TRƯỜNG ĐHSP Hà Nội ĐÁP ÁN ĐỀ THI CHỌN HỌC SINH GIỎI

TRƯỜNG THPT CHUYÊN VÙNG DUYÊN HẢI - ĐỒNG BẰNG BẮC BỘ

LẦN THỨ X
MÔN TIẾNG ANH - LỚP 11
THỜI GIAN: 180 phút

I. LISTENING
Part 1.
1. B 2. C 3. A 4. D 5. C
Part 2.
6. F 7. F 8. F 9. T 10. N
Part 3.
11. (in) groups 12. every 2 days 13. 2 weeks 14. confident 15. education system
Part 4.
16. formalise 17. three-quarters 18. key part 19. socially
conservative
20. embarrassment 21. to block 22. a relative concept 23. different direction
24. when it joined 25. a constitutional ban
II. LEXICO - GRAMMAR
Part 1.
26. A 27. D 28. B 29. C 30. A
31. B 32. C 33. C 34. A 35. A
Part 2.
36. C 37. B 38. D 39. A 40. C
Part 3.
41. down 42. up 43. out 44. at 45. in

Part 4.
46. inaccessible 47. endurance 48. brainchild 49. partake 50. entrants
51. agreeable 52. mindful 53. accustomed 54. improbability 55. visibility

III. READING COMPREHENSION

Part 1.
56. A 57. D 58. C 59. B 60. D
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61. B 62. B 63. A 64. B 65. B
Part 2.
66. speed 67. so 68. or 69. there 70. rather /
sooner
71. terms 72. since 73. before 74. from 75. breathing
Part 3.
76. A 77. D 78. C 79. D 80. B
81. B 82. C 83. B 84. B 85. D
Part 4.
86. XI 87. IX 88. VIII 89. V
90. I 91. VII 92. III 93. IV
94. sell (more) quickly 95. (South Limberg) planners
Part 5.
96. A 97. A 98. B 99. D 100. D
101. C 102. C 103. B 104. B 105. A
IV. WRITING
Part 1.
106. There was a poor/low turnout for the meeting.
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 full-
time, men on average had fifty hours of leisure, whereas women had approximately thirty-
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
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.
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 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, C, or
D.
Interviewer: 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.
Stephen Perrins: Thank you.
Interviewer: Stephen, what made you change from serious music to musicals?
Stephen Perrins: Well, my parents were both professors of music, so I dutifully went to
music college, studied composition, and wrote rather inaccessible music.
But I suppose really my heart’s always been in the theatre, and I soon
found myself writing songs in secret, drawing my inspiration from
musicals.
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
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
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
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
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 with it next, so it just needed a bit of tinkering.
Interviewer: That was lucky.
Stephen Perrins: The real break was that the music critic of a national paper had a child at
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.
Interviewer: How did your family react?
Stephen Perrins: Oh, they were Oh, they were aghast at first, but they came round, and
they’ve been right behind us ever since.
Interviewer: You’ve always said you won’t do the lyrics of your songs. I presume
you’ve tried.
Stephen Perrins: I did with my early songs. In fact I could knock them off with a rather
suspect facility. But I realized that I wrote both the words and the music
I’d be working in a kind of vacuum, and what I enjoy most is the
collaboration and sparking off each other’s ideas.
Interviewer: There was a story in the papers recently that you wanted to direct your
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
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
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.
Interviewer: 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 19 th
century artists, and their paintings were considered worthless. The fact is
that if you went into an art gallery, guess where the public were.
Interviewer: Just as the public are always to be found at your musicals. Stephen
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 Perrins, thank you.
Stephen 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:
T for a statement which is true;
F for the statement which is false;
N if the information is not given.
Tom: Now, tell me about Napoleon. I know he used to be a French soldier and very
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.
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.
Tom: Do you know when he became an emperor?
Marti: Yes. On may 18, 1804 he became emperor of France and the coronation ceremony
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.
Marti: 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
fiercely against Napoleon.
Marti: Right. His defeat came when he decided to attack Russia. In this military campaign
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
finally surrendered to the British government and then they exiled him to St. Helena
Island.
Tom: I know his last years were spent there with a few chosen comrades. Do you know

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 how old he was when he died?
Marti: 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.
Tom: Well, that’s a pretty sad way to end the life. Well, Marti, I’m sure your presentation
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.
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
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?
Kira: 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
overseas?
Kira: Well, I suppose they need very good English. It would be much better if they spent
more time learning English before they enter the university, because you can be in a
big trouble if you don’t understand what people are saying and you haven’t got time
to translate.
Paul: Anything else?
Kira: Well, as I said before, the biggest problem for me was a lack of familiarity with the
education system here.
Paul: It sounds as if it was a real challenge. Congratulations, Kira.
Kira: Thanks, Paul.
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.
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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
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.
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.

The end