SỞ GD&ĐT BẮC NINH HƯỚNG DẪN CHẤM

TRƯỜNG THPT CHUYÊN BẮC NINH ĐỀ ĐỀ XUẤT CHỌN HỌC SINH GIỎI
VÙNG DUYÊN HẢI - ĐỒNG BẰNG BẮC BỘ
(Đề thi đề xuất) NĂM HỌC 2021 - 2022
Môn: Tiếng Anh – Lớp 10
(Thời gian: 180 phút – không kể thời gian giao đề)

A. LISTENING (50 points)

Part 1. Complete the notes below. For questions 1-5, write NO MORE THAN TWO WORDS
AND/OR A NUMBER for each answer. (10 points)

1.Symonds/ SYMONDS 2. 1996 3. fulltime/ 4. swimming 5. monthly

full-time

Transcripts with highlighted keys

A: Hi - can I help you?
B: Hello - yes, um, is your club taking on new members at the moment?
A: Oh yes - we're always interested in taking on new members. Just give me a moment and I'll get an
application form. Right-here we are. So - let's start with your name.
B: It's Harry
A: OK - and your sumame?
B: It's Symonds.
A: Is that like Simon with an 's'?
B: No, um, it's S-Y-M-O-N-D-S. Most people find it rather difficult to spell.
A: I see - it has a silent D. I guess a lot of people miss that. Now let me see - can you tell me when
you were born?
B: Yes certainly - the 11th of December.
A: Thanks - and the year?
B: 1996.
A: OK good. Now - are you thinking of becoming a full-time member?
B: Er, probably not. What kind of memberships do you have?
A: Well, we also have off-peak membership which is between 9 and 12 in the morning and 2 and 5
in the afternoon and then we do have a weekend membership.
B: So a weekend membership is just Saturday and Sunday?
A: Yes, that's right.
B: OK - well that's not going to work for me. It looks like I'll have to be full-time. I'm afraid off-peak
membership won't do as I'm not free at those times and I don't just want to be restricted to weekends.
A: I'll make a note of that. Right - we have several facilities at the club including a gym, a swimming
pool, tennis and squash courts. What activities are you planning on doing?
B: Well, do you have badminton?
A: Yes we do.
B: And table tennis?
A: I'm afraid not - well not at the moment anyway.
B: Oh - OK. Well I'm also very keen on swimming so I'm glad you have a pool. I'll certainly be
doing a lot of that.
A: OK - I've got that. Will you be using the gym?
B: No - I'm not interested in that.
A: OK. So just let me work out what the cost will be ... Yes - that comes to £450 for the year. You
can choose to pay annually for the full year or monthly. It's up to you.
B: Oh, I'd prefer to pay regularly in small amounts, rather than have a large amount to pay in one go,
if that's OK?
A: Sure - that's fine. Right, I've got the most important details for now.

Part 2. You will hear an interview in which a deep-sea map-maker called Sally Gordon and a
marine biologist called Mark Tomkins are talking about making maps of the ocean floor. For
questions 11-15, decide whether the statement is TRUE (T) or FALSE (F). (10 points)

6. T 7. F 8. F 9. T 10. T

Transcripts with highlighted keys

Interviewer: Tonight we're talking to map-maker Sally Gordon, and marine biologist Mark Tomkins,
about making maps of the ocean floor. Sally, how did you get started on your career? Tell us about
your first expedition.
Sally: As a recent graduate, I was fortunate to receive a full-paid internship aboard an exploration
vessel to participate in sonar mapping. I was delighted to be selected, but I was extremely nervous
about living at sea for three weeks. Fortunately, everyone was really friendly and helpiul to me as the
new kid on board. On my very first mapping expedition, we collected some data which really
changed the way that they thought about geology in that area, and from then on I was completely
hooked, and inspired by the thought of repeating the success. Now a lot of my shipmates call me the
Mapping Queen!  11. T
Interviewer: Mark, how far have we progressed in terms of researching the ocean floor?
Mark: Here's a troubling fact: most of us know more about planets than we do about the depths of the
ocean. And yet with volcanoes, deep valleys, mountain peaks and vast plains, the landscape of the
ocean floor is as varied and magnificent as it is on the surface of some astronomical body. Ninety-
five percent of the ocean floor remains unexpired - which is nothing compared to how small a part of
space we have reached, of course. But mapping the ocean floor is very technologically challenging
and is progressing much more slowly than space exploration.  12. F
Interviewer: Sally, I know you were wanting to make a point about public attitudes towards deep-sea
exploration.
Sally: Yes ... thanks. I do think it's challenging to get the public engaged about deep-sea exploration.
I think you can get people excited about some parts of marine science. People love to see footage of
coral reefs, for example. These are bright, well-lit portions of the ocean, but really just its skin. But
the depths are so far removed from people physically, so it's a case of out of sight and out of mind, I
suppose, which is a shame and so unnecessary.  13. F
Interviewer: Here's a question for both of you. Where does the funding for these projects come from?
Mark: The government tunding has tended to dry up in recent years, and a lot of corporations have
really taken up some of the slack. Our project is financed by Alison insurance. It's a very interesting
model for ocean science because it's like instead of sponsoring a football team, you're sponsoring a
very important scientific mission that really can make a difference - and people notice that.
Sally: Tt's an interesting development. I think corporates are starting to see the opportunity here for
getting massive brand exposure in an area that there aren't too many competitors. And i don't think a
government funded project could've worked at the speed that we've been working at.
Interviewer: There are a lot of mineral resources under the sea. Mark, aren't some nations -
particularly island nations - rushing in to exploit this?
Mark: Some are. Though, of course, without knowing the shape of the ocean floor, we'll never
realise the economic viability of these resources. Some island nations have been trying to extend
their territorial sea claims further under one interpretation of maritime law. I think who owns these
resources is a huge
issue, and particularly who might be responsible for any damage done to the ocean if these resources
are mined - who would be liable.  14. T
Interviewer: With all the new technology, our knowledge of the oceans is increasing. Where do you
both see this leading?
Sally: More awareness leads to more engagement and - I hope – more responsibility. People would
be seeing landscapes everywhere, as gorgeous as the Himalayas or the Grand Canyon, and they'd be
seeing them for the first time because these are places that no human had ever seen before. We've
already witnessed this with photos of galaxies coming back from the latest space probes.
Mark: I think the only reason we haven't seen these places is we haven't had the will to go find them,
It'll make people think before they're careless about pollution, or eating seafood unsustainably,
because they'd really know how beautiful the ocean is, and that it's not just a big dumping ground.
It's our planet, not some distant galaxy we're talking about here after all.  15. T.

Part 3: You will hear part of an interview with the astronaut Charles Duke, who is talking about
his trip to the moon. For questions 6-10, choose the answer (A, B, C or D) which fits best
according to what you hear. (10 points)
11. D 12. B 13. A 14. C 15. D

Transcripts with highlighted keys

Interviewer: My guest today is Charles Duke, one of the few people to have walked on the moon as
part of an Apollo mission. Charles, welcome to the studio. Have you always been hooked on space
travel?
Charles: Quite frankly, as a kid, it'd never entered my head. There wasn't even a space program when
I was young . . . so there weren't any astronauts.
Interviewer: What about science fiction films at the cinema?
Charles: I'd seen them, of course I used to wonder what space travel might be like — but it was never
what you might describe as a fascination — if you follow me. -> 6. D
Interviewer: So, how did it all come about?
Charles: It was at the Naval Academy. . .
Interviewer: Not in the Air Force?
Charles: No, but I was a navy pilot. I had fallen in love with planes and nothing else would do. And
that gave me the opportunity to start — to get selected for the astronaut program.
Interviewer: Presumably by then they were talking about putting rockets into space?
Charles: Absolutely.
Interviewer: And how did you find the training?
Charles: I suppose the lunar surface training in the spacesuit was physically demanding in a way.
Interviewer: Quite uncomfortable, I imagine.
Charles: It's not what you might expect. Once the spacesuits get inflated, it gets very rigid. You had
to fight to bend your arms and move your fingers inside the gloves.
Interviewer: And how long did you spend inside it?
Charles: Around four to five hours. But actually, the most challenging part was worrying about how
to handle the simulator because we needed to know how to land and then take off on the moon.  7.
B
Interviewer: I don't think I could have coped with that!
Charles: I’m not sure I did. But if you did something wrong, you were in trouble and we often spent
eight hours a day trying to learn what to do!
Interviewer: So how did you feel when you first heard that you were actually going to the moon?
Charles: I suppose you're expecting me to say 'exhilarated'. But I knew there were lots of ‘ifs' — it
would happen if they didn't cancel the program, if I didn't get sick and so on. So I stopped doing all
the dangerous sports I was involved in.
Interviewer: So you knew you had one chance and if you blew it, you wouldn't get another?
Charles: That just about sums it up!  8. A
Interviewer: And when you eventually got there, what impact did it have on you? Landing on the
moon, I mean!
Charles: When we saw the moon for the first time from about 1500 meters, we recognized the
landmarks but, as we got closer, we saw that the spot we were going to land on was very rough —
big rocks and craters —and we panicked a bit. And the more we tried to maneuver and the closer we
got, the more moon dust we blew out.
Interviewer: But you landed safely?
Charles: Eventually, yes. We were six hours late. So when we touched down, we erupted in
enthusiasm. We shook hands and hugged each other.
Interviewer: Not an easy feat in spacesuits.
Charles: [laughs] No, indeed. But after that . . . we had to rest for a certain period . . .
we got outside for the very first time.
Interviewer: You must have been terrified.
Charles: We had no sense of fear about stepping off the ladder onto the moon. We just jumped off
and started bouncing around like lambs in a field in springtime.
Interviewer: And when you saw the lunar landscape, did it live up to expectations?
Charles: What struck me most, apart from its awesome attraction, was its desolation. The sky was jet
black. You felt as if you could reach out and touch it. There were no stars and the sun was shining all
the time. 9. C
Interviewer: And what went through your mind at that moment?
Charles: The fact that it was so untouched. The fact that nobody had ever been to that particular spot
before. It was simply breathtaking.
Interviewer: And do you have a favorite memory of the mission?
Charles: Definitely. It was the thing that we did during the last moonwalk. We were about 6
kilometers or so from the base, and on the edge of a big crater, 100 meters deep. We had to be
careful as we walked along the ridge because one slip would have been dangerous. Suddenly we saw
this huge rock. It was a long way off, and there are no people or cars to judge distances or give you
any sense of scale.
Interviewer: But you managed to get down to it?
Charles: Eventually. It was enormous. The biggest rock anybody had ever touched on the moon. I
had a hammer and I hit a chunk of it — and it came off in my hand — a piece the size of a small
melon.  10. D
Interviewer: A different kind of souvenir! So do you think we should go back? What's the reason for
investing all this time and money in the space race anyway?
Charles: Oh, it's the prime place for a scientific base…

Part 4. You will hear part of a scientific television programme for young people in which the
speaker explains what meteors' are For questions 16-25, complete the notes below which
summarise what the speaker says. Write NO MORE THAN THREE WORDS for each answer. (20
points)
16. shooting stars 21. downwards
17. car 22. a jet plane
18. insects 23. hotter and hotter
19. iron 24. melts
 20. orbit 25. reach the ground

Transcripts with highlighted keys

Presenter: Even if you have never watched the sky at night, you probably know what you would see
if you did. The view is best on a night with no moon. You stare upwards into the inky blackness over
which are scattered millions of tiny points of light. These, of course, are the stars. Then just as you're
beginning to get bored with this unchanging scene, a tiny white streak of light shoots across the sky.
It's going too fast to be a plane. Then two seconds later you see another one. What you are
witnessing is the beginning of a shower of meteors or shooting stars. To understand what is
happening, it helps us to imagine a car driving
fast along the road. In a way, our planet Earth is like that car. As it is racing along, it comes towards
a large group of insects all flying together just above the road.

Now, not all the insects are hit by the car, but several of them crash into the car's windscreen with an
unpleasant noise. In many ways, the meteors are similar to the swarm of insects, although they aren't
really animals. In fact, meteors are mostly tiny pieces of iron that look like little stones.
In a similar way, the Earth is not really moving along a road. But it does follow the same circular
route around the sun once every year. This enormous circular path is called the Earth's ‘orbit'. All the
other planets are in orbits like this as well. Now, there are small groups of those stones waiting in
certain places along the Earth's route around the sun. Some of them are fixed in one orbit while
others are moving around the sun in their own orbits. Once every year, the Earth's circular path
around the sun takes us through some of these groups of little rocks.

Now, when the earth approaches one of these stones, it is pulled downwards towards our planet by a
strong force called gravity. And when the meteor starts to rush towards the ground, a shooting star is
born. Normally, as shooting stars fall, they are travelling at speeds of 10 kilometres every second.
This is about a hundred times faster than a jet plane. However, before the meteor can reach the Earth,
it must
go through the air around it - the atmosphere. Now, because it is going through the air so fast, the
shooting star starts to become hotter and hotter and the air around it gets very hot too. This is a bit
like the head of a match rubbing along the side of a matchbox. Now, very soon the outside of this
piece of iron gets very hot indeed and, as a result, it gets soft and melts and then starts to burn. So, as
this hot little rock rushes through the atmosphere, it leaves a tail of hot burning metal and flames
behind it. This is the bright streak we can see from the ground - 100 kilometres below. Yes, you see,
fortunately for us, most meteors are so small that they have completely burned up long before they
could ever reach the ground - which is just as well because, otherwise, we would need to carry rather
stronger umbrellas!

SECTION B. LEXICO- GRAMMAR (50 points)

Part 1. Choose the best option A, B, C, or D to complete the following sentences and write your
answers in the corresponding numbered boxes. (20 points)

1. B 5. A 9. A 13.A 17. D
2. D 6. B 10. C 14. C 18.C
3. A 7. B 11. D 15. C 19. C
4. C 8. A 12. A 16. B 20. D

Part 2. Write the correct form of the words given in the brackets. Write your answers in the spaces
provided below. (10 points)
 21. unite 22. disinheritance 23. survivability 24. downpour 25. disciplinarian
26. unmitigated 27. conservation 28. unadulterated 29. absurdity 30. groundwork

Part 3. Complete each sentence with one suitable particle or preposition. Write your answers in
the box provided. (10 points)

31. off 32.down 33.on/ upon 34.to 35. by

36.against 37.at 38.on/ towards 39.at 40. in

C. 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. (15 points)

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

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

Part 2. Read the following passage and fill in the blank with ONE suitable word. Write your
answers in corresponding numbered boxes. (15 points)

11. their 12.which 13. being 14. with 15. on

16.at 17.other 18.against 19. would 20.ago

Part 3. Read the following passage and choose the best answer to each of the following questions.
Write your answers in corresponding numbered boxes. (15 points)

21. A 22. A 23. C 24. B 25. C

26. D 27. A 28. D 29. B 30. B

Part 4: Read the following passage and choose the best answer to each of the following questions.
Write your answers in corresponding numbered boxes. (15 points)

31. ii 32. vi 33. iv 34. i 35. ix 36. v 37. F 38. F 39. NG 40. T

D. WRITING (50 points)

Part 1. Provided below is a table demonstrating data about subway systems in six cities. In at least
____ words, summarize the information by selecting and reporting the main features, and make
comparisons where relevant. (20 points)
1. Completion (02 points): The report covers the table and has a clear structure of three parts:
Introduction, Overview and Body.

2. Content (10 points)

- The report MUST cover the following points:
• Introduce the table (01 point) and state the general and striking features (05 points).
• Describe main features with relevant data from both charts and make relevant comparisons (05
points).
- The report MUST NOT contain personal opinions.
(A penalty of 01 point to 02 points will be given to personal opinions found in the answer.)
3. Organisation (02 points)
- Ideas are well organised.
- The report is sensibly divided into paragraphs.
4. Punctuation and spelling (01 point)
The report should demonstrate the correct use of spelling and punctuations.

5. Language use (05 points)

The report should:
- Demonstrate a wide variety of lexical and grammatical structures.
- Make correct use of words (verb tenses, word forms, voice, etc.).

Sample answer:
The table indicates clear differences between several major metro systems of the world in terms of
age, scale and annual carrying capacity.

Overall, the more recently established metro systems are considerably shorter than the older ones.
All six metro systems differ tremendously in annual payloads.

Completed in 1863, the London underground is the oldest of the metro systems listed and also the
longest, extending for 1,100 kiliometres. Likewise, the second oldest system being built in 1890 is
also the second longest with approximately 594 kilometres in length. In stark contrast, the Kyoto and
Los Angeles subway systems — established in 1890 and 2001 respectively - are far shorter. The
former covers a mere 11 kilometres and the latter just 14 kilometres.

With regard to yearly carrying capacity, the Tokyo metro is equipped to carry the largest number of
passengers, at 1,434 milion, followed by the Paris metro being capable of having 850 million
passengers aboard. The systems with the smallest capacities are those of Kyoto and Washington DC,
transporting just 11 million and 70 million people per year, respectively.

Part 2. Essay writing. (30 points)

Write an essay of about 250 words to express your opinion on the following topic:
Parents should get punishment in some ways if their children break the law.
Do you agree with this opinion?
Use your own knowledge and experience to support your arguments with examples and relevant
evidence.

The mark given to part 3 is based on the following scheme:

1. Content (10 points)
- ALL requirements of the task are sufficiently addressed.
- Ideas are adequately supported and elaborated with relevant and reliable explanations, examples,
evidence, personal experience, etc.

2. Organisation and Presentation (08 points)

- Ideas are well organised and presented with coherence, cohesion, and clarity.
- The essay is well-structured:
• The introduction is presented with a clear thesis statement.
• The body paragraphs are written with unity, coherence and cohesion. Each body paragraph
must have a topic sentence and supporting details and examples where necessary.
 • The conclusion summarises the main points and offers personal opinions on the issue.

3. Language (09 points)

- Demonstration of a variety of vocabulary and structures appropriate to the level of English
language gifted upper-secondary school students.
- Good use and control of grammatical structures.
- Use of vocabulary must not create confusion for readers.

4. Handwriting, punctuation, and spelling (03 points)

- Good punctuation and no spelling mistakes.
- Legible handwriting.