HỘI CÁC TRƯỜNG THPT CHUYÊN KÌ THI CHỌN HỌC SINH GIỎI

THPT CHUYÊN THÁI NGUYÊN TRẠI HÈ HÙNG VƯƠNG

NĂM HỌC 2022- 2023
ĐỀ ĐỀ XUẤT MÔN THI: TIẾNG ANH LỚP 11
(Thời gian làm bài 180 phút không kể thời gian giao đề)

I. LISTENING
1. Listen to a piece of news and fill in the gaps using no more than THREE WORDS OR NUMBER for each blank. (20 pts)
About Nanotechnology
 It is a study on the scale of nanometre
 The development in nanotechnology is the result of a new type of 1. ……………
 People are worried that nanotech products are 2. ……………
Food and household
 The availability of 3. …………… in our diet ( e.g in potatoes) is great improved
 The packaging cost 4. …………… is particularly reduced
 Nanotechnology can increase the 5. …………… of food.
 Nanotechnology can be used to make new types of furniture.
Agriculture
 The efficiency of 6. …………… is increased
Health and medicine
 Nanotubes allow more 7. …………… to enter veins
 As the most popular material, 8. …………… is used to kill bacteria
 Nanotechnology is also helpful in 9. …………… loss program
Comestic
 Nanoparticles protect skin from the 10. ……………
 A help to improve the ability against aging
 Nanotechnology helps to deliver effective elements to the skin.
 Source: Nanotechnology and its Applications | https://mini-ielts.com/1501/listening/nanotechnology-and-its-applications
2. You will hear a radio talk about anarchy. Answer the following questions, write no more than FIVE WORDS for each answer.
(10 pts)
11. What was anarchy originally associated with?
12. What do anarchists believe hinders complete equality?
13. Which government is political violence attributed to by ideologies derived from anarchy?
14. What values does anarchy promote?
15. What does anarchy respond to?
Source: What is Anarchy? | https://www.youtube.com/watch?v=JM0_0pfm2_c&list=PLS0CO0PT_kELhtLZKz7X8XvWpBRYV4Hza&index=4
3. You will listen to a talk between two people. Decide if the following statements are True (T), False (F), or Not Given (NG)
according to what you hear. (10 pts)
16. Racially diverse companies are more innovative than otherwise homogeneous companies.
17. Hispanic people account for an increasingly higher percentage of the global workforce.
18. Hispanic people are likely to be bilingual.
19. The interviewee sees her identity as a homosexual as a handicap to her career.
20. The prejudice against darker complexities within a race is not restricted to Hispanics.
Source: Hispanic Heritage Month: The importance of inclusivity in the workplace | ABCNL | https://www.youtube.com/watch?
v=sGbLJejq3yA
4. You will hear an interview with Louise, who talks about the importance of feedback. For questions 1-5, choose the answer
which fits best according to what you hear. (10 pts)
21. Louise says that you need to get feedback when you
A. have not been able to write anything for some time.
B. are having difficulty organizing your ideas.
C. are having contrasting feelings about what you have written.
D. have finished the book but not shown it to anyone.
22. Louise says that you should get feedback from another writer because
A. it is easy to ignore criticism from people who are not writers.
B. another writer may be kinder to you than friends and relatives.
C. it is hard to find other people who will make an effort to help you.
D. another writer will understand what your intentions are.
23. What does Louise regard as useful feedback?
A. a combination of general observations and detailed comments
B. both identification of problems and suggested solutions
C. comments focusing more on style than on content
D. as many points about strengths as weaknesses
24. What does Louise say about the people she gets feedback from?
A. Some of them are more successful than her.
B. She doesn't only discuss writing with them.
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 C. She also gives them feedback on their work.
D. It isn't always easy for her to get together with them.
25. One reaction to feedback that Louise mentions is that
A. it is justified but would require too much effort to act on.
B. it focuses on unimportant details rather than key issues.
C. it has been influenced by reading other people's novels.
D. it is not suggesting that major changes to the novel are required.
Source: CAE Practice Test Pearson 2015
II. LEXICO-GRAMMAR
1. Choose the answer that best completes each sentence. (20 pts)
1. They lived in a thatched cottage in a ________ village in the heart of the English countryside.
A. dense B. conventional C. lush D. quaint
2. People suffered many hardships during the years of ________ after the war.
A. severity B. austerity C. sobriety D. integrity
3. She was very fortunate to ______ an excellent private tutor to help her with her study.
A. think through B. seek out C. pick up D. light upon
4. He’s a nice guy, always already to do somebody a good __________.
A. present B. play C. turn D. pleasure
5. The new company had been________ with one problem after another and looked as if it were about to go under.
A. glorified B. tainted C. fraught D. bewildered
6. Disagreements among party members have led to a major political _______.
A. wrangle B. tussle C. scrap D. squabble
7. _______ police were called to the scene where violent protesters posed a threat to the public.
A. Trouble B. Riot C. Mutiny D. Crowd
8. Their decision on whether I get the job or not will be based mostly on my academic ________.
A. reputation B. credit C. standing D. credentials
9. Take the doctor’s advice into consideration. He’s in ________ earnest about the epidemic.
A. mortally B. fatally C. gravely D. deadly
10. Most people who win a lot of money __________ usually it on unnecessary things.
A. consume B. give C. squander D. throw
11. When he saw the damage to his car, he ______________ into a rage.
A. rushed B. drove C. jumped D. flew
12. All efforts to calm the situation down only ______________ the situation.
A. exacerbated B. exasperated C. exaggerated D. extrapolated
13. They have a(n) ______________ interest in keeping the club as exclusive as possible.
A. vested B. invested C. shadowed D. implied
14. The manager’s future ______________ whether the team wins or loses this one game.
A. stems from B. rests on C. derives from D. counts on
15. On the way to Cambridge yesterday, the road was blocked by a fallen tree, so we had to make a ______________.
A. deviation B. digression C. departure D. detour
16. It was some time before she came to ______________ with the fact that she had lost.
A. catches B. holds C. grips D. grabs
17. When the Chairman ran off with his secretary, the Board tried to ______________ the matter.
A. switch off B. hush up C. calm down D. tuck away
18. We are aware that he has tried his best; ________, his work is just not good enough.
A. let alone B. albeit C. be that as it may D. come what may
19. It must be true. I heard it straight from the ______________ mouth.
A. dog's B. horse's C. camel's D. cat's
20. I slept badly last night and am feeling particularly ______________this morning.
A. slow-witted B. far-reaching C. off-hand D. top-heavy
3. Write the correct form of the word given in the brackets. (10 pts)
1. The evidence presented was ………… (VOICE), leaving no room for doubt or ambiguity.
2. Many people claim to have had ………… (NORM) experiences, such as encountering ghosts or witnessing unexplained phenomena.
3. His constant ………… (TEMPER) led to frequent confrontations and strained relationships with those around him.
4. The doctor made a ………… (REFER) to a specialist for further examination of the patient's condition.
5. The coronation ceremony was a grand affair, where the new monarch was ………… (THRONE) amidst cheers and celebrations.
6. During our long ………… (LAY) at the airport, we explored the duty-free shops and indulged in some delicious food.
7. He became ………… (TOXIC) after consuming several glasses of wine, impairing his judgment and coordination.
8. The complex scientific concepts discussed in the lecture left the ………… (COMPREHEND) students feeling bewildered and lost.
9. As a ………… (WEIGH), she couldn't handle much alcohol and quickly became tipsy after just a few sips.
10. The intense heat caused the solid ice to undergo ………… (LIQUID), transforming it into a liquid state.
III. READING
1. Read the passage and choose the correct letter A, B, C, or D (10 pts).
From the article "Against the Undertow: Language-Minority Education Policy and Politics in the 'Age of Accountability'" by Terrence G Wiley
and Wayne E. Wright
Language diversity has always been part of the national demographic landscape of the United States. At the time of the first census in 1790,
about 25% of the population spoke languages other than English (Lepore, 2002). Thus, there was a diverse pool of native speakers of other
languages at the time of the founding of the republic. Today, nationwide, school districts have reported more than 400 languages spoken by
language-minority students classified as limited English proficient (LEP) students (Kindler, 2002). Between 1991 and 2002, total K-12 student
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enrollment rose only 12%, whereas LEP student enrollment increased 95% during this same time period (National Clearinghouse for English
Language Acquisition, 2002b). This rapid increase and changing demographics has intensified the long debate over the best way to educate
language-minority students.
Historically, many groups attempted to maintain their native languages even as they learned English, and for a time, some were able to do so
with relatively little resistance until a wave of xenophobia swept the country during World War 1 (Kloss, 1977/1998). Other groups, Africans,
and Native Americans encountered repressive politics much earlier. During the 1960s, a more tolerant policy climate emerged. However, for the
past two decades there has been a steady undertow of resistance to bilingualism and bilingual education. This article provides historical
background and analyzes contemporary trends in language-minority education within the context of the recent national push for accountability,
which typically takes the form of high-stakes testing.
The origins of persistent themes regarding the popular antagonisms toward bilingual education and the prescribed panaceas of "English
immersion" and high-stakes testing in English need to be scrutinized. As background to the contemporary context, we briefly discuss the history
of language politics in the United States and the ideological underpinnings of the dominant monolingual English ideology. We analyze the recent
attacks on bilingual education for what this attack represents for educational policy within a multilingual society such as the United States. We
emphasize multilingual because most discussions of language policy are framed as if monolingualism were part of our heritage from which we
are now drifting. Framing the language policy issues in this way masks both the historical and contemporary reality and positions non-English
language diversity as an abnormality that must be cured. Contrary to the steady flow of disinformation, we begin with the premise that even as
English has historically been the dominant language in the United States since the colonial era, language diversity has always been a fact of life.
Thus, efforts to deny that reality represent a "malady of mind" (Blaut, 1993) that has resulted in either restrictionist or repressive language
policies for minorities.
As more states ponder imposing restrictions on languages of instruction other than English-as California, Arizona, and Massachusetts have
recently done-it is useful to highlight several questions related to the history of language politics and language planning in the United States.
Educational language planning is frequently portrayed as an attempt to solve the language problems of the minority. Nevertheless, the historical
record indicates that schools have generally failed to meet the needs of language-minority students (Deschenes, Cuban, & Tyack, 2001) and that
the endeavor to plan language behavior by forcing a rapid shift to English has often been a source of language problems that has resulted in the
denial of language rights and hindered linguistic access to educational, social, economic, and political benefits even as the promoters of English
immersion claim the opposite.
The dominance of English was established under the British during the colonial period, not by official decree but through language status
achievement, that is, through "the legitimization of a government's decisions regarding acceptable language for those who are to carry out the
political, economic, and social affairs of the political process" (Heath, 1976, p.51). English achieved dominance as a result of the political and
socioeconomic trade between England and colonial administrators, colonists, and traders. Other languages coexisted with English in the colonies
with notable exceptions. Enslaved Africans were prohibited from using their native tongues for fear that it would facilitate resistance or
rebellion. From the 1740s forward, southern colonies simultaneously institutionalized "compulsory ignorance" laws that prohibited those
enslaved from acquiring English literacy for similar reasons. These restrictive slave codes were carried forward as the former southern colonies
became states of the newly United States and remained in force until the end of the Civil War in 1865 (Weinberg, 1977/1995). Thus, the very
first formal language policies were restrictive with the explicit purpose of promoting social control.
Source: TOEFL iBT 2018
1. What is the primary purpose of including the statistic from the 1790 census in the introductory paragraph?
A. To explain how colonizing the US eradicated language diversity
B. To show concrete evidence that language diversity in the US is not a new phenomenon
C. To note that before that time, there was no measure of language diversity in the US
D. To demonstrate that census data can be inaccurate

2. The article compares two sets of statistics from the years 1991-2002, increases in K-12 enrollment and increases in LEP students, to
highlight.
A. That the two numbers, while often cited in research, are insignificant
B. That while many people with school-age children immigrated to the US during this time, an equal amount left the country as well
C. That language diversity had no impact on US student enrollment during this time
D. That while the total amount of students enrolled in US schools may have grown slowly, the amount of those students who were LEP
increased dramatically
3. According to the second paragraph, many groups maintained their native languages without resistance into the 20th century EXCEPT
A. Native Americans and African Americans
B. Irish Americans and African Americans
C. Mexican Americans and Native Americas
D. Native Americans and Dutch Americans
4. Why is the word "undertow" emphasized in the second paragraph?
A. To explain how certain groups continued to carry their native languages with them despite the opposition from those against language
diversity
B. To show the secretive and sneaky nature of those opposed to language diversity
C. To call attention to the ebb and flow of language resistance during the 20th century, experiencing periods of both rest and extremism
D. To explain that, while many groups tried to maintain their native languages, many gave in to social and political pressure to use only
English
5. What is the best way to describe the function of the third paragraph in this excerpt?.
A. The paragraph provides its primary thesis as well an outline of the article's main points
B. The paragraph is an unnecessary and irrelevant inclusion
C. The paragraph serves to reveal the conclusions of the article before detailing the data
D. The paragraph firmly establishes the article's stance against language diversity
6. What is the best summary of why the phrase "multilingualism" is emphasized in the third paragraph?
A. Language repression stems from the US's unwillingness to recognize the languages of its foreign allies
B. Because language is constantly changing and often goes through multiple phases over time
C. The authors firmly believe that speaking more than one language gives students a substantial benefit in higher education.
D. Language policy discussions often assumes that the US has a monolinguistic history, which is untrue and poses language diversity as
threatening
7. Phrases such as "prescribed panaceas" and "malady of the mind" are used in the third paragraph to
A. Defend the point that the US must standardize its language education or there will be severe results
B. Point out that language is as much a physical process as an intellectual one
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 C. Illustrate how certain opponents of language diversity equate multilingual education with a kind of national disease
D. Demonstrate how the stress of learning multiple languages can make students ill
8. According to the fourth paragraph, all of the following are potential negatives of rapid English immersion EXCEPT:
A. It can lead to a denial of language rights for particular groups
B. Students become more familiar with conversational expressions and dialect
C. It can prevent access to certain benefits that are always available to fluent speakers
D. It can promote feelings of alienation among groups that are already in a minority status
9. The best alternate definition of "language status achievement" is
A. When enough scholarly work has been produced in a language, it is officially recognized
B. Those who are in power socially and economically determine the status of a language
C. Languages fall into a hierarchy depending upon the numbers of populations that speak them
D. The position of a language in which no others may coexist with it
10. From the context of the final paragraph, what does "compulsory ignorance" mean?
A. Populations at the time were required only to obtain a certain low level of education
B. Slave populations were compelled to only speak in their native languages and not learn English
C. That slaves were forcibly prevented from developing their native language skills out of fear that they would gain power
D. Slave owners would not punish slaves who did not wish to learn and speak only English
2. Read the passage and choose the correct letter A, B, C, or D which fits best (10 pts).
In the realm of adventure and exploration, the name Indiana Jones is 1. ………… daring escapades and extraordinary discoveries. With his
iconic fedora and whip in hand, he ventures 2. ………… across the globe, navigating treacherous landscapes and uncovering ancient mysteries.
His journeys are meticulously 3. ………… to uncover hidden archaeological wonders.
During the 1930s, when the allure of uncharted territories and untold treasures was 4. ………… , Indiana Jones was the epitome of a
swashbuckling archaeologist. He was 5. ………… the enigmatic artifacts and artifacts that lay 6. ………… , waiting to be unearthed. Each
undertaking was 7. ………… , requiring immense courage, wit, and physical prowess to outwit nefarious rivals and perilous traps.
As he delves into the depths of forgotten tombs and secret chambers, Jones encounters 8. ………… of dangerous creatures, from venomous
snakes to booby-trapped mechanisms. The secrets he unveils are often 9. ………… away for centuries, hidden beyond the veil of time.
Indiana Jones's exploits have become the stuff of legend, inspiring countless adventurers and fueling the imaginations of aspiring explorers. His
tales serve as a reminder that venturing into the unknown and pushing the boundaries of knowledge is a noble pursuit. 10. ………… of everyday
life lies a world waiting to be discovered, and it is through such daring undertakings that humanity has achieved remarkable feats throughout
history.
1. A. commensurate with B. equivalent to C. synonymous with D. tantamount to
2. A. hereabouts B. hither and thither C. or thereabouts D. there and then
3. A. ferreted out B. hunted down C. mapped out D. traced back
4. A. all the rage B. of high standing C. of repute D. in vogue
5. A. clued in on B. genned up on C. in the know about D. no stranger to
6. A. dormant B. drowsing C. reposing D. comatose
7. A. beyond you B. no brainer C. no mean feat D. over your head
8. A. droves B. hordes C. packs D. swarms
9. A. chained B. fastened C. linked D. sealed
10. A. beyond measure B. beyond redemption C. beyond the pale D. beyond the veil
Source: Indiana Jones and the Temple of Doom - Indie Film Hustle | https://indiefilmhustle.com/tag/indiana-jones-and-the-temple-of-doom/
3. Fill each blank with ONE suitable word (10 pts)
Life of Epicurus
Epicurus, who was born on the verdant island of Samos, took early 1. .............. philosophy. When only 14, he started travelling, to learn from the
2. .............. of the Platonist Pamphilus. Finding himself at 3. .............. with much of this teaching, he decided to define his own philosophy of
life. 4. .............. immediately set this philosophy apart from other lines of thought was its emphasis on sensual pleasure. 5. .............., if any,
philosophers had ever made admissions of this kind and Epicurus shocked many, not 6. .............. when he set up a school 7. .................... very
aim was to promote happiness. Nevertheless, despite outrage and criticism, his teachings attracted support and spread 8. .............. afield, from
Syria to Gaul. Even today, Epicurus's name lives 9. .............. in many languages in adjectival form - in English, 'Epicurean' signifies being
dedicated to the pursuit of pleasure. In fact, Epicurus drank water rather than wine, and usually restricted his diet to bread, vegetables and a
palmful of olives. 10. .............. were the tastes of the man who, after rational analysis, had reached the striking conclusion that the essential
ingredients of happiness were the most inexpensive, however elusive they might be.
Source: Upstream Proficiency C2
4. Read the passage and do the tasks that follow (10 pts)
The question of whether we are alone in the Universe has haunted humanity for centuries, but we may now stand poised on the brink of the
answer to that question, as we search for radio signals from other intelligent civilisations. This search, often known by the acronym SETI (search
for extra-terrestrial intelligence], is a difficult one. Although groups around the world have been searching intermittently for three decades, it is
only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.
A
The primary reason for the search is basic curiosity - the same curiosity about the natural world that drives all pure science. We want to know
whether we are alone in the Universe. We want to know whether life evolves naturally if given the right conditions, or whether there is
something very special about the Earth to have fostered the variety of life forms that we see around us on the planet. The simple detection of a
radio signal will be sufficient to answer this most basic of all questions. In this sense, SETI is another cog in the machinery of pure science
which is continually pushing out the horizon of our knowledge. However, there are other reasons for being interested in whether life exists
elsewhere. For example, we have had civilisation on Earth for perhaps only a few thousand years, and the threats of nuclear war and pollution
over the last few decades have told us that our survival may be tenuous. Will we last another two thousand years or will we wipe ourselves out?
Since the lifetime of a planet like ours is several billion years, we can expect that, if other civilisations do survive in our galaxy, their ages will
range from zero to several billion years. Thus any other civilisation that we hear from is likely to be far older, on average, than ourselves.
The mere existence of such a civilisation will tell us that long-term survival is possible, and gives us some cause for optimism. It is even possible
that the older civilisation may pass on the benefits of their experience in dealing with threats to survival such as nuclear war and global pollution,
and other threats that we haven’t yet discovered.
B

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In discussing whether we are alone, most SETI scientists adopt two ground rules. First, UFQs (Unidentified Flying Objects) are generally
ignored since most scientists don’t consider the evidence for them to be strong enough to bear serious consideration (although it is also important
to keep an open mind in case any really convincing evidence emerges in the future). Second, we make a very conservative assumption that we
are looking for a life form that is pretty well like us, since if it differs radically from us we may well not recognise it as a life form, quite apart
from whether we are able to communicate with it. In other words, the life form we are looking for may well have two green heads and seven
fingers, but it will nevertheless resemble us in that it should communicate with its fellows, be interested in the Universe, live on a planet orbiting
a star like our Sun, and perhaps most restrictively, have a chemistry, like us, based on carbon and water.
C
Even when we make these assumptions, our understanding of other life forms is still severely limited. We do not even know, for example, how
many stars have planets, and we certainly do not know how likely it is that life will arise naturally, given the right conditions. However, when we
look at the 100 billion stars in our galaxy (the Milky Way), and 100 billion galaxies in the observable Universe, it seems inconceivable that at
least one of these planets does not have a life form on it; in fact, the best educated guess we can make, using the little that we do know about the
conditions for carbon-based life, leads us to estimate that perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means
that our nearest neighbours are perhaps 100 light years away, which is almost next door in astronomical terms.
D
An alien civilisation could choose many different ways of sending information across the galaxy, but many of these either require too much
energy, or else are severely attenuated while traversing the vast distances across the galaxy. It turns out that, for a given amount of transmitted
power, radio waves in the frequency range 1000 to 3000 MHz travel the greatest distance, and so all searches to date have concentrated on
looking for radio waves in this frequency range. So far there have been a number of searches by various groups around the world, including
Australian searches using the radio telescope at Parkes, New South Wales. Until now there have not been any detections from the few hundred
stars which have been searched. The scale of the searches has been increased dramatically since 1992, when the US Congress voted NASA $10
million per year for ten years to conduct a thorough search for extra-terrestrial life. Much of the money in this project is being spent on
developing the special hardware needed to search many frequencies at once. The project has two parts. One part is a targeted search using the
world’s largest radio telescopes, the American-operated telescope in Arecibo, Puerto Rico and the French telescope in Nancy in France. This part
of the project is searching the nearest 1000 likely stars with high sensitivity for signals in the frequency range 1000 to 3000 MHz. The other part
of the project is an undirected search which is monitoring all of space with a lower sensitivity, using the smaller antennas of NASA’s Deep Space
Network.
E
There is considerable debate over how we should react if we detect a signal from an alien civilisation. Everybody agrees that we should not reply
immediately. Quite apart from the impracticality of sending a reply over such large distances at short notice, it raises a host of ethical questions
that would have to be addressed by the global community before any reply could be sent. Would the human race face the culture shock if faced
with a superior and much older civilisation? Luckily, there is no urgency about this. The stars being searched are hundreds of light years away, so
it takes hundreds of years for their signal to reach us, and a further few hundred years for our reply to reach them. It’s not important, then, if
there’s a delay of a few years, or decades, while the human race debates the question of whether to reply, and perhaps carefully drafts a reply.
Source: Cambridge 9

List of Headings
i. Seeking the transmission of radio signals from planets
ii. Appropriate responses to signals from other civilisations
iii. Vast distances to Earth’s closest neighbours
iv. Assumptions underlying the search for extra-terrestrial
v. Reasons for the search for extra- terrestrial intelligence
vi. Knowledge of extra-terrestrial life forms
vii. Likelihood of life on other planets

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

YES if the statement agrees with the information

NO if the statement contradicts the information
NOT GIVEN if it is impossible to say what the writer thinks about this
6. Alien civilisations may be able to help the human race to overcome serious problems.
7. SETI scientists are trying to find a life form that resembles humans in many ways.
8. The Americans and Australians have co-operated on joint research projects.
9. So far SETI scientists have picked up radio signals from several stars.
10. The NASA project attracted criticism from some members of Congress.
5. Read the passage. Then choose from the options (A-D) for questions 1-10 (10 pts)
Superheroes
A Spider-man
Spider-Man acquired his superhuman abilities when, during a demonstration of radiation technology, a spider crept into the beam of radiation
and bit his hand. As Peter Parker he works as a photographer for The Daily Bugle, but as Spider-Man he fights evil in the crime-ridden streets of
New York. Spider-Man shoots and spins webs from small jets attached to his wrists and can stick to almost any surface, scaling skyscrapers with
his bare hands. So how far can real science go in explaining his powers? Like our superhero, spiders can adhere to almost any surface. Many do
this by secreting sticky silk onto their feet, which anchors them in position. Others have millions of specially shaped microscopic hairs on their
legs, that slip into nooks and crannies. As for Spider-Man's traps, anyone who has ever walked into a spider's web knows that the silk is
deceptively strong, despite its gossamer appearance. Dragline silk, which spiders use to crawl down from ceiling to floor, is the strongest of all;
weight for weight it is actually stronger than steel.
B Superman

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As a child, Superman was forced to flee his doomed planet, Krypton, eventually landing on Earth where he was adopted under the name Clark
Kent. He now works as a mild-mannered newspaper reporter, but whenever danger calls he’s a quick change away from saving the world … as
Superman. He is faster than a speeding bullet, can fly, has superhuman strength, can leap over tall buildings and has X-ray vision. Superman’s
cells convert the sun’s energy into incredible superpowers – but can scientific fact explain this? While animals have to eat plants (or each other)
to survive, plants can harvest their energy directly from the sun’s light by photosynthesis. Plants are full of a chemical called chlorophyll that
accelerates this reaction. It traps all of the energy we need to live, storing it inside plants until the energy is released inside our bodies after
eating. So perhaps Superhuman is using some form of photosynthesis to build up the tremendous reserves of energy that he needs for his
superhuman feats of strength. One thing’s for sure – he’s not using chlorophyll, because it would turn him bright green!
C Magneto
Hunted by the X-Men, Magneto was born a mutant to a world that feared and despite his kind. In response he isolated himself from humanity in
Asteroid M, preparing for the time when mutants would rule the Earth. Magneto can create electromagnetic fields and control them so that he
can levitate all objects made of metal, project force fields and generate electricity. So can science explain his abilities? Iron and steel are
magnetic, and are attracted to either the north or south poles of a magnet. Electromagnets are used to make trains that float over the rails; these
are easier to move forward than a conventional train, which haves a lot of energy through friction between the rails and wheels. Most materials,
including water, are ‘diamagnetic’, meaning that they are always repelled by both magnetic poles. Since animals are mostly water, scientists
have found that if they use a strong enough magnetic field, they could levitate a live frog without hurting it at all.
D The Incredible Hulk
As a nuclear physicist, Bruce Banner developed a new gamma bomb for the military. When a reckless teenager strayed onto the bomb test site,
Banner saved him- but was caught in the middle himself and transformed into a huge green monster. enormously strong and driven by fury.
When angry, Banner now changes into the Hulk, acquiring superhuman strength -and turning green-but with decreased intelligence and an
inability to control his temper. At times of stress, humans do sometimes perform great feats of strength. This may be caused- by the release of
certain hormones in the body which boost the levels of oxygen and fuel available to muscles. Over time, they can even increase muscle bulk.
Other natural chemicals can mask the pain that over-stretching muscles may cause, allowing individuals to push their body beyond its natural
limits. The Hulk's colour changes may be related to the way animals use colour cells to alter their appearance; the cuttlefish uses this for
camouflage, and may even be able to communicate using waves of colour.
Source: CAE Advanced Results

Which section mentions

a substance that speeds up a natural process 1 …………
a substance that looks weaker than it is 2 …………
someone who takes refuge away from his home 3 ………… 4 …………
a substance that enables creatures to secure themselves in place 5 …………
a selfless act with unforeen consequences 6 …………
someone given a new iddtity from a young age 7 …………
a creature that hides itself by changing the way it looks 8 …………
someone whose powers are the principle behind a form of transport 9 …………
substances that make physical discomfort less noticeable to the sufferer 10 …………
IV. WRITING
1. Summary writing (15 points)
The emergence and subsequent popularity of gamification have marked a significant turning point in the realm of computer software. While the
term itself surfaced online in 2008, it wasn't until 2010 that gamification truly gained traction and widespread recognition. However, even before
the term was coined, various fields had already begun incorporating elements from video games into their practices. Examples include the
adoption of game elements in learning disabilities research and scientific visualization projects.
The widespread usage of the term "gamification" in 2010 referred to the incorporation of social and reward aspects of games into software. This
technique quickly captured the attention of venture capitalists, with some considering it the most promising area within the gaming industry. In
fact, during presentations seeking funding for consumer software applications, it was noted that half of the companies mentioned game design as
a key component.
Gamification can be seen as an evolution of earlier efforts to adapt game-design elements to non-game contexts. Scholars in the field of human-
computer interaction have explored the application of game-derived elements for motivation and interface design. Moreover, connections have
been drawn between gamification and concepts such as socialist competition and the trend of "fun at work." The integration of gamification
conferences with simulation is exemplified by the participation of influential game designer Will Wright, known for his work on the game
SimCity, as the keynote speaker at the Gsummit 2013.
Alongside companies that utilize gamification, several businesses have emerged to provide dedicated gamification platforms. Bunchball,
supported by Adobe Systems Incorporated, was the first company to offer game mechanics as a service back in 2007. Badgeville, a gamification
service provider, raised substantial venture-capital funding within its first year of operation, indicating the growing interest and potential in this
field.
Gamification has also made its way into the public sector, particularly in the realms of education and behavior modification. The United States
Department of Energy co-funded research trials that explored the application of gamification, including studies on consumer behavior and its
impact on energy use. Furthermore, cultural anthropologist Susan Mazur-Stommen has advocated for the use of games in addressing climate
change and sustainability, highlighting various game formats employed in such efforts.
Source: CAE Advanced Results
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2. WRITING
Graph writing ( 15 points)
The chart below shows waste collection by a recycling center from 2011 to 2015. Summarize the information by selecting and reporting
the main features and make comparisons where relevant.
Write at least 150 words.

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3. Essay writing (30 points)
Around the world, people are now living longer than ever before in the past. Some say an ageing population creates problems for
governments. Others believe there are benefits to society having more elderly people. To what extent do the advantages of possessing an
ageing population outweigh the disadvantages?
Write at least 250 words.
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