HỘI CÁC TRƯỜNG CHUYÊN MÔN TIẾNG ANH - KHỐI 11

VÙNG DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ Thời gian làm bài: 180 phút
TRƯỜNG THPT CHUYÊN HOÀNG VĂN THỤ (Đề này có 04 phần; gồm 19 trang)
TỈNH HÒA BÌNH

ĐÁP ÁN ĐỀ ĐỀ XUẤT

I. LISTENING (50 points)

Part 1. You will hear a group of art history students going out an art gallery with their teacher.
For questions 1-5, choose answer (A, B, C or D) which fits best according to what you hear
SOURCE: CAMBRIDGE ENGLISH PROFICIENCY MASTER CLASS FOR THE 2013 EXAM. PAGE
32
Your answers
1. D 2. B 3. C 4.B 5.C

TAPESCRIPT
Teacher Now, let’s move along the next gallery…whose turn is it to tell us about the next painting?
Amanda, is it you?
Amanda Yes, this is the one I’ve prepared
Teacher Good…now I’ve got one or two questions for Amanda to guide us through this painting,
so if you could all pay attention, we can get started…Brian…thank you. Now, as you can see it’s a
pre-Raphaelite painitng, so we’re talking 1880,1890…and what can you tell us about this-and other
pre-Raphaelite paitings for that matter-compared for what came before?
Amanda well, there was a very definitely a reactiona against some of the earlier concerns –
for example the pre-Raphaelites didn’t believe in the idea that it was important to be true to nature or
realistic… this is a good example – it’s by the painter Burne-Jones, completed in 1884, and it shows a
lot about his philosophy of paiting…
Teacher Ok. And what was it exactly?
Amanda Well in his own words,…is it ok if I use my notes?
Teacher Yes of course
Amanda He said that a painting should be’a beautiful romantic dream of something that never
was, never will be, in a land that no-one can define or remember, only desire’
Teacher So in other words the very opposite of realism – no practical lessons for modern
industrial societies or whatever
Amanda Yes, exactly, and this paiting is in many ways very typical of Burne-Jones – in fact
his wife later said it was his most distinctive work, the one that really summed up what he thought
Teacher OK tell us about the story it tells
Amanda It’s called King Cophetua and the Begga Maid, and it’s based on an old legend from
early medieval times about a king who falls in love with a beggar girl, and finds that his love for her
is grater than all his wealth and power
Teacher Was it a well-known story?
Amanda Yes – most people knew it well, but only through reading Tennyson’s poetry, in which
he wrote about it, rather than from the original story
Teacher So it’s another example of what we were talking about earlier – the link between the
1
romantic movement in literature and the movements in art … do go on
Amanda In the painting, the artist imagines the King sitting at the girl’s feet, gazing at her
adoration. Burne-Jones said he was determined that the King should look like a king and the beggar
should look like a Queen, and he had certain details such as the crown and the maid’s dress specially
made for him so that he could capture the detail. The setting has echoes of 15th century Itallian art,
particularly Mantegna and Crivelli, and it’s all elaborately decorated with highly wrought textures and
jewel-like colours. If you look at the clothing you can see what I mean. The two characters in the
background have got these rich following clothes, and there’s the same richness in the King’s following
cloak
Teacher So what is he trying to tell us about here… what about these anemones… do they have
any particular significance do you think?
Amanda Yes, the maid is holding a bunch of anemones, and if you look closely you can see that
some of them have fallen on the steps by the King. The flowers are a symbol of unrequited love, and
there’s a lot of personal feeling in this paiting, as there is in much of his work. At the time he was
doing this, Burne-Jones had met and fallen in love with a girl called Frances Graham, but she then
married someone else. So it’s likely that the King represents Burne-Jones and the represents Frances
Graham, and the painting shows his feelings about losing the woman he loved
Teacher Are there any other themes that the audience in 1884 would have recognized apart from
on this personal level?
Amanda Yes, to the general public it would have had a completely different meaning, whichs
they have recognized quite easily – they would interpret the paiting as being about the rejection of
worldly wealt and the elevation of love above everything else
Teacher Yes, absolutely… and that was a message that was very close to Burne-Jone’s heart
and was very relevant for late Victorian Britain… Well thank you Amanda, and now we’ll move on to
the next artist

Part 2. You will hear an interview with Cindy Talbot on the radio program, Young hero or
heroine of the week. For question 1-5, listen and answer the questions
SOURCE: CAMBRIDGE ENGLISH PROFICIENCY MASTER CLASS FOR THE 2013 EXAM. PAGE
55
1. How did Cindy react when she heard the thunder?
She was worried or she was sort of unnerved.
2. How did Cindy regard her decision to take shelter from the storm?
She said that it was not wise thing to do so
3. What were Rod and Mark doing when they saw Cindy?
They were on their way back home after driving around in the forest.
4. What was Rod and Mark’s initial reaction to Cindy’s story?
They didn’t think there was a grain of truth.
5. What effect has the experience had on Cindy?
She says that she is not really a quitter and she is really determined to go on hiking.

TAPESCRIPT
Exam narrator You will hear an interview with Cindy Talbot on the radio programme, Young hero or
heroine of the week. For the questions 1-5, choose the answer (A,B,C or D) which fits best according
to what you hear
Presenter Hello, and welcome to our programme, Young hero or heroine of the week. The subject
this week is Cindy Talbot, a final-year college student, who was on the third day of her five-day solo-
hiking trip through Colorado’s National Forest when something really extraordinay happened to her –
2
she was struck by lightning. Apparently, lightning kills nearly a hundred Americans each year, more
than hurricanes or tornadoes, and to survive a direct hit is almost a miracle. Luckily, Cindy was rescued
and we are fortunate to have her with us in the studio today
Cindy Hi!
Presenter Tell me, Cindy, what was atually doing when the lightning struck?
Cindy Well, I’d noticed the thunderclouds gathering and I was, like, resting on a rocky peak
people call Eahle Peak, when I heard the thunder rumbling in the distence, and I was sort of unnerved.
I gotta say I though the thunder sounded kinda ominous. So I said to myself, “Cindy, you’d better get
moving” you see I didn’t want to get caught in a storm like that. But, I was to late, I guess. I remember
when the downpour started… and it must have lasted for about an hour, at least an hour. I knew it
wasn’t going to stop just lik that, so I found shelter under some trees
Presenter I suppose that seemed the best thing to do at the time
Cindy To tell the truth it’s not a very wise thjing to do considering it was an electric storm, or
so I’m told! But I did’nt hav much oppinion. Everything happened so quickly and there didn’t seem to
be anywhere else nearby where I might find shelter. But eventually the sun came out and the rained
strted to move away, so I came out from under the trees to dry off a little bit. And then, I’d just put my
backpack on – it has a metal frame by thw way! – when the whole world explored, and I felt an
electrical charge surging though my body. It was literally’a bolt out of the blue’! i realized that by
some miracle I was still alive and had to get help. But I couldn’t move my legs, so I had to crawl.
It was heavy going, but after about an hour I reached a wet, muddy kind of track in a clearing in the
forst
Fortunately for me, Rod and Mark, the two guys who came to my rescue, had just happened to
on their way back home in their pick-up. They run a trapping company, and they… they’d been driving
around in the forest checking their traps, I think. If they hadn’t come along at that moment, I’m not
sure I would have survived the ordeal. When they sew me and heard my story, I don’t think they
thought there was a grain of truth in what I was saying at first! Rod told me later that he thought what
I’d told him was a bit far-fetched, to say the least!
They said they’d seen this weird-looking object- seemed to be kind of sprawling across the road
… not moving, but it wasn’t a fallen tree – it looked human. I though, ‘Gee, thanks!’ Anyway, they’d
jumped out of the truck to get a closer look, and they found me. They managed to get me to the nearest
hospital in record time, and, well, in a few days, I was on my feet again. Thanks to the guys. But I’ve
still got a scars on my back, on my hips and foot, too. And I’m scared to death of lightning now
Presenter I suppose lightning’s not normally something to be terrified about. But you’ve just got
to know what you’re doing, haven’t you? So do you feel the experience has had any long-term effect
on you?
Cindy Hmm, I think it’s made me lealize that I’m not more resilient than i thought. I’m not
really a quitter and I’m determined, really determioned to go hiking
Presenter But perhaps not in electric storms?
Cindy Ican’t promise that, I’m afraid!
Presnter Cindy, thanks for talking to us today

Part 3: You will hear an interview on a train with two friends, Jane and Chris, chefs who both
won prizes in the National Railway Chef of the Year competition. For the questions below,
decide whether the following statements are True (T) or False (F). Write your answers in the
corresponding numbered boxes.
SOURCE: CAMBRIDGE CERTIFICATE I ADVANCED ENGLISH 6- TEST 1

Your answers

3
1. T 2. F 3. T 4. T 5. F
TAPESCRIPT
GREG. Servinq more than 200,000 meals a year would be a challenge for any chef, but step up
constraints of time, space and a demand for culinary excellence and you have the life of a railway chef.
Chris and Jane, the idea of having to cook in cramped surroundings, with limited ingredients and a very
tight schedule, as you did in the recent competition, must have been a terrifying prospect ...
CHRIS. Well, hardly - I actually operate under those restrictions every day!
JANE. That's true, of course, we both do - but there's always the added danger that things can go
wrong, and the challenge of preparing a top-quality, threecourse meal for four - which costs no more
than £50 - and in front of all those judges!
GREG. Well, Jane, you were a runner up and Chris came first. I gather you faced some stiff
competition from the other finalists.
JANE.. No doubt about that. All the chefs who entered the competition were brilliant in their own way
- but someone has to win! But the real problem is trying to be creative as the train hurtles through the
countryside at over 100 miles an hour - there's little room for mistakes - and you have to be able to
keep your balance!
CHRIS. Actually, I'd only been a railway chef for three months. And I can tell you that life on board is
no easy ride. There's no nipping out to get the extra bunch of parsley, or a lemon.
GREG. But you're used to working under pressure all the same, aren't you? How do you set about
being organised?
CHRIS.You've just got to make sure you're focused on the job. Being able to keep an eye on a dozen
things at once is also an advantage!
GREG. But do you actually enjoy what you're doing?
JANE. There's plenty of scope to express yourself as a chef in the job - and the open kitchen means that
customers will often compliment you personally on the food. That's one of the biggest highlights of the
job.
CHRIS. I'd certainly go along with that. Very few restaurant chefs have the chance to experience that.
GREG. And what about the menus, who decides what to cook?
JANE. They're decided in advance for the whole railway network by two extremely famous chefs, who
are actually brothers. I suppose we both find it restricting.
CHRIS. Hmm. I do get a bit frustrated from time to time - think I could be a little more adventurous -
but it's all a question of adaptability - which I suspect Jane is better at than I am!
JANE. Not at all - I can be quite inflexible when the mood takes me!
GREG. So what would be a typical routine for you both?
CHRIS. You have to start at around 5.30 in the morning - check that all the ingredients have been
delivered - then it's a mad rush to get everything ready.
JANE.. And precious little time to rest any other time during the day, as you often have to set tables on
other trains and help other staff. Timing's particularly tight, you see. In other restaurants orders come in
and go out over two or three hours, but we have to turn round before the passengers reach their stations.
It's all a bit nerve-racking.
GREG. So what motivated you to do this in the first place?
CHRIS. I've been on the move ever since I left college. So when I got engaged, I decided it was time to
settle down. So when I saw this job, it seemed a reasonable compromise between personal
commitments and my reluctance to stay in one place.
JANE. For me it was something that just caught my eye - not just ordinary run of the mill stuff. And, if
you get the time, you get a good view out of the windows!
GREG. And how do you stop things from spilling over when the train moves?

4
CHRIS. It's not a problem for me. I was a chef on a liner, so I've got plenty of experience of cookery in
motion!
JANE. Yes, but I think it helps if you only half fill saucepans with boiling water - even so, they often
spillover and you start saying nasty things to yourself about the driver - and it's not usually his fault!
CHRIS. Let's just say that you quickly learn not to put things under the grill without keeping an eye on
them!
GREG. Has either of you had any major disasters?
CHRIS. [laughs] I'd only been in the job for three days and I had this huge roast in the oven. I opened
the door, turned around for a moment, distracted, I suppose, and it just flew out. Fortunately it landed
in the sink, so it was okay.
GREG. And what qualities would you say it was necessary for a railway chef to have?
JANE. From my point of view, dedication and determination - you won't get anywhere without these!
CHRIS. And, let's admit it - a sense of humour. There have been times when I would have resigned
long ago if I hadn't had that!
GREG And what of the future?
CHRIS. Who knows? - perhaps the first chef on a trip to the Moon?
JANE. Now, that would be a challenge! But somehow, I doubt I'll be with you on that one. I'm
terrified of flying!
GREG. Well, now, if you don't mind, we thought our listeners might be interested in the recipes for
your prize-winning meals ..

Part 4. Listen to the news about Reindeer and fill in the blanks of the news summary with the
missing words
Adapted from “When Their Food Ran Out, These Reindeer Kept Digging”
http://www.npr.org/2017/02/18/514523987/when-their-food-ran-out-these-reindeer-kept-digging
Copyright © 2017 NPR.
Your answers
1.beloved 2. lichen 3. survive 4. native 5. remote
6. rural 7. astronomical 8. underground 9. optimistic 10. habitat

TRANSCRIPT
When Their Food Ran Out, These Reindeer Kept Digging

SCOTT SIMON, HOST:

Reindeer populations are being threatened by climate change. A warming world makes their main
winter food source disappear. But as KUCB's Zoe Sobel reports, reindeer on one Alaskan island are
surprising researchers.

ZOE SOBEL, BYLINE: You'd think it'd be easy to spot a herd of 400 reindeer on a treeless island with
tundra as far as the eye can see, but it's not.

LAUREN DEVINE: Yeah, they were right here.

5
SOBEL: That's Lauren Devine of the Ecosystem Conservation Office. She helps manage the reindeer
on St. Paul Island. Though on this windy day, she's hunting them. So far, no luck. Then a man who
works in this remote area approaches our truck.

UNIDENTIFIED MAN: Hey, you guys looking for the reindeer?

DEVINE: Yeah.

UNIDENTIFIED MAN: You see that green patch right there?

DEVINE: Yep.

UNIDENTIFIED MAN: They were just past it.

DEVINE: When?

UNIDENTIFIED MAN: About two hours ago.

DEVINE: Oh, perfect.

SOBEL: Reindeer aren't native to Alaska. They were brought to rural villages across the state in the
late 1800s. In communities like St. Paul, where grocery prices are astronomical, Devine says residents
depend on reindeer to feed their families. And to make it through the winter, the reindeer need
something, too.

DEVINE: Reindeer all over the world depend on lichen. They're very high in sugars and starch, and
they're considered, like, a Snickers bar for reindeer in the winter.

SOBEL: But the reindeer ate the lichen here faster than it could regrow, and now it's gone. Without
lichen, reindeer experts would expect to see malnourished or starving animals. In some places, that's
already happening. But the animals on St. Paul are thriving. Greg Finstad is with the University of
Alaska Fairbanks Reindeer Research Program. He came to study and evaluate the island's reindeer and
environment. On a visit to St. Paul Island last year, he saw something he'd never witnessed before.

GREG FINSTAD: That the reindeer are doing something really very interesting. They have managed
to find other things to eat. They've gone underground.

SOBEL: Finstad discovered instead of lichen, the reindeer are digging up roots and grazing on grass.
He says that's good news. Lichens thrive in Arctic climates, but the Arctic is warming faster than the
rest of the globe. These higher temperatures mean more wildfires, erratic rainfall and better conditions
for other plants that can crowd out the lichen. All of this could mean less lichen for reindeer.

Plus, a warmer climate means what used to be snow is now rain. In Russia a few years ago, that created
an icy barrier so thick the reindeer couldn't stamp through it to get to the lichen. Tens of thousands
starved to death. That's why Finstad thinks it's important that the reindeer in St. Paul are finding
something else to eat.

6
FINSTAD: There's a lot of scientists, researchers, reindeer producers waving their arms in the world.
Oh, climate change, it's the death of reindeer and caribou. But you know what? We have forgotten to
tell the reindeer and caribou. Things change, and they change with it.

MARK BOYCE: I would say no.

SOBEL: Ecology professor Mark Boyce of the University of Alberta is not convinced.

BOYCE: (Laughter) In the - I mean, it's an island population and a very small sample of our global
populations of reindeer and caribou. And the general pattern has been one of decline, so I guess I'm not
very optimistic.

SOBEL: Still, on this Alaska island for now, reindeer are doing just fine. And hunting them is more
popular than ever. For NPR News, I'm Zoe Sobel in St. Paul.

SIMON: And this report comes from Alaska's Energy Desk, a public media collaboration that's focused
on energy and the environment.

(SOUNDBITE OF MIKHAIL SAASKIA'S "LOOKING FOR ALASKA")

Copyright © 2017 NPR. All rights reserved. Visit our website terms of use and permissions pages
at www.npr.org for further information.
NPR transcripts are created on a rush deadline by  Verb8tm, Inc., an NPR contractor, and produced
using a proprietary transcription process developed with NPR. This text may not be in its final form
and may be updated or revised in the future. Accuracy and availability may vary. The authoritative
record of NPR’s programming is the audio record.

II. LEXICO- GRAMMAR (30 points)

Part 1: Choose the best answer A, B, C or D to each of the following sentences and write your
answers in the corresponding numbered boxes

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

Part 2: Supply each blank with the correct form of the word given in the box.

mere addict likely vary digest

resist control treat circulate retire

Your answers
1. retirement 2. merely 3. controlled 4. addictive 5. treatments

7
 6. varied 7. resistence 8. digestion 9. likelihood 10. circulatory

Part 3. The following paragraph contains ten vocabulary errors. Underline the errors and write
the correct words in the corresponding numbered boxes.

The big majority of students who make well in the Cambridge Proficiency Examination have learnt to
use a good monolingual dictionary effectively. Such dictionaries provide informations, not just about
the meanings for words but about their pronunciation and grammar as well. A student who studies how
to use a dictionary effectively will be able to work independently for much of the time, and will gain
considerable insight to the workings of the English language. He or she will be able to confirm to the
meanings of words in a text where contextual clues are insufficient, pronounce words accurately by
studying the phonological transcriptions, and use words accurately both when speaking and writing.
Make sure that you make the room for at least one good monolingual dictionary on your bookshelf, and
then make sure that you use it at a regular basis.
Your answers
1. Line1: big- large 2. Line1: make well- do well
3. Line 2: informations- information 4. Line 3: meanings for words - meanings of
words
5. Line 3: studies - learns 6. Line 5: insight to - insight into
7. Line 5: confirm to - confirm 8. Line 7: phonological - phonetic
9. Line 8: make the room for - make room for 10. Line 9: at a regular basis.- on a regular basis

Part 4. Choose a suitable preposition or particle and write your answers in the corresponding
numbered boxes

Your answers:

1. D 2. B 3. A 4. A 5. C

III. READING (60 points)

Part 1: Read the following passages and decide which answer A, B, C or D best fits each gap.
Write your answers in the corresponding numbered boxes.
Source: Practice C1 Cambridge
Your answers:

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

8
Part 2: Fill each of the following numbered blanks with ONE suitable word and write your
answers in the corresponding numbered boxes
Source: https://www.theguardian.com/money/2000/jan/14/workandcareers.comment

THE WHIRL OF WORK

Your answers:
1. least 2. However 3. teeth 4. point 5. reverse

6. annual 7. hardly 8. peril 9. mean 10. sparks

Part 3. Read the following passage and choose the best answer (A, B, C or D) according to the
text. Write your answers (A, B, C or D) in the corresponding numbered boxes.
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
Source: Hooked on TOEFL Reading (New Edition)
Your answers:
1.D 2. C 3. B 4. B 5. B

6.D 7. D 8. D 9. C 10. B

Part 4. Read the passage and answer questions

You are going to read an extract from a book on photography. For questions 1 – 10, choose from
the sections (A – E). The sections may be chosen more than once.
SOURCE: CAMBRIDGE ENGLISH PROFICIENCY SAMPLE PAPER 1

Answers

In which section are the following mentioned?

the possibility that photography can directly influence events in the world 1. D

the possibility that the photographic image has become redundant 2. E

images being interpreted in a similar way by different societies 3. C

a commonly held view about the relationship between what is visible and how it is 4. B
interpreted

the contrasts of scale that can be represented in photography 5. A

the possibility that the techniques employed in photography today have taken the 6. E
medium back to where it started

9
 the ability of photography to provide images that will exist for a long time 7. B

uncertainty as to whether the main purpose of photography is to inform or to 8. D

entertain

the potential of photography to epitomise the human condition 9. A

the view that photography was the greatest achievement in the history of visual 10. C
images
Part 5. Read the passage, match the headings with the paragraphs and fill in the blanks with the
mising words and write your answers in the corresponding numbered boxes
SOURCE: IELTS PRACTICE TEST PLUS 1

Your answers
1. x 2. viii 3. v 4. iii 5. vii
6. ii 7. i 8. colums 9. verticle walls 10. hollow boxes

IV. WRITING (60 points)

Part 1. Rewrite the following sentences, using the given words. Do not alter these words.

1. I’ve considered the advantages and disadvantages and I’ve decided not to go. (weighed)
I have weighed up the pros and corns and I’ve decided not to go.
2. Considering that she’s only just started, she’s doing very well. (Bearing)
Bearing in minds that she’s only just started, she’s doing very well.
3. When I agreed to do this, I didn’t think that it would be so expensive. (bargain)
When I agreed to do this, I did not bargain for it being so expensive.
4. Let me give you a clue to help you remember. (jog)
Let me jog your memory
5. Although I don’t speak Italian very well, I understood the general meaning of what she said. (drift)
Although I don’t speak Italian very well, I got her drift of what she said.
Part 2. The bar chart below shows the employment of all male and female workers by occupation
in the UK in the year 2005.

Summarize the information by selecting and reporting the main features, and make comparisons where
relevant. You should write about 150 words.
All in employment: by sex and occupation, 2005, UK
• elementary occupations = laborers and catering assistants

10
Part 3. Some people think that all teenagers should be required to do unpaid work in their free
time to help the local community. They believe this would benefit both the individual teenager
and society as a whole. Do you agree or disaggree? (300 words)

THE END
NGƯỜI RA ĐỀ: VŨ THỊ KIM THANH
SỐ ĐT: 094.802.1122

11
12