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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)