ĐỀ ĐỀ XUẤT THI CHỌN HỌC SINH GIỎI

KHU VỰC DUYÊN HẢI VÀ ĐBBB

NĂM HỌC 2022-2023
MÔN: TIẾNG ANH 10
(Thời gian làm bài: 180 phút)

THPT CHUYÊN BẮC NINH

I. LISTENING (50 points)

Part 1: For questions 1-5, listen to the recording and complete the form below. Write NO MORE
THAN TWO WORDS AND/ OR NUMBERS for each answer. Write your answers in the
corresponding numbered boxes provided. (10 pts)

Hire for: birthday party

Day and date of event 1. ________________ November
Number of attendees 55
Notes on rental

Items Quantity
dinner plates and bowls for finger food and a 2. __________ 60 each

knives and forks 3. __________

plastic chairs that are 4. ____________ 48
small/medium glasses 60 each
5. ___________ for cooling drinks 06

Part 2: You will hear a news segment about ChatGPT. For questions 6-10, decide whether the
statement is TRUE (T) or FALSE (F). (10 points)
1. ChatGPT is characterized by natural language response not limited to one single writing style.
2. ChatGPT admits being able to converse, provide assistance, and emote.
3. The program is capable of producing certain literature works to complex academic compositions.
4. One weakness of the technology is that the system itself cannot fathom its own output.
5. Predictions made by people in the field about chatbot technologies’ progress were accurate.

Part 3: For questions 11-15, listen to an interview with the head of an employment agency about
job expectations and choose the best answer (A, B, C or D) which fits best according to what you
hear. Write your answers in the corresponding numbered boxes provided. (10 points)

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6. How does Diane Webber view ‘jobs for life’?
A. She regrets the fact that this situation is no longer the norm.
B. She feels that many long-serving employees failed to make a useful contribution.
C. She believes that people should have challenged their employers’ motives more.
D. She wishes the workplace had been more secure in the past.
7. According to Diane, younger workers in today’s workplace ______.
A. learn all the skills they need early on.
B. accept lateral moves if they are attractive.
C. expect to receive benefits right from the start.
D. change jobs regularly to achieve a higher level.
8. What does Diane say about staff continuity in companies?
A. It is desirable in both junior and senior management.
B. It is impossible to achieve in today’s more competitive environment.
C. It is unimportant, due to the greater emphasis on teamwork.
D. It is necessary, but only up to a point.
9. According to Diane, what is the actual benefit of higher levels of personnel movement?
A. higher levels of output
B. better problem-solving
C. more creativity
D. greater efficiency
10. Diane considers that nowadays, companies are at most risk from ______.
A. run-of-the-mill employees who play safe.
B. successful high-fliers who quickly move on.
C. unreliable staff who lack commitment.
D. external advisors who have undue power.

Part 4: For questions 16-25, listen to a piece of news about the changing face of Hollywood and
supply the blanks with the missing information. Write NO MORE THAN THREE WORDS taken
from the recording for each answer in the space provided. (20 points)

Spectacular changes have been observed in Hollywood with more actors/actresses of 21.
____________________ origin. According to the woman, such a movement was driven by the
rising popularity of 22. ____________________ services, making 23. ____________________ in
the film industry just as relevant. As a result, emphasis is to be placed on 24.
____________________ to ensure that 25. ____________________ are portrayed. In particular,
certain groups of people should less likely appear as 26. ____________________ or perform
supporting roles only, and the 27. ____________________ about their community should also be
eliminated. For example, followers of Islam should no longer be inaccurately depicted as merely
victims or 28. ____________________. However, currently only a tiny proportion of people
working in Hollywood are Asians. Though 29. ____________________, those strides can be seen
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as a welcome change. Still, the American film industry is expected to aim for expanding its 30.
____________________.

II. LEXICO-GRAMMAR (40 points)

Part 1. For questions 26-45, choose the correct answer A, B, C, or D to each of the following
questions. Write your answers in the corresponding numbered boxes provided. (20 points)
26. Their full skirts flared out as the dancers ______ round and round at great speed.
A. slid B. tripped C. twirled D. winched
27. Little Tom ______ his gaze to avoid making eye contact when his mother caught him eating
icecream.
A. converted B. averted C. reverted D. diverted
28. The board of directors finally reached a ______ and were able to draw up the agreement to
implement the new strategy.
A. consensus B. cohesion C. solidarity D. resolution
29. My mother told me that, as a child, I used to ______ continually for sweets and toys.
A. whine B. grumble C. savage D. pester
30. The company’s attempt to attract new customers with a flashy ______ failed to resonate with its
target audience.
A. scam B. snare C. gimmick D. plot
31. My teacher emphasized the importance of ______ the line when it came to academic integrity.
A. drawing B. facing C. touching D. toeing
32. It takes time to get a financial system up and ______ after the introduction of a new currency.
A. walking B. proceeding C. running D. going
33. Despite advancements in technology, some individuals still prefer to communicate ______ by
using outdated methods.
A. fortuitously B. gratuitously C. circuitously D. felicitously
34. During the award ceremony, the host decided to ______ a surprise ______ the audience by
announcing an additional category for the awards.
A. apprise/of B. remit/to C. devolve/to D. spring/on
35. After the floods, volunteers ______ with trucks to help the three thousand residents.
A. touched up B. dealt in C. flung off D. pitched in
36. The car was launched with a massive media ______, involving newspapers, magazines,
television and radio.
A. raid B. blitz C. blast D. spree
37. The board of directors finally reached a ______ and were able to draw up the agreement to
implement the new strategy.
A. consensus B. cohesion C. solidarity D. resolution
38. The company’s attempt to attract new customers with a flashy ______ failed to resonate with its
target audience.
A. scam B. snare C. gimmick D. plot
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39. Despite advancements in technology, some individuals still prefer to communicate ______ by
using outdated methods.
A. fortuitously B. gratuitously C. circuitously D. felicitously
40. No, I won’t support such a risky project this time and end up ______ again.
A. getting my bearings B. pulling my weight
C. carrying the can D. raising the roof
41. The contents were ______ that she did not mention them when we discussed after the
programme.
A. so great a mystery B. so a great mystery
C. such great a mystery D. a such great mystery
42. ______ by thousands of kilometres, India and Germany have had an influence on each other.
A. Although separating B. Though separated
C. Despite being separating D. Much as separated
43. I feel like the luckiest person in the world, ______.
A. having been born at this time B. being born at this time
C. to be born at this time D. to have been born at this time
44. Last night, when he arrived home, he crept in ______ his parents should wake up.
A. lest B. otherwise C. unless D. nontheless
45. ______ with being so busy both at work and at home, she became increasingly tired and
bad-tempered.
A. Which B. How C. What D. Where

Part 2. Write the correct form of the words given in the brackets. Write your answers in the
corresponding numbered boxes. (10 points)
46. The newly renovated airport terminal with efficient check-in processes offers a _______
(stream) travel experience for tourists.
47. Growth and ________ (mature) of vascular plants are often controlled by light, usually in
conjunction with temperature.
48. The valedictorian delivered a ______ sppech, expressing gratitude to their teachers and
classmates for the unforgettable experiences. (HEART)
49. During the natural disaster, relief supples were ______ to the affected region, ensuring prompt
assistance to those in need. (AIR)
50. In response to the escalating climate crisis, the government implemented ______ measures to
mitigate the adverse effects. (CAUTION)
51. The team worked together seamlessly as if their movement were orchestrated like ______.
(CLOCK)
52. British public schools are regarded as one of the last ______ of upper-class privilege. (BASTE)
53. They have a store of ______ drugs and vaccines that can be flown anywhere in the nation within
twelve hours. (DEFEND)

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54. The company is famous for ______ former employees, long after they have gone into
retirement. (FEATHER)
55. The children of ______ parents often do not develop the skills they need to take care of
themselves when they leave home. (PROTECT)

Part 3. Complete each sentence with one suitable particle or preposition. Write your answers in
the box provided. (10 points)
56. I knew ______ the word go this book would be difficult to write.
57. I knew I was ______ the hill when I started needing glasses to read.
58. He went ______ his own accord: nobody forced him to go.
59. My son has gone ______ computer games. They are not as interesting as before.
60. ‘This will cause all sorts of problems.’ - ‘I know. It is a recipe ______ disaster.’
61. When the cost was set ______ the benefits, the scheme looked good.
62. The company has laid ______ strict procedures for this kind of situation.
63. It was a difficult concept to grasp, but he soon latched ______.
64. He's going to have to pull his socks ______ if he wants to stay in the team.
65. The company pulled ______ despite the economic crisis.

III. READING (50 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)
A LACK OF COMMUNICATION
Recent research has revealed that a third of people in Britain have not met their (66) ______
neighbors, and those who know each other (67) ______ speak. Neighbors gossiping over garden
fences and in the street was a common (68) ______ in the 1950s, says Dr Carl Chinn, an expert on
local communities. Now, however, longer hours spent working at the office, together with the
Internet and satellite television, are eroding neighborhood (69) ______. ‘Poor neighborhoods once
had strong kinship, but now prosperity buys privacy,’ said Chinn.
Professor John Locke, a social scientist at Cambridge University, has analyzed a large (70)
______ of surveys. He found that in America and Britain the amount of time spent in social activity
is decreasing. A third of people said they never spoke to their neighbors at (71) ______. Andrew
Mayer, 25, a strategy consultant, rents a large apartment in west London, with two flatmates, who
work in e-commerce. ‘We have a family of teachers upstairs and lawyers below, but our only
contact comes via letters (72) ______ to the communal facilities or complaints that we’ve not put
out our bin bags properly,’ said Mayer.
The (73) ______ of communities can have serious effects. Concerned at the rise in burglaries
and (74) ______ of vandalism, the police have relaunched crime prevention schemes such as
Neighborhood Watch, (75) ______ on people who live in the same area to keep an eye on each
others’ houses and report anything they see which is unusual.
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66. A. side-on B. next-door C. close-up D. nearside
67. A. barely B. roughly C. nearly D. virtually
68. A. outlook B. view C. vision D. sight
69. A. ties B. joints C. strings D. laces
70. A. deal B. amount C. number D. measure
71. A. least B. once C. all D. most
72. A. concerning B. regarding C. applying D. relating
73. A. breakout B. breakthrough C. breakdown D. breakaway
74. A. acts B. shows C. counts D. works
75. A. asking B. calling C. inviting D. trying

Part 2: For questions 46-55, fill each of the following numbered blanks with ONE suitable word
and write your answers in the corresponding numbered boxes provided. (15 points)
Autism spectrum disorder (ASD) is a developmental disability caused by differences in the
brain. Some people with ASD have a (76) ______ difference, such as a genetic condition. Other
causes are not yet known. Scientists believe there are multiple causes of ASD that (77) ______
together to change the most common ways people (78) ______. We still have much to learn about
these causes and how they impact people with ASD.
People with ASD may behave, communicate, interact, and learn in ways that are different from
most other people. There is often (79) ______ about how they look that sets them (80) ______ from
other people. The abilities of people with ASD can vary significantly. For example, some people
with ASD may have (81) ______ conversation skills whereas others may be nonverbal. Some
people with ASD need a lot of help in their daily lives; others can work and live with little to no
support.
ASD begins before the age of 3 years and can last throughout a person’s life, (82) ______
symptoms may improve over time. As children with ASD become adolescents and young adults,
they may have difficulties developing and (83) ______ friendships, communicating with peers and
adults, or understanding what behaviors are expected in school or on the job. They may come to the
attention of (84) ______ providers because they also have conditions such as anxiety, depression, or
hyperactivity (85) ______, which occur more often in people with ASD than in people without
ASD.
Part 3. For questions 76-85, read an extract from an article on a model and choose the answer A,
B, C or D that fits best according to the text. Write your answers in the corresponding numbered
boxes provided. (15 points)
In the 1980s the United States Department of Energy was looking for suitable sites to bury
radioactive waste material generated by its nuclear energy programs. The government was
considering burying the dangerous wastes in deep underground chambers in remote desert areas.
The problem, however, was that nuclear waste remains highly radioactive for thousands of years.
The commission entrusted with tackling the problem of waste disposal was aware that the dangers
posed by radioactive emissions must be communicated to our descendants of at least 10,000 years
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hence. So the task became one of finding a way to tell future societies about the risk posed by these
deadly deposits.
Of course, human society in the distant future may be well aware of the hazards of radiation.
Technological advances may one day provide the solutions to this dilemma. But the belief in
constant technological advancement is based on our perceptions of advances made throughout
history and prehistory. We cannot be sure that society won’t have slipped backward into an age of
barbarism due to any of several catastrophic events, whether the result of nature such as the onset of
a new ice age or perhaps mankind’s failure to solve the scourges of war and pollution. In the event
of global catastrophe, it is quite possible that humans of the distant future will be on the far side of a
broken link of communication and technological understanding.
The problem then becomes how to inform our descendants that they must avoid areas of
potential radioactive seepage given that they may not understand any currently existing language
and may have no historical or cultural memory. So, any message indicated to future reception and
decipherment must be as universally understandable as possible.
It was soon realized by the specialists assigned the task of devising the communication system
that material in which the message was written might not physically endure the great lengths of time
demanded. The second law of thermodynamics shows that all material disintegrates over time. Even
computers that might carry the message cannot be expected to endure long enough. Besides,
electricity supplies might not be available in 300 generations. Other media storage methods were
considered and rejected for similar reasons.
The task force under the linguist Thomas Sebeok finally agreed that no foolproof way would be
found to send a message across so many generations and have it survive physically and be
decipherable by a people with few cultural similarities to us. Given this restriction, Sebeok
suggested the only possible solution was the formation of a committee of guardians of knowledge.
Its task would be to dedicate itself to maintaining and passing the knowledge of the whereabouts
and dangers of the nuclear waste deposits. This so-called atomic priesthood would be entrusted
with keeping knowledge of this tradition alive through millennia and developing the tradition into a
kind of mythical taboo forbidding people to tamper in a way with the nuclear waste sites. Only the
initiated atomic priesthood of experts would have the scientific knowledge to fully understand the
danger. Those outside the priesthood would be kept away by a combination of rituals and legends
designed to warn off intruders.
This proposal has been criticized because of the possibility of a break in continuity of the
original message. Furthermore, there is no guarantee that any warning or sanction passed on for
millennia would be obeyed, nor that it could survive with its original meaning intact. To
counterbalance this possibility, Sebeok’s group proposed a “relay system” in which information is
passed on over relatively short periods of time, just three generations ahead. The message then to be
renewed and redesigned if necessary for the following three generations and so on over the required
time span. In this way information could be relayed into the future and avoid the possibility of
physical degradation.

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 A second defect is more difficult to dismiss, however. This is the problem of social
exclusiveness brought about through possession of vital knowledge. Critics point out that the atomic
priesthood could use its secret knowledge to control those who are scientifically ignorant. The
establishment of such an association of insiders holding powerful knowledge not available except in
mythic form to nonmembers would be a dangerous precedent for future social developments.
86. The word "chambers" in the passage is closest in meaning to ________ .
A. partitions B. openings C. cavities D. fissures
87 . What problem faced the commission assigned to deal with the burial of nuclear wasteA. How
to reduce the radioactive life of nuclear waste materials
B. How to form a committee that could adequately express various nuclear risks
C. How to notify future generations of the risks of nuclear contamination
D. How to choose burial sites so as to minimize dangers to people.
88. In paragraph 2, the author explains the possible circumstances of future societies________ .
A. to warn about the possible natural catastrophe
B. to question the value of advances
C. to highlight humankind's inability to resolve problems
D. to demonstrate the reason nuclear hazards must be communicated
89. The word "scourges" in the passage is closest in meaning to ________ .
A. pressures B. afflictions C. worries D. annoyances
90. In paragraph 4, the author mentions the second law of thermodynamics __________ .
A. to support the view that nuclear waste will disperse with time
B. to show that knowledge can be sustained over millennia
C. to give the basic scientific reason behind the breakdown of material objects
D. to contrast the potential life span of knowledge with that of material objects
91. The word "Its" in the passage refers to _________ .
A. knowledge B. committee C. solution D. guardians
92. In paragraph 5, why is the proposed committee of guardians referred to as the "atomic
priesthood"?
A. Because they would be an exclusive group with knowledge about nuclear waste sites.
B. Because they would use rituals and legends to maintain their exclusiveness
C. Because they would be an exclusive religious order
D. Because they would develop mythical taboos surrounding their traditions
93. According to the author, why did the task force under Sebeok propose a relay system for passing
on information?
A. To show that Sebeok 's ideas created more problems than they solved
B. To support the belief that breaks in communication are inevitable over time
C. To contrast Sebeok's ideas with those proposed by his main critics
D. To compensate for the fact that meaning will not stable over long periods of time
94. According to paragraph 7, the second defect of the atomic priesthood proposal is that it could
lead to _________ .
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 A. the nonmembers turning knowledge into dangerous mythical forms
B. the possible misuse of exclusive knowledge
C. the establishment of a scientifically ignorant society
D. the priesthood's criticism of points concerning vital knowledge
95. All of the following are mentioned in the passage as difficulties in devising a communication
system with the future EXCEPT __________.
A. the failure to maintain communication link
B. the loss of knowledge about today's civilization
C. the inability of materials to endure over time
D. the exclusiveness of priesthood
Part 4. For questions 96-105, read the following passage and do the tasks that follow. (15 points)
THE GROWTH MINDSET
Over the past century, a powerful idea has taken root in the educational landscape. The concept
of intelligence as something innate has been supplanted by the idea that intelligence is not fixed,
and that, with the right training, we can be the authors of our own cognitive capabilities.
Psychologist Alfred Binet, the developer of the first intelligence tests, was one of many
19th-century scientists who held that earlier view and sought to quantify cognitive ability. Then, in
the early 20th century, progressive thinkers revolted against the notion that inherent ability is
destiny. Instead, educators such as John Dewey argued that every child's intelligence could be
developed, given the right environment.
'Growth mindset theory' is a relatively new - and extremely popular - version of this idea. In
many schools today you will see hallways covered in motivational posters and hear speeches on the
mindset of great sporting heroes who simply believed their way to the top. A major focus of the
growth mindset in schools is coaxing students away from seeing failure as an indication of their
ability, and towards seeing it as a chance to improve that ability. As educationalist Jeff Howard
noted several decades ago: 'Smart is not something that you just are, smart is something that you
can get.'
The idea of the growth mindset is based on the work of psychologist Carol Dweck in
California in the 1990s. In one key experiment, Dweck divided a group of 10- to 12-year-olds into
two groups. All were told that they had achieved a high score on a test but the first group were
praised for their intelligence in achieving this, while the others were praised for their effort. The
second group - those who had been instilled with a 'growth mindset' - were subsequently far more
likely to put effort into future tasks. Meanwhile, the former took on only those tasks that would not
risk their sense of worth. This group had inferred that success or failure is due to innate ability, and
this 'fixed mindset' had led them to fear of failure and lack of effort. Praising ability actually made
the students perform worse, while praising effort emphasised that change was possible.
One of the greatest impediments to successfully implementing a growth mindset, however, is
the education system itself: in many parts of the world, the school climate is obsessed with
performance in the form of constant testing, analysing and ranking of students - a key characteristic
of the fixed mindset. Nor is it unusual for schools to create a certain cognitive dissonance, when
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they applaud the benefits of a growth mindset but then hand out fixed target grades in lessons based
on performance.
Aside from the implementation problem, the original growth mindset research has also
received harsh criticism. The statistician Andrew Gelman claims that 'their research designs have
enough degrees of freedom that they could take their data to support just about any theory at all'.
Professor of Psychology Timothy Bates, who has been trying to replicate Dweck's work, is finding
that the results are repeatedly null. He notes that: 'People with a growth mindset don't cope any
better with failure ... Kids with the growth mindset aren't getting better grades, either before or after
our intervention study.'
Much of this criticism is not lost on Dweck, and she deserves great credit for responding to it
and adapting her work accordingly. In fact, she argues that her work has been misunderstood and
misapplied in a range of ways. She has also expressed concerns that her theories are being
misappropriated in schools by being conflated with the self-esteem movement: 'For me the growth
mindset is a tool for learning and improvement. It's not just a vehicle for making children feel good.'
But there is another factor at work here. The failure to translate the growth mindset into the
classroom might reflect a misunderstanding of the nature of teaching and learning itself. Growth
mindset supporters David Yeager and Gregory Walton claim that interventions should be delivered
in a subtle way to maximise their effectiveness. They say that if adolescents perceive a teacher's
intervention as conveying that they are in need of help, this could undo its intended effects.
A lot of what drives students is their innate beliefs and how they perceive themselves. There is a
strong correlation between self-perception and achievement, but there is evidence to suggest that the
actual effect of achievement on self-perception is stronger than the other way round. To stand up in
a classroom and successfully deliver a good speech is a genuine achievement, and that is likely to
be more powerfully motivating than vague notions of 'motivation' itself.
Recent evidence would suggest that growth mindset interventions are not the elixir of student
learning that its proponents claim it to be. The growth mindset appears to be a viable construct in
the lab, which, when administered in the classroom via targeted interventions, doesn't seem to work.
It is hard to dispute that having faith in the capacity to change is a good attribute for students.
Paradoxically, however, that aspiration is not well served by direct interventions that try to instil it.
Motivational posters and talks are often a waste of time, and might well give students a deluded
notion of what success actually means. Teaching concrete skills such as how to write an effective
introduction to an essay then praising students' effort in getting there is probably a far better way of
improving confidence than telling them how unique they are, or indeed how capable they are of
changing their own brains. Perhaps growth mindset works best as a philosophy and not an
intervention.
Questions 96 - 101: Look at the following statements (Questions 17-22) and the list of people
below. Match each statement with the correct person or people, A-E. Write the correct letter, A-E,
in boxes 17-22 on your answer sheet.
NB You may use any letter more than once.
96. The methodology behind the growth mindset studies was not strict enough.
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 97. The idea of the growth mindset has been incorrectly interpreted.
98. Intellectual ability is an unchangeable feature of each individual.
99. The growth mindset should be promoted without students being aware of it.
100. The growth mindset is not simply about boosting students' morale.
101. Research shows that the growth mindset has no effect on academic achievement.

Questions 102-105: Do the following statements agree with the views of the writer in Reading
Passage 2? In boxes 102-105 on your answer sheet, write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

102. Dweck has handled criticisms of her work in an admirable way.

103. Students' self-perception is a more effective driver of self-confidence than actual
achievement is.
104. Recent evidence about growth mindset interventions has attracted unfair
coverage in the media.
105. Deliberate attempts to encourage students to strive for high achievement may have a
negative effect.
Your answers
96. 97. 98. 99. 100. 101. 102. 103. 104. 105.

IV. WRITING (50 points)

Part 1. Chart description (20 points)
The graph below shows the average monthly change in the prices of three metals during 2014.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant. You should write at least 150 words.

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Part 2. Write an essay of at least 250 words on the following topic. (30 points)
Many people say that children should be free to choose what they do in their free time rather than
being organized by parents. To what extent do you agree or disagree with the statement?
THE END

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