity for educational visits which, rather like holidays, provide not only a useful psychological break from school routine, but also serve to broaden young people's horizons.

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Moreover if children need plenty of exposure to a variety of musical forms, it follows that we should not make, or allow children to make, any value judgements about which form is 'superior'. The fact is, popular and classical music represent different ways of life, in the sense of different views of culture and the values associated with it - and this despite the efforts of so many trained musicians to bridge the gap. It is there important that education should recognisethe existence of this gap and subject it to some scrutiny, rather than pretend that it does not exist, or plump solely for one side or the other. Given the customary classical training of music teachers, and the general pop-orientated musical preferences of children, there is usually an intrinsic wariness between class and teacher: an unstated need for a kind of negotiated settlement. As with any negotiation, the start should be with areas of agreement rather than disagreement. 84.According to the writer, what do contemporary pop bands lack? A. genuine musical talent B. inspirational role models C. an innovative spirit

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D. musical conventions to follow 85In the writer’s view, music classes in school are too passive in nature. over emphasize the role of music-making. are over reliant on recorded music. fail to exploit the experience of teachers.

86What point does the example of the head teacher illustrate? A. B. C. D.

Popular music doesn’t require concentration. Good music demands our full attention. Any kind of music can be distracting. Classical music helps us to concentrate.

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A. B. C. D.

87What point is made about music teachers in the fifth paragraph?

They are inclined to misinterpret classical music. They sometimes misuse recorded music in their classes. Some of them focus too narrowly on music in their training. Many of them have not learned to listen to music effectively.

A. B. C. D.

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Its emotional impact Its creative energy Its unpredictable nature Its educational value

A. B. C. D.

88.In the writer’s opinion, what aspect of a musical performance is most likely to appeal to young people?

analyze how one has influenced the other. attempt to find common ground between them. present them as equally correct and valuable. get their students to decide which is better.

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A. B. C. D.

89.According to the writer, in dealing with pop and classical music in the classroom, teachers should

Part 4:Read following newspaper article in which people talk about their experiences at job

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interviews and choose from the people (A-C) to answer questions 90-95. Which person mentions the following?

90. appearing to have rehearsed responses 91. establishing how the interview will be conducted 92. sources of information about your perspective employer 93. revealing what motivates you 94. indicating that you view the interview as a transaction 95. awareness of body language

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A. In my present job I have to interview applicants, and I can offer a few general tips. Firstly, a candidate should not learn a speech off by heart; you will come across as insincere, as if you have practiced everything in front of a mirror. Secondly, it is crucial to understand what the interviewer wants you to talk about. For instance, an interviewer might ask about a situation where your supervisor or manager had a problem with your work. Now, what the interviewer is really after is to see how you react to criticism, and the best thing is to say that you tried to learn from this. Finally, don’t try to conceal your real character. When I was interviewed for a job many years ago, the interviewer asked me at the end of our talk if I had any questions. I was very keen to get the job, so I asked what opportunities there were for promotion if I were hired. I wondered if perhaps I had been too direct, but I later discovered that employers like you to seem eager, and I think they were impressed by my enthusiasm and ambition.

B. One good way to prepare for an interview is to find out as much as you can about the company you have applied to from its website and promotional material. When you are asked if you have any questions, you can show that you have done this preparatory work, which will impress the interviewer. I also think a lot of candidates are too defensive in interviews. It’s not enough just to avoid giving the “wrong” answers; you should also actively try to make a good impression. Make it clear that the interview is a two-way process: after all, you want to be sure the company is the right place for you. It’s acceptable to take the opportunity, when one is offered, to interview the interviewer! One way to do this is to ask him or her some penetrating questions such as why he or she has stayed with the company for so long. Some people might think such a question is arrogant, so size up the interviewer first and decide whether it would be an appropriate thing to ask.

Your answers:

91.

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90.

C. Preparation is of extreme importance; things like finding out what form the interview will have. Will there be any sort of written component, for instance, and will you be talking to one person or panel? And of course, you need to prepare answers to those awkward questions designed to find out more about your character. For example, you might be asked about your most important achievement so far; don’t answer this in a way that makes you seem swollen-headed or complacent as this will suggest that you don’t learn easily. Actually, it’s not so much what people say that makes them seem arrogant as the way they sit, how they hold their heads, whether they meet the interviewer’s eye, so bear that in mind. Another question interviewers sometimes ask, to find out how well you work in a team, is about mistakes you have made. You should have an example ready and admit that you were at fault, otherwise it looks as though you are the kind of person who shifts the blame onto others. But you should also that you learnt form the mistake and wouldn’t make it again.

92.

93.

94.

95.

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IV. WRITING (60 points)

Part 1: For questions 96-100, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three to eight words, including the words given. (0) has been done as an example. (0) She often gets angry for no reason. (lose) She tends to lose her temper for no reason. 96. You have to use logic and lateral thinking in equal measure in this job. (strike)

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You have to _____________________________logic and lateral thinking in this job. 97. The start of the debate is scheduled for six. (due) The debate_________________________________________at six. 98. I’m sure that the only thing that prevented me from leaving my university was my dad’sadvice. (it) I’m sure that _____________________________________________I would have left university. 99. The warmth of her welcome surprised me. (back) I__________________________________________________her warm welcome. 100. I have decided that teaching is not the right profession for me.(conclusion) I have_____________________________________________ that teaching is not the right profession for me.

Part 2:The chart below shows the main causes of land damage in four different areas in the world. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Main Causes of Land Damage in Four Regions

500

Farming

370

Milli on400 hect ares 300

450

Tree-cutting Breeding

600

200

100

Africa

Asia

Australia

Europe

………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………..

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………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………..

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………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. Part 3: Write an essay of about 350 – 400 words on the following topic:

Entrance exam into universities has been used in a number of countries. But while it may offer several advantages, some people say that it should be abolished and replaced by another way of selecting students.

To what extent do you agree or disagree with this statement? Give reasons for your answer. (You may continue your writing on the back page if you need more space.)

…………………………………………………………………………………………………………………………..

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…………………………………………………………………………………………………………………………..

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………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………..

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......................................Hết......................................

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Họ và tên: Vũ Thị Thanh: ĐTDĐ: 0966383877

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HƯỚNG DẪN CHẤMMÔN TIẾNG ANH LỚP 11 TRƯỜNG THPT CHUYÊN THÁI BÌNH KỲ THI HSG VÙNG ĐỒNG BẰNG DUYÊN HẢI BẮC BỘ NĂM 2017 A. LISTENING

1. B

2. C

3. C

4. B

7. T

8. F

9. T

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Part 1:

5. C

Part 2: 6. F

10. T

Part 3: 12. proposed

13. descended into chaos

14. parking spaces

15. adequate

16. baggage handler

17. alleviate

18. temporary storage

19. backlog

11. 27 th March

20. negative publicity

II. LEXICO-GRAMMAR (30 points: 1 point/correct answer)

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Part 3

25. C 30. B

32. for

33. up

34. up to

35. in with

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31. with

24. C 29. A

Part 2

23. C 28. A

22. B 27. B

21. B 26. D

Part 1

37. unhappiness

38. inspiration

39. generosity

40. restless

41. medical

42. fictional

43. admiration

36. influential

44. deduction

45. outcry

Part 4 46. highly spending -- > high-spending ( line 4)

48. character ---- > characteristic (line 11)

47. defining --- > definition ( line 5)

49. its --- > their (line 14) 1

50. economic --- > economies (line 17) III. READING (60 points: 1.5 points /correct answers Part 1 52. A

53. D

54. B

55. C

56. A

57. C

58 D

59. C

60. A

Part 2: 61. lead

62. longer

63. itself

66. like

67. so

68. as/while

69 anyone/anybody/everyone/everybody

64. better

70. been/seemed/appeared

72. I

73. V

74. II

75. VIII

76. YES

77. NO

78. NOT GIVEN

79. NO

80. B

81. C

82. A

71. VII

83. C

Part 4 86. C

87. D

88. A

89. C

85. B

65. of

Part 3

84. C

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51. C

91. C

92. B

93. A

94. B

95. C

90. A

Part 5

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IV. WRITING (60 points)

Part 1 (10 points – 2 points/ correct answer) 96. strike a balance between

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97. is due to

98. had it not been my dad’s advice

99. was taken aback by 100. come to/ arrived at/ reached the conclusion Part 2 (15 points) Part 3 (35 points) Notes: 2

The mark given to part 2 and 3 is based on the following criteria: 1. Content (35 % of total mark) a. Providing all main ideas and details as required b. Communicating intentions sufficiently and effectively 2. Organization and presentation (30% of total mark) a. Ideas are well-organized and presented with coherence, cohesion, and clarity b. The essay is well-structured

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3. Language (30% of total mark)

a. Demonstration of a variety of vocabulary and structures appropriate to level of English language of gifted upper secondary school students b. Good use and control of grammatical structures 4. Punctuation, spelling and handwriting (5 % of total mark) a. Good punctuation and no spelling mistakes b. Legible handwriting

Markers should discuss the suggested answers and the marking scale thoroughly before marking the papers.

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THE END

THANK YOU

KỲ THI CHỌN HỌC SINH GIỎI KHU VỰC THPT LẦN THỨ X, NĂM 2017 Môn thi: Thời gian thi: Ngày thi:

TIẾNG ANH- KHỐI 11 180 phút (không kể thời gian giao đề)

SỐ PHÁCH

Đề thi có 14trang Thí sinh không được sử dụng tài liệu, kể cả từ điển. Giám thị không giải thích gì thêm. _________________________________________________________

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• •

I. LISTENING (50 points) HƯỚNG DẪN PHẦN THI NGHE HIỂU • • •

Bài nghe gồm 4 phần; mỗi phần được nghe 2 lần, mỗi lần cách nhau 05 giây; mở đầu và kết thúc mỗi phần nghe có tín hiệu. Thí sinh có 20 giây để đọc mỗi phần câu hỏi. Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 03 phút để hoàn chỉnh bài trước tín hiệu nhạc kết thúc bài nghe. Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.

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Part 1.Listen to two people, Carla Harris and Robert Clifton, who both work as mystery shoppers. They visit stores and restaurants to check levels of service.For questions 1-5, choose the correct answer A, B, C or D. Write your answers in the corresponding numbered boxes. 1. When Carla started the job, she worried most about _______. A. being easily recognised by other customers C. failing to conceal her identity from staff B. encountering hostility at some point D. getting an inaccurate impression of a situation 2. When describing what she does, Carla is _______. A. anxious to dispel any false assumptions about the work B. determined to stress the occasional difficulties of the work C. happy to explain why the work is sometimes necessary D. keen to emphasise the positive outcomes of the work 3. Robert says that as a mystery diner, he _______. A. considers himself to be an equal to restaurant critics B. finds it difficult to go out and eat purely for pleasure any more C. has become much more discerning about what constitutes good service D. sometimes finds the criteria he is required to use are inadequate 4.The aspect of restaurant service that Robert comments on most frequently is _______. A. the ease with which staff deal with special requirements B. the intrusiveness of any background music C. the length of time clients are expected to wait for their order D. the number of advertised dishes that turn out to be unavailable 5. Robert and Carla both think that an effective mystery shopper _______. A. has usually acquired in-depth knowledge of the business they are observing B. needs to remain cool when dealing with members of staff C. requires a good memory to recall details of their observations D. will attract far more work if they prove how adaptable they are Your answers 1. 2. 3. 4. 5.

Part 2. Listen to a National Geographic documentary about Cory Roeseler as he does two sports in the Columbia River Gorge in the UnitedStates. For questions 6-9,choose aletter from A–E.Write your answers in the corresponding numbered space provided. Why does he like the Columbia River Gorge? 6 _______ 7 _______

A. B. C. D. E.

He enjoys himself there. He went there a lot as a teenager. It’s close to his home in Washington State. It’s the home of kiteboarding. It’s where he experiments with new sports equipment. Page 1 of 15 pages

How is Roeseler’s wakeboarding boat different from anyone else’s? 8 _______ 9 _______

A. B. C. D. E.

His invention is the only one that has worked. It has been extensively tested on the water. Its tower gives it more height than other boats. Nobody else has used a tower. The addition of a sail gives it more stability.

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For question 10,give short answers to the questions. Write NO MORE THAN FIVE WORDS taken from the recording for each answer in the space provided. 10. How does he describe the experience of kiteboarding? ___________________________________

Part 3. Listen to a conversation about food and obesity. For questions 11-15, decide whichstatements are TRUE (T) or FALSE (F) according to what you hear.Choose NOT STATED (NS) if there is no information about the statement. Put an X in the corresponding column. T F NS 11. Forty percent of Americans are obese.

12. ‘Pharming’ is growing plants from which to make drugs.

13. Staples are being genetically modified to produce a chemical reaction.

14.Research is currently being carried out using tobacco plants to produce a human vaccine.

15. The final vaccine would be given as an injection.

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Part 4: Listen six pieces of BBC News. For questions 16–25, use NO MORE THAN THREE WORDS to complete each gap. Write your answers in the corresponding numbered space. • The oil cartel OPEC’s decision to (16)________________ has led to a period of abnormally low prices that has (17) ____________________ of manufacturing countries. • Stephen O’Brien, a UN envoy, made a plea to help residents in the (18) ____________________. • The US president elect undertook to leave his business to avoid any (19) ____________________. • The plane crash might have been caused by a(n) (20) ____________________, not electricity blackout as reported, prior to the (21)_____________________. • Ukrainian missile tests by Russian (22)________________ would be conducted as planned in the peninsula(23) ____________________ two years ago. • Researchers believe the possibility that many families (24) ____________________ the birth of girls may distort the commonly cited figures of (25)____________________ in China.

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II. LEXICO-GRAMMAR (30 points)

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Part 1.For questions 1–10, choose the correct answer A, B, C or D to each of the following questions and write your answers in the corresponding numbered boxes provided. 1. We had to _______ in the back of the car for an hour to find the missing keys. A. bed out B. ransack C. root around D. turn upside down 2. If the basket is removed with more citric acid added, it may be used to manufacture or _______ alcohol. A. amend B. patch up C. rectify D. remedy 3. They spend so much time arguing that, when it comes to the _______, decisions are often deferred. A. crunch B. outcry C. panic stations D. uproar 4. We were bitterly disappointed when our team were _______to the second division from the first. A. allocated B. designated C. relegated D. stipulated 5. Working night shifts at the weekend is _______ of any job in hospitality. A. cut and thrust B. ebb and flow C. nuts and bolts D. part and parcel 6. The altitude_______ his breathing, making him a bit spaced out and disorientated. A. played downed B. played havoc with C. played himself in D. played up to 7. Materialism traps us_______ in a world of possessions hag-ridden by irrational fears of likely loss and lurking dangers. A. impromptu B. off the cuff C. on a whim D. unawares 8. Although she had been told quite _______ to pull herself together, she simply couldn’t stop crying. A. rigidly B. sternly C. unrelentingly D. unsympathetically 9. These men share a tendency toward balladeering that _______ me the wrong way. A. bothers B. provokes C. riles D. rubs 10. He was highly knowledgeable on the areas. Many would say he was something of a_______. A. novice B. probationer C. tenderfoot D. veteran

2. 7.

3. 8.

4. 9.

1. 6.

Your answers

5. 10.

Part 2. For questions 11-15, fill in the blank with a suitable preposition and write your answers in the corresponding numbered boxes provided.

11.His suspicions were borne _______ by the ensuing events. 12.I think Jack is _______ a great story; he took a phone call and dashed out of the office looking tired. 13.My editor suggests I beef _______ the story with juicy details, otherwise the magazine won’t print it. 14.The salesman conned me _______ buying the car, which gave me nothing but trouble. 15.There are still some problems which the manufacturers need to iron _______ before sales. Your answers 11. 12. 13. 14. 15.

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Part 3. For questions 16-20, find the mistakes in the following sentences and correct them and write your answers in the corresponding numbered boxes provided.

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16. You should know by nowthat I cannot stand itwhen my steak is not cookedproperly as I always have mine well-made. A B C D

17.An important factor should be consideredis Mr. Lopez's abilityto keep the new restaurant going B

for severalmonths with limited revenue.

18.When one opens an accountat Dominion Savings and Loan, youcan get the first setof checks for free. A B C D 19. Mobilityis one of the characteristicsoften demanded ofexecutives, and they must Page 3 of 15 pages

accustom themselves to movequite regularly. D 20.Not untilrecenthas interestin synthetic fuels been revived. B

Your answers 16. 19.

17. 20

18.

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Part 4.For questions 21–30, write the correct form of each bracketed word in the numbered space provided below.(0) has been done as an example.

HOW DO WE BEST HELP OTHERS? According to some (0)___________ (PSYCHOLOGY), we should examine our deeper (21) _______ (MOVE) when we attempt to help others who appear to be in need of our support. Helping others is clearly a good thing to do, and it can have a(n) (22) _______ (STORE) power for both giver and recipient. If, however, we begin to focus on what we might get out of helping someone, rather than how that person might be helped, we could be in danger of adopting a somewhat calculating attitude. This would be to (23) _______ (PART) significance to the ideas of those psychologists who believe that, ultimately, we only do things for our own aspirations that no actions are truly (24) _______ (ALTER). And, of course, we can all think of examples of problems that have been exacerbated by the (25) ______ (INTEND), but (26) _______ (CONSIDER) intervention of third parties. We should also bear in mind that doing too much for people and protecting them from the consequences of their actions can reduce their motivation and even rob them of the resources to sort things out for themselves. Your answers 22. 25.

23. 26.

21. 24.

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A MODERN ITALIAN ARTIST Amedeo Modigliani (1884- 1920) was an Italian painter and sculptor whose (0. ORIGIN) _original_ paintings, which were characterised by asymmetry of somposition, (27. LONG) ___________of figure, and simple but monumental use of line, are among the most important of the 20th century. They have also gained popularity for the entirely peronal atmosphere with which they are invested: a kind of mute relationship between the artist and sitter that implicates the spectator in a truly remarkable way sfter suffering from serious illnesses as a child, he was forced to give up conventional education, and it was then that he began to study painting. After his studies in Italy, Modigliani left for Paris. There, he was overwhelmed by the painting of Paul Cezanne, which exerted a/(a)n (28.QUESTION) ___________influence on the earliest phase of his work. Furthermore, his extensive study of African sculpture made a profound impression on his painting style . Modigliani was not a professional (29. PORTRAIT) ___________ in the strict sense of the world. His painting are almost always portraits of relatives, (30.PERSON) ___________ of the Parisian liberary. Scene of his times and the contemporary artistic world, along with many portraits of unidentified persons. Your answers 27.

28.

29.

30.

III. READING (60 points) Part 1. For questions 31–45, read the following informal note about starting a college Film Society and use the information to complete the numbered gaps in the formal announcement. Then write the new words in the corresponding space provided. Use NO MORE THAN TWO WORDS for each gap. The words you need DO NOT OCCUR in the informal note. (0) has been done as an example. INFORMAL NOTE FORMAL ANNOUNCEMENT Do you think you could come up with some sort It was decided at the (0) recent committee meeting Page 4 of 15 pages

33. 38. 43.

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34. 39. 44.

32. 37. 42.

Your answers 31. 36. 41.

that a college Film Society is to be (31) __________ and I have been (32) __________ its organiser. Thecommittee was (33) __________ the desire for such a club that many of you have expressed and it is in (34) __________ this that the decision has been taken. As the committee have no (35) __________ regarding the exact (36) _________ the films we will be showing,I would (37) __________ any suggestions that you might make. It is (38) __________ that the society will meet on a(n) (39) _________ and that no charge will be made for (40) __________. There will, however, be a small charge for each screening to (41) __________ the costs of film and (42) _________. Screenings will take place in the Central Hall and (43) __________ of (44) __________ will be available. (45) __________ to join should sign below.

of notice about the Film Club we decided should be started in the committee meeting the other day? Since you were made the organiser of it, it’s best that you let everyone know about it. Obviously, the fact that so many people have said they want a club like this is the main reason why we’ve decided to set it up. So make it clear that we’re doing it because of that. Since we didn’t have any strong idea ourselves about which particular films we should show, mention that you’d be glad of any suggestions. Don’t forget to mention that we’ve decided the club should meet every week and that they won’t have to pay to join. But make sure that you point out that they’ll have to pay a small amount for each screening – just enough to pay for the films and equipment we have to hire. Oh, and don’t forget to mention that they can get things like ice-cream and cold drinks while the film’s on. And get them to sign a list if they want to join.

35. 40. 45.

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Part 2. For questions 46–60, read the text below and decide which answer (A, B, C or D) best fits each gap. Write your answers in the corresponding numbered boxes provided. LONDON’S BLACK CABS Black cabs, officially known as Hackney Carriages, are (46) _______London and are special for a number of reasons. For a start, they are the only taxis in the city that can be (47) _______from the kerb with a raised hand signal to get the driver’s attention. Currently, it is estimated that thereare 20,000 black cabs(48) _______ on the capital’s streets. Theirorigin, in fact, can be (49) _______ the name ‘Hackney Carriage’ said to derive from the French word haquenéereferring tothe type of horse used to pull the carriages in the days of horse-drawn carriages. The first horse-drawn Hackneycoaches appeared on London’s streets in the 17th century during the (50) _______ of Queen Elizabeth I. As transport developed and motor cars were(51) _______, motor cabs replaced the horse-drawncarriages. Since the end of the 19thcentury, various car manufacturers’ vehicles have been used asmotor cabs but it was not until the mid20thcentury that the cabs we have been(52) _______ over the last decades first appeared. It is such a(n)(53) _______ of becoming a black cab driver in London and it is (54) _______. If you want to gain this honour you will need to have passed the (55) _______test known as ‘the Knowledge’, which was first introduced in 1851 following (56) _______ of complaints bypassengers whose cab drivers got lost. This incredibly difficult test can take around three or fouryears to prepare for and you can often catch a(n) (57) _______of those drivers who are doing just this zipping aroundLondon on their mopeds, with a map (58) _______ to a clipboard on their handlebars. These people areessentially trying not only to master the 25,000 or so streets within a six-mile radius of CharingCross, but also to work out the most direct routes from place to place. They must know thousandsof ‘points of interest’ such as hotels, hospitals, places of worship, theatres, stations, sports and leisure facilities,to name but a few. Practically everywhere and anywhere that a potential passenger would wish tobe taken to or from must be known, so a(n)(59)_______, for a black cab driver, is(60) _______, and perhaps this is the most difficult part, knowing the quickest way to get from one place to another. Little wonder so few people are successful. 46. A. commensuratewith B. equivalent to C. synonymous with D. tantamount to 47. A. acclaimed B. acknowledged C. hailed D. summoned 48. A. hereabouts B. hither and thither C. or thereabouts D. there and then 49. A. ferreted out from B. hunted down from C. mapped out to D. traced back to 50. A. incumbency B. leadership C. reign D. sovereignty 51. A. all the rage B. of high standing C. of repute D. in vogue 52. A. clued in on B. genned up on C. in the know about D. no stranger to 53. A. handiwork B. procurement C. realisation D. undertaking 54. A. beyond you B. no brainer C. no mean feat D. over your head Page 5 of 15 pages

B. infamous B. hordes B. geek B. fastened B. insight into London B. beyond redemption

C. loathsome C. packs C. glance C. linked C. profundity of London C. beyond the pale

48. 53. 58.

D. unscrupulous D. swarms D. glimpse D. sealed D. smattering knowledge D. beyond the veil

49. 54. 59.

50. 55. 60.

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55. A. abominable 56. A. droves 57. A. gander 58. A. chained 59. A. nodding acquaintance 60. A. beyond measure Your answers 46. 47. 51. 52. 56. 57.

Part 3.For questions 61-70, read the magazine article about noise. Six sentences have been removed from the article. Choose the best sentence given below the textto filleach of the blanks. Write one letter A–G in corresponding numbered boxes.ONEof the suggested answers does NOT fit at all. THE EFFECTS OF TOO MUCH NOISE

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Noise pollution is a modern problem that is getting worse. Millions of people are exposed to high levels of noise, yet, despite studies outlining the mental and physical damage it can cause, its effects are still largely ignored. Long-term exposure to unwanted sound – the definition of noise – has been linked to increased risk of high blood pressure and heart disease. (61) _______ For example, it has been shown to reduce concentration levels in open-plan offices and affect long-term memory and attention span. In some extreme cases, often involving disputes between neighbours, noise may even induce severe depression or trigger violent physical assaults. Various studies monitoring schoolchildren regularly exposed to noise suggest that it has a direct effect on ‘higher level processing’ – things like reading ability and concentration levels. (62) _______ Of particular concern is the duration of this anxiety. For example, according to one German study, when a noisy airport near a school closed down, it took several years for the children’s behaviour and performance to return to normal levels. While physical response to noise may be relatively easy to measure, the psychological assessment of stress caused by noise is less straightforward. There are various reasons for this. (63) _______ Noise expert Professor Nick Arbury points to a Canadian study into noisy roads, which found that people felt most strongly where noise was most annoying rather than the loudest. Another complication is that people’s individual emotional reactions to noise differ. (64) _______ Arbury has an explanation for this difference: ‘people who are generally a bit nervous by nature seem to be a bit more sensitive to noise’. (65) _______ Professor Arbury gives the example of people who claim that having their favourite radio show on while working at home helps them to concentrate. He disagrees. ‘Some very boring, repetitive tasks that don’t involve much thinking may well be helped by having something on in the background. However, any even moderately difficult task will be disrupted.’ Arbury thinks that the key to understanding people’s response to noise is control. Some people are even able to use, say, loud radio speech, to relax. They have chosen to have the sound on in the background while they do their daily tasks, and so they are in control of their aural environment. And if you have control, the sound doesn’t have so much effect on you. (66) _______ This emotion is a powerful one. If it builds up over a period, it may reach the point where this person can’t take any more. It then leads to anger and aggression. So what is to be done? According to Professor Arbury, governments need to look at interventions to reduce noise levels, but also on an individual level, we all need to recognise that noise is a very real problem and to show more consideration to those around us.

A fundamental point is that our response to noise is, in part, emotional. But for your neighbour, this sound is unwanted – it’s noise – and hearing it all the time may lead to frustration. Exposing thousands of people to noise on a regular basis and monitoring their reactions is very hard to do. In the workplace, constant unwanted sound causes additional problems. It is sometimes asserted that so-called ‘pleasurable noise’ has a beneficial effect on our ability to focus. So while loud music late at night may be exciting for some, for others this may create feelings of isolation and fear. G. These research projects consistently demonstrate notable increases in the levels of stress-hormone among those tested, making them feel worried for no obvious reason. Your answers

A. B. C. D. E. F.

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61.

62.

63.

64.

65.

66.

Part 3B.For questions 67-70, readthe four reviews of a sports psychology book.Choose the correctreview. The reviews may be chosen more than once. Write ONE letter A–D in the corresponding numbered space provided. Your answers 67. _______ 68 _______

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Which reviewer … ? believes the same as reviewer A about the quality of the author’s research and the arguments she puts forward has the same view as reviewer D about how useful the content might be for the book’s intended audience holds a different view from the others regarding the author’s writing style shares reviewer C’s opinion about whether Sports Psychology is likely to appeal to its intended readers

69. _______ 70. _______

SPORTS PSYCHOLOGY Four reviewers comment on ‘Sports Psychology’, a book by Fiona Bright.

C. Sports Psychology, by Fiona Bright, is a credit to her in terms of its engaging and lively style, though this work is without doubt a fine example of style over substance; the latter of which is surely a prerequisite of works intended for serious educational purposes. That isn’t to say that the subject matter itself is frivolous – far from it – and indeed many a seminal work has been proffered in this relatively new area of concern by less established writers, who have more successfully achieved a level of depth which Sports Psychology falls short of. Any enquiring student or professional in the field is likely to be left wanting in terms of having something to sink their teeth into. Mention of studies supporting Bright’s theories are few in number, leaving the reader with the impression that much of the book’s arguments are supposition rather than grounded in meaningful evidence.

A. Although Sports Psychology is intended for a position in the academic bookcase, it wouldn’t be out of place on the shelf of a special interest section in a public library. That isn’t to say Fiona Bright’s indepth analysis of sports psychology and what makes high-achieving athletes tick doesn’t deserve to sit on the lecturer’s desk – it has been thoroughly researched and appropriately referenced – but that her fluid prose makes for such ease of reading that I would defy anyone who picks it up to put it back down again without at least being drawn in for a few pages, whether they have more than a passing interest in sport or not. Bright’s weighty arguments are cleverly interwoven with fully illustrative examples which are both relevant to and within the grasp of anyone involved in the world of sports psychology, be that a student embarking on a degree course, or a professional already employed in the field.

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B. Fiona Bright’s latest offering, Sports Psychology, leaves a lot to be desired in terms of credibility in the world of academia. Although she addresses some pertinent matters, and addresses them with an impressive level of detail, supported by references to several influential works in the field, and valid applications, she leaves a lot unsaid. I doubt I will be the only one who would have liked her to go into more depth on the topics of coaching and selfmotivation. That said, this is a perfectly readable work, and Bright certainly understands how to keep an audience gripped with her lively writing style. While said audience may well end up not being the author’s intended one, there is enough meat in the book to provide fresh insight and guidance for both those on the playing field and the people who support them in achieving their potential.

D. With Sports Psychology, Fiona Bright is sure to repeat the success of her previous books in the field of sports psychology, as her work has – rightly or wrongly – indisputable ‘shelf appeal’. This is not her finest hour, however, in terms of writing style – her normally punchy prose is noticeably absent, and the paragraphs swing between laboured and clipped, leaving the reader either overwhelmed with unnecessary detail, or confused by arguments which appear to be heading in an interesting direction, only to be left hanging abruptly in the air. All this despite the fact that the themes covered in the book certainly adhere to the trends of the moment – which is what will draw readers in – and on the surface of it, it shows promise. Read a little deeper, however, and one will soon come to the realisation that one has heard it all before.

Part 4.Read the following passage and answer questions 71–80. Six paragraphs have been removed from the passage.For questions 71–76, choose from paragraphs A–G the one which fits each gap. There is one extra paragraph which you do not need to use. Write your answers in the corresponding numbered boxes provided. IT’S A PITY READING PLEASURE CAN’T BE TESTED We force children into reading far too early. Page 7 of 15 pages

Today Einstein, who learnt to read at 10, would be in remedial class, argues Anne Karpf.

Orthodox educationalists, however, maintain that you’re never too young to learn to read: on the contrary, the earlier the better. Reading, and especially early reading, is considered so selfevidently good that children are coaxed, pressed and, if required, bribed into submission. 72. _______

Elsewhere there’s no shortage of horror stories, like the parents of four-year-olds, who formerly wouldn’t have even been in school, paying for coaching to help them keep up with the fast readers. The mother of a four-and-a-half-year-old was told that her son had to apply himself to reading because the school didn’t want him to end up at the bottom of the pile. This from an excellent teacher, herself under pressure to produce results: by their Sats shall we judge them. Einstein may have learned to read only at 10, but today he’d be stigmatised and in remedial reading.

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71. _______

74. _______

75. _______

Learning to read is rather like potty training. The parents of kids who do it young proclaim it abroad, yet most people get there in the end. How they do so is paramount for future pleasure, and the result of an unpredictable, serendipitous combination of factors different for each of us. But we’ve a government which has confused standards with standardisation. You can, just about, drill children into learning to read, but you can’t compel them to enjoy it. In a culture increasingly in thrall to what is measurable, what a pity reading pleasure can’t be tested.

My own position has changed radically between my first and second children. The first taught herself to read at the age of four. Thereafter she secreted books around her bed like contraband, and had to be physically prised from them at the dinner table. When her younger sister started school last year, I 76. _______ expected a repeat performance.

A good news story about education? It sounds like an oxymoron, but blazoned on Monday’s front pages was the finding of a major new international survey that ‘UK pupils move close to top of world class’, especially in reading. This will have been gratifying to a government for whom ‘education, education, education’ increasingly seems to be a euphemism for ‘reading, reading, reading’.But such singlemindedness has had other, unacknowledged, consequences.

73. _______

Should I be vacuuming away her words, and pumping in someone else’s? Should I have been coercing her to try to read when she was plainly unwilling? I can coerce for England, but the thought of becoming her personal politburo in the matter of when she learned to read seemed so awful that I became a covert refusenik instead.I decided to stop meddling altogether.

As for my own now almost-six-year-old, who I think would have preferred this approach, something has recently clicked in the reading part of her brain, and she is on the way to becoming a voracious reader. It’s probably sheer coincidence that this transformation was over exactly the same period that she started learning the violin.

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A. Being against it is like being against vitamins or bank holidays – frankly perverse. Among the over half-million web pages devoted to teaching children to read, none of those I browsed are on learning to read too soon.

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C. Early reading is all part of the extension of formal reading back into pre-school. Nurseries are now bestrewn with targets, and the children know it. Imagine the blow that might have dealt to his creative genius. Also, one problem with exerting such pressure on pre-school children is that it can make children resistant to reading. Onceaffecting extravagant interest in my daughter’s new booktitle, I was rewarded with: “You’re just trying to get me to read it and I won’t.” D. Those who consider such misgivings a middleclass luxury should look at Europe. We’re alone in bullying children to read so young. The Norwegians don’t start until they’re seven, when it’s usually painless. This also allows dyslexics to be diagnosed before and not after they’ve been

B. For the best part of a year I schlepped her wretched bookbag to and from school without opening it, and resolved as far as possible to follow her own reading timetable. Her reception teacher adopted what today is a rare, daring stance: there isn’t much you can do to make a child read before they’re ready. E. Like other reception class mothers, I peeked at her friends’ bookbags to see if the books they were reading were more advanced. Invariably they were. My growing anxiety was assuaged by a wise fellow mother remarking that my exuberant child was busily engaged in things, like pretend games and drawing, which delighted her more. She also loves books, but often pleads for the right to be able to make up her own stories to the pictures (frequently more exciting than those confected by the author). F. The obsession with reading has led to a major decline in the time and energy given over to music, art and drama. And the heresy that dare not speak its name is that children are being pressurised to learn to read too early.

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G. When I asked her to tell me what she thought of her classes, she was unabashedly sincere: ‘I like books with pictures, but books with too many words are boring.’ My immediate urge was to force her, threaten her or coax her nose into her books. Until it suddenly dawned on me: at what age did I start reading?

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labelled poor readers. Sylvia Hopland, headteacher of the Norwegian School in London, says: “We know that we could teach children to read at four if we wanted to but we want them to spend those years playing. Here you teach them to give the right answers. We want to teach them to solve problems, cooperate with others and cope with life.” Steiner schools in Britain also concentrate on stimulating children’s creative faculties until “a new kind of knowing” emerges at seven.

72. 77.

73. 78.

74. 79.

71. 76.

For questions 77–80, choose the best answer A, B, C or D. Write your answers in the corresponding numbered boxes provided. 77. The phrase “the thought of becoming her personal politburo”implies the writer’snotion of _______. A. becoming an orthodox traditionalist C. helping the child see education in a positive light B. forcing the child to read against her will D. resisting change and favouring established ideas 78. In the context, “at the bottom of the pile”mostly means being_______of the class. A. the black sheep B. the fair-haired C. the least academic D. the weakest 79. According to the text,“something has recently clicked”implies a change has taken place in _______. A. coaching the child onextensive reading C. the child’s attitude towards reading B. bribing the child to read D. the child’s joy of reading books 80. According to the text, the phrase“And the heresy that dare not speak its names”indicates _______. A. a belief that people feel uncomfortable about expressing B. a situation where contradictory incidents co-occur C. a subtle support and encouragement D. an unacceptably unconventional and unreasonable pedagogy Your answers

75. 80.

Part 5. Read the text below and answer questions 81–90.

WHAT IS PHOTOGRAPH? One hundred years ago, some thought it a mere novelty. Yet it has proved itself to be not only the most democratic art form, but a weapon against injustice. It has filled the world with multiple images of itself. As the new century begins, we’re familiar with it. But can we trust it?

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A. Photography ended the last century as it began it –in the shadow of fine art. “Photography has been, and still is,tormented by the ghost of painting,” wrote Roland Barthes inthe 1970s, when painting was supposedly dead, and photographywas making its most determined assault yet on the museumsand galleries of fine art. Since then, artists have taken to thecamera in increasing numbers, (and the acceptance of art madeby photographic means is more or less complete). But the ghostof painting still haunts photography, and will continue to do so aslong as the definition of a work of art relies on the existence ofan original. The most radical invention to affect the fortunes ofphotography was that of the half-tone printing process (around1880), which meant that photographs could be transferred quickly, cheaply and in large numbers on to the pages of books,newspapers and magazines. After the First World War,newspapers in Germany and France popularised the use of thepicture essay to tell a news story, creating a newgeneration offreelance photographic reporters. Robert Capa (under his realname, Andrei Friedmann), published his first set of pictures (ofTrotsky addressing a rally in Copenhagen) in Der Welt Spiegel in1932. The diaspora of editors and photographers from thesepapers, who fled to Britain and America after 1933, wouldcontribute the core ideals of the two great English-speakingpicture magazines, Picture Post and Life. B. Between the 20s and 60s, when television began to usurp itsrole, photojournalism was a primary source of news from aroundthe world. But the adage that “the camera never lies” waschallenged as soon as it was uttered, when, in the 20s, politicalsatirists used photo-montage tocriticise the German military and bourgeoisie. Our faith in thetruth-telling capacity of photographs has been eroded as much by the tricks of advertising asby political propaganda,but when it mattered – when George Rodgerentered Belsen in 1945, say, or Margaret Bourke-White enteredBuchenwald, or when someone with a camcorder recordedevidence of ethnic cleansing in Africa – here was evidence thatrevisionists found difficult to refute. At the beginning of the last century, much was made of thedivide between photographs concerned with recording everydaylife, and those intended as “works of art". Alfred Steiglitzbelieved its days to be Page 9 of 15 pages

numbered. “Photography is a fad well-nigh on its last legs,” he said, “thanks principally to the bicyclecraze.” He misunderstood its value to ordinary people.Photography was the most democratic picturemaking processsince pen and paper, and, in most cases, the results werefar more satisfactory. The family snapshot isphotography’s greatest success this century. Wemeasure our lives in pictures, we haverecorded our own great, historicalmoments. The emotional power of memory – to hold your own past in the palm of your hand – has survived acentury when the power of documentaryand reportage photographs threatens tobecome exhausted.

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C. By 1910, painting was moving towards abstraction. Pictorialism petered out, leaving itssurvivors, notably three Americans – Edward Steichen,Paul Strand and Steiglitz – to find out what kind of artphotography might be capable of in its own right. But whileartist-photographers had been gazing inwards, photographicreporters had begun to look outwards, and used their cameras to document social inequality. Jacob Riis and Lewis Hine, fromthe first decade of the century, established a tradition ofsocially-committed photography that shaped the ethos of theMagnum photo agency, founded in 1947 by Cartier-Bresson, Capa, Rodger and Seymour. By the late 50s, in Britain and in the US, photography wasbecoming the subject of art. As television slowly began to takeover the reporting of hard news, magazines began toconcentrate on make-believe. Andy Warhol used familiarphotographic images (his famous can of Heinz beans being oneof them) to point out how all-pervasive and manipulative mass-market images had become. He understood the power of the iconic photograph, which gained power with repetition. The cultof the celebrity photograph had begun decades before, whenSteichen accepted a contract to provide portraits of the rich andglamorous for Vanity Fair, triggering the insatiable publicappetite that has led to the breed of quasi-celebrities whoinhabit the pages of OK! and Hello! magazines.

D. As the twenty-first century begins, it isphotographers dedicated to the systematic recording of fact who are regarded ashaving produced some of the greatest works of photographic art – Atget’sdocumentingofarchitecturaldetailsandneighbourhoods of old Paris, or AugustSander’s massive study of different classes of the German people, Citizens ofthe 20thCentury. As the century turns, it’shard to know what photography means. What used to be called a photograph is moreoften a cocktail of mixed, digital images that acomputer operator can paint in and out, highlighting andenhancing electronically with the dexterity of a painterwith brush. A computer can remove evidence from thescene of a crime, or put a smile on the face of a glumroyal prince. With the profligacy of the Internet, visualmanipulation has become a moral as well as aestheticissue. Photography has allowed us to create imaginaryworlds and play them back to ourselves as fact. Theproblem in the current century will be to remember thatit matters to know the difference.

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For questions 81–90, identify which section A–F each of the following is mentioned. Write ONE letter A–F in the corresponding numbered space provided. Each letter may be used more than once. According to the text, which section(s) mention the following? Your answers Advances in printing were instrumental in shaping the evolution of photography. 81. _______ Art photography is the photographing of historical fact. 82. _______ Early in the twentieth century photography was already dealing with social issues. 83. _______ European newspapers were the first to use photography as a news vehicle. 84. _______ It’s hard to define photography. 85. _______ Modern technology has made photographs easy to manipulate. 86. _______ Photographers escaping from mainland Europe before the World War II popularised 87. _______ news photography. Photographs of famous people have always been popular. 88. _______ Photography became more popular with artists in the last quarter of the 20thcentury. 89. _______ Photography was discredited as a reliable news source when picture editing 90. _______ andmontage was first used.

IV. WRITING (60 points) Part 1.For question 1-5, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. There is an example at the beginning (0). 0.

‘Why don’t we have a picnic this weekend?’ said Andy having Andy suggested ………having a picnic that……….. weekend. Page 10 of 15 pages

1. It is recommended that you take water with you as well as few and far between in this area. (lest) Travellers to this area are advised to carry water ___________________________________ ground. 2. Nobody expected it of him but Sam was laid off. (ranks) Against_________________________________________________________unemployed. 3. Getting to work should be much easier once the new underground line is ready. (commuting) The new underground line____________________________________________________sailing. 4. Although the signs are optimistic, there are imminent dark clouds. (teeth)

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On the___________________________________________________________optimistic signs. 5. We only ingratiated ourselves with our teacher because Katie insisted. (curried)

It was______________________________________________________________ our teacher.

Part 2.The charts below show the number of Vietnamese tourists visiting foreign countries and the percentage of those visiting Thailand. Summarise the information byselecting and reporting the main features, and make comparisons where relevant.Write at least 150 words.

Vietnamese Tourists Visiting Foreign Countries

18 16 14

millions

4 2 0 8

Years (20...)

Vietnamese Tourists Visiting Thailand 8

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4 3 2 1 0 6

Years (20...)

………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Page 11 of 15 pages

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………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………

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………………………………………………………………………………………………………………… Part 3.International sports events play an important role in reducing the growing tension between countries.Do you agree or disagree? Write an essay of about 350 words to express your opinion. Give reasons for your answers and include any relevant examples from your own knowledge and experience.

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…………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………

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THE END –

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KEY LOP 11 LISTENING 1. D 2. D 3. D 4. D 5. C 6-7. A, E 8-9: C, E 10. rolly, wavy free feeling 11. NS 12. F 13. NS 14. T LEXICO GRAMMAR

36. 37. 38.

39. 40. 41. 42. 43. 44.

35.

34.

33.

Appointed (as)/ elected (as)/ chosen as Aware/ conscious/ mindful of Line with/ view of/ response to Set/ fixed/ firm views/ opinions Nature/ titles of Appreciate/ welcome Envisaged/ projected/ intended/ planned Weekly basis Membership Cover/ meet Equipment hire A selection Available/ provided/ served/ sold Anyone/ those wishing/ wanting C C C D C D D C C B B D

32.

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18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.

C C A C D B D B D D out onto up into out D-> well-done A-> that/ which should be considered B-> he/ she D-> to moving B-> recently Motives Restorative Impart Altruistic Well-intensioned Ill-considered Elongation Unquestionable Portraitist Personalities Set up/ established/ founded

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57.

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15. T 16. cut yields 17. stringed finances 18. besieged rebel-held neighbourhoods 19. conflict of interest 20. low on fuel 21. communication breakdown 22. air defense forces 23. annexed 24. concealed 25.gender discrimination

58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90.

B A C D G A F E B B C D B F A E B C D B D C A A B C A A D A C A D

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WRITING Part 1 1. lest wells (should) be thin on the 2. all expectations Sam joined the ranks of the 3. should make commuting plain 4. horizon/ cards are dark clouds in the teeth of 5. at Katie’s insistence that we curried favour with Part 2. Adopted from IELTS Writing Band descriptor

Part 3.

RUBICS FOR PART 3 Task Achievement

• The essay fully satisfies all the 9-10 requirements of the task.

Coherence and Cohesion • The essay is well – organized and coherent, through the effective use of

Vocabulary

• There is a wide range of structures and vocabulary

Grammar • Errors are minor, due to ambition, and non-impeding.

• The essay is generally well-developed.

simple linking devices. • Students attempt to use some complex linking devices, although some are over/under-use.

related to the theme.

• There are some errors, which are generally non-impeding

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• The essay generally • Adequate range satisfies the of vocabulary • There is evidence of requirements of the and structures organization and task. related to the some linking 7-8 • The ideas are not theme. devices, although they are quite sufficiently supported; there may limited in range. be irrelevant details.

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1-2 0

3-4

5-6

• The language is • A number of • The essay responds errors are to the task only in a simplistic / • Students have minimal way. limited/repetitive/ present, but they some attempts at are mostly non inadequate organization, even • The ideas are –impeding. though linking difficult to identify, devices are not and may be repetitive, always maintained. irrelevant or not wellsupported. • The essay barely • There is no • There are responds to the task. evidence of range numerous • The student does of structures and errors, which • The ideas are not organize ideas vocabulary sometimes largely undeveloped or logically. impede irrelevant. communication. The answer is completely unrelated to the task. NO ATTENDANCE