HỘI CÁC TRƯỜNG THPT CHUYÊN HƯỚNG DẪN CHẤM

KHU VỰC DUYÊN HÀI VÀ ĐỒNG BẰNG BẮC BỘ ĐỀ THI MÔN TIẾNG ANH LỚP 10
TRƯỜNG THPT CHUYÊN BIÊN HÒA, T. HÀ NAM

ĐỀ THI ĐỀ XUẤT

SECTION I: LISTENING (50/200)

Part 1.Complete the information below. Write NO MORE THAN TWO WORDS
AND/OR A NUMBER for each answer. (10 pts)
1.8:30 2.reference books 3. children’s books 4. be repaired/ repair 5. be sold/ sell
Part 2. You will hear two psychologists talking about modern childhood. Choose the
answer (A, B, C or D), which fits best according to what you hear. (10 pts)
1.C 2. D 3. A 4.D 5. B
Part 3. You will hear an extract from a radio programme and decide whether the
statements are true or false. (10 pts)
1.F 2. T 3. T 4. F 5. F
Part 4. You will hear part of a scientific television for young people in which the
speaker explains what ‘meteors’ are. Complete the sentence with no more than three
words. (20 pts)
1.shooting stars 2. car 3. insects 4. iron 5. orbit
6. downwards 7. a jet plane 8. hotter and hotter 9. melts 10.reach the ground
SECTION II: LEXICO – GRAMMAR (50/200)
Part 1. Each correct answer is given ONE point.
1. D 2. B 3. A 4. C 5. B 6. A 7. A 8. B 9. B 10. B
11. B 12. D 13. C 14. A 15. C 16. A 17. B 18. D 19. C 20. A

Part 2. Each correct answer is given ONE point.

‘Oh, you’re so lucky live in Bath, it’s such a wonderful, lovely, historic place,’ people say
enthusiastically, and all you can think about is the awful parking, the crowd of tourists, the
expensive shops, the narrow-minded council, and the terrible traffic.
Luckily I don’t live in Bath but nearly ten miles way in a village called Limpley Stoke in
the Avon Valley. It seems to be normal in the countryside those days for professional
people who work in the town to prefer to live in the villages; this makes the housing so
expensive that the villagers and agricultural workers have to live in a cheaper
accommodation in town, as the result that the farmers commute out to the farm and
everyone else commutes in. Certainly, there’s nobody in the village who could be called
an old-style villager. The people nearest to me involve a pilot, an accountant, a British Rail
manager, a retired teacher … nor a farm worker amongst them. But I don’t think there is
anything wrong with that – it’s just that the nature of villages are changing and there is
still quite a strong sense of community here.
Your answers:
1. live → to live / living 6. a → the
2. about → of 7. as → with
3. crowd → crowds 8. involve → include
4. way → away 9. nor → not
5. those → these 10. are → is
Part 3. Each correct answer is given ONE point.
1. on 2. in 3. on 4. at 5. down with
6. for 7. through 8. on 9. in 10. in
Part 4. Each correct answer is given ONE point.
1. elsewhere 6. mechanical
2. weathering 7. fragmentation
3. disintegration 8. primarily
4. alteration 9. mineralogy
5. constituent 10. texture

SECTION III: READING COMPREHENSION (50/200)

Part 1. Read the passage below and decide which answer (A, B, C or D) best fits each
gap. Write your answer in the numbered boxes. (10 pts)
Your answers
1. A 2. D 3. A 4. B 5. A
6. C 7. B 8. D 9. C 10. A
Part 2. Read the text below and think of the word which best fits each space. Use only
ONE word in each space. (10 pts)
Your answers
1. break 2. saying 3. part 4. evolution 5. owe
6. so 7. inherited 8. gasping 9. precedes 10. after
Part 3. Read the passage carefully and choose the best answer A, B, C or D. (15 pts)
Your answers
1. B 2.D 3. A 4. D 5. A
6.B 7.D 8.A 9.C 10.B
Part 4. The reading passage below has eight paragraphs, A-H. Reading the passage
and do the tasks below. (10 pts)
1. Paragraph B iii
2. Paragraph C vii
3. Paragraph D v
4. Paragraph E i
5. Paragraph F ix
6. Paragraph G ii
7. Paragraph H x
8. Yes
9. Not given
10.No
SECTION IV: WRITING (50/200)
Part 1. Each correct answer is given TWO points.
1. Not a soul did we see all day.
2. Gerry has put in for the job of financial director.
3. Our teacher held Sophia up as an example of a good student.
4. I don’t really go in for sports.
5. Anne paid Terry back for being rude to her.
Part 2. Each correct answer is given ONE point.
1. The houses in the immediate vicinity of the blast were badly damaged.
2. They became man and wife last year.
3. He admits he is (just) a small cog in a big wheel.
4. You’ve been taken for a ride.
5. We made short work of finishing the accounts,
Part 3. Essay writing (30pts)
1. Content: (35% of total mark)

a. providing all main ideas and details as required.

b. communicating intentions sufficiently and effectively

2. Organization & Presentation (30% total mark)

a. Ideas are well- organized and presented with coherence, cohesion, and
clarify

b. The essay is well- structured

3. Language: (30% of total mark)

a. Demonstration of a variety vocabulary and structures appropriate to the

level of English language gifted school students

b. Good use and control of grammatical structures

4. Punctuation, spelling, and handwriting (5% of total mark)

a. Good punctuation and no spelling mistakes

b. Legible handwriting

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TAPE SCRIPTS
Part 1.
- Hello. I’m Mrs. Phillips, the head librarian. You’re the new library assistant, aren’t you?
- Yes, I’m Robert Haskell, but please call me Bob. All right, Bob.
- Let me take a few minutes to explain how the library works and what your duties will be.
- First, the library opens at 8:30 in the morning, so, naturally, we expect you to be here and
ready to work by then.
- Of course.
- And you can go home at 4:30 when the library closes. Now, let me explain where
everything’s kept.
- It looks like here on the ground floor is where the reference books are.
- Yes, that’s right. Up on the second floor is where the Adult Collection is, both fiction and
nonfiction.
- And the children’s books are there, too, aren’t they? I thought I saw them in the room by
the stairway.
- No, those are magazines and newspapers for adults. Children’s books are up one more
flight on the third floor. We’ll take a look at them later. Let me show you how we organize
our work. Do you see that brown book cart over there?
- The one by the door?
- Yes, that one. Those books have been checked in and need to go back on the shelves.
-OK, so the brown book cart has books to re-shelve. What about this black cart by the
desk?
- Those books have torn pages or damaged covers. They’re all books that need to be
repaired.
- OK, I know how to do a lot of that. I’m pretty good at mending torn pages and covers.
---- That’s great because we really need help with that.
- And that white cart in the corner? What are those books for?
- Those are old books that we’ve taken off the shelves to make room for new ones. We sell
them as used books to raise money for the library.
- So they’re all ready to sell?
- Yes, that’s right. So, now you know what to do with the books in the carts. Let’s talk
about our activities schedule.
Part 2.
Daniel: I hope this isn’t going to deteriorate into a “What is childhood?” discussion - the
one about solemn little miniature adults in old portraits and infants who toiled from dawn
to dusk in the fields, and poor unfortunates whipped within an inch of their lives by
sadistic schoolteachers. Or, alternatively, a debate about the adventures of Huck Finn and
the Famous Five, and apparent carefree innocence. There have been many versions of
childhood in fact and fiction, and I dare say there’ll be many more.
Louise: Well, according to a recent newspaper report, childhood is dying. So those cheeky
little scamps I saw challenging each other to throw their school bags on top of a bus-stop
must have been a figment of my imagination. Or perhaps they were making a political
stand against the rigidities of the formal curriculum. Who knows? Apparently a group of
adults do. Academics and professionals have put their signatures to a letter, subsequently
championed by the Daily Telegraph newspaper and the Tory Party, articulating the fall of
childhood innocence. My heart is with the sentiments of this campaign, but I worry that it
loses sight of practical wisdom.
Daniel: At birth, all children are distractible, impulsive, egocentric creatures, but by the
time they reach teenage years we expect them - as a result of their experiences,
environment and education - to have acquired a degree of self-control, an ability to see
other people’s points of view and the basic skills needed to enjoy their life ahead. It’s the
development from babyhood to adolescence that I investigated for my book, Toxic
Childhood, and my conclusion was that many children in Britain today are indeed being
robbed of the chance of a healthy childhood. Many reach adolescence with poor attention
spans and self-control and a distinct lack of empathy for the people around them. Their
main basic skill is ticking boxes on tests, and this is scandalous.
Louise: As one of the richest, most highly developed nations in the world, we really
should be able to provide the sort of childhood that allows the next generation to grow up
happy, healthy and civilised. Instead many of our children have developed a taste for
unhealthy food, a couch-potato lifestyle and have related problems with sleeping. An
unacceptable number suffer from inadequate early emotional bonding, lack of interaction
with their parents and a high level of emotional instability. Rather than stimulating, real-
life experiences, children have TV and computer games at home and a narrow test-and-
target driven curriculum at school. Moral guidance has suffered as societies have become
increasingly confused, while children are constantly exposed to manipulative advertising
and the excesses of celebrity culture. In a recent survey of children’s wellbeing among the
countries of the European Union, the UK came 21st out of 25. We should be ashamed of
ourselves.
Daniel: Yes, I believe we are robbing our children of something we could provide: the
conditions in which we grow up bright, balanced and well behaved. Somehow in the
turmoil of rapid social, cultural and technological change over the last 20 years or so, our
society has lost sight of essential truths about child development and education. As a
nation, we need to provide parents with information on children’s developmental needs,
including real food, real play, first-hand experience and real-life interaction with the
significant adults in their lives. Since parents are terrified by media hysteria about
“stranger danger” and the fevered imaginings of the health and safety lobby, they also
need information about the real dangers from which children should be protected - for
instance, TVs and other technological paraphernalia in their bedrooms. As a profession,
teachers should refuse to participate in the drive to accelerate childhood with an ever-
earlier start to formal education and a competitive winners-and-losers approach to primary
education. We should boycott the tests, targets and league tables and do what we as
professionals know is best for children. It’s time we stopped robbing the next generation
of their right to grow up healthy, happy and whole.
Part 3.
A = Jim Adams R = Reader PS = Paul Spenser
JA: Hi, this is “Say it like it is”, the programme in which your comments about what’s
been on Radio One for the last week are read. And for today ... Well, we had many
listeners writing in about last Tuesday’s science programme which is based on weather
this time. John Holmes from Oxford says:
R: Your “Climate changes” turned out to be quite an interesting programme. Professor
Jones’ theory that we’re slowly going towards another Ice Age was quite astounding. I
was taught that the earth was moving nearer the sun!
JA: You could be right. But I don’t think that it will happen in our lifetime. Mrs Kent from
Brighton talks about weather problems which could affect us in the near future.
R: Some experts may tell us what the weather may be like in the next century but I’m
more concerned about the present day situation. I think that tax money and scientific
studies should try to focus on short-term weather forecasts and try to make them more
precise and accurate.
JA: Many listeners have the same point of view. On the other hand, Tom Sheridan from
Manchester has a different opinion.
R: I hear that experiments are being made to change the weather in Britain. But, who
wants it? Nobody would like a set weather pattern. All those conversations about the
weather would disappear.
JA: We’d find something else to talk about. I’m sure. Food, for example. It seems to be a
favourite of our readers judging from the letters we receive ...
R: Dear Jim, I’m writing in objection to the Cookery Series on Wednesdays.
JA: Tim Saunders, from Coventry writes;
R: Most men already know how to do things like making toast so our time shouldn’t be
wasted by such programmes.
JA: Tim would like more challenging cooking tips. We’ve got the producer of our cookery
show here today, Mr. Paul Spenser. What about more difficult cookery on your show?
PS: I can relate to what Mr. Saunders is saying. Up to now we’ve been doing basic things
to help beginners but we’ll be moving on to more difficult recipes in the next few weeks. I
hope that the programme will be more interesting for Mr. Saunders in the future.
JA: I hope so! To finish off we have a few letters referring to the rumours that lending
libraries won’t be free to the public anymore. Jane from Bournemouth has a few things to
say about this.
R: For students like me, books are too expensive to buy and we depend on libraries for our
books! 20p is too much to pay for every book we take out.
JA: Don’t worry Jane. It’s only a rumour so far. And our last letter comes from one of the
elderly in our community.
R: The elderly have to pay for their needs so why shouldn’t others pay for theirs? They
pay in pubs and discos, why not at libraries.
JA: Well, that’s all for today. More for you to think about. If there’s something you’d like
to comment on write to Jim Adams, “Say It Like It Is” Radio One.
Part 4.
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!