TRẠI HÈ HÙNG VƯƠNG

ĐÁP ÁN ĐỀ THI
MÔN: ANH VĂN
KHỐI 11
NĂM 2018
Thời gian làm bài: 180 phút

A. LISTENING(50 points)
Part 1.(20 pts). 2.0 points for each correct answer
1. earth’s surface
2. environment
3. impact
4. urban geography
5. related/associated problems
6. computer-generation
7. patterns
8. degree of distortion
9. diseased trees
10. weather
Part 2.(10 pts). 2.0 points for each correct answer
1. (in) groups 2. every 2 days 3. 2 weeks 4. confident 5. education system
Part 3. (10 pts). 2.0 points for each correct answer
1. F 2. F 3. T 4. T 5. T

Part 4. (10 pts). 2.0 points for each correct answer

1. C 2. B 3. D 4. C 5. A
B. LEXICO-GRAMMAR (40 points)
Part 1:(20 pts). 1.0 point for each correct answer
1. D 2. C 3.A 4.B 5.D 6.C 7.D 8.C 9.B 10.D
11.A 12.B 13.C 14.C 15.B 16.A 17.C 18.D 19.C 20.C
Part 2. (10 pts). 1.0 point for each correct answer
1. formality 2. inefficient 3. disheartened 4. splendour 5. intolerable

6. imitative 7. outburst 8. comparatively 9.compensatory 10. advisory

Part 3: (10 pts). One identified error: 0.5 point, one right corrected error: 0.5point
Number Line Mistake Correction
1. 1 to for
2. 1 does is
3. 2 a same the same
4. 3 in that in which
5. 5 many a such a
6. 6 expressing expressed
7. 7 requires requiring
8. 9 interpreting that interpreting what
9. 11 the one The ones
10. 13 another other

C. READING (50 pts)

Part 1: ( 10pts) 1.0 point for each correct answer
1. C 2. D 3. D 4. A 5. D
6. A 7. C 8. D 9. A 10. D

Part 2: ( 10pts) 1.0 point for each correct answer

1. error 2. adults/people 3. after 4. teaching 5. road
6. include 7. reduce 8. for 9. the 10. them

Part 3: ( 10pts) 1.0 point for each correct answer

1. C 2. A 3. D 4. B 5. A
6. B 7. D 8. D 9. A 10. A

Part 4: ( 20pts) 2.0 point for each correct answer

 1. v 2. iv 3. ii 4. vi 5. iii
6. deforestation 7. effects of 8. agricultural 9. rate of 10. global
deforestation use deforestation temperatures

D. WRITING (60 pts)

Part 1: Summary (10 pts)
1. Completion: 0.5 pt

2. Content: 3 pts

- Cover the main information in the chart yet not go into too many details.

- Make general remarks and effective comparisons.

3. Organisation: 3 pts

- The ideas are well organized

- The description is sensibly divided into paragraphs

4. Language: 3 pts

- Use a wide range of vocabulary and structure

- Good grammar

5. Punctuation and spelling: 0.5 pt

Part 2: Chart description (20 pts)

1. Completion: 1 pt

2. Content: 6 pts

- Cover the main information in the chart yet not go into too many details.

- Make general remarks and effective comparisons.

3. Organisation: 6 pts

- The ideas are well organized

- The description is sensibly divided into paragraphs

4. Language: 6 pts

- Use a wide range of vocabulary and structure

- Good grammar

5. Punctuation and spelling: 1 pt

Part 3: Essay writing (30 points)

1. Completion: (2 pts.)

2. Content: (9 pts)

Provide relevant and convincing ideas about the topic, supported by specific example and/or
reasonable justification.

3. Organization: (8 pts)

- Ideas are well organized and presented with unity, cohesion and coherence.

4. Language: (9 pts)

- 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)

LISTENING TAPESCRIPT
Part 1
So, welcome to your introductory geography lecture. We’ll begin with some basics. Firstly,
what do we learn by studying geography?
Well, we learn a great deal about all the processes that have affected and that continue to affect
the earth’s surface. But we learn far more than that, because studying geography also informs us
about the different kinds of relationships that develop between a particular environment and the
people that live there.
Ok, we like to think of geography as having two main branches. There’s the study of the nature
of our planet-its physical features, what it actually looks like-and then there’s the study of the
ways in which we choose to live and of the impact of those on our planet. Our current use of
carbon fuels is a good example of that.
But there are more specific study areas to consider too, and we’ll be looking at each of these in
turn throughout this semester. These include bio-physical geography, by which I mean the study
of the natural environment and all its living things. Then there’s topography – that looks at the
shape of the land and oceans. There’s the study of political geography and social geography too,
of course, which is the study of communities of people. We have economic geography – in
which we examine all kinds of resources and their use – agriculture, for example. Next comes
historical geography – the understanding of how people and their environments and the ways
they interact have changed over a period of time – and urban geography, an aspect I’m
particularly interested in, which takes as its focus the location of cities, the services that those
cities provide, and migration of people to and from such cities. And lastly, we have cartography.
That’s the art and science of map-making. You’ll be doing a lot of that!
So, to summarize before we continue, we now have our key answer…studying this subject is
important because without geographical knowledge, we would know very little about our
surroundings and we wouldn’t be able to identify all the problems that relate to them. So, by
definition, we wouldn’t be in an informed position to work out how to solve any of them.
Okay, now for some practicalities. What do geographers actually do? Well, we collect data to
begin with! You’ll be doing a lot of that on your first field trip! How do we do this? There are
several means. We might, for example, conduct a census – count a population in a given area
perhaps. We also need images of the earth’s surface which we can produce by means of
computer-generation technology or with the help of satellite relays. We’ve come a very long
way from the early exploration of the world by sailing ships when geographers only had pens
and paper at their disposal.
After we’ve gathered our information, we must analyse it! We need to look for patterns, most
commonly those of causes and consequences. This kind of information helps us to predict and
resolve problems that could affect the world we live in.
But we don’t keep all this information confidential. We then need to publish our findings so that
other people can access it and be informed by it. And one way in which this information can be
published is in the form of maps. You’ll all have used one at some stage of your life already.
Let’s consider the benefits of maps from a geographer’s perspective.
Maps can be folded and put in a pocket and can provide a great store of reference when they are
collected into an atlas. They can depict the physical features of the entire planet if necessary, or,
just a small part of it in much greater detail. But there is a drawback. You can’t exactly replicate
something that is three-dimensional, like our planet, on a flat piece of paper, because paper has
only two dimensions, and that means there’ll always be a certain degree of distortion on a map.
It can’t be avoided.
We can also use aerial photographs…pictures taken by cameras at high altitude above the earth.
These are great for showing all kinds of geographical features that are not easy to see from the
ground. You can easily illustrate areas of diseased trees or how much traffic is on the roads at a
given time or information about deep sea beds, for example.
Then there are Lansats. These are satellites that circle the earth and transmit visual information
to computers at receiving stations. They circle the earth several times a day and can provide a
mass of information- you’ll all be familiar with the information they give us about the weather,
for example.
So, what we’re going to do now is look at a short presentation in which you’ll see all these
tools…
Part 2
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 3
A: What are you studying in your history class this term, Andy?
B: We’re studying ancient civilizations. As a matter of fact, I have to write an essay about the
Aztecs.
A: Oh, that sounds interesting. They lived in Central America, didn’t they?
B: Yes, where Mexico is today … you know, Wendy, they had huge cities with temples,
markets, canals and everything.
A: I see … I’m sure their craftsmen were really skilled then.
B: Definitely. They built some amazing building and people have found really beautiful Aztec
sculptures and jewellery.
A: So, tell me, when did they live? Was it in the 14th … 15th century?
B: That’s right …
A: And what about their everyday life … I mean, for example, did children go to school?
B: Yes …
A: Really … both boys and girls?
B: Well, boys went to school at about the age of 10 to receive general education and of course
to learn the art of war. It was every boy’s dream to become a great warrior.
A: What about girls?
B: Only some girls went to school. Most of them learned how to take care of the household, you
know, cook food, make clothes, things like that. They learned everything from their mothers of
course …
A: That was so unfair! I mean, girls deserved an education, too.
B: Well, things were different then …
A: So who was in charge? Did they have a king?
B: Of course! They were a big empire! But the priests and soldiers were very close to the king
and he often asked for their opinion on important matters.
A: So what happened to the Aztecs in the end?
B: Well the Spanish arrived in Central America in the early 1500s and they soon conquered
most of the Aztec empire.
Part 4
Interviewer: And now Sarah Brown is here to talk to us about her latest book. Patterns of
Friendship. Sarah, you’ve found that there are quite noticeable patterns in the way that people
make friends…
Sarah Brown: Mmm, absolutely. For example, friendship becomes important quite early on, in
children as young as tree. But up to about five, children have what you could call unchosen
playmates, based quite practically on what’s available, they can’t exactly go out to look for
them…often the children of their parents’ friends, or family relations. And it’s actually quite an
egoistic relationship at this stage- there may be frequent quarrels over possessions-toys and so
on..
I: Yes, you think they’ll play together happily sharing their toys and the next thing you know,
one’s in floods of tears and you have to sort it out…
SB: Yes, but by the time the child’s about five it starts to change. Once they’re at school,
children begin to choose their own playmates, other children in the same class, or living nearby
maybe in the same street. And they start to co-operate more. But friendship’s still a way of
serving self-interest, and friends are expected to keep to certain rules.
I: Yes, I’ve noticed with my own kids that they can get really upset with their friends…
SB: Yes, exactly, and this carries on to eight or ten years old, but gradually they begin to be see
things from other people’s point of view- and this is, er marks the point at which the child is
beginning to acquire knowledge of social relationships.
I: And how do they develop these social skills?
SB: Well, from 12 onwards, as they enter adolescence, children are beginning to stand on their
feet, er, the influence of their parents tends to decline, and they feel the need for a close friend,
nearly always with someone of the same sex. They’re looking for friends who are people they
admire, who they see as similar to the sort of person they’d like to be…and these friendships
take on great importance. Friends have got to be trustworthy and friendships are very exclusive,
but at the same time there’s the group thing, they’re developing networks of friends, having fun
together…
I: So they go to clubs and cafes big groups…
SB: Mmm, yes, and spend a lot of their free time together. And this continues for some years-
so young adults from 18 to 25, or when they get married, have close friendships, like
adolescents , and may see their friens everyday, and spend hours on the phone…
I: I suppose that for most of us this is probably the period when our circle of friends is at its
widest, isn’t it? But is it affected by marriage?
SB: Oh, yes, quite considerably- the couple may move away, they may have children. Friends
still see one another, but instead of every day or every week, they might get together once 2
month or just at special times…parties and so on.
I: And what about new friends?
SB: They may make some, but they tend to be based more on neighborhood and work contacts,
and they’re often less intimate than the friendships formed earlier on .
I: So loss in the way of sharing secrets and confidences.
SB: Yes, exactly. And in middle age, between 55 and 65 or even older, after retirement, people
take on new friends even less easily. At this time of life they hold on to earlier friendships,
which are often more intimate than the more recent ones, even though they see these older
friends less often. Friends now aren’t based so much on neighborhood they can be with people
of any age. And ironically, when they give up work there’s a further decline on contact with
friends.
I: Really?
SB: yes, because of transport difficulties, illness, that sort of thing. They’re more likely to turn
back to their families at this point full circle, as you might say!
I: Sarah Brown, thank you..