HỘI CÁC TRƯỜNG THPT CHUYÊN ĐỀ THI CHỌN HỌC SINH GIỎI KHU VỰC

KHU VỰC DH VÀ ĐB BẮC BỘ DUYÊN HẢI VÀ ĐB BẮC BỘ NĂM 2017

TRƯỜNG THPT CHUYÊN THÁI BÌNH MÔN THI: ANH - LỚP: 11
ĐỀ THI ĐỀ XUẤT (Thời gian làm bài 180 phút không kể thời gian giao đề)

Đề thi gồm 16 trang

A. LISTENING:
HƯỚNG DẪN PHẦN THI NGHE HIỂU

Bài nghe gồm 3 phần, mỗi phần được nghe 2 lần, m ỗi l ần cách nhau 1 0 giây, mở đầu và kết
thúc mỗi phần nghe có tín hiệu.

Thí sinh có 3 phút để hoàn chỉnh bài nghe.

Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.
Part 1: You will hear part of an interview with StanLevin, a dance critic, about a modern ballet production
involving animals. For questions 1- 5, choose the answer A, B, C or D which fits best according to what you
hear.

1. It appears that the function of the dogs in the ballet is to

A acts as a contrast to the human characters.

B reflect what happens to the human characters.
C symbolise homeless people.
D shows how wild animals behave in a civilised society.
2. How does Stan feel about the increasing use of technology in dance?

A He prefers more traditional approaches to dance.

B He thinks this trend has gone too far.
C He believes it is creating a new art form.
D He does not approve of it in principle.
3. What aspect of ballet is of greatest interest to audience?

A the way the dogs perform their tricks

B the way the dogs behave during dance sequences
C the way the dogs copy the actions of one character
D the sight of the dogs in a pack
4. What caused the lapse in mood during the performance Stan saw?

A the inability of the dogs to concentrate

B the behaviour of a member of the audience
C the inability of dogs and humans to work as a team
D the audience’s unwillingness to accept the dogs
5. What aspect of the performance made the most powerful impression on Stan?

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 A the bond between the dogs and the tramp
B the primitive appearance of the dogs
C the implicit potential for violence
D the aggression shown by the dogs
Your answers:

1. 2. 3. 4. 5.

Part 2: For questions 6 – 10, listen to a radio interview with Mahesh Gupta, tabla player and DJ about his music
and decide whether the following statements are true (T) or false (F). Write your answer in the corresponding
numbered boxes.
6. Mahesh thinks that the two styles of music he plays are completely different.

7. According to Mahesh, rhythm is something fundamental to all music.

8. Mahesh thinks that live music doesn’t work in clubs.

9. He thinks that it is too early to try Djing at a classical music concert.

10. Indian audiences are far more lively than Western ones.
Your answers:

6. 7. 8. 9. 10.

Part 3: For questions 11 – 20, listen to a piece of news about London Heathrow airport and fill in the missing
information. Write NO MORE THAN THREE WORDS OR NUMBER taken from the recording for each
answer in the spaces provided.
11. Expansion of London Heathrow airport was planned and on …………………….. a fifth terminal opened to
help to deal with the many passengers that pass through the airport.

12. The idea of a new terminal was first …………………….. back in the 1980s.

13. Things soon …………………….. in spite of long preparations at Terminal 5 ahead of the grand opening.

14. Staff had difficulties finding car …………………….. and getting through security to get into the building.

15. A delay was caused when passengers started to arrive and …………………….. numbers of staff were not in
place.

16. A ………………………….....…….. told the BBC, it was all "a shamles the moment the doors opened".

17. By lunchtime on that first day, 20 flights had been cancelled to try and …………………….. the problems.

18. Up to 28,000 bags have now had to be put in ……….…………… .

19. BA says it is working to clear the ……………………... .

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20. The ……………….....……... caused by this fiasco has not helped the airport or the airline's reputation at all.

II. LEXICO-GRAMMAR (30 points)

Part 1: Choose the best answer (A, B, C, or D) to each of the following questions and write your
answers in the corresponding numbered boxes.
21. No one can function properly if he or she is________________adequate sleep.
A. took away B. deprived of C. derived from D. run out
22. Could you lend me some money to_____________me over to the end of the month?
A. hand B. tide C. get D. make
23. I always take my lucky______________with me into an exam.
A. sign B. item C. charm D. spell
24. Did you plan to meet up Mary in London, or was it just a_____________?
A. freak B. fate C. coincidence D. luck
25. We all have to follow the rules, and none of us is____________the law.
A. beyond B. over C. above D. onto
26. The woman was convicted and sentenced__________six months in prison
A. for B. on C. with D. to
27. The most powerful force in a teenager’s life is probably____________pressure.
A. friend B. peer C. company D. youth
28 I had to get through a lot of__________tape, but I finally got the documents I needed.
A. red B. blue C. link D. yellow
29 I am in a real___________and just don’t know what to do.
A. dilemma B. query C. paradox D. hunch
30. Olivia has always___________to return to the country she was born in.
A. favoured B. yearned C. urged D. inclined

Part 2: Fill in the blanks with suitable particles.

31. They offered to pay half the expenses and he closed . . . the offer at once.

32. My horse was entered . . . the Derby, but he came in last.

33. He had to rub . . . his French to help his son when he started to learn it at school.

34. That chair is not very strong. Do you think it is... ... your weight?

35. He pretended to fall ... ... my plan but secretly he was working against it.

Part 3: Write the correct FORM of each capitalized word in the corresponding numbered boxes.
SIR ARTHUR CONNAN DOYLE

(0) (CREATE)

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 (39) (GENEROUS)

(41) (MEDICINE)

(42) (FICTION)

(43) (ADMIRE)

as
(45) (CRY),

Part 4: The passage below contains 05 mistakes. UNDERLINE the mistakes and WRITE THEIR
CORRECT FORMS in the space provided in the column on the right. Number 0 has been done as
an example.

The market for tourism in remote areas is booming as ever before. 0. never
Countries all across the world are actively promoting their “wilderness” 46._______________
regions- such as mountains, Arctic lands, deserts, small islands and
47._______________
wetlands- to highly spending tourists. The attraction of these areas is
obvious; by defining, wilderness tourism requires little or no initial
48._______________
investment. But that does not mean that there is no cost. As the 1992 UN
Conference on Environment and Development recognized, these regions 49._______________
are fragile (i.e. highly vulnerable of abnormal pressures) not just in terms of
50._______________
the culture to their inhabitants. The three most significant types of fragile
environment in these respects are deserts, mountains and Arctic areas. An
important character is their marked seasonality. Consequently, most human
actions, including tourism, are limited to clearly defined parts of the year.
Tourists are drawn to these regions by their natural beauty and the unique
culture of its people. And poor governments in these areas have welcomed
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the “adventure tourists”, grateful for the currency they bring. For several
years, tourism is the prime source of foreign exchange in Napal and Bhutan.
Tourism is also a key element in the economics of Arctic zones such as
Lapland and Alaska and in desert areas such as Ayres Rocks in Australia
and Arizona’s Monument Valley.

III. READING (60 points)

Part 1: Read the following passage and decide which answer (A, B, C, or D) best fits each gap.
Write your answers in corresponding numbered boxes. (0) has been done as an example.
THE EARLY RAILWAY IN BRITAN
In 1830, there were under 100 miles of public railway in Britain. Yet within 20 years, this
(0)____________ had grown to more than 5,000 miles. By the end of the century, almost enough rail
track to (51) _________ the world covered this small island, (52)_________ the nature of travel for
ever and contributing to the industrial revolution that changed the (53) __________of history in many
parts of the world.
Wherever railways were introduced, economic and social progress quickly (54)_________ . In a
single day, rail passengers could travel hundreds of miles, (55) __________ previous journey times by
huge margins and bringing rapid travel within the (56) __________ of ordinary people. Previously,
many people had never ventured (57)__________ the outskirts of their towns and villages. The railway
brought them (58) ____________ freedom and enlightenment.

In the 19th century, the railway in Britain (59)___________ something more than just the business
of carrying goods and passengers. Trains were associated with romance, adventure and, frequently,
(60) ___________luxury. The great steam locomotives that thundered across the land were the jet
airliners of their day, carrying passengers in comfort over vast distances in unimaginably short times.
But the railways did more than revolutionise travel; they also left a distinctive and permanent mark on
the British landscape.Whole towns and industrial centres sprang up around major rail junctions,
monumental bridges and viaducts crossed rivers and valleys and the railway stations themselves
became desirable places spend lime between journeys.
0. A. amount B. figure C. sum D. quantity

51A. revolve B. enclose C. encircle D. orbit

52..A. altering B. amending C. adapting D. adjusting

53.A. route B. way C. line D. course

54.A. pursued B. followed C. succeeded D. chased

55.A. cancelling B. subtracting C. cutting D. abolishing

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 56.A. reach B. capacity C. facility D. hold

57.A. further B. over C. beyond D. above

58.A. larger B. higher C. bigger D. greater

59.A. served B. functioned C. represented D. performed

60.A. considerable B. generous C. plentiful D. sizeable

Part 2: Fill ONE suitable word in each blank.

The cult of celebrity

Once, children had ambitions to be doctors, explorers, sportsmen, artists or scientists. Now, taking their (61)
………. from TV, they just want to be famous. Fame is no 6(2)………. a reward for gallant service or great, perhaps
even selfless endeavour. It is an end in (63)………. , and the sooner it can be achieved, the sooner the lonely
bedroom mirror can be replaced by the TV camera and flash gun, the (64)………. . Celebrity is the professsion (65)
………. the moment, a vainglorious vocation which, (66)………. some 18th-century royal court, seeems to exist
largely 6(7)………. that the rest of us might watch and be amazed (68)………. its members live out their lives in
public, like self-regarding members of some glittering soap opera.

Today, almost (69)………. can be famous. Never has fame (70)………. More democratic, more ordinary,
more achievable.

Part 1: Read the following passage and answer questions 71-75

A
Japan has a significantly better record in terms of average mathematical attainment than England and
Wales. Large sample international comparisons of pupils' attainments since the 1960s have established
that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also
a larger proportion of 'low' attainers in England, where, incidentally, the variation in attainment scores
was much greater. The percentage of Gross National Product spent on education is reasonably similar
in the two countries, so how is this higher and more consistent attainment in maths achieved?
B
Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the
ninth grade (age. 15). Virtually all pupils at this stage attend state schools: only 3 per cent are the
private sector. Schools are usually modem in design, set well back from the road- and spacious inside.
Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised minutes
and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers
begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.
Classes are large - usually about 40 - and are unstreamed. Pupils stay in the same class for all lessons
throughout the school and develop considerable class identity and loyalty. Pupils attend the school in
their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of
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the relative concentration of schools, there is some competition to get into the 'better' school in a
particular area.
C .
Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own
notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook
supplied by the central education authority, Monbusho, as part of the concept of free compulsory
education up to the age of These textbooks are, on the whole, small, presumably inexpensive to
produce, but well set out and logically developed. teacher was particularly keen to introduce colour
and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in
a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national
curriculum and how it is to be delivered.
D
Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the
board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework:
this is an important principle in Japanese schooling as it enables pupils to see where and why they made
a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you
are prepared to learn from them.
After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a
lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook
are worked through first with the class, and then the class is set questions from the textbook to do
individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is
that the logical nature of the textbooks and their comprehensive coverage of different types of examples,
combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the
teacher would circulate and make sure that all the pupils were coping well.

It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their
compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or
after school, setting extra work if necessary. In observed lessons, any strugglers would-be assisted by
the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen
to help each other - anyway, it is in their interests since the class progresses together.

This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude
towards education runs along the lines of 'if you work hard enough, you can do almost anything'. Parents
are kept closely informed of their children's progress and will play a part in helping their children to keep
up with class, sending them to 'Juku' (private evening tuition) if extra help is needed and encouraging
them to work harder. It seems to work, at least for 95 per cent of the school population.
F
what are the major contributing factors in the success of maths teaching? Clearly, attitudes are
important. Education is valued greatly in Japanese culture; maths is recognised as an important

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compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on
accuracy.
Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of
competition within a class, and the positive emphasis on learning for oneself and improving one's own
standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes
quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were
observed. They were mainly good and one or two were inspirational.

For questions 56 – 60, choose correct heading for sections B – F from the list of headings below.

List of Headings

I The influence of Monbusho

II Helping less successful students
III The success of compulsory education
IV Research findings concerning achievements in Maths
V The typical format of a Maths lesson
VI Comparative expenditure on Maths education
VII Background to middle-years education in Japan
VII The key to Japanese successes in Maths education
IX The role of homework correction
Example Answer

Section A IV

71. Section B ___________ 72. Section C ___________

73. Section D ___________ 74. Section E ___________
75. Section F ___________

For quesions 61 – 64, write in the corresponding numbered boxes.

YES if the statement agrees with the information

NO if the statement contradicts the statement
NOT GIVEN if there is no information on this in the passage
76. There is a wider range of achievement amongst English pupils studying Maths than amongst their
Japanese counterparts.
77. The percentage of Gross National Product spent on education generally reflects the level of
attainment in mathematics.
78. Private schools in Japan are more modern and spacious than state-run lower secondary schools.
79. Teachers mark homework in Japanese schools.
Your answers:

For questions 80 – 83, choose (A, B, C or D ) which you think fits best according to the text.

80. Maths textbooks in Japanese schools are

A. cheap for pupils to buy.
B. well organised and adapted 'to the needs of the pupils.
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 C. written to be used in conjunction with TV programmes.
D. not very popular with many Japanese teachers.

81. When a new maths topic is introduced,

A. Students answer questions on the board.
B. Students rely entirely on the textbook.
C. It is carefully and patiently explained to the students.
D. It is usual for students to use extra worksheets.

82. How do schools deal with students who experience difficulties?

A. They are given appropriate supplementary tuition.
B. They are encouraged to copy from other pupils.
C. They are forced to explain their slow progress.
D. They are placed in a mixed-ability class.

83. Why do Japanese students tend to achieve relatively high rates of success in maths?
A. It is a compulsory subject in Japan.
B. They are used to working without help from others.
C. Much effort is made and correct answers are emphasised.
D. There is a strong emphasis on repetitive learning.
Your answers:

80. 81. 82 83.

Part 4: Read the following extract from a book about education. For questions 84 – 89, choose the
answer (A, B, C or D) which you think fits best according to the text.

MUSIC AT SCHOOL

With popular music as with classical music, the only way to come to understand it thoroughly, it is said, is
by performing it. The problem with many pop bands is that their members are self – taught and,
consequently, if ever they reach the level of public performance, they often only succeed in perpetuating
the musical conventions to which they have been exposed. The days when a group of raw, talented
musicians could get together and work their way through to a distinctive sound, constantly improving their
technique in the process, seem to be gone.

There may still be talents around of the order of a Jimi Hendrix or Eric Clapton, able to acquire prodigious
technique mainly by themselves, but the motivation -the sense that there is still something urgent to say
within the medium - has largely evaporated. So much so that most aspiring young musicians are
increasingly content to play their own versions of other people's tunes.

So what role, if any, does music teaching in school have to play? The current fashion in musical
education in Britain dictates that young children must be creative and active, whilst the playing of
recorded music to children has been made to seem like an easy option for lazy teachers. With many

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years of experience behind me as a musician and teacher, however, I feel strongly that listening to music
is actually a crucial component in any musical education.

The arguments put forward by music educators are usually a reaction to what they see as a habit of
uncritical listening induced by pop music. But in response to this, I fear, rather simplistic view, a couple of
points need making. The first is that classical music is also listened to uncritically. I well remember a head
teacher (who incidentally was always complaining that her students' homework suffered as a result of
their being distracted by popular music) sharing with me her delight over the new home hi-fi system she
had acquired. Mozart, she said, eased the burden of writing hundreds of student reports enormously.
Within a few weeks of our conversation, however, she had banned herself from using the system whilst
working, so inaccurate had her report writing become.

The second is that the aural awareness of the average listener to classical music – and I am afraid that
includes a lot of music teachers – is also severely under-developed. Really discriminating listeners
cannot tolerate music as a background to any activity that requires their concentration. Because they are
mentally processing every note, they cannot shut the music out in order to perform any other tasks.

What’s more, if musical performance, recorded or live, is to have an impact on the young, it is not going
to be because it has been suitably prepared for creative exploration. More likely, it will be because a
particular piece of music is able to move those pupils who are susceptible to such motivation by its
irrational, primeval power. That is why it is so important that children should encounter the real world of
music – preferably live as well as recorded – on as much variety as possible. Live music also provides an
opportunity for educational visits which, rather like holidays, provide not only a useful psychological break
from school routine, but also serve to broaden young people's horizons.

Moreover if children need plenty of exposure to a variety of musical forms, it follows that we should not
make, or allow children to make, any value judgements about which form is 'superior'. The fact is, popular
and classical music represent different ways of life, in the sense of different views of culture and the
values associated with it - and this despite the efforts of so many trained musicians to bridge the gap. It is
there important that education should recognise the existence of this gap and subject it to some scrutiny,
rather than pretend that it does not exist, or plump solely for one side or the other. Given the customary
classical training of music teachers, and the general pop-orientated musical preferences of children,
there is usually an intrinsic wariness between class and teacher: an unstated need for a kind of
negotiated settlement. As with any negotiation, the start should be with areas of agreement rather than
disagreement.

84.According to the writer, what do contemporary pop bands lack?

A. genuine musical talent

B. inspirational role models
C. an innovative spirit
D. musical conventions to follow

85In the writer’s view, music classes in school

A. are too passive in nature.

B. over emphasize the role of music-making.
C. are over reliant on recorded music.
D. fail to exploit the experience of teachers.

86What point does the example of the head teacher illustrate?

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 A. Popular music doesn’t require concentration.
B. Good music demands our full attention.
C. Any kind of music can be distracting.
D. Classical music helps us to concentrate.

87What point is made about music teachers in the fifth paragraph?

A. They are inclined to misinterpret classical music.

B. They sometimes misuse recorded music in their classes.
C. Some of them focus too narrowly on music in their training.
D. Many of them have not learned to listen to music effectively.

88.In the writer’s opinion, what aspect of a musical performance is most likely to appeal to young
people?

A. Its emotional impact

B. Its creative energy
C. Its unpredictable nature
D. Its educational value

89.According to the writer, in dealing with pop and classical music in the classroom, teachers
should

A. analyze how one has influenced the other.

B. attempt to find common ground between them.
C. present them as equally correct and valuable.
D. get their students to decide which is better.

Part 4: Read following newspaper article in which people talk about their experiences at job
interviews and choose from the people (A-C) to answer questions 90-95.

Which person mentions the following?

90. appearing to have rehearsed responses
91. establishing how the interview will be conducted
92. sources of information about your perspective employer
93. revealing what motivates you
94. indicating that you view the interview as a transaction
95. awareness of body language

A. In my present job I have to interview applicants, and I can offer a few general tips. Firstly, a candidate
should not learn a speech off by heart; you will come across as insincere, as if you have practiced
everything in front of a mirror. Secondly, it is crucial to understand what the interviewer wants you to talk
about. For instance, an interviewer might ask about a situation where your supervisor or manager had a
problem with your work. Now, what the interviewer is really after is to see how you react to criticism, and
the best thing is to say that you tried to learn from this. Finally, don’t try to conceal your real character.
When I was interviewed for a job many years ago, the interviewer asked me at the end of our talk if I had
any questions. I was very keen to get the job, so I asked what opportunities there were for promotion if I
were hired. I wondered if perhaps I had been too direct, but I later discovered that employers like you to
seem eager, and I think they were impressed by my enthusiasm and ambition.

B. One good way to prepare for an interview is to find out as much as you can about the company you
have applied to from its website and promotional material. When you are asked if you have any

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questions, you can show that you have done this preparatory work, which will impress the interviewer. I
also think a lot of candidates are too defensive in interviews. It’s not enough just to avoid giving the
“wrong” answers; you should also actively try to make a good impression. Make it clear that the interview
is a two-way process: after all, you want to be sure the company is the right place for you. It’s acceptable
to take the opportunity, when one is offered, to interview the interviewer! One way to do this is to ask him
or her some penetrating questions such as why he or she has stayed with the company for so long.
Some people might think such a question is arrogant, so size up the interviewer first and decide whether
it would be an appropriate thing to ask.

C. Preparation is of extreme importance; things like finding out what form the interview will have. Will
there be any sort of written component, for instance, and will you be talking to one person or panel? And
of course, you need to prepare answers to those awkward questions designed to find out more about
your character. For example, you might be asked about your most important achievement so far; don’t
answer this in a way that makes you seem swollen-headed or complacent as this will suggest that you
don’t learn easily. Actually, it’s not so much what people say that makes them seem arrogant as the way
they sit, how they hold their heads, whether they meet the interviewer’s eye, so bear that in mind.
Another question interviewers sometimes ask, to find out how well you work in a team, is about mistakes
you have made. You should have an example ready and admit that you were at fault, otherwise it looks
as though you are the kind of person who shifts the blame onto others. But you should also that you
learnt form the mistake and wouldn’t make it again.

Your answers:

90. 91. 92. 93. 94. 95.

IV. WRITING (60 points)

Part 1: For questions 96-100, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must use between
three to eight words, including the words given. (0) has been done as an example.

(1) She often gets angry for no reason. (lose)

She tends to lose her temper for no reason.

96. You have to use logic and lateral thinking in equal measure in this job. (strike)
You have to _____________________________logic and lateral thinking in this job.
97. The start of the debate is scheduled for six. (due)
The debate_________________________________________at six.
98. I’m sure that the only thing that prevented me from leaving my university was my dad’s advice. (it)
I’m sure that _____________________________________________I would have left university.
99. The warmth of her welcome surprised me. (back)
I__________________________________________________her warm welcome.
100. I have decided that teaching is not the right profession for me. (conclusion)
I have_____________________________________________ that teaching is not the right
profession for me.

Part 2: The chart below shows the main causes of land damage in four different areas in the
world.

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