TRƯỜNG THPT CHUYÊN HUỲNH MẪN ĐẠT

ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM

ĐỀ THI ĐỀ XUẤT DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ LẦN THỨ XV
MÔN: TIẾNG ANH 11
(Hướng dẫn chấm gồm 05 trang)
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I. LISTENING (50 points)

Part 1. (10 points)

1. T 2. T 3. F 4. F 5. NG

https://www.youtube.com/watch?v=54mWcsTk8f0

1. True
0.35 The workplace property expert Antony Slumbers said no firm ever wanted an office, they
wanted productive employees and the office was just one way to create that.
2. True
0.56 In fact, open-plan offices tended to make us feel like we were constantly interrupted and unable
to get anything done.
3. False
1.09 So it's chance encounters, bumping into colleagues and sharing thoughts just casually, that
we're finding so difficult to replace. And there seems to be some pretty good evidence that our best
'aha' moments happen in these chance encounters.
4. False
1.24 Professor Sandy Pentland from the Massachusetts Institute of Technology says the reason why
these conversations are so effective is that these are the moments that we don't find ourselves
supervised by our bosses, we feel free to have honest discussions.
5. Not Given
2.24 Companies who this say it allows workers the flexibility to take their kids to school or even do
leisure activities and this is what the asynchronous working firms believe will attract the best
workers to come to work for them.

Part 2: (10 points)

6. People speaking/using it are monolingual.
7. Colour or number
8. Pronoun(s)
9. Humming than speech
10. (Keeping) (an) open mind

Hi. My name’s Mara Barnes and the subject of my presentation this evening is an amazing tribe of
people who live deep in the Amazon rainforest on the banks of the river. They are called the Piraha
and there’s about four hundred of them living in a scattering of small villages. The thing about the
Piraha is that, as well as living what we would term a hunter-gatherer lifestyle – that is they’re not
engaged in agriculture or animal husbandry, but live off the bounty of the forest environment –
these people have a unique language, that’s been studied by an ethnologist from the University of
Manchester called Professor Everett over a twenty-five-year period. Although the number of Piraha
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speakers is small, the language cannot be described as endangered because most of its speakers are
monolingual and have little contact with other language groups. Similarly, few outsiders understand
anything of Piraha, which isn’t related to other existing languages. So the first thing that Everett had
to do was learn the language himself. From his first steps on Piraha land in 1977, Everett knew the
tribe was remarkable. As far as he could tell, the language had no words capable of conveying basic
ideas like colour, although words for light and dark existed, or more significantly counting. If this
were true, then the language would be unique – the world's only known language with out numbers.
A series of experiments, using items that the tribe were familiar with, like batteries, established this
to be the case. But the Piraha had access to brazil nuts and were keen to set up trading relations with
neighbouring tribes, so Everett set out to try and teach some of them to count – with little
success. It seemed that in their everyday lives, these people had no need of numerical skills, and so
couldn’t even grasp the concept of number. Everett had to wait months before coming to these
conclusions, however, so indecipherable was the language. It’s a kind of sing-song communication
which some have compared to singing, but which to my mind has more in common with humming
than with the spoken word, and whistling is also an important feature in communications in the
jungle. Linguists have studied the structure of the language and found that despite a very limited set
of vowels and consonants and a lack of complicated grammar, many ideas are conveyed through
variations in pitch, stress and rhythm. Although Piraha does have a set of personal pronouns, these
seem to have been imported from a neighbouring language, rather than being an original feature,
and the language has no perfect tense or way of reporting ideas such as ‘Mary said that John thought
that Henry was happy.’ What are known as recursive sentences by linguists. Because there’s no
written version of Piraha, very few storytelling traditions and no tradition of decorative art, the tribe
seems to have a complete lack of what’s known as a collective memory – in other words there’s
little sense of history as people are focussed on their current needs. The Piraha aren’t interested in
either the distant past or the distant future, so don’t have the language to express ideas related to
those time periods. Having lived with the Piraha for many years, however, Everett disputes the idea
that they’re intellectually inferior to other peoples. He points to their remarkable sense
of direction as a skill that he himself has been unable to learn from them, and says that their
knowledge of local plants and animals and their behaviour patterns is encyclopaedic.
Everett’s study of the Piraha is important for a number of reasons. Clearly, they’re a fascinating
people, but, most significantly, they call into question some of the most important twentiethcentury
theories regarding the link between language and thought – not least Professor Chomsky’s ideas
about a universal grammar that we all share. The evidence of the Piraha would seem to suggest that
this is not the case. Everett believes that it is the Piraha’s culture that determines their language
structure, rather than an innate system of grammar. As they have no need to express certain ideas,
then their language hasn’t developed them. It’s a compelling argument, but like most people I’m
keeping an open mind. Piraha is such a difficult language to learn that few people have been able
either to corroborate or refute Professor Everett’s ideas. For the moment, at least, the secrets of the
Piraha remain safely hidden in the depths of the jungle. Now before I go on to …

Part 3. (10 points)

11. D 12. B 13. A 14. C 15. C

Interviewer: I'm talking to chef Heston Blumenthal. Now, Heston, most of us think that the
business of eating is pretty simple, don't we? We eat things and, we like the taste of them or we
don't, but you reckon it's more complicated than that, don't you?
Chef: Yes, eating is a process that involves all the senses. Any notion that food is simply about
taste is misguided. Try eating a beautifully cooked piece of fish off a paper plate with a plastic
knife and fork - it is not the same.
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Interviewer: So how does taste operate then?
Chef: The sense of taste can be broken down into five basic categories, all of which happen in the
mouth and nowhere else. These categories are salt, sweet, sour, bitter and umami - the most recently
identified taste. There is a current theory that fat is a taste but this has yet to be proved. We
have up to 10,000 taste buds on the tongue and in the mouth. These regenerate, so the
receptors we use today will not be the same as were used a couple of days ago. When we eat,
taste buds on our tongue pick up taste but not flavor. The molecules in food that provide flavor
pass up into the olfactory bulb situated between the eyes at the front of the brain. It contains
hundreds of receptors that register molecules contained in everything that we eat and smell. This is
where the flavor of the food is registered.
Interviewer: OK, so our sense of smell is connected with flavor rather than taste? Is that what
you're saying?
Chef: That's right. Smell and taste are registered in different parts of the head. There is a simple
but effective and enjoyable way of demonstrating this. Have ready some table salt and biscuits,
fruits or anything easy to eat. Squeeze your nostrils tightly enough to prevent breathing through
them, but not so tight as to hurt. Take a good bite of biscuit or fruit and start chomping, making sure
the nostrils remain clenched. You'll notice that it is impossible to perceive the flavor or smell of the
food being eaten. Now, with nostrils still squeezed and food still in the mouth, lick some salt.
Although it was impossible to detect the flavor of the food that was being eaten with clenched
nostrils, the taste of the salt is unhindered. Finally, let go of your nostrils and notice the flavor
of the food come rushing into your headspace.
Interviewer: I'll definitely try that sometime. So what you're saying is that all the senses can affect
your experience when you eat?
Chef: Yes, the brain has to process the information given to it by other senses while we are eating,
sometimes with surprising results. Here's another example. A few years ago at a sommelier school
in France, trainee wine waiters were put through a routine wine tasting. Unknown to them, a
white wine that they had just tasted had been dyed red with a non-flavored food dye, then
brought back out to taste and evaluate. Something very interesting happened. They all made
notes on the assumption that the wine was what it looked like - red. In this case, the eyes
totally influenced taste perception.
Interviewer: OK, so it's not just about taste, all the senses are coming into play in different ways.
Chef: Yes, and as well as allowing us to enjoy food, the senses act as warning systems, taste being
the last of the sensory barriers, and bitterness the last of the taste barriers. A natural aversion to
bitterness can prevent us from eating foods that could be harmful, although it appears that we
have the ability to modify such basic likes and dislikes. For example, we generally grow to like
bitter foods such as tea, coffee and beer as we grow older.
Interviewer: What got you interested in this business of the role played by various senses in the
experience of eating? Was it just professional curiosity?
Chef: Well, I began thinking about this whole subject a couple of years ago when I noticed that
more and more customers at my restaurant were commenting on the fact that the red cabbage with
grain-mustard ice cream served as an appetizer just got better each time they ate it. This was the
only dish on the menu whose recipe had not changed over the past year. It seemed that the barrier
being presented with this dish was the vivid purple color of the cabbage, a color not normally
associated with food. To some diners, the initial difficulty of accepting this color interfered
with the appreciation of the dish, but as they got used to it, they lost their inhibition and
simply enjoyed its flavor.
Interviewer: I see. Now, of course, the sense of smell must come ...

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Part 4. (20 points)
https://www.youtube.com/watch?v=TEq8nA-UHuI

16. Aggregate pay 0.28

17. Counter-argument 0.45
18. Median salary 1.47
19. Skew the data 1.50
20. Set of skills 2.32
21. Top executive position 2.36
22. In the neighborhood 2.39
23. Monetize 3.22
24. Complex Multifactorial Phenomena 4.57
25. Wage Differential 5.01

II. LEXICO - GRAMMAR (30 points)

Part 1. (20 points)

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

31.A 32.B 33.A 34.A 35.B
36.A 37.B 38.D 39. C 40.B
41.C 42.C 43.C 44.A 45.C

Part 2. (10 points)

46. misconception 47.insurmountable 48. self-criticism 49. favouritism 50. self-effacing

51. mitigating 52. unenviable 53. offbeat 54. Assimilation 55. ceremonious

III. READING (60 POINTS)

Part 1. (15 points)

56. path 57. settling 58. onward(s) 59.old 60.however

61.but 62.against 63.backdrop 64.which 65.least

Part 2. (13 points)

66.v 67.ii 68.vi 69.i 70.iii 71.F 72.T

73.NG 74.T 75.T 76.F 77.F 78.T

Part 3. (7 points)

79.F 80.D 81.H 82.A 83.E 84.G 85.C

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Part 4. (10 points)
86.D 87.C 88.A 89.D 90.C
91.D 92.A 93.C 94.C 95.D

Part 5. (15 points)

96.C 97.A 98.D 99.C 100.C
101.C 102.A 103.C 104.A 105.B

WRITING (60 points)

Part 1. (15 points)

CONTENTS POINTS
1. Content: key points 5
2. Words (100-120) 3
3. Student’s own words 3
4. Grammar, spelling, punctuation, connecting ideas 4
Total 15

Part 2. (15 points)

CONTENTS POINTS
1. Introduction sentence 3
2. Supporting sentences (describe enough given data) 7
3. Concluding sentence 2
4. Grammar, spelling, punctuation, connecting ideas 3
Total 15

Part 3. (30 points)

CONTENTS POINTS
1. Content: 10
a. providing all main ideas and details as required
b. Communicating intentions sufficiently and effectively
2. Organization & Presentation 7
a. Ideas are well organized and presented with coherence, cohesion and clarity
b. the essay is well- structured
3. Language: 8
a. Demonstration of a variety of vocabulary and structures appropriate to the
level of English language gifted upper- secondary school students
b. Good use and control of grammatical structures
4. Handwriting, punctuation and spelling 5
a. intelligible handwriting
b. Good punctuation and no spelling mistakes
Total 30