TRƯỜNG THPT CHUYÊN HUỲNH MẪN ĐẠT
ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM
ĐỀ THI ĐỀ XUẤT DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ LẦN THỨ XV
MÔN: TIẾNG ANH 10
(Hướng dẫn chấm gồm 09 trang)
SECTION I. LISTENING (50 points)
Part 1. Complete the notes below. Write NO MORE THAN THREE WORDS
AND/ OR A NUMBER for each answer. (10 points)
1. 75 cm/
centimeters/
centimeters
2. wood
3. 15 pounds/
fifteen pounds/
£15
4. cream
5. adjustable
Enquiry About Bookcases
Mrs Blake: Hello?
Conor: Oh, hello I'm ringing about the advertisement in yesterday’s newspaper... the one
for the bookcases can you tell me if they're still available?
Mrs Blake: We've sold one, but we still have two available.
Conor: Right. Err... can you tell me a bit about them?
Mrs Blake: Sure, er. what do you want to know?
Conor: Well, I'm looking for something to tit in my study, so. well, I’m not too worried
about the height, but the width's quite important Can you tell me how wide
each of them is?
Mrs Blake: They're both exactly the same size let me see. I’ve got the details written
down somewhere. Yes. so they're both 75 cm wide and 180 cm high.
Conor: OK. fine, that should fit OK. And I don't want anything that looks too severe. .
not made of metal, for example I was really looking for something made of
wood?
Mrs Blake: That's all right, they are, both of them
Conor: So. are they both the same price as well?
Mrs Blake: No, I he first bookcase is quite a bit cheaper. It's just £15.00. We paid
£60.00 for it just five years ago. so it's very good value. It's in perfectly good
condition, they're both in very good condition intact, but the first one isn't the
same quality as the other one It's a good sturdy bookcase, it used to be in my
son’s room, but it could do with a fresh coat of paint...
Conor: Oh, it’s painted?
Mrs Blake: Yes, it’s cream at present, but as I say you could easily change that if you
wanted to fit in with your color scheme.
Conor: Yes. I'd probably paint it white if I got it Let's see, what else ... how many
shelves has it got?
Mrs Blake: Six two of them are fixed, and the other four are adjustable so you can shift
them up and down according to the sizes of your books.
Conor: Right, fine Well that certainly sounds like a possibility.
Part 2. Listen to the extract of a television travel program, and then decide whether
each of the following statements is true or false. (10 points)
6. F
7. F
8. F
9. T
10. T
Hello, and welcome to another edition of your holiday. And in tonight's program, we'll
have reports on Sardinia, Austria, the black coast of Turkey, and the little-known
Kingdom of Bhutan way up in the Himalayas. But first, we go over to our news desk and
Paul Wells. Paul, thanks, Mary. And first of all, some up to date news for potential
visitors to Guatemala, as there has been some confusion about who needs a visa and who
needs a tourist card. Well, if you're traveling on a British or Irish passport, you'll have to
shell out $10 for a visa, which is valid for a stay of up to 30 days and must be obtained
before traveling to Guatemala. Apparently, visa extensions are very difficult to obtain.
Most other EEC nationals can obtain a tourist card on arrival at the border for just $1,
valid for 30 days extendable to 90, but this extension will cost you a further $5. (6) At
the moment, it's unclear if this applies to French nationals who may need a visa check at
your local consulate before leaving for Guatemala, switching to Asia. Now Burma has
announced that the tourist visa facility will not be available for the time being. Regular
viewers of this program will no doubt remember that visas were also restricted to seven
days in any case, but apparently you won't even get your week in. (7) Now the reason
given is the recent state of unrest within the country, particularly in and around the
capital, Rangoon, where visitors safety cannot be guaranteed at present. (8) Now we
have had reports from our correspondent in Thailand that the Burmese Embassy in
Bangkok is continuing to issue seven-day visas despite the official announcement. (9)
But it would seem a risky business going there at the moment, even if you can get in.
And finally, from me, news of a welcome price reduction for children under the age of
five. At most resorts. (10) On the Costa del Sol in the south of Spain, there'll be at least
25% off all year round and as much as 70% off in the low season, depending on the
resorts. And on that happy note, it's back to you, Mary.
Part 3. You will hear two psychologists talking about modern childhood. For each
of the following questions, choose the option which fits best to what you hear. (10
points)
11. B
12. C
13. A
14. C
15. B
I hope this isn't going to deteriorate into a what is childhood discussion, the one about
solemn little miniature adult in old portraits and infants who toiled from dawn to dusk in
the fields and poor unfortunates whipped within an inch of their lives by sadistic school
teachers, or, Alternatively, a debate about the adventures of Huck Finn and the Famous
Five. An apparent carefree innocence. There have been many versions of childhood, in
fact, and fiction, and I dare say there'll be many more. (11) Well, according to a recent
newspaper report, childhood is dying. So those cheeky little scamps I saw challenging
each other to throw their school bags on top of a bus stop must have been a figment of
my imagination. (12) Or perhaps they were making a political stand against the rigidities
of the formal curriculum. Who knows? Apparently, a group of adults do. Academics and
professionals have put their signatures to a letter subsequently championed by the Daily
Telegraph newspaper and the Tory party, articulating the fall of childhood Innocence
My heart is with the sentiments of this campaign, but I worry that it loses sight of
practical wisdom. At birth, all children are distractible, impulsive, egocentric creatures,
but
by
the
time
they
reach
teenage
years,
we
expect
them,
as
a
result
of
their
experiences, environment and education, to have acquired a degree of self-control and
ability to see other people's point of view and the basic skills needed to enjoy their life
ahead. It's the development from babyhood to adolescence that I investigated for my
book Toxic Childhood, and my conclusion was that many children in Britain today are
indeed being robbed of the chance to a healthy childhood. Many reach adolescents with
poor attention spans and self-control and a distinct lack of empathy for the people
around them. (13) Their main and major basic skill is ticking boxes on tests, and this is
scandalous. As one of the richest, most highly developed nations in the world, we really
should be able to provide the sort of childhood that allows the next generation to grow
up happy, healthy and civilized. Instead, many of our children have developed a taste for
unhealthy food, a couch potato lifestyle, and have related problems with sleeping. An
unacceptable
number
suffer
from
inadequate
early
emotional
bonding,
lack
of
interaction with their parents, and a high level of emotional instability. Rather than
stimulating real life experiences. Children have TV and computer games at home and a
narrow test and target driven curriculum at school. Moral guidance has suffered as
societies have become increasingly confused, while children are constantly exposed to
manipulative advertising and the excesses of celebrity culture. (14) In a recent survey of
children's wellbeing, among the countries of the European Union, the UK came 21st out
of 25. We should be ashamed of ourselves. Yes, I believe we're robbing our children of
something we could provide the conditions in which we grow up bright, balanced and
well behaved. Somehow, in the turmoil of rapid social, cultural and technological
change. Over the last 20 years or so, our societies lost sight of essential truths about
child
development
and
education.
As
a
nation,
we
need
to
provide
parents
with
information on children's developmental needs, including real food, real play, first-hand
experience, and real-life interaction with the significant adults in their lives. Since
parents are terrified by media hysteria about stranger danger and the fevered imaginings
of the health and safety lobby, they also need information about the real dangers from
which
children
should
be
protected
for
instance,
TVs
and
other
technological
paraphernalia
in
their
bedrooms.
(15)
As
a
profession,
teachers
should
refuse
to
participate in the drive to accelerate childhood. With the ever earlier start to formal
education and a competitive, winners and losers’ approach to primary education, we
should boycott the tests, targets and lead tables and do what we as professionals know is
best for children. It's time we stopped robbing the next generation of their right to grow
up healthy, happy and whole.
Part
4.
You will hear
part
of a
radio
talk
for
young
people
about
animals
communicating with each other. For questions 16-25, complete the notes below. Write
NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer in the
corresponding numbered boxes. (20 points)
16. special dance
17. copying
18. basic ideas
19. grammar
20. consonants
21. awareness
22. more information
23.characteristics
24. large communities
25. contact
Presenter: If I asked you what the difference is between animals and human beings, you
might think for a bit and then suggest something about the fact that humans can speak to
each other using a language – or in some cases more than one language – and in a way
you would be right. But that is not the whole story by any means. Many animals can
communicate in surprisingly complicated ways, but they never quite achieve the range
and depth of human languages. At the simplest level, several kinds of insect, including
bees, have been observed performing a special dance to tell each other where they can
find nectar and pollen, which is their food. [16]
This, of course, does not mean that they are using a ‘language’ but they are, all the same,
communicating something. Many people think that certain birds like parrots can speak,
but this is in fact not true. Such animals are only capable of copying the sounds of
human speech [17] but have no understanding of these sounds and generally use them at
the wrong time. There is also no apparent logic in the way they select what to copy
either.
On
the
other
hand,
monkeys,
apes
and
other
primates
are
capable
of
communicating a small number of basic ideas using a range of simple sounds [18] that
are recognised by other members of their social group. Unfortunately though, none of
the groups of monkeys observed so far have developed any form of grammar and so we
cannot call this a language. [19] However, some apes, chimpanzees in particular, can be
trained to understand and respond to certain spoken commands by humans, but so far
none have attempted to copy our speech. Now there is one kind of animal that does just
this, although not many people can understand what they are saying. Dolphins have
different shaped mouths to humans and as a result they are unable to make all the sounds
that we can make. They can manage the vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ and so on, but
lack the necessary voice equipment to reproduce our consonants. [20] Thus, a simple
phrase like ‘Hello, how are you?’ becomes ‘e – o – ah – u’. But what makes these noises
more amazing is that dolphins do show awareness of when to use such phrases and in
this sense, are actually trying to communicate with humans. [21]
But by far, the most remarkable form of animal communication are the ‘songs’ of
whales. These are fast clicking and squeaking noises that whales make underwater and
the sounds themselves actually contain more information than human speech. [22]
Scientists have noticed that some whales repeat certain long phrases of sounds, and this
is in fact why they are called songs. Of particular interest is a species called the ‘bottle-
nosed’ whale whose songs have many of the characteristics of human speech [23]. But at
the end of the day, we are the only species that have developed proper grammatical
languages and most experts now agree that this is because of the large communities that
we live in [24] – where a child growing up can hear hundreds of different examples of
his or her language being spoken every day. If, for any reason, a young child does not
get enough contact with other people between the ages of one and four, he or she may
never fully develop the power of speech. [25] One can imagine that if whales or dolphins
did start living in large communities then well…
SECTION II. VOCABULARY AND GRAMMAR (40 POINTS)
Part 1. Choose one of the words marked A, B, C, or D which best completes each of
the following sentences. Write your answers in the corresponding numbered boxes.
(20 points)
1. D
2. C
3. A
4. C
5. D
6. A
7. A
8. C
9. A
10. C
11. A
12. A
13. A
14. D
15. D
16. A
17. A
18. A
19. D
20. B
21. D
22. B
23. A
24. C
25. C
26. A
27. B
28. B
29. B
30. B
Part 2. Give the correct form of the words in brackets. Write your answers in the
corresponding numbered boxes. (10 points)
1. justice
2. disheartened
3. perpetuity
4.
superciliousness
5. factitious
6.
unyieldingly
7.
subconsciously
8.
imperceptible
9. disinherit
10.
misconception
SECTION III. READING (60 POINTS)
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 answer in the numbered boxes. There is
an example at the beginning (0). (15 points)
1.C
2.A
3.B
4.A
5. D
6.B
7.C
8.D
9.A
10.D
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.
Write
your
answers
in
the
corresponding numbered boxes. (15 points)
1. interest
2. overdraft
3. mortgage
4. insurance
5. benefits
6. pension
7. debt
8. shares
9. investment
10. dividend
Part 3. For questions 1-10, read the passage and choose the best option A, B, C, or
D to answer the questions. Write your answers in the corresponding numbered
boxes. (15 points)
1. A
2. D
3. C
4. B
5. C
6. C
7. D
8. B
9. C
10. A
Part 4. For questions 1-10, read the following passage and do the tasks that follow.
Questions 1- 5
Reading Passage 3 has six sections, A- F.
Choose the correct heading for sections B- F from the list of headings below.
Write the correct number, i- ix, in boxes 1- 5 on your answer sheet.
1.iv
2.i
3.vii
4.ii
5.iii
1. iv
Three general approaches have been tried.
2. i
However, many linguists and psychologists objected strongly to the abandonment of
phonics in American schools.
3. vii
In order to evaluate different approaches to teaching reading, a number of experiments
have been carried out, firstly with college students, then with school pupils.
4. ii
If researchers are so convinced about the need for phonics instruction, why does the
debate continue?
5. iii
Indeed, recent work has indicated that the combination of literature-based instruction
and phonics is more powerful than either method used alone.
Questions 6- 10
Do the following statements agree with the information given in Reading Passage 3?
In boxes 6- 10 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
6. FALSE
7. TRUE
8.FALSE
9.NOT
GIVEN
10.TRUE
32. FALSE
Many schools have adopted a different approach: the whole-language method. The
strategy here relies on the child’s experience with the language. For example, students
are offered engaging books and are encouraged to guess the words that they do not
know by considering the context of the sentence or by looking for clues in the
storyline and illustrations, rather than trying to sound them out.
33. TRUE
Many teachers adopted the whole-language approach because of its intuitive appeal.
Making reading fun promises to keep children motivated, and learning to read depends
more on what the student does than on what the teacher does.
34. FALSE
However, many linguists and psychologists objected strongly to the abandonment of
phonics in American schools.
35. NOT GIVEN
36. TRUE
Classroom studies comparing phonics with either whole-word or whole-language
instruction are also quite illuminating.
SECTION IV: WRITING (60 POINTS)
Part 1. Graph writing (20 pts)
1. Contents (10 pts)
The report MUST have at least 2 paragraphs covering the following points:
- Introduce the charts (2 points) and state the overall trends & striking features (2
points)
- Describe main features with relevant data from the charts and make relevant
comparisons (6 points)
The report MUST NOT contain personal opinions (A penalty of 1 point to 2 points will
be given to personal opinions found in the answer)
2. Language Use (10 pts)
The report:
- Should demonstrate a wide variety of lexical and grammatical structures.
- Should have correct use of words (verb tenses, word forms, voice, ...) and
mechanics (spelling, punctuations, ...)
Part 2. Essay writing (30 pts)
1. Task achievement (10 pts)
ALL requirements of the task are sufficiently addressed
Ideas
are
adequately
supported
and
elaborated
with
relevant
and
reliable
explanations, examples, evidence, personal experience, etc.
2. Organization (10 pts)
a. Ideas are well organized and presented with coherence, cohesion and unity
b. The essay is well-structured:
Introduction: is presented with clear thesis statement
Body paragraphs are written with unity, coherence, and cohesion. Each body
paragraph must have a topic sentence and supporting details and examples when
necessary.
Conclusion summarizes the main points and offers personal opinions (prediction,
recommendation, consideration, ...) on the issue.
3. Language use (5 pts)
a. Demonstration of a variety of topic-related vocabulary
b. Excellent use and control of grammatical structures
4. Punctuation, spelling and handwriting (5 pts)
a. Correct punctuation and no spelling mistakes
b. Legible handwriting
- 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)