SỞ GD-ĐT THÀNH PHỐ ĐÀ NẴNG KỲ THI CHỌN ĐỘI TUYỂN

TRƯỜNG THPT CHUYÊN HỌC SINH GIỎI QUỐC GIA

LÊ QUÝ ĐÔN ĐỀ THI MÔN: TIẾNG ANH – KHỐI 11
ĐÁP ÁN ĐỀ NGHỊ Thời gian: 180 phút (Không kể thời gian giao đề)

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A. LISTENING (50 POINTS)

PART 1: Listen to a lecture about population growth and answer each of the
following questions with NO MORE THAN TWO words and / or numbers. Write
your answers in the corresponding numbered boxes provided. (10 points)
1. Birth rate 2. Higher 3. Northern 4. 25% 5. Gold medals
Ireland

PART 2: You will hear part of a talk about shopping centres. Decide whether each
of the following statements is TRUE or FALSE. Write your answers in the
corresponding numbered boxes provided. (10 points)
1. FALSE 2. TRUE 3. FALSE 4. FALSE 5. TRUE

PART 3: You will hear a group of art history students going out an art gallery with
their teacher. For questions 1-5, choose the 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)
1.D 2.B 3.C 4.B 5.C

PART 4: Listen to a report on the hazardous effects of solid waste in China on BBC
and fill in the missing information. Write NO MORE THAN TWO WORDS taken
from the recording for each answer. Write the answers in the corresponding
numbered boxes provided. (20 points)
1. E-waste 2. scrap 3. shipped 4. toxic 5. taking
components refuge
6. crackdown 7. devices 8. rising 9. dumping 10. appetite
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 affluence

B. LEXICO-GRAMMAR (30 POINTS)

PART 1: Choose the answer A, B, C, or D that best completes each of the following
sentences. Write your answers in the corresponding numbered boxes provided. (20
points)
1. C 2. C 3. B 4. A 5. A 6. B 7. A 8. D 9. B 10. C
11. C 12. A 13. B 14. A 15. D 16. C 17. D 18. A 19. A 20. A

PART 2: Give the correct form of the words in brackets. Write your answers in the
corresponding numbered boxes provided. (10 points)
1. stopgap 2. discretionary 3. adrift 4. invigorating 5. dismembered
6. addendum 7. 8. birthmark 9. gainsay 10. replica
misalignment

C. READING COMPREHENSION (60 POINTS)

PART 1: You are going to read an extract from an article. Seven paragraphs have
been removed from the extract. Choose from paragraphs A-H the one which fits
each gap (1-7). There is one extra paragraph which you do not need to use. Write
your answers in the corresponding numbered boxes provided. (7 points)

1. H 2. E 3. G 4. A 5. C 6. F 7. B

PART 2: Read the text below and think of the word which best fits each space. Use
only ONE word in each space. Write your answers in the corresponding numbered
boxes provided. (15 points)
1. exclusion 2. stops 3. face 4. takes 5. doing
6. devoid 7. attention 8. time 9. distract 10. like

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PART 3: Read the text below and choose the answer A, B, C or D which you think
best fits according to the text. Write your answers in the corresponding numbered
boxes provided. (10 points)
1. D 2. B 3. D 4. C 5. A 6. B 7. D 8. C 9. C 10. A

PART 4: Read the passage and do the following tasks. Write your answers in the
corresponding numbered boxes provided. (13 points)
1. vi 2. ix 3. iii 4. vii 5. ii 6. viii 7. v
8. C/D/E 9. C/D/E 10. C/D/E 11.NOT 12. YES 13. NO
GIVEN

PART 5: You are going to read an article about work-life balance. For questions 1-
10, choose from the sections (A-D). The sections may be chosen more than once.
Write your answers in the corresponding numbered boxes provided. (15 points)
1. C 2. A 3. D 4. D 5. B 6. D 7. A 8. C 9. A 10. B

D. WRITING (60 POINTS)

PART 1: Read the following extract and use your own words to summarise it. Your
summary should be between 100 and 120 words long. (15 points)
* Contents (10 points)
- The summary MUST cover the main information in the passage.
- The summary MUST NOT contain personal opinions.
* Language use (5 points)
The summary:
- should show attempts to convey the main ideas of the original text by means of
paraphrasing (structural and lexical use).
- should demonstrate correct use of grammatical structures, vocabulary, and mechanics
(spelling, punctuations, ...).
- should maintain coherence, cohesion, and unity throughout (by means of linkers and
transitional devices).

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PART 2: The line graph below shows the average monthly temperatures in three
major cities.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
You should write about 150 words.
* Contents (10 points)
- The report MUST cover the following points:
+ Introduce the charts (2 points) and state the overall trends and striking features (2
points).
+ Describe the main features with relevant data from the charts and make relevant
comparisons (6 pts).
- The report MUST NOT contain personal opinions.
* Language use (5 points)
The report:
- should demonstrate a wide variety of lexical and grammatical structures.
- should have correct use of words (verb tenses, word forms, voice...) and mechanics
(spelling, punctuations...)

PART 3: Write an essay of 350 words on the following topic. (30 points)
“Success should be measured by the knowledge a person has, not by the material
possessions he or she has acquired.”
Do you agree with this idea? Give reasons and examples to support your opinion(s).
* Organization (5 points)
- Ideas are well organized and presented with coherence, cohesion and unity.
- The essay is well-structured.
+ The introduction is presented with clear thesis statement.
+ The body paragraphs are written with unity, coherence and cohesion. Each body
paragraph must have a topic sentence, supporting details and examples when necessary.
+ The conclusion summarizes the main points and offers personal opinions (prediction,
recommendation, consideration ...) on the issue.

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* Contents (15 points)
- All requirements of the task are sufficiently addressed.
- Ideas are adequately supported and elaborated with relevant and reliable explanations,
examples, evidence, ....
* Language use (10 points)
- Demonstration of a variety of topic-related vocabulary.
- Excellent use and control of grammatical structures (verb tenses, word forms, voice...)
and mechanics (spelling, punctuations...).

LISTENING TAPESCRIPT
PART 1:
Professor: Good morning everyone, now in today’s lesson I’d like to talk about
Population Growth, and in particular, fertility rate. Now, can anyone here define fertility
rate?
Charlene: Er, is it the number of births in a population, measured per thousand people
per year?
Professor: Oh, er no, that’s what we call the birth rate. The number of children born in
a year, per thousand people. No, the fertility rate is the average number of children born
per woman in her lifetime, that is, if she lives beyond her child-bearing years. Now, do
you think the British fertility level is higher or lower than it was ... say twenty years
ago?
Charlene: I think it’s lower, because these days women are far more focused on their
careers than they used to be.
Professor: Well, that point is certainly true, but actually, fertility levels in Britain are
relatively high at the moment. In 2008, it was 1.96; that means that on average, each
woman gives birth to 1.96 children, and in 2009 it was only slightly lower, at 1.94. The
last time fertility rates were this high was back in 1973. In the UK currently, the highest
rate of fertility is in Northern Ireland, where the rate is 2.04, and the lowest is in
Scotland, where the rate is just 1.77.
Charlene: I don’t understand. How come fertility rate is going up? Women are just as
career-driven these days as they were thirty years ago.
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Professor: Well, the reason is that during the 1990s women really started to delay
having families, and that was the reason for the decrease in birth rate then. Now those
women are in their thirties and early forties, and they are starting to have families. So
that’s why the birth rate is going up.
Charlene: Oh, I see, so it’s not actually as if people are actively choosing to have more
children than they used to.
Professor: Yes, that’s right Charlene. The number of children per family is continuing
to fall. Women who are currently in their 70s had an average of 2.4 children. Those in
their sixties had 2.2, those in their fifties had 2.0, and the current figure is 1.9. Actually,
this figure isn’t due to more families choosing to have only one child, although that
certainly is occurring, it’s mainly because of the increasing number of women who have
no children at all. This figure was 1 in 10 among the age group who are now 65, but
now 1 in 4 women in their mid-40s are childless.
Charlene: I heard that the fertility rate in Europe is, like, really low. 1.3 or something.
Professor: That’s right, Charlene. It is. It’s far below the replacement level. Can you tell
me what replacement level means? No? It’s the number of births you need to keep the
population constant.
Charlene: Yes, I heard that in France they’re trying to get people to have more
children. They even give out gold medals if you have eight!
Professor: That’s right. So, we’ve already mentioned that women are waiting before
having children because of their careers. Why else is fertility rate generally decreasing?
Charlene: I think they have fewer children because they’re so expensive. I mean, I
heard one report that said it costs £200,000 a year to raise a child here. But I find that
difficult to believe. People’s standard of living is far higher now than it used to be a
hundred years ago when families had eight or nine kids.
Professor: That’s very true, but these days people’s expectations tend to be higher.
Parents want their children to have the best opportunities in life, so they’re prepared to
pay to develop their children’s talents.
Charlene: Yes, I heard that in China, where they’re easing off some of the rules of the
one child policy and allowing some couples to have two, many parents are still choosing
to have one. They say it’s just too expensive. But, you know, I reckon that, with all this
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parental micromanagement that’s going on these days, parents only have the time to
manage one or two children.
Professor: That’s a good point. So, now I’d like to look at some different
organisations, and examine what they believe about the current population issues...

PART 2:

PART 3:
Teacher: Now, let’s move along to the next gallery…whose turn is it to tell us about the
next painting? Amanda, is it you?
Amanda: Yes, this is the one I’ve prepared.
Teacher: Good…now I’ve got one or two questions for Amanda to guide us through this
painting, so if you could all pay attention, we can get started…Brian…thank you. Now,

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as you can see it’s a pre-Raphaelite painting, so we’re talking 1880,1890…and what can
you tell us about this-and other pre-Raphaelite paintings for that matter-compared for
what came before?
Amanda: Well, there was a very definitely a reaction against some of the earlier
concerns – for example the pre-Raphaelites didn’t believe in the idea that it was
important to be true to nature or realistic… this is a good example – it’s by the painter
Burne-Jones, completed in 1884, and it shows a lot about his philosophy of painting…
Teacher: Ok. And what was it exactly?
Amanda: Well in his own words, is it ok if I use my notes?
Teacher: Yes of course.
Amanda: He said that a painting should be a beautiful romantic dream of something that
never was, never will be, in a land that no-one can define or remember, only desire.
Teacher: So in other words the very opposite of realism – no practical lessons for
modern industrial societies or whatever.
Amanda: Yes, exactly, and this painting is in many ways very typical of Burne-Jones –
in fact his wife later said it was his most distinctive work, the one that really summed up
what he thought.
Teacher: OK tell us about the story it tells.
Amanda: It’s called King Cophetua and the Beggar Maid, and it’s based on an old
legend from early medieval times about a king who falls in love with a beggar girl, and
finds that his love for her is greater than all his wealth and power.
Teacher: Was it a well-known story?
Amanda: Yes – most people knew it well, but only through reading Tennyson’s poetry,
in which he wrote about it, rather than from the original story.
Teacher: So it’s another example of what we were talking about earlier – the link
between the romantic movement in literature and the movements in art … do go on.
Amanda: In the painting, the artist imagines the King sitting at the girl’s feet, gazing at
her adoration. Burne-Jones said he was determined that the King should look like a king
and the beggar should look like a Queen, and he had certain details such as the crown
and the maid’s dress specially made for him so that he could capture the detail. The
setting has echoes of 15th century Itallian art, particularly Mantegna and Crivelli, and it’s
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all elaborately decorated with highly wrought textures and jewel-like colours. If you
look at the clothing you can see what I mean. The two characters in the background have
got these rich following clothes, and there’s the same richness in the King’s following
cloak.
Teacher: So what is he trying to tell us about here… what about these anemones… do
they have any particular significance do you think?
Amanda: Yes, the maid is holding a bunch of anemones, and if you look closely you
can see that some of them have fallen on the steps by the King. The flowers are a symbol
of unrequited love, and there’s a lot of personal feeling in this painting, as there is in
much of his work. At the time he was doing this, Burne-Jones had met and fallen in love
with a girl called Frances Graham, but she then married someone else. So it’s likely that
the King represents Burne-Jones and the represents Frances Graham, and the painting
shows his feelings about losing the woman he loved.
Teacher: Are there any other themes that the audience in 1884 would have recognized
apart from on this personal level?
Amanda: Yes, to the general public it would have had a completely different meaning,
which they have recognized quite easily – they would interpret the painting as being
about the rejection of worldly wealth and the elevation of love above everything else.
Teacher: Yes, absolutely… and that was a message that was very close to Burne-Jone’s
heart ….

PART 4:
(https://www.youtube.com/watch?v=OJtn5VOk1xI)
Shipped in from around the world to one of the main ports for solid waste, some of the
millions of tons of scrap metal that China possesses every year, among the most
valuable scrap e-waste from the last generation of devices the world no longer wants,
from laptops to mobile phones. In nearby villages in this part of Eastern China,
evidence’s everywhere of the hazards caused by recycling toxic components. A
government crackdown on unregulated processing has forced recyclers to take refuge in
concealed yards, a potential resource but a pollution nightmare. It is a nuisance, too, for
those people unlucky enough to live next to the port.
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“The situation is worse now compared with when we moved in a few years ago. The
pollution is more serious and is very bad for our health”
“Well, more than 2/3 of the world’s scrap devices find their way to China, an increasing
amount of the e-waste being processed here is homegrown, a trend that will continue
with rising affluence”
At a plant outside Beijing, some of the TV and computer monitors on their way to a new
recycled existence. Able to handle nearly 2.5 million devices per year, this plant is
operating at about two-thirds capacity but it won’t be long before China’s appetite for
newer devices means the plant will be operating at full strength.
“The amount of e-waste keeps increasing as Chinese people see their living standards
rise, people are buying a wide range of electronics and dumping more of their existing
devices”
With currently less than a hundred plants like this one operating throughout the whole
of China, it is a sector that is set to expand.
A new growth business making a living from outdated technology.

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