SỞ GD & ĐT HẢI PHÒNG KỲ THI HỌC SINH GIỎI CÁC TRƯỜNG THPT CHUYÊN

KHU VỰC DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ

ĐỀ THI MÔN: TIẾNG ANH 11

Thời gian: 180 phút (Không kể thời gian giao đề)
ĐÁP ÁN (Thí sinh viết câu trả lời vào bảng cho sẵn trong đề)
ĐỀ THI ĐỀ XUẤT

(ĐA gồm 10 trang)

PART A. LISTENING (50p.)
I. You will hear a discussion in which two marine biologists. Gina Kelso and Thomas
Ludman, talk about an award-winning television film they made about wildlife in
Antarctica. Choose the answer (A, B, C or D) which fits best according to what you
hear. (10p.)
1. B 2. A 3. B 4. D 5. D

II. Listen to the conversation. Write T for True or F for False for each statement.
(10p.)
1. F 2. T 3. T 4. F 5. T

III. You are going to hear two students, Brett and Mica, on an environmental studies
course talking to their tutor about photography assignment. Now listen and answer
questions 1-5. Write NO MORE THAN FIVE WORDS for each answer. (10p.)
1. (the) landscape
2. (all) (the) stunning reflections
3. neck pain/hurting (your) neck
4. Scottish artists (and) designers
5. (matters related to) conservation

IV. Listen to the recording and fill in the missing information with NO MORE THAN
THREE WORDS AND/OR A NUMBER for each answer. (20p.)

1. trouble dealing 6. best suited

2. human ingenuity 7. career self-knowledge

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 1 of 10
3. sustaining good relationships 8. anxiety reduction
4. capitalism 9. real source
5. HR 10. wrong curriculum

PART B. GRAMMAR & VOCABULARY (30p.)

I. Choose the word or phrase that best fits each blank in the following sentences. (10p.)

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

II. The passage below contains 5 mistakes. IDENTIFY and CORRECT them. Write your
answers in the space provided. (5p.)

1 Original written work and information are protected by copyright laws, like
2 original inventions. Therefore, when you reference or use information you find
3 while doing research, you should always give credit to the person or organization
4 that produced it. To plagiarize is to use ideas that are not your own without giving
5 credit to the original source, or to claim that someone else’s ideas are your own. It
6 is akin to steal someone else’s work.
7 Internet-related plagiarism has become such a problem because it is so easy to find
8 and copy information online. There are thousands of resources for students who
9 wish only to copy or cheat. Moreover, the Internet also makes it easier for
10 educators to check for plagiarism. Often a simple Internet search for a quote will
11 be enough to impose copying. Some educators are more concerned about
12 unintended plagiarism. Because copying and pasting is so easy, it is becoming
13 more and more common for good-meaning students to mix up material source with
14 their original ideas. While this kind of plagiarism usually happens innocently, it is
15 still an offense.

Your answers
Line Mistake Correction
1. 6 akin to steal akin to stealing
2. 9 Moreover However
3. 11 impose expose
Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 2 of 10
 4. 13 good-meaning well-meaning
5. 13 material source source material

III. Fill each blank with a suitable preposition. (5p.)

1. away 2. in 3. on 4. in 5. along

IV. Write the correct FORM of each bracketed word in the spaces provided. (10p.)
1. liberty 2. inalienable 3. comprehensiv 4. destiny 5. obliged
e
6. unfavourable 7. trial 8. impartial 9. persecution 10. upheld
PART C. READING (60p.)
I. Choose the word that best fits each of the blanks in the following passage. (10p.)
1. C 2. C 3. B 4. C 5. C
6. A 7. A 8. C 9. B 10. D

II. Fill each blank with ONE suitable word. (15p.)

1. realistic 2. meaning 3. term 4. in 5. least
6. enough 7. Instead 8. less 9. works 10. construction

III. Read the passage and choose the best answer to each question A, B, C or D. (10p.)
1. D 2. B 3. D 4. B 5. A
6. B 7. A 8. C 9. C 10. B

IV. Read the text and do the following tasks. (10p.)

1. C 2. D 3. B 4. A 5. F
6. shortcomings 7. disc 8. patterns 9. approach 10. Mars

V. Read the text below and answer questions 1-10. (10p.)

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

PART D. WRITING (60p.)

I. Write a summary of maximum 140 words. (15p.)
1. Completion: 2 pts

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 3 of 10
 2. Content: 7 pts
a. Cover the main information in the passage.
3. Organisation: 3 pts
b. The ideas are well organized.
c. The description is in one paragraph.
4. Language: 7 pts
d. Use a wide range of vocabulary and structure
e. Good grammar
5. Punctuation and spelling: 1 pt

II. Report writing (15p.)

1. Completion: 2 pts
2. Content: 7 pts
a. Cover the main information in the table yet not go into too many details.
b. Make general remarks and effective comparisons.
3. Organisation: 3 pts
c. The ideas are well organized
d. The description is sensibly divided into paragraphs
4. Language: 7 pts
e. Use a wide range of vocabulary and structure
f. Good grammar
5. Punctuation and spelling: 1 pt

III. Write an essay (30p.)

1. Completion: (3 pts.)
2. Content: (10 pts)
3. Provide relevant and convincing ideas about the topic, supported by specific examples
and/or reasonable justification.
4. Organization: (10 pts)
a. Ideas are well organized and presented with unity, cohesion and coherence.
5. Language: (10 pts)
b. Demonstrate of a wide range of vocabulary and structures.

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 4 of 10
 c. Good use of grammatical structures.
d. Present the ideas with clarity.
6. Punctuations and spelling. (2 pts)
TAPESCRIPTS
Part 1:
Interviewer: Today, we’re taking to marine biologists Gina Kelso and Thomas
Lundman, who you will recently have seen in their award-winning TV series about
Antarctica. So, Thomas, what’s it like to suddenly become a household name?
Thomas: Well, we’re being interviewed for all sorts of publications and programmes
since our television series about the wildlife on Antarctica won a major award. I’m
often asked if I’ve always been interested in marine wildlife, and I find that hard to
answer. What about you, Gina?
Gina: That’s an easy one for me, Thomas. I grew up on African shores, where my father
worked for an international company. I could swim by the age of four, snorkel at five.
I guess I was destined for marine biology because I’ve always been as happy in the
water as on land. I remember a particular evening when I was about eleven. It was
dusk and I was snorkeling, and I came across hundreds of stingrays entwined
together. It was extraordinary; another world, and that was the moment that decided
me. Although I later went to school in the middle of England, I’d lie awake at night
dreaming of the ocean. Fortunately, I got into university to do zoology and went on to
do research in marine biology.
Thomas: And, like me, you’re been in wildlife filmmaking for how long… about eight
years now?
Gina: Yeah, I knew it was what I wanted to do, but instead of following the normal route of
joining a TV company as a researcher, I was lucky enough to be chosen to take part
in that first wildlife programme we did together. Do you remember?
Thomas: Yeah, where we made the first ever live broadcast under the sea. The practice
run was very funny. I had to dive into a swimming pool and give a running
commentary on some plastic plants that had been borrowed from a studio to make it
look more realistic. Fortunately, the programme itself was a success and so one thing
led to another after that, and we both moved more into the production side.

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 5 of 10
Gina: And, it was tough making this latest series in Antarctica, wasn’t it?
Thomas: Well, the series is introduced by a well-known naturalist, dressed in a thermal
anorak with the hood drawn so tightly that you can only see his nose.
Gina: And you get an idea of what conditions were like, but he was only the presenter –
flown in to do his bit a flown back out again. We spent eight months there filming
with a team of cameramen and researchers, living on a specially adapted boat.
Thomas: I didn’t think I’d stand a chance of working on the programme, because I
imagined they’d be looking for rugged types and I’m more the quiet academic. So I
was quite taken aback when they asked me. We went for spring and then returned the
following spring, because the winter would’ve been too cold. Even then, on the
Antarctic peninsula it can drop to minus fifteen degrees.
Gina: We were involved mostly with the underwater scenes. It’s a lot of warmer in the sea,
but we still had to wear extra-thick wetsuits and thermal underwear. The thing about
living in the remote research community was I missed hanging out with my friends.
Thomas: But the Antarctic’s a place of incredible beauty and even after working sixteen-
hour days, there were still moments of peacefulness.
Gina: But being with the animals for so long, we got to see things the other scientists
hadn’t. One guy’s been studying fur seals for years – knows everything about them –
but he’s never seen them eat. He was thrilled when we were able to tell him about it.
And if we’d had his input at the time, we would have realized the significance of
what we’d seen and focused more on it.
Thomas: Absolutely. And the highlight of the trip was the day we entered a bay carved
into huge glaciers to find around forty humpback whales feeding. It was very quiet,
and we heard a soft explosion. It was the noise of the whales’ blowholes. What they
do is dive down, and as they start to come up again they release air bubbles from their
blowholes. Then they swim round each other, trapping the krill they eat in a curtain
of bubbles. So it’s an extraordinarily effective piece of teamwork that really increases
their feeding efficiency. We filmed them for ten days because we wanted a shot of
them as they finished eating. We waited and waited and then one day they just
suddenly stopped.
Int.: And that’s……

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 6 of 10
Part 2:
A = Michael, B = Janet
A: I saw this fascinating program on TV last night.
B: Really? What was it about?
A: It was about art forgery. About how artists paint copies of famous works of art, and then
try to sell them as originals.
B: That sounds pretty interesting.
A: Yeah, it was. They also talked about how art buyers can take certain precautions to make
sure that they don’t accidentally buy one of these fakes. For example, they said it’s a
good idea to become very farmiliar with an artists’ style before you purchase one of their
pieces. You should have a sense of what colours, material and subject matters the artist
usually preffered, as well as what his or her brush strokes look like.
This one gallery owner said that signature location and mounting and framing techniques
can also alert you to poor copies. He also said that at his auction house, all pieces must
have a provenance. He said if auction houses and galleries come across a piece of
artwork without one, they will not sell it.
B: Provenance. I’ve heard that word before, but I’m not exactly sure what it means.
A: A provenance is a ‘paper history’, or documentary of an artwork’s life. Who bought it
from whom, when, and for how much. Reputable art dealers insist on being provided
with a provenance when a prospective client wants to sell a piece of artwork. If an
auction house does accidentally sell a forgery, it can be held liable for the selling price.
B: So, if I’m interested in a painting, the seller should be able to produce this paper trail.
A: Absolutely. Don’t buy it otherwise.
B: Ok. But I don’t think I’ll buy any famous paintings anytime soon.
A: Me neither. But, you never know. Anyway, what I really found interesting in this show
was the part about how experts – scentists – use different techniques to try and tell the
difference between real works of art and fakes.
A: For instance, very often, if you hold a black light to a painting, the signature may jump
out and look like it is resting on top of the painting. That means it’s probably a fake.
Also, an x-ray of the picture might show if the painting has been altered in any way. And
let’s say you are examining a painting that is supposed to be several hundred years old.

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 7 of 10
 Well, an analysis of the paint – its chemical composition – can tell you if it matches the
kind of paint that was normally used back when the piece was supposedly painted.
B: Wow. That’s pretty impressive.
A: Sometimes, experts have been able to see the artist’s fingerprints in the paint itself. If
they find fingerprints in the paint, they might be able to use them to determine who really
painted the work.
B: Did they show any examples of forgeries on this show. I mean, did they show any
forgeries next to original paintings?
A: Yes, and to the untrained eye, it was impossible to tell the difference. Some artists who
have had their artwork forged are Vermeer, Dali, and Picasso among many, many others.
They showed a few of these forgeries on the show.
B: So with all those ways of authenticating a painting, is the buying and selling of forgeries
common?
A: That’s really hard to say. As techniques for detecting forgeries have become more
sophisticated, so have the forgers. Some of these forgers have become so good, in fact,
that experts simply cannot tell the difference between their copies and am original work.
So in some cases it may be impossible to authenticate a painting. Get this: some experts
say that 40% to 60% of some private and public collections may actually be fake.
B: Really?
A: Yep.
B: That’s incredible. It’ll make me think twice the next time I’m in an art museum.
A: And apparently some forgers have become famous for their forgeries and their work is
now considered valuable even though everyone knows they’re forgeries.
B: Wow. That sounds like a pretty interesting program. I wish I had seen it.
Part 3:
Tutor: Right, so do you have any further questions about the trip?
Brett: Well, yeah – I was wondering about the weather – They’re forecasting a lot of mist.
Tutor: Well, yes, but I wouldn’t worry – in the long run, you’ll still get your pictures.
Brett: But ….
Tutor: You just have to be careful. You know, experts say there’s no such thing as bad
weather when it comes to photography.

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 8 of 10
Mica: What about driving rain?
Tutor: Well, yes, that doesn’t make things easy, but it does mean that you need to take the
landscape into account. Perhaps to a greater degree than you would normally.
Mica: Is that because of shadow and things like that?
Tutor: Well, you get shadow in good weather.
Mica: Yeah – I guess so.
Brett: Um, I’m really looking forward to photographing the Scots pine trees. I want to make
the most of all the stunning reflections in the water.
Tutor: Just take your time, and you might capture an amazing reflection – you really should
profit from this with the water round you.
Mica: You were taking last week in your lecture about a piece of equipment called an angle
finder, and I’ve been checking them out on the Internet...
Tutor: Ah-hah, it’s a clever little device – particularly useful if you’re down on your knees
trying to get really close to something in the grass, like an insect or bird.
Brett: I’ve got one actually – and what’s great about it is that it prevents neck pain, because
it’s like a periscope on a submarine – you can lie down and look through it without
hurting you neck.
Mica: Definitely worth buying, then!
Tutor: Now, is there anything else?
Brett: Well, I’ve been looking at some wildlife paintings by Scottish artists. I thought they
might help me get ideas.
Mica: That’s a good suggestion.
Tutor: Some designers can be helpful, too.... they can help give you ideas about camera
angles and how you use natural light.
Mica: Hmm, I’ll look into that. One other thing .... I know you said we should consider
matters related to conservation when we choose a scene to photograph.
Tutor: I made that point because, well, images like the ones you’re going to take can
sometimes reveal some of the conservation problems faced by species and habitats.
It’s just something to bear in mind.
Part 4: What is education for?

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 9 of 10
Everyone agrees that education is hugely important. The thing is we’re not particularly sure
what we want from it. The aim of education should be to prepare us for the challenges of
adult life. Yet from this perspective it’s clear that schools fail all. But for tiny portions of
their students, whether in highly academic private schools or in deprived government–run
ones trouble dealing with life’s challenges remains fairly widespread indeed. Human
ingenuity, energy, goodwill, and talent are being lost on an industrial scale. To get more
ambitious about education doesn’t necessarily mean spending more money, building more
schools, employing more teachers or making exams more difficult. Rather it should mean
focusing more on the real purpose of education. There are 2 fundamental tasks it should help
us with: working and sustaining good relationships. In order to address these needs a future
national curriculum might specify that the following subjects be studied. Firstly, capitalism.
A conspiracy of silence exists around the economic system we live with it. We find it hard to
change its bad sides or depend its strengths because we simply don’t fully understand how it
works. A subject like math should be geared to teach its number one utility for 99% of the
population: dealing with money. Such classes would demystify the global economy by
teaching students the importance of the means of production and how profits are made. The
role of cash flow, HR, leadership, marketing and competition would also be studied. In a
perfect school system you’d also then study a really big second subject yourself. Young
students would be introduced to the idea that we humans are extremely prone to
misunderstanding ourselves. They would be taken through the concepts of delusion,
defensiveness, projection and denial in everyday life. Individual tutors would be on hand to
help students towards personality maps with particular attention paid to their neurosis and
fears. Doing this would ensure that students learn a lot about how complex they truly are and
what types of people they would be best suited to hang out with.
A crucial unit would be devoted to career self-knowledge. What job are you best suited to?
Students would spend three hours a week exploring what they might do with their futures.
Then we would study relationships. Being intensely aware of the social and individual cost
of every unhappy relationship. An ideal education system would emphasize the acquisition
of skills that help people to live better together. There would be units on kindness and
forgiveness as well as on anxiety-reduction techniques. In this educational utopia it wouldn’t
only be children who would go to school, but adults as well. Schooling would be for life.

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 10 of 10
Education wouldn’t just be taking place in classrooms. Media and the arts would be made to
maximize their teaching potential and help to teach people what they actually need to learn.
We are also hung up on the challenges of running a massive education system we’re failing
to pinpoint the real source of its problems there are primarily about money, salaries or
discipline. These are really only a consequence of a more fundamental problem. Right now
and with no-one quite meaning for this to happen we’ve simply got the wrong curriculum.
- The end -

Anh 11 - Đề thi ĐX DHBB (Trường THPT Chuyên Trần Phú - Hải Phòng) Page 11 of 10