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TỈNH QUẢNG NINH ĐỀ ĐỀ XUẤT DUYÊN HẢI LẦN THỨ XI,

TRƯỜNG THPT CHUYÊN HẠ LONG
NĂM 2018
MÔN: TIẾNG ANH - KHỐI 11
(Đáp án gồm 7 trang)

A. LISTENING (50 pts)

Part 1: Choose the correct answer (A, B, C or D) which fits best according to what you hear. (10pts)-
2 pts/correct answer.
1. B 2. C 3. A 4. C 5. B

Part 2: Part 2: Listen to a lecture about population growth and decide whether these statements are
TRUE (T) or FALSE (F). (10pts)
1. T 2. F 3. F 4. F 5. T

Part 3: You will hear a talk given by a woman called Shona Ferguson about changes in a town called
Barford. Listen and give short answers to the questions. Write NO MORE THAN FIVE WORDS
AND/OR A NUMBER taken from the recording. (10 pts)
1. fewer bus routes.
2. new cycle paths.
3. few well-known chain stores.
4. (There is) no hospital.
5. education
Part 4: Listen to a piece of news about the loss of rainforests and complete the summary below.
WRITE NO MORE THAN THREE WORDS OR A NUMBER. (20pts)

1. malnutrition 6. 25
2. vegan 7. Americans
3. 46 8. carbs
4. 56 9. beef jerky
5. consumer research 10. crash
B. LEXICO AND GRAMMAR (30 pts)
Part 1: Choose the word/ phrase that best completes each of the following sentences. Write your answer
in the corresponding numbered boxes. (10 pts)
1. C 2. A 3. A 4. D 5. B
6.A 7. C 8. A 9. C 10. A

Part 2: The text below contains 5 mistakes. Underline the mistakes and write the corrections in the
space provided. (5 pts). There is an example at the beginning (0)
Line 4: and =>but
Line7: making => made
Line 8: nothing =>anything
Line 10: few => a few
Line 14: me =>myself
Part 3. Complete each of the following sentences with a suitable preposition or particle. Write your
answer in the corresponding numbered boxes. (5 pts)
1. out 2. around 3. out 4. up 5. across

Part 4: Write the correct form of each bracketed word in corresponding numbered boxes. (10 pts)
1. comparatively 2. additional 3. procedure 4. notoriously 5. ascertain
6. Inconclusive 7. researchers 8. rigorous 9. Rainfall 10. findings
C. READING (60pts)
Part 1: For questions 1–10, read the following passages and decide which answer (A, B, C or D) best
fits each gap. Write your answers (A, B, C, or D) in corresponding numbered boxes. (10pts)
1.D 2.C 3.C 4.D 5.A 6.B 7.D 8.A 9.C 10.A
Part 2: Read the text below and think of one word which best fits each space. Use only ONE WORD for
each space. Write your answers in the corresponding numbered boxes. (15 pts)
4.gained/
1. could 2. Different 3. there acquired/had 5. the
6. Rather 7. class/group 8. though 9. charge/control 10. Himself
Part 3: Read the following passage and choose the best answer (A, B, C or D) according to the text.
Write your answers (A, B, C or D) in the corresponding numbered boxes (10pts).
1.C 2D. 3.A 4. D 5. D 6.A 7.D 8.C 9.D 10.C
Part 4 : Read the following passage and do the tasks that follows. Write your answer in the space
provided. (10 pts)
1. iii 2. ii 3. i 4. vii 5. viii
6. Y 7. NG 8. NG 9. N 10. N
Part 5: (15 pts)
You are going to read an article containing reviews of recently-published books. For questions 1-10,
choose from reviews (A-F). The reviews may be chosen more than once.
1. D 2. B 3.D 4.A 5.F 6. A7. C 8. E 9. C 10. B
D. WRITING (60 pts)
Part 1: Summarize the following article in not more than 120 words. (15pts)
The mark given to part 1 is based on the following criteria:
1. Write good summary with enough content and clear, logical information. 5 pts
2. Present the key points and main ideas in the right form of a paragraph. Make sure that 5 pts
no important points have been omitted or distorted.

3. Use your own words or paraphrases with a variety use of synonyms, different 5 pts
sentence structures and word class. You can change the order of ideas where necessary.

Part 2: (15 points)

1. Completion: 3 pts
2. Content: 4 pts
- Cover the main information in the chart yet not go into too many details.
- Make general remarks and effective comparisons.
3. Organisation: 3 pts
- The ideas are well organized
- The description is sensibly divided into paragraphs
4. Language: 3pts
- Use a wide range of vocabulary and structure
- Good grammar
5. Punctuation and spelling: 2 pt
Part 3: (30 points)
1. Content: (10%) - Providing all main ideas and details as required
- Communicating intentions sufficiently and effectively

2. Language: (10%) - Demonstration of a variety of vocabulary and structures

appropriate to the level of English language gifted upper-
secondary school students
- Good use and control of grammatical structures
- Good punctuation and no spelling mistakes
- Legible handwriting

3. Organization and - Ideas are well organized and presented with coherence,
Presentation: (10%) cohesion, and clarity
- The essay is well-structured

Total mark: 200 points

TAPESCRIPT:

PART 1:

Presenter: Today we’re talking about children and their tendency to have imaginary friends. Liz McManus
has a daughter called Caitlin, who’s eight now. When she was three, she had an imaginary friend called
Tytner. Liz, tell us about Caitlin and Tytner.
Mother: Well, I’ll give you an example. One day I was driving Caitlin and Greg, her baby brother, home,
when she solemnly informed me that Tytner was hitting the baby. So I said: ‘You tell Tytner that if he does
that again, he’ll be walking home.’ Fifteen seconds later came the inevitable news: ‘He’s just done it again,
Mummy.’
So I found myself in the embarrassing position of having to pull over, open the back door and say to this
imaginary little boy. ‘Tytner, out, now!’ And of course, as we drove off, Caitlin started crying because her
friend was standing on the pavement all alone. I had to turn back and go through the rigmarole of pulling
over and opening the door to pick him up again.

Presenter: Wow, that’s some story! But in fact Caitlin is no different from many children and her
invented, make-believe friend is far from unusual. As many as 65% of children have had an imaginary
friend at some point in their lives. The latest research suggests that invisible friends, far from being a cause
for concern, should be welcomed by parents because they can help children to be more creative, confident
and articulate, and have more advanced communication skills. It is thought that these findings will help
reverse misconceptions about children with imaginary friends and that they will come to be seen as having
an advantage, rather than a problem that needs to be worried about. Did it worry you, Liz?

Mother: I know it does lots of parents but I never fretted about it, I think I was just amused. I’d be reading
to her and I’d say, ‘Is Tytner around?’ and she’d say, ‘Yes, he’s just sitting at the end of the bed.’ He
became the centre of her life. She’d have tea parties with him, and he’d go to bed with her. She was shy
and this was her answer. I knew she would grow out of it.

Presenter: Now Liz is one of 15 people taking part in a study of imaginary friends at the Institute of
Education in London, run by Karen Majors, an education psychologist and lecturer at the institute. Karen,
should parents worry about it?

Expert: Well, parents sometimes think, ‘Is this healthy and how long should it go on for?’ But it is a
normal phenomenon for normal children. And it’s very healthy.

Presenter: Why do children invent imaginary friends?

Expert: I think that children create pretend friends for many reasons: as safe, trustworthy best friends at a
time when they are just starting to make real friends; as someone to confide in; and as someone to play
with. Sometimes it is about wish fulfilment; children who cannot have a pet, for example, will invent one.
I interviewed one little girl, aged six, who had a pony called Minty for several years. It went to school with
her and the teachers knew all about it. It was a really strong relationship.

Presenter: Presumably, when they get older, children no longer have these imaginary friends. Karen?

Expert: Well, my most surprising finding is that children don’t always stop having these made-up
playmates when they start school. The imaginary friends often stay with them through their teenage years,
providing comfort and escape - although in secret. One teenager I talked to had invented a superhero to
help him through tricky patches. When things hadn’t gone well at school, he would come home and play
with the superhero, for whom everything always went well.

Presenter: How should parents treat these invisible people, Karen?

Expert: Well, sometimes of course parents get irritated by them - for instance, if a child insists on having
the playmate at the dinner table with an imaginary setting and glass. Actually I myself had a friend called
Tiger when I was young, who would sit beside me at mealtimes. But I don’t think parents should tell
children off for this kind of thing, or tell them that their friends are not real. Perhaps the best way is Liz’s
down-to-earth approach.
Presenter: How did you handle it, Liz?

Mother: Well, I patiently acknowledged Caitlin’s playmate but I tried not to get involved. 1 never used to
have to get out of the friend’s way or anything. Other than that one incident in the car, Caitlin’s imaginary
friend didn’t impinge on my life.

Expert: Yes, I agree that parents should recognize imaginary friends, but they shouldn’t try to overly
influence the friendship. Parents who interfere too much risk driving their children’s playmates away. If
they try to direct the friends, they could spoil the fantasy altogether.

Presenter: Fascinating subject, thanks for coming in to talk about it, Liz and Karen.

PART 2
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.
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 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 3:
Man: First of all, let me thank you all for coming to this public meeting, to discuss the future of our town.
Our first speaker is Shona Ferguson, from Barford town council. Shona.
Shona: Thank you. First I’ll briefly give you some background information, then I’ll be asking you for your
comments on developments in the town.
Well, as you don’t need me to tell you. Barford has changed a great deal in the last 50 years. These are
some of the main changes.
Fifty years ago, buses linked virtually every part of the town and the neighboring towns and villages. Most
people used them frequently, (Question 1) but not now, because the bus companies concentrate on just the
routes that attract most passengers. So parts of the town are no longer served by buses. Even replacing old
uncomfortable buses with smart new ones has had little impact on passenger numbers. It’s sometimes said
that bus fares are too high, but in relation to average incomes, fares are not much higher than they were 50
years ago.
Changes in the road network are affecting the town. The centre was recently closed to traffic on a trial
basis, making it much safer for pedestrians. The impact of this is being measured. (Question 2) The new
cycle paths, separating bikes from cars in most main roads, are being used far more than was expected,
reducing traffic and improving air quality. And although the council’s attempts to have a bypass consulted
have failed, we haven’t given up hope of persuading the government to change its mind.
Shopping in the town centre has changed over the years. Many of us can remember when the town was
crowded with people going shopping. Numbers have been falling for several years, despite efforts to attract
shopper, for instance by opening new car parks. Some people combine shopping with visits to the town’s
restaurants and cafés. Most shops are small independent stores, which is good, but (Question 3) many
people prefer to use supermarkets and department stores in nearby large towns, as there are so few well-
known chain stores here.
Turning now to medical facilities, the town is served by family doctors in several medical practices- fewer
than 50 years ago, but each catering for far more patients.
(Question 4) Our hospital closed 15 years ago, which means journeys to other towns are unavoidable. On
the other hand, there are more dentists than there used to be. Employment patterns have changed, along
with almost everything else. (Question 5) The number of schools and colleges has increased, making that
the main employment sector.
Services, such as website design and accountancy, have grown in importance, and surprisingly, perhaps,
manufacturing hasn’t seen the decline that has affected it in other parts of the country.

Part 4:
How Much Protein Do We Need?
It seems that many people who are not elite athletes are now hyper-focused on protein consumption. How
much protein does the average adult need to consume daily?
The recommended intake for a healthy adult is 46 grams of protein a day for women and56 grams for men.
And while protein malnutrition is a problem for millions of people around the globe, for the average adult
in developed countries, we are eating far more protein than we actually need.
Most American adults eat about 100 grams of protein per day, or roughly twice the recommended amount.
Even on a vegan diet people can easily get 60 to 80 grams of protein throughout the day from foods like
beans, legumes, nuts, broccoli and whole grains.
The Hartman Group, a consumer research firm that has been conducting a study of American food culture
over the past 25 years and counting, has found that nearly 60 percent of Americans are now actively trying
to increase their protein intake. Many are avoiding sugar and simple carbohydrates and turning to protein-
rich foods, snacks and supplements. The firm calls protein “the new low-fat” or “the new low-carb,” even
“the new everything when it comes to diet and energy.”
“Soccer moms feel they can’t be anywhere without protein,” says Melissa Abbott, the firm’s vice president
for culinary insights. “Really it’s that we’ve been eating so many highly processed carbs for so long. Now
it’s like you try nuts, or you try an egg again, or fat even” to feel full and help you “get through the day.”
In her research, Ms. Abbott said she always seems to be finding beef jerky in gym bags and purses, and
protein bars in laptop bags or glove compartments. Many consumers, she notes, say they are afraid that
without enough protein they will “crash,” similar to the fear of crashing, or “bonking,” among those who
are elite athletes.
But most of us are getting more than enough protein. And few seem to be aware that there may be long-
term risks of consuming too much protein, including a potential increased risk of kidney damage.

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