LUYỆN THI CHUYÊN ANH THI THỬ TUYỂN SINH THPT CHUYÊN LƯƠNG VĂN CHÁNH

PHÚ YÊN NĂM HỌC 2021-2022

MÔN THI: TIẾNG ANH
ĐỀ THI THỬ Thời gian làm bài: 120 phút (không kể thời gian phát
đề)

(Đề thi có 13 trang)

Điểm bằng số Điểm bằng chữ Họ tên và Họ tên và Mã phách

chữ ký GK1 chữ ký GK2 (Do Chủ tịch HĐ
chấm thi ghi)

Lưu ý:
Thí sinh làm bài trên đề thi.
Thí sinh không được sử dụng tài liệu. Giám thị không giải thích gì thêm.
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LVC READING PRACTICE TEST

I. You are going to read a newspaper article about a musical family. For questions 1–8, choose
the answer (A, B, C or D) which you think fits best according to the text. (2 points)
MEET THE AMAZING WATKINS FAMILY
The sons are composers and prize-winning musicians, while Dad makes the instruments.
Whole families of musicians are not American player Jaime Laredo was ‘the icing
exactly rare. However, it is unusual to come on the cake’.
across one that includes not only writers and Both Paul and his younger brother,
performers of music, but also an instrument Huw, were encouraged to play music from an
maker. early age. The piano came first: ‘As soon as I
When South Wales schoolteachers was big enough to climb up and bang the keys,
John and Hetty Watkins needed to get their that’s what I did,’ Paul remembers. But it
ten-year-old son, Paul, a cello to suit his wasn’t long before the cello beckoned. ‘My
blossoming talents, they baulked at the costs folks were really quite keen for me to take up
involved. ‘We had a look at various dealers the violin, because Dad, who played the viola,
and it was obvious it was going to be very used to play chamber music with his mates and
expensive,’ John says. ‘So I wondered if I they needed another violin to make up a string
could actually make one. I discovered that the trio. I learned it for about six weeks but didn’t
Welsh School of Instrument Making was not take to it. But I really took to the character who
far from where I lived, and I went along for played the cello in Dad’s group. I thought he
evening classes once a week for about three was a very cool guy when I was six or seven.
years.’ So he said he’d give me some lessons, and that
‘After probably three or four goes with really started it all off. Later, they suggested
violins and violas, he had a crack at his first that my brother play the violin too, but he
cello,’ Paul, now 28, adds. ‘It turned out really would have none of it.’
well. He made me another one a bit later, ‘My parents were both supportive and
when he’d got the hang of it. And that’s the relaxed,’ Huw says. ‘I don’t think I would have
one I used right up until a few months ago.’ responded very well to being pushed. And,
John has since retired as a teacher to work as a rather than feeling threatened by Paul’s
full-time craftsman, and makes up to a dozen success, I found that I had something to aspire
violins a year – selling one to the esteemed
to.’ Now 22, he is beginning to make his own right to the back of large concert halls. It will
mark as a pianist and composer. get richer with age, like my Rugeri, which is
Meanwhile, John Watkins’ cello has already 304 years old.’
done his elder son proud. With it, Paul won the Soon he will be seen on television
string final of the BBC Young Musician of the playing the Rugeri as the soloist in Elgar’s
Year competition. Then, at the remarkably Cello Concerto, which forms the heart of the
youthful age of 20, he was appointed principal second programme in the new series,
cellist of the BBC Symphony Orchestra, a Masterworks. ‘The well-known performance
position he held, still playing his father’s history doesn’t affect the way I play the work,’
instrument, until last year. Now, however, he he says. ‘I’m always going to do it my way.’
has acquired a Francesco Rugeri cello, on loan But Paul won’t be able to watch himself on
from the Royal Academy of Music. ‘Dad’s not television – the same night he is playing at the
said anything about me moving on, though Cheltenham Festival. Nor will Huw, whose
recently he had the chance to run a bow across String Quartet is receiving its London premiere
the strings of each in turn and had to admit that at the Wigmore Hall the same evening. John
my new one is quite nice! I think the only thing and Hetty will have to be diplomatic – and
Dad’s doesn’t have – and may acquire after energetic – if they are to keep track of all their
about 50–100 years – is the power to project sons’ musical activities over the coming weeks

1 Why did John Watkins decide to make a cello?

A He wanted to encourage his son Paul to take up the instrument.
B He was keen to do a course at the nearby school.
C He felt that dealers were giving him false information.
D He wanted to avoid having to pay for one.
2 What is meant by ‘crack’?
A attempt B plan C shock D period
3 What do we learn in the third paragraph about the instruments John has made?
A He considers the one used by Jaime Laredo to be the best.
B He is particularly pleased about what happened to one of them.
C His violins have turned out to be better than his cellos.
D It took him longer to learn how to make cellos than violins.
4 Paul first became interested in playing the cello because
A he admired someone his father played music with.
B he wanted to play in his father’s group.
C he was not very good at playing the piano.
D he did not want to do what his parents wanted.
5 What do we learn about Huw’s musical development?
A His parents’ attitude has played little part in it.
B It was slow because he lacked determination.
C His brother’s achievements gave him an aim.
D He wanted it to be different from his brother’s.
6 What does Paul say about the Rugeri cello?
A His father’s reaction to it worried him.
B The cello his father made may become as good as it.
C It has qualities that he had not expected.
D He was not keen to tell his father that he was using it.
7 What does Paul say about his performance of Elgar’s Cello Concerto?
A It is less traditional than other performances he has given.
B Some viewers are likely to have a low opinion of it.
 C He considers it to be one of his best performances.
D It is typical of his approach to everything he plays.
8 What will require some effort from John and Hetty Watkins?
A preventing their sons from taking on too much work
B being aware of everything their sons are involved in
C reminding their sons what they have arranged to do
D advising their sons on what they should do next
Your answers
1. 2. 3. 4. 5. 6. 7. 8.
II. You are going to read a magazine article in which various people talk about their jobs.
For questions 1-15, choose from the people (A-D). (3,75 points)
MY LINE OF WORK
A Lisa - Exhibition Programmes Organiser, Science Museum
I'm responsible for putting temporary exhibitions together. This includes planning and
designing the exhibition and promoting it. I have to read up about the subject of the
exhibition beforehand and then talk to important people in the area so that I can establish the
main themes and aims of the exhibition, and plan what objects and pictures should be
displayed. I have to make sure the public can understand the thinking behind the exhibition,
which means planning interactive displays, workshops and theatre. I also have to bring in
engineers and electricians to make sure the final display is not dangerous to visitors. Before
the exhibition opens, I help design and write the brochures and leaflets that we'll use to tell
people about it.
B Janet - Teacher of London Taxi Drivers
The first thing I do when I get here at 7.30 a.m. is check the accounts. Then I see what
new maps and documents need to be produced in order to learn the 'runs' or routes necessary
to pass the London taxi-driver test. By midday, about 50 students are in school, working out
how to make the journeys. They work out the most direct route, using the correct one-way
streets, and right- and left-hand turns. I get involved when there's a difference of opinion —
like whether you can do a right turn at a particular junction. When they're close to the test, I'll
give them a simple route and no matter what way they say they'll go, I'll tell them they have
to use another route because the road is closed. The next student will have to find a third
route and again I'll come up with a reason why they can't go that way. It's just to make them
think.
C Sarah - Marine Conservationist
I live by the coast and work from home. This involves responding to telephone enquiries,
producing educational resources and setting up training courses. Occasionally, I go into our
main office but generally I am on the coast. I also work with schools and study centres and
run courses for coastal managers and those involved in making decisions about the fate of the
seas. I do things like take them out to sea in a boat in an attempt to make them think more
about the life underneath them. This often changes their views as it's very different from
making decisions using a computer screen. I am extremely lucky because conservation is my
hobby, so the job has many highs for me. The downside of the job is that I work for a charity,
so there is a constant need for more money. This means I'm always looking for more
resources and I'm not able to achieve everything I want.
D Chris — Map and Atlas Publisher
My work is pretty varied. I have to make sure that the publishing programme matches
market requirements, and ensure that we keep stocks of 300 or so of the books that we
publish. We have very high standards of information and content. We receive many letters
from readers on issues such as the representation of international boundaries and these in
particular require a careful response. I discuss future projects and current sales with co-
publishers. I work as part of an enthusiastic group which makes the job that much more
enjoyable. The negative side, as with many jobs, is that there is far too much administration
to deal with, which leaves less time to work on the more interesting tasks such as product
development and design.

Which person says their job involves

1. large amounts of paperwork?
2. training high-level staff in their area of work?
3. taking measures to protect public safety?
4. accepting certain financial limitations?
5. encouraging visitor participation?
6. listening to disagreements?
7. doing considerable background research?
8. introducing problems that require solutions?
9. balancing supply and demand?
10. producing advertising literature?
11. organising trips designed to increase people's awareness?
12. constant updating of their own materials?
13. corresponding with the public?
14. working in an area that has personal meaning for them?
15. working with a team of colleagues?
Your answers
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.
III. You are going to read an article written by someone who lives in a house in a valley. Seven
sentences have been removed from the article. Choose from the sentences A-H the one which
fits each gap 1-7. There is one extra sentence which you do not need to use. (1,75 points)
LIVING IN THE VALLEY
We had been living in our valley for sixteen months when we first realised the
dangers that could exist in the surrounding hills and threaten our very survival.
(1) __________ . Until that time, we had felt safe and sheltered in our valley
below the protecting hills. Soon snow began to fall. Within a day it lay some 15 centimetres
deep. (2) ___________ . But on the neighbouring heights the snow was much deeper and
stayed for longer. Up there the wind blasted fiercely. Deep in our valley we felt only sudden
gusts of wind; trees swayed but the branches held firm.
And yet we knew that there was reason for us to worry. The snow and wind were
certainly inconvenient but they did not really trouble us greatly. (3) ____________ . It
reminded us of what could have occurred if circumstances had been different, if the flow of
water from the hills had not, many years before, been controlled, held back by a series of
dams. In a short time the snow started to melt. Day after day, we watched furious clouds pile
up high over the hills to the west. Sinister grey clouds extended over the valleys. (4)
____________ . We had seen enough of the sky; now we began to watch the river, which
every day was becoming fuller and wilder.
The snow was gradually washed away as more and more rain streamed from the
clouds, but high up in the hills the reservoir was filling and was fast approaching danger
level. And then it happened - for the first time in years the reservoir overflowed. (5)
___________ . The river seemed maddened as the waters poured almost
horizontally down to its lower stretches. Just a couple of metres from our cottage, the stream
seemed wild beneath the bridge. (6) ___________ . For three days we prayed that it would
stay below its wall. Fortunately, our prayers were answered as the dam held and the waters
began to subside. On many occasions through the centuries before
the dam was built, the river had flooded the nearby villages in just such a rage. Now, though,
the dam restricts the flow of the river and usually all is well; the great mass of water from the
hills, the product of snow and torrential rain, remains behind its barrier with just the
occasional overflow. (7) ____________ . Thanks to this protection we can feel our home in
the valley is still secure and safe.
List of sentences:
A. It was the river, the Ryburn, which normally flowed so gently, that threatened us
most.
В. And yet the immense power of all this water above us prevents us from ever
believing ourselves to be completely safe in our home.
С. They twisted and turned, rising eastwards and upwards, warning of what was to
come.
D. It was far deeper than we'd ever seen it so near our home, lunging furiously at its
banks.
E. We can thus enjoy, rather than fear, the huge clouds that hang over the valley, and
can be thrilled by the tremendous power which we know the river possesses.
F. It almost completely blocked our lane and made the streamside path slippery and
dangerous.
G. There in the heights it was like the Niagara Falls, as the water surged over the edge
of the dam and poured into the stream below.
H. It was the year when the storms came early, before the calendar even hinted at
winter, even before November was out.
Your answers
1. 2. 3. 4. 5. 6. 7.
IV. Read the following passage and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the questions. (2,5 points)
DECISION-MAKING WORKSHEETS
Researchers in the field of psychology have found that one of the best way to make
an important decision, such as choosing a university to attend or business to invest in,
involves the utilization of a decision worksheet. Psychologists who study optimization
compare the actual decisions made by people to theretical ideal decisions to see how similar
they are. Proponents of the worksheet procedure believe that it will yield optimal, that is,
the best decisions. Although there are several variations on the exact format that worksheets
cam take, they are all similar in their essential aspects.
Worksheets require defining the problem in a clear and concise way and then listing
all possible solutions to the problem. Next, the pertinent considerations that all possible
solutions to the problem. Next, the pertinent considerations that will be affected by each
decision are listed, and the relative importance of each consideration or consequence is
determined. Each consideration is assigned a numerical value to reflect its relative
importance. A decision is mathematically calculated by adding these values together. The
alternative with the highest number of points emerges as the best decision.
Since most important problems are multifaceted, there are several alternatives to
choose from, each with unique advantages and disadvantages. One of the benefits of a pencil
and paper decision-making procedure is that it permits people to deal with more variables
than their minds can generally comprehend and remember. On the average, people can
keep about seven ideas in their minds at once. A worksheet can be especially useful when
the decision involves a large number of variables with complex relationships. A realistic
example for many college students is the question "What will I do after graduation?" A
graduate might seek a position that offers specialized training, pursue an advanced degree,
or travel abroad for a year.
A decision-making worksheet begins with a succinct statement of the problem that
will also help to narrow it. It is important to be clear about the distinction between long-
range and immediate goals because long-range goals often involve a different decision than
short-range ones. Focusing on long-range goals, a graduating student might revise the
question above to "What will I do after graduation that will lead to a successful career?"
1. According to decision-worksheet theory, an optimal decision is defined as one that
A. has the fewest variables to consider
B. uses the most decision worksheet
C. has the most points assigned to it
D. is agreed to by the greatest number of people
2. Which of the following terms is defined in the passage?
A. Proponents (paragraph 1) B. Optimal (paragraph 1)
C. Variables (paragrph 3) D. Long-range goals (paragraph 4)
3. The word "essential" in paragraph 1 is closest in meaning to
A. introductory B. fundamental C. changeable          D. beneficial
4. The author states that "On the average, people can keep about seven ideas in their minds
at once" (paragraph 3) to explain that
A. people can learn to keep more than seven ideas in their minds with practice
B. most decisions involve seven steps.
C. human mental capacity has limitations.
D. some people have difficulty making minor as well as major decisions.
5. The word "it" in paragraph 4 refers to
A. worksheet B. problem C. distinction          D. decision
6. What does the passage mainly discuss?
A. A comparison of actual decisions and ideal decisions.
B. Research on how people make decisions.
C. A tool to assist in making complex decisions.
D. Differences between long-range and short-range decision making.
7. Of the following steps, which occurs BEFORE the others in making a decision
worksheet?
A. Listing the consequences of each solution.
B. Writing down all possible solutions.
C. Deciding which consequences are most important.
D. Calculating a numerical summary of each solution.
8. The author develops the discussion in paragraph 1 by means of
A. providing historical background B. describing a process
C. classifying types of worksheets D. explaining a theory
9. The word “revise” is closest in meaning to
A. change B. ask C. explain D. predict
10. The word “succinct” is closest in meaning to
A. satisfactory B. creative C. personal D. concise
Your answers
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
V. Choose the correct heading for each section from the list of headings below. There are
THREE extra headings which you do not need to use. (1,75 points)
List of headings
A. How can reflection problems be avoided? B. How long should I work without a break?
C. What if I experience any problems? D. When is the best time to do filing chores?
E. What makes a good seat? F. What are the common health problems?
G. What is the best kind of lighting to have? H. What are the roles of management and workers?
I. Why does a VDU create eye fatigue? J. Where should I place the documents?

BENEFICIAL WORK PRACTICES FOR THE KEYBOARD OPERATOR

Sensible work practices are an important factor in the prevention of muscular fatigue;
discomfort or pain in the arms, neck, hands or back; or eye strain which can be associated
with constant or regular work at a keyboard and visual display unit (VDU).

It is vital that the employer pays attention to the physical setting such as workplace design,
the office environment, and placement of monitors as well as the organisation of the work
and individual work habits. Operators must be able to recognise work-related health problems
and be given the opportunity to participate in the management of these. Operators should take
note of and follow the preventive measures outlined below.

The typist must be comfortably accommodated in a chair that is adjustable for height with a
back rest that is also easily adjustable both for angle and height. The back rest and sitting
ledge (with a curved edge) should preferably be cloth-covered to avoid excessive
perspiration.

When the keyboard operator is working from a paper file or manuscript, it should be at the
same distance from the eyes as the screen. The most convenient position can be found by
using some sort of holder. Individual arrangement will vary according to whether the operator
spends more time looking at the VDU or the paper – whichever the eyes are focused on for
the majority of time should be put directly in front of the operator.

While keying, it is advisable to have frequent but short pauses of around thirty to sixty
seconds to proofread. When doing this, relax your hands. After you have been keying for
sixty minutes, you should have a ten minute change of activity. During this spell it is
important that you do not remain seated but stand up or walk around. This period could be
profitably used to do filing or collect and deliver documents.

Generally, the best position for a VDU is at right angles to the window. If this is not possible
then glare from the window can be controlled by blinds, curtains or movable screens. Keep
the face of the VDU vertical to avoid glare from overhead lighting.

Unsatisfactory work practices or working conditions may result in aches or pain. Symptoms
should be reported to your supervisor early on so that the cause of the trouble can be
corrected and the operator should seek medical attention.
VI. In the following text, seven sentences or parts of sentences have been removed. Choose
from the sentences (A-H) the one which fits each gap (1-7). There is one extra sentence
you do not need to use. (1,75
points)
HISTORY OF THE TOASTERS
 Before the development of the electric toaster, sliced bread was toasted by placing it
in a metal frame or a long-handled fork and holding it near a fire or kitchen grill. Simple
utensils for toasting bread over open flames appeared in the early 19th century. Earlier,
people simply speared bread with a stick, sword or knife and held it over a fire.
In 1905, Irishman Conor Neeson of Detroit, Michigan, and his employer, American
chemist, electrical engineer, inventor and entrepreneur William Hoskins of Chicago, Illinois,
invented chromel, an alloy from which could be made the first high-resistance wire of the sort
used in all early electric heating appliances (1) ______.
The first electric bread toaster was created by Alan MacMasters in Edinburgh,
Scotland. In 1893, Crompton, Stephen J. Cook & Company of the UK marketed an electric,
iron-wired toasting appliance called the Eclipse. Early attempts at producing electrical
appliances using iron wiring were unsuccessful, because the wiring was easily melted and a
serious fire hazard. (2) ______, and when it was, mostly only at night. The first US patent
application for an electric toaster was filed by George Schneider of the American Electrical
Heater Company of Detroit. AEH's proximity to Hoskins Manufacturing and the fact that the
patent was filed only two months after the Marsh patents suggests collaboration and that the
device was to use chromel wiring. One of the first applications the Hoskins company had
considered for chromel was toasters, but eventually abandoned such efforts to focus on
making just the wire itself.
At least two other brands of toasters had been introduced commercially around the
time General Electric submitted their first patent application in 1909 for one, the GE model
D-12, designed by technician Frank Shailor, "the first commercially successful electric
toaster".
In 1913, Lloyd Groff Copeman and his wife Hazel Berger Copeman applied for
various toaster patents and in that same year the Copeman Electric Stove Company
introduced the toaster with automatic bread turner. (3) ______. Before this, electric toasters
cooked bread on one side and then it was flipped by hand to toast the other side. Copeman's
toaster turned the bread around without having to touch it.
(4) ______, which turned off the heating element automatically after the bread
toasted, using either a clockwork mechanism or a bimetallic strip. However, the toast was
still manually lowered and raised from the toaster via a lever mechanism.
The automatic pop-up toaster, which ejects the toast after toasting it, was first
patented by Charles Strite in 1919. In 1925, using a redesigned version of Strite's toaster, the
Waters Genter Company introduced the Model 1-A-1 Toastmaster, the first automatic pop-
up, household toaster that could brown bread on both sides simultaneously, (5) ______ and
eject the toast when finished.
By the middle of the 20th century, some high-end U.S. toasters featured automatic
toast lowering and raising, with no levers to operate - (6) ______. A notable example was the
Sunbeam T-20, T-35 and T-50 models (identical except for details such as control
positioning) made from the late 1940s through the 1960s, which used the mechanically
multiplied thermal expansion of the resistance wire in the center element assembly to lower
the bread; the inserted slice of bread tripped a lever to switch on the power which
immediately caused the heating element to begin expanding thus lowering the bread. When
the toast was done, as determined by a small bimetallic sensor actuated by the heat passing
through the toast, the heaters were shut off and the pull-down mechanism returned to its
room-temperature position, (7) ______. This sensing of the heat passing through the toast,
meant that regardless of the color of the bread (white or wholemeal) and the initial
temperature of the bread (even frozen), the bread would always be toasted to the same
degree. If a piece of toast was re-inserted into the toaster, it would only be reheated.
A. The next development was the semi-automatic toaster
 B. simply dropping the slices into the machine commenced the toasting procedure
C. set the heating element on a timer,
D. (and many modern ones)
E. The company also produced the "toaster that turns toast."
F. slowly raising the finished toast
G. which wasn't considered safe in the kitchen
H. Meanwhile electricity was not readily available
Your answers
1. 2. 3. 4. 5. 6. 7.
VII. The teenagers below are all looking for a website. Read the descriptions of eight
websites. Decide which website would be the most suitable for each person. For questions
1-5, select the best course. (1,25
points)
A - Clever Boots
Clever Boots is an educational and entertaining website that aims to tell people how
things work. From how your body works to how the earth formed, you’ll find it here. There
are helpful videos, diagrams and photos which help you understand, and there are links to
other websites, such as industries and environmental agencies, so you can study a topic in as
much detail as you like.
B – Reviewer
Kids aged between the ages of ten and fifteen choose and review their favourite works
of fiction. There are reviews of over 5000 books, from teen horror to romance. The ‘Like
this?... Then try this…’ button makes it easy for kids to find more books they would enjoy.
Kids can post their own opinions about the books they have read and compare their thoughts
to others.
C – Babble
Babble is a social site where teens can catch up with friends and meet new people
online. When you enter the site you arrive at the Babble School. You can then click on
different classrooms in the hotel and select your age group. Join discussions on a range of hot
topics, from business, industry, biological research or your opinions of classic literature. You
can also create private ‘classrooms’ where only your classmates are allowed. You can even
change furniture and colours in your classroom!
D - Know it All
All the available official past papers from different examination boards are here on
one site, allowing you to get really prepared. There are papers on all subjects and at a wide
range of levels. Answers are provided although, for essay questions, they can be difficult to
follow. There is advice about how to read questions correctly and suggestions about different
ways to study.
E - Master It
Whatever your dream in life, Master It can help you achieve it. Master It tells you the
qualifications you need and the exams you have to pass in order to get different jobs. It tells
you whether you need to a university degree or technical college qualification, or whether
you can walk into the job after leaving school. Read about people who did the course and find
out how challenging it is. The site can even tell you the closest locations of schools offering
courses.
F - Teen Teach
If you want to know whether you’ve got your homework right before handing it
in, Teen Teach can help.  Other teenagers will look at your work, point out mistakes and give
you suggestions on how you can improve it. Be careful, though. Anybody can give their
opinion on your homework. It doesn’t mean that their ideas are good ones!
G - Book Fair
Book Fair is a great way for school and college students to find the best books for
their courses at the best price. Read about which books students found most helpful, and
which ones weren’t. Write your own opinions too. There are links to online bookshops where
you can buy books at the cheapest prices, and you can also buy second hand from other site
users. If you’ve finished with a book, sell it on here.
H – Wilson
Wilson is a cartoon dog who is interested in a lot of things. Follow Wilson as he
explores his cartoon world and finds out about the things in it. There is information about
wildlife, health, history, religion and countries of the world. Although the site is fun and
entertaining, the information is rather simple and lacks detail. The more intelligent users may
even find a few errors in the contents! 
1. Jamie is interested in becoming a mechanic, and wants to know whether he’ll need to take
any exams to get a job, or whether he can simply find work at a garage after leaving school.
2. Paul is tired of doing his homework and wants to read for fun. However, he doesn’t know
what books to read as there seem to be so many to choose from!
3. Annie is seventeen years old and has to write a geography report for school on where our
power comes from. She wants real life examples to make her report really good.
4. Cathy’s brother always used to check her homework before he gave it to his teacher, but
now he has gone to university, so she has nobody to help her.
5. Miriam has enjoyed finding out about different religions at school and would like to
discuss the topic with people from other schools, or even other countries.
Your answers
1. 2. 3. 4. 5.
VIII. You are going to read an article about problems that some students have. Choose the
most suitable heading from the list for each part of the article. There is one extra heading
which you do not need to use. (1,75 points)
List of headings
A. University’s lack of concern B. Reaction of students
C. What use are the extra facilities? D. Problems exaggerated
E. Impossible to keep clean F. Lack of accommodation
G. Water to be restored soon H. Week with no hot water

PROBLEMS FOR STUDENTS

Students paying more than 700 pounds a term for better quality accommodation in a
university hall of residence have been left without hot water for a week. More than sixty
students at Lonsdale University’s Miller Park complex have been affected after water pipes
burst.

The students say that even though supplies were restored, many have been without water.
Some students are missing lectures because they have gone back to stay with their parents
until the problem is put right. Others are paying to use sports facilities just to use the
showers.

One student said: “Dishes are piling up in sinks, and we can’t even have a wash. I work at
night in a local pub and after spending houors in a smoky atmosphere, I have to go into
lectures without being able to clean up.”
“We have made repeated complaints to the university but they don’t appear intersted.
Somebody actually told us to stop making a fuss. Everybody else locally had water supplies
back on by Friday last week after the burst, but it was really late on Sunday before we even
had cold water running.”

“We couldn’t flush the toilets and the people were having to buy bottled water just to make a
cup of tea. We’re paying extra for luxuries like showers in our rooms but we can’t even use
them.”

“Somebody has said if they can’t sort out this problem, the university will have to find
alternative accommodation, but how are they going to do that for 64 students at this stage of
the term?”

A university spokesman said: “Obviously we apologise to the students for the inconvenience
but this was a major burst that affected households in the area as well as halls of residence
and we reacted as swiftly as we could. Not all flats were without hot water in Miller Park and
the situation in relation to those that were has now been dealt with.”
IX. Read the text below and choose the correct answer to each question. (2 points)
JANE HISSEY, THE CREATOR OF THE “OLD BEAR” SERIES
If anyone knows what makes a great children's book, it must be Sussex author and
illustrator Jane Hissey. Her 'Old Bear' books have achieved classic status in a variety of
formats: books for different ages, audio tapes, calendars and diaries.
I caught up with Jane at her home in the East Sussex countryside and asked her what
she thinks is the secret of a classic children's book. 'That's a difficult one. I suppose it's got to
be relevant to the child's stage of development - for young children, pictures on a page that
are familiar, for older children, an experience. The book should be familiar, but hold some
surprises too, in order to maintain the interest. It must inspire and delight, but there is also an
element of the matter-of-fact, the things that happen every day.'
Jane was born in Norwich and studied design and illustration at Brighton College,
after which she taught art to secondary school students. She married a graphic designer and
settled in East Sussex. After the birth of her first child, Owen (who is now 18), she gave up
teaching and worked on her own artwork, drawing pictures of teddy bears and designing
greeting cards. An editor from a publishing company saw her work and invited Jane to do a
children's book. After the birth of her second child, Alison (who is now 14), she set to work.
'Old Bear', the leader of the gang, was Jane's childhood teddy and she still loves him.
T get the feeling he's writing his own words. I look back at the first book I wrote and realise
he's lost a lot of his fur. That's partly because I pin him in front of me in order to draw him.
Like the other toys, he gets stuck on little clamps. All the toys have aged more than I show in
my drawings; I'm able to keep them looking youthful.’
Over the years, from the first 'Old Bear' book in 1988, her children have made a huge
contribution - not least in terms of plot. I used to give my children the toys to play with - and
they had tea parties and so on. One of my bear characters, 'Little Bear', is the same age as
Ralph, my youngest, who's seven now. All the children have been involved and, in years to
come, they will realise how much.'
Jane's technique is very interesting. Unlike many other children's illustrators, she
works in coloured pencils, which makes her work immediately accessible to children because
it's the medium most familiar to them. She likes to draw the original about four times larger
than it appears in the book. Because they are eventually reduced in size, the drawings then
look more dense, with a deeper texture. T build up layers and layers of colour,' she explains,
'so the effect is not wishy-washy. There's a depth of colour and you can see the other colours
underneath.' With such a laborious, meticulous method of working, a single book takes a year
to write and illustrate. How, I asked her, does this work fit in with the demands of a large
family and home? She told me it was a combination of teamwork and good planning. 'My
husband is also an illustrator, so we both work from home and we can juggle things so that
one of us is always there.'
Despite such phenomenal success in the book world, Jane remains very down-to-earth
about her collection of toys. But, she admits she would miss them if she suddenly had no
contact with them. T hope I'll know when people are getting fed up with the characters. If
ever they did, I think I'd go on drawing them for fun. My own children have been very useful
to me in my work, but as they are older now, I'll just have to hope that other people's children
can inspire me.'

1. According to Jane, a successful children's book

A. contains material that is unexpected.
B. should offer an escape from everyday life.
C. does not lose its attraction as children get older.
D. is set in a place which is known to its readers.
2. Jane first became involved in book writing because
A. she got in touch with an editor.
B. her artwork attracted professional
C. husband encouraged her to try.
D. she wrote stories for her own children.
3. What does Jane say about her teddy bear illustrations in paragraph 4?
A. They have improved over time.
B. She uses real models to work from.
C. They have been pinned up around the house.
D. She has had difficulty keeping them up-to-date.
4. How did Jane's children assist her in her work?
A. by allowing her to concentrate on her work
B. by telling her what they thought of her stories
C. by suggesting characters for her stories
D. by giving her ideas for her stories
5. According to the writer, Jane's books take a long time to produce because
A. the pages have to be so large.
B. the colouring is a lengthy process.
C. she redoes so many of her drawings.
D. she colours each page to suit the mood of the story.
6. When Jane says 'we can juggle things', she means that she and her husband can
A. find someone to look after their children.
B. afford to turn down work.
C. find space in the home to work.
D. organise their daily schedules.
7. How does Jane feel about her future work?
A. uncertain B. excited C. encouraged D. depressed
8. What do we learn from the article as a whole about Jane's attitude to her books?
A. She is interested in experimenting with different drawing techniques
B. She regards her characters simply as a commercial project.
 C. She is fond of the toys that she draws regularly.
D. She is bored with writing about bears all the time.
Your answers
1. 2. 3. 4. 5. 6. 7. 8.
X. The text has eight paragraphs A-F. Which paragraph contains the following
information? Write the correct letter, A-F, in the numbered space.
(1,5 points)
SIMPLICITY REIGNS AT LONDON’S BIGGEST DESIGN FESTIVAL.
A. With upwards of 300 product launches, installations and exhibitions, London's annual
nine-day design festival is a showcase of head-spinning choice. In many ways that's the
beauty of the extravaganza, everyone has a different experience and takes something unique
away from it. There were however some intriguing themes and trends in this year's edition
that spoke to larger social or cultural preoccupations.
B. One was the launch of two consumer electronics products designed to simplify and
beautify our technology-addled lives. Both chose the new London Design Festival venue of
Somerset House to show their wares. The first was a mobile phone launched by Swiss
company Punkt and designed by Jasper Morrison that allows users to make calls and texts
only (well, it has an alarm clock and an address book too). Punkt founder Petter Neby doesn't
believe it will replace your smart phone but suggests users fit it with the same SIM card as
your main phone and use it in the evenings, weekends and on holiday.
C. The other electronics launch came from the unlikely French sibling duo of the Bouroullec
brothers. Though tech companies like Samsung are usually prescriptive about their products
the Bouroullecs (who admitted they found most TVs sad and ugly) seem to have been given
free rein. Their new television for the mega Korean brand looks more like an item of
furniture than an ultra-large and ultra-slim piece of tech. More importantly, it comes with
simplified on-screen interaction and a 'curtain mode' that turns your screen into a shimmering
pattern during ads or half-time. Again, their focus was on dialing down digital insanity.
D. Customizable online furniture was also very much in vogue at this year's festival. But rest
assured, weird and unreliable software or off-the-wall designs sent to a 3D printer somewhere
and arriving months later, seem to be a thing of the past. Customization may finally have
come of age. Two examples were Scandi-brand Hem that combinded good design by the
likes of Luca Nichetto, Form Us With Love and Sylvain Willenz with affordable price points.
The fact that the brand opened a pop-up store in Covent Garden during the festival is a
recognition of the importance of both physical and online spaces that work seamlessly
together.
E. Another online configurable brand to make its debut after years in development was
Warsaw-based Tylko. Like Hem, Tylko has spent time and money on very powerful and
easy-to-use software, but with only three designs - a table, a shelf and salt and pepper mills -
it has a way to go. Its augmented reality app is simple to use however and its table has been
developed with a nano-coating option that really does appear to keep pesky stains at bay.
Craft and 'making' in all its forms was once again a big hit and nowhere more so than at
TENT, the East London design event that gets better every year.
F. A definite highlight was the massive space taken over by the Design & Crafts Council of
Ireland and filled with weavers and potters doing their thing and showing their wares. Irish
Design had another delectable stand over at the Rochelle School in East London too. The
Souvenir Project was a series of nine non-cliché 'souvenirs' made in Ireland and included a
rainbow plate by Nicholas Mosse Pottery that featured rows of animals, flowers and watering
cans and commemorated the legalization of same-sex marriage in Ireland in May 2015.
1. Examples of customization  ______.
2. Unusual keepsakes ______.
3. A simple cell phone ______.
4. A strange TV ______.
5. Number of products shown on the festival ______.
6. Three designs of a software ______.

THE END.

LUYỆN THI CHUYÊN ANH ĐỀ THI THỬ TUYỂN SINH LỚP 10 THPT
PHÚ YÊN NĂM HỌC 2021-2022
Môn: TIẾNG ANH (chuyên)
ĐỀ THI THỬ Thời gian làm bài: 120 phút (không kể thời gian phát đề)

KEY TO READING PRACTICE TEST

(0.25 points/correct answer)
I. 2 points
1. D   2. A   3. B   4. A   5. C   6. B   7. D   8. B
II. 3,75 points
1. A 2. C 3. A 4. C 5. A
6. B 7. A 8. B 9. D 10. A
11. C 12. B 13. D 14. C 15. D
III. 1,75 points
1. H 2. F 3. A 4. C 5. G 6. D 7. E
IV. 2,5 points
1. C 2. B 3. B 4. B 5. B 6. C 7. A 8. B 9. A 10. D
V. 1,75 points
1. F 2. H 3. E 4. J 5. B 6. A 7. C
VI. 1,75 points
1. D 2. H 3. E 4. A 5. C 6. B 7. F
VII. 1,25 points
1. E 2. B 3. A 4. F 5. C
VIII. 1, 75 points
1. H 2. B 3. E 4. A 5. C 6. F 7. D
IX. 2 points
1. A 2. B 3. B 4. D 5. B 6. D 7. A 8. C
X. 1,5 points
1. D 2. F 3. B 4. C 5. A 6. E
Total: 20 points