SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN HỌC SINH GIỎI THPT CẤP TỈNH

LONG AN NĂM HỌC 2020– 2021

Môn thi: TIẾNG ANH
Ngày thi: 17/10/2020 (Buổi thi thứ nhất)
Thời gian: 180 phút (không kể thời gian phát đề)
(Đề thi gồm 14 trang)
• Thí sinh làm bài ngay trên đề thi.
• Trả lời vào phần Your answer(s) bên dưới mỗi phần thi.
• Không được sử dụng tài liệu, kể cả từ điển.
• Cán bộ coi thi không giải thích gì thêm.

I. LISTENING (40/200 points)

HƯỚNG DẪN PHẦN THI NGHE HIỂU
● Bài nghe gồm 3 phần, mỗi phần được nghe 2 lần, mở đầu và kết thúc mỗi phần đều có tín hiệu.
● Mở đầu và kết thúc phần thi nghe có tín hiệu nhạc.
● Mọi hướng dẫn cho thí sinh, bằng tiếng Anh, đã có trong bài nghe.

Part 1. Listen to three people, Emily, Hannah and Tom, talking about the museums.
For questions 1 – 10, complete the missing information with a word or a short phrase.
Write NO MORE THAN THREE WORDS for each answer. (20 points)
1. Tom says that visitors to Jorvik enter a capsule which is made to feel like a_______.
2. They then travel in a type of car through a reconstruction of a_______-century Viking Street.
3. Tom mentions the smells of_______ and_______, as well as a man in a toilet.
4. Hannah compares a visit to a museum like Jorvik to seeing a film of_______.
5. She says that the current trend for museums is to have _______ content.
6. At the Science Museum she says you feel as if you are making your own_______.
7. Emily suggests that people should go to museums to_______.
8. According to Hannah, the Kylie exhibition works well online because of its_______.
9. Tom feels that an online exhibition provides an interesting _______for a museum.
10. Hannah and Tom say that the Sheffield Pop Museum was forced to_______.

Your answers

Part 2. For questions 11 – 15, listen and complete the table. Write NO MORE THAN TWO WORDS for
each answer. (10 points)

Joint Presentation
Self-evaluation Form
Title: The application of robotics in a non-industrial setting
Date: 2nd December

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Insert your names and comments on the following aspects of the presentation
Mark Anna Suggestions: Tutor
General impression worked well not thorough or no comment
(11)_______enough

Hand-outs professional looking the best part reduce by about a third

Middle of presentation power-point slides not overestimated more practice with the
in (12) _______ (13) _______ equipment

Aims and objectives very focused clearly set out no comment

Delivery performance was (14) difficult to coordinate need the
_______ speaking and presenting (15) _______

Score Six Seven

Your answers
11. 14.
12. 15.
13.

Part 3. You will hear part of a radio program presented by author and foodie, Pat Chapman.
For questions 16 – 20, listen and complete the missing information with a word or short phrase. Write NO
MORE THAN THREE WORDS for each answer. (10 points)

Pat says that the British were a (16) _______ according to Napoleon. Pat likens curry in Britain
nowadays to a national obsession. Britain suffered from a (17) _______ in the period after the Second World
War. Immigrants to Britain had to arrange for their spices and foodstuffs to be imported. Eating curry became
compulsive as the dish was (18) _______ for most people. The majority of curry restaurants in the UK are not
run by Indians. Indian dishes prepared in their own containers need hours of cooking to be authentic.
Nowadays, additional (19) _______ are added to pre-cooked ingredients. A (20) _______ is responsible for
cooking breads and tandoori items.

Your answers
16. 19.

17. 20.

18.

II. READING COMPREHENSION (50/200 points)

Part 1. For questions 1 – 10, read the passage, and then choose the option A, B, C or D to indicate the
most suitable answer for each of the following questions. (20 points)
Learning means acquiring knowledge or developing the ability to perform new behaviors. It is
common to think of learning as something that takes place in school, but much of human learning occurs
outside the classroom, and people continue to learn throughout their lives.
Even before they enter school, young children learn to walk, to talk, and to use their hands to
manipulate toys, food and other objects. They use all of their senses to learn about the sights, sounds, tastes,
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and smells in their environments. They learn how to interact with their parents, siblings, friends, and other
people important to their world. When they enter school, children learn basic academic subjects such as
reading, writing, and mathematics. They also continue to learn a great deal outside the classroom. They learn
which behaviors are likely to be rewarded and which are likely to be punished. They learn social skills for
interacting with other children. After they finish school, people must learn to adapt to the many major changes
that affect their lives, such as getting married, raising children, and finding and keeping a job.
Because learning continues throughout our lives and affects almost everything we do, the study of
learning is important in many different fields. Teachers need to understand the best ways to educate children.
Psychologists, social workers, criminologists, and other human-service workers need to understand how
certain experiences change people’s behaviors. Employers, politicians, and advertisers make use of the
principles of learning to influence the behavior of workers, voters, and consumers.
Learning is closely related to memory, which is the storage of information in the brain. Psychologists
who study memory are interested in how the brain stores knowledge, where this storage takes place, and how
the brain later retrieves knowledge when we need it. In contrast, psychologists who study learning are more
interested in behavior and how behavior changes as a result of a person’s experiences.
There are many forms of learning, ranging from simple to complex. Simple forms of learning involve
a single stimulus. A stimulus is anything perceptible to the senses, such as a sight, sound, smell, touch, or
taste. In a form of learning known as classical conditioning, people learn to associate two stimuli that occur in
sequence, such as lightning followed by thunder. In operant conditioning, people learn by forming an
association between a behavior and its consequences (reward punishment). People and animals can also learn
by observation – that is, by watching others perform behaviors. More complex forms of learning include
learning languages, concepts, and motor skills.
1. According to the passage, which of the following is learning in broad view comprised of?
A. Acquisation of social and bahavioural skills
B. Knowledge acquisition and ability development
C. Knowledge acquisition outside the classroom
D. Acquisition of academic knowledge
2. According to the passage, what are children NOT usually taught outside the classroom?
A. literacy and calculation C. interpersonal communication
B. right from wrong D. life skills
3. Getting married, raising children, and finding and keeping a job are mentioned in paragraph 2 as
examples of _______.
A. the changes to which people have to orient themselves
B. the situations in which people cannot teach themselves

C. the ways people’s lives are influenced by education

D. the areas of learning which affect people’s lives
4. Which of the following can be inferred about the learning process from the passage?
A. It takes place more frequently in real life than in academic institutions.
B. It becomes less challenging and complicated when people grow older.
C. It is more interesting and effective in school than that in life.
D. It plays a crucial part in improving the learner’s motivation in school.
5. According to the passage, the study of learning is important in many fields due to ________.
A. the exploration of the best teaching methods
B. the need for certain experiences in various areas
C. the influence of various behaviours in the learning process
D. the great influence of the on-going learning process
6. It can be inferred from the passage that social workers, employers, and politicians concern themselves
with the study of learning because they need to _______.

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 A. make the objects of their interest more aware of the importance of learning
B. understand how a stimulus relates to the senses of the objects of their interest
C. thoroughly understand the behaviours of the objects of their interest
D. change the behaviours of the objects of their interest towards learning
7. The word “retrieves” in paragraph 4 is closest in meaning to ________.
A. generates B. creates C. recovers D. gains
8. Which of the following statements is NOT true according to the passage?
A. Psychologists studying memonry are concerned with how the stored knowledge is used.
B. Psychologists studying memory are concerned with the brain’s storage of knowledge.
C. Psychologists studying learning are interested in human behaviours.
D. Psychologists are all interested in memory as much as behaviours.
9. According to the passage, the stimulus in simple forms of learning ________.
A. is created by the senses C. makes associations between behaviours
B. bears relation to perception D. is associated with natural phenomena
10. The passage mainly discusses _______.
A. practical examples of learning inside the classroom
B. application of learning inside the classroom
C. general principles of learning
D. simple forms of learning

Your answers

Part 2. You are going to read an extract from an article. Seven paragraphs have been removed from the
extract. Choose from the paragraphs A – H the one which fits each gap. There is ONE extra paragraph
which you do not need to use. (14 points)

At the zoo
Inspector John Rebus was pretending to stare at the meerkats when he saw the man. For the best part
of an hour, Rebus had been trying to blink away a headache, which was about as much exercise as he could
sustain. He’d planted himself on benches and again walls, wiping his brow even though Edinburgh’s early
spring was a blood relative of midwinter. His shirt was damp against his back, uncomfortably tight every
time he rose to his feet.
1

He hadn’t been to the zoo in years; thought probably the last time had been when he’d brought his
daughter to see Palango the gorilla. Sammy had been so young, he’d carried her on his shoulders without
feeling the strain.
2

Not very, he hoped. The penguin parade had come and gone while he was by the meerkats. Now,
oddly, it was when the visitors moved on, seeking excitement, that the first of the meerkats appeared, rising
on its hind legs, body narrow and wavering, scouting the territory.
3

There were worse, he had reminded himself, applying his thought to the day’s central question: who
was poisoning the zoo animals of Edinburgh? The fact of the matter was, some individual was to blame.
Somebody cruel and calculating and so far missed by surveillance cameras and keepers alike.
4

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 Meantime, as senior staff had indicated, the irony was that the poisoner had actually been good for
business. There’d been no copycat offences yet, but Rebus wondered how long that would last.
The next announcement concerned feeding the sea lions. Rebus had sauntered past their pool earlier,
thinking it not overly large for a family of three. The meerkat den was surrounded by children now, and the
meerkats themselves had disappeared, leaving Rebus strangely pleased to have been accorded their company.
5

As a child, his roll-call of pets had seen more than its fair share of those listed “Missing in Action” of
“Killed in the Line of Duty”. His tortoise had absconded, despite having its owner’s name painted on its
shell; several budgies had failed to reach maturity; and ill-health had plagued his only goldfish. Living as he
did in a tenement flat, he’d never been tempted in adulthood by the thought of a cat or dog. He’d tried horse-
ridding once, rubbing his inside legs raw in the process and vowing afterwards that the closest he’d come in
future to the noble beast would be on a betting slip.
6

Except the animals wouldn’t share a human’s curiosity. They would be unmoved by any display of
agility or tenderness, would fail to comprehend that some game was being played. Animals would not build
zoos, would have no need of them. Rebus was wondering why human needed them. The place suddenly
became ridiculous to him, a chunk of prime Edinburgh real estate given over to the unreal ... And then he
saw the camera.
Saw it because it replaced the face that should have been there. The man was standing on grassy
slope sixty feet away, adjusting the focus on telescopic lens. His hair was thinning and brown, forehead
wrinkled. Recognition came as soon as he lowered the camera.
7

Rebus knew the man. Hadn’t seen him in probably four years but couldn’t forget eyes like that.
Rebus sought for a name, at the same time reaching into his pocket for his radio. The photographer caught
the movement, eyes turning to match Rebus’ gaze. Recognition worked both ways. And then the man was
off, walking briskly downhill. Rebus yanked out his radio.

The missing paragraphs

A. He moved away from it, but not too far and proceed to untie and tie a shoelace, which was his way of
marking the quarter-hours. Zoos and the like had never held any fascination for him.

B. Rebus looked away, turning in the direction of its subjects: children. Children leaning into the meerkat
enclosure. All you could see were shoe-soles and legs, and the backs of skirts and T-shirts and jerseys.

C. Past a restaurant and cafeteria, past couples holding hands and children attacking ice-creams. Peccaries,
otters, pelicans. It was all downhill, for which Rebus was thankful. The walkway narrowed just at the point
where the crowd thickened. Rebus wasn’t sure what was causing the bottleneck, then heard cheers and
applause.

D. Two more then followed it, appearing from their burrow, circling, noses to the ground. They paid little
attention to the silent figure seated on the low wall of their enclosure; passed him time and again as they
explored the same orbit of hard-packed earth, jumping back only when he lifted a handkerchief to his face. He
was feeling the effects of an early-morning double espresso from one of the kiosks near the Meadows. He’d
been on his way to work, on his way to learning that today’s assignment was zoo patrol.

E. The capybara had looked at him almost with pity, and there had seemed a glint of recognition and empathy
behind the long-lashed eye of the hunched white rhino, standing so still it might have been a feature in a
shopping mall, yet somehow dignified in its very isolation. Rebus felt isolated, and about as dignified as a
chimpanzee.

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F. Police had a vague description, and spot-checks were being made of visitors’ bags and coat pockets but
what everyone really wanted – except perhaps the media – was to have someone in custody, preferably with
the tainted tidbits locked away as evidence.

G. On the other hand, he’d liked the meerkats, for a mixture of reasons: the resonance of their name; the low
comedy of their rituals; their instinct for self-preservation. Kids were dangling over the wall now, legs kicking
in the air. Rebus imagined a role reversal – cages filled with children, peered at by passing animals as they
capered and squealed, loving the attention.

H. Today, though, he had nothing with him but a concealed radio and set of handcuffs. He wondered how
conspicuous he looked, walking such a narrow ambit while shunning the attraction further up and down the
slope, stopping now and then at the kiosk to buy a can of Irn-Bru.

Your answers

Part 3. Read the following passage and do the tasks that follow. (16 points)
The lost civilization of Peru

Two thousand years ago a mysterious and little known civilization ruled the northern coast of Peru. Its
people were called the Moche. They built huge and bizarre pyramids that still dominate the surrounding
countryside – some well over a hundred feet tall. Many are so heavily eroded they looked like natural hills.
Only close up can you see they are made up of millions of mud bricks. Several of the pyramids, known as
‘huacas’, contain rich collections of murals depicting both secular and sacred scenes from the Moche world.
Others house the elaborate tombs of Moche leaders.
Out in the desert, archaeologists have also found the 2,000-year-old remains of an extensive system of
mud brick aqueducts which enabled the Moche to tame their desert environment. Many are still in use today.
As archaeologists have excavated at Moche sites they’ve unearthed some of the most fabulous pottery and
jewellery ever to emerge from an ancient civilization. The Moche were pioneers of metal-working techniques
like gilding and early forms of soldering. These skills enable them to create extraordinarily intricate artefacts:
ear stubs and necklaces, nose rings and helmets, many heavily inlaid with gold and precious stones.
But it was the pottery that gave the archaeologists their first real insight into Moche life. The Moche
left no written record but they did leave a fabulous account of their life and times in paintings on pots and
vessels. Many show everyday events and objects such as people, fish, birds, and other animals. Others show
scenes from what, at first sight, look like a series of battles. But as the archaeologists studied them more
closely, they realized they weren’t ordinary battles: all the soldiers were dressed alike; the same images were
repeated time and again. When the battle was won, the vanquished were ritually sacrificed. It was, the
archaeologists slowly realized, a story not of war but ritual combat followed by human sacrifice.
But what did it mean? The first breakthrough came when Canadian archaeologist Dr. Steve Bourget,
of the University of Texas in Austin, discovered a collection of bones at one of the most important Moche
huacas. Many of the skeletons were deeply encased in mud which meant the burials had to have taken place in
the rain. Yet in this part of Peru it almost never rains. Bourget realized there had to be a deliberate connection
between the rain and the sacrifices. It let him to a new insight into the Moche world. The Moche, like most
desert societies, had practised a form of ritual designed to celebrate or encourage rain. The sacrifices were
about making an unpredictable world more predictable. A harsh environment had moulded a harsh civilization
with an elaborate set of rituals designed to ensure its survival.
These discoveries answered one question – what the painted scenes were all about – but still left a
central riddle. Why had Moche society finally collapsed? Clues came first from climate researchers gathering
evidence of the region’s climatic history, which suggested that at around AD 560 to AD 650 there was a

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thirty-year period of exceptionally wet weather, followed by a severe drought lasting another thirty years.
Then archaeologists found evidence of enormous rain damage at a Moche site called Huancaco. New building
work had been interrupted and torn apart by torrential rain, and artefacts found in the damaged area dated to
almost exactly that period. Next, evidence of drought was discovered. Huge sand dunes appeared to have
drifted in and engulfed a number of Moche settlements around AD 600 to AD 650. The story all fitted
together. The evidence suggested the Moche had been hit by a double whammy: a huge climate disaster had
simply wiped them out. For several years this became the accepted version of events; the riddle of the Moche
had been solved.
There was only one problem. In the late 1990s, American archaeologist Dr. Tome Dillehay revisited
some of the more obscure Moche sites and found that the dates didn’t match the climate catastrophe
explanation. Many of these settlements were later than AD 650, so clearly the weather hadn’t been the
immediate cause of their demise. He also found that, instead of constructing huge huacas, the Moche had
started building fortresses. They had been at war. But who with? Searching the sited for clues, Dillehays’s
team were unable to find any non- Moche military artefacts. It could only mean one thing: the Moche had
been fighting amongst themselves.
Dillehay now put together a new theory. The Moche had struggled through the climatic disasters but
had been fatally weakened. The leadership, which at least in part claimed authority on the basis of being able
to determine the weather, had lost its control over the population. Moche villages and clan groups turned on
each other in a battle for food and land. This escalated to the point where the Moche replaced ritual battles
and human sacrifices with civil war. Gradually they destroyed their own civilization.
Today, after 1,500 years, the Moche and their legacy are beginning to take their place in world history.
The story of Moche is an epic account of a society that thought it could control the world and what happened
to it when it found it couldn’t. It is a story of human achievement and natural disaster, human sacrifice and
war.

Question 1-5: Do the following statements agree with the information given in the reading passage? In the
corresponding numbered boxes below, write:
T (TRUE) if the statement agrees with the information
F (FALSE) if the statement contradicts the information
NG (NOT GIVEN) if there is no information on this
1. Chiefs are buried in some pyramids.
2. Moche water channels have lasted to the present day.
3. Archaeologists found evidence that the Moche use money.
4. Texts in the Moche language were discovered.
5. Pottery designs had scenes of the Moche fighting foreign armies.
Question 6-8: Complete the notes: Choose NO MORE THAN THREE WORDS from the Reading Passage
for each answer.
6. The aim of the killings and burials was to make it more likely there would be ________.
7. The extremely dry weather led to some Moche sites being covered by ______________.
8. The first evidence of military activity was the discovery of _______________________.
Your answers

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III. USE OF ENGLISH (50/200 points)
Part 1. Choose the best option A, B, C or D that best fits each blank. (20 points)
1. They spent the day together, ______ in the romantic little restaurant where they had first met only a month
before.
A. to end up B. by ending up C. ending up D. ended up
2. Scarcely _______ than it was being readied for its next flight.
A. the plane had touched down C. the plane having touched down
B. has the plane touched down D. had the plane touched down
3. The song wasn’t ______ the pundits had predicted it would be.
A. as big a hit as B. a bigger hit that C. bigger a hit as D. so big hit that
4. Bob Dylan expanded the vocabulary of popular music ______ politics and literary influences into his
lyrics.
A. by incorporating social C. incorporating the social
B. when he incorporated socially D. having socially incorporating
5. If the firefighters had come earlier, the trapped man ______.
A. should have survived C. might have survived
B. would have been survived D. could be survived
6. Homelessness is a condition ______ a person does not have a permanent place of residence.
A. in that B. that C. for which D. in which
7. ______ political ambitions, corporate career and family to care for, Jane has no time for socializing.
A. It’s not only her B. What with her C. There’s her D. That’s just her
8. The endless parade of ______ on television has made today’s young girls obsessed with their bodies.
A. celebrities enhancing surgically C. surgical celebrities enhanced
B. surgically-enhanced celebrities D. enhanced surgically celebrities
9. Philadelphia’s new playmaker has scored over 40 points ______ his eight games this season.
A. of seven from B. from seven of C. in seven of D. out of seven from
10. The therapist said we should try to ______ out our differences by spending more quality time together.
A. iron B. make C. sponge D. flatten
11. We’re not too busy at work at the moment so I have plenty of time ______ my hands.
A. in B. on C. to D. with
12. It’s an interesting idea and, ______ at least, has a lot going for it.
A. in theory B. in fairness C. in conclusion D. in reality
13. ______ the days when everyone wears a suit to work.
A. Gone are B. They are gone C. Gone by D. Gone are they
14. Two weeks’ suspension has ______. Trust me; Robert will never do such a thing again.
A. thrown him in the towel C. taught him a lesson
B. been out of his depth D. put him in his place
15. I think you are drawing a somewhat dubious ______ between the two arguments.
A. difference B. distinction C. variation D. deviation
16. She wasn’t allowed into the country, ______ because her papers aren’t in order.
A. presumably B. paradoxically C. admittedly D. subsequently
17. Accessing information from the World Wide Web _____ basic computer skills.
A. engenders B. entails C. arouses D. accompanies
18. The new printer was not ______ with our software, so we had to return it.
A. conscientious B. complacent C. competent D. compatible
19. Tim started choking in class. Luckily, someone had the ______ of mind to call for help immediately.
A. sense B. sanity C. presents D. presence
20. The two countries have been ______ for months over the issue of trade.
A. a face to face B. eye to eye C. at loggerheads D. on tenterhooks
Your answers

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Part 2. Read the following text and decide which option (A, B, C, or D) best fits each gap. (10 points)
Tech Music School

London's Tech Music School has an unrivalled (1) ______ record. Since its foundation in 1983, it has (2)
______out some of Europe's best-known musicians, including Marina Diamandis of Marina and the
Diamonds, Frank Colucci and Radiohead's Phil Selway, to (3) ______but a few. The school offers the next
generation of performers training from industry professionals, and (4) ______strong connections with the
music industry. Recent guest tutors have included musicians who have worked with the likes of Stevie
Wonder and Robbie Williams. In addition to courses (5) ______performance skills, the school offers a
Diploma in Commercial Music Production. This course (6) ______students with hands-on training in areas
such as song-writing and the composing of music for film and TV. (7) ______, the Diploma in Music
Business gives students the chance to (8) ______a thorough grounding in business principles whilst working
alongside artists, record labels and the music press. With such courses on offer, the school is (9) ______a
microcosm of the music industry, where it is possible to be at the cutting (10) ______of the latest techniques
and developments.

1. A. track B. success C. field D. hit

2. A. passed B. carved C. checked D. turned
3. A. say B. name C. call D. refer
4. A. brags B. flaunts C. touts D. boasts
5. A. of B. with C. in D. at
6. A. enables B. allows C. delivers D. provides
7. A. Meanwhile B. Whereas C. Otherwise D. Albeit
8. A. grasp B. win C. gain D. capture
9. A. exceptionally B. effectively C. eventually D. especially
10. A. edge B. margin C. verge D. fringe
Your answers

Part 3. Read the text below and think of the word which best fits each space. Use only ONE word in each
space. (10 points)
Central park

If you have the chance to take a walk through Central Park in New York, you will get a quick tour of
the wide range of cultures and people who live in the city. One man speeds along on a racing bike singing (1)
______the top of his voice, (2) ______ dances to the beat of techno music coming from a tape recorder.
Central Park, the first public park built in America, allows for just about (3) ______ conceivable
leisure activity in a rectangle of just over one and a half square kilometres. But it
may be that its best use is for the most entertaining sport in New York – people watching. Visitors can have
(4) ______ better introduction to the diversity of New York than a stroll in this park.
Central Park did not always embrace (5) ______ a variety of human life. Having won a competition
for the park’s design in 1858, Frederick Law Olmsted and Calvert Vaux saw the place as an oasis of calm in a
disorderly city. The idea (6) ______ to create a place where the upper-class citizens of the city could take
gentle exercise (7) ______ being disturbed. However, the park authorities never managed to enforce (8)
______ regime of order. Olmsted had been determined to create the illusion of the countryside in the heart of
New York. The fact that skyscrapers are now visible (9) ______ the tops of the park’s tallest trees would
certainly have horrified him. But this contrast between country and city landscape is what gives the park (10)
______ very own special charm.
Your answers

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Part 4. Read the text below. Use the word given in the brackets to form a word that fits in the gap. (10
points)
Sports mad

Many sports (1. FAN) _______- and not the average follower, but the ones who go to great lengths to
show their love for the sport - make us scratch our heads and wonder why some people have such a (2.
BURN) _______desire to watch sport. One of the answers lies in the make-up of our brain and how we as (3.
OBSERVE) _______respond when we view competitions. The human brain has chemicals that are triggered
when a feeling of excitement or anger occurs; these chemicals (4. POWER) _______ our bodies and
sometimes make us behave like (5. MANIC) _______. When our team scores a goal or, conversely, when one
of our players is (6. QUALIFY) _______, our brain releases chemicals that cause us to cheer for our mates or
scream at the television, the sports (7. COMMENT) _______, the person sitting next to us, and most often
times, the umpire or (8. REFER) _______. Even before a match, the brain chemicals released into our bodies
(9. SHARP) _______our senses as we prepare to watch the game. There's no denying some people their love
of sport, and sometimes it's more (10. CAPTIVATE) _______to watch a sports lover's reaction to sporting
events than the actual event!
Your answers

IV. WRITING (40/200 points)

Part 1. Chart description (10 points)
The graphs show changes in spending habits of people in the UK between 1999 and 2019.
Summarize the information by selecting and reporting the main features, and make comparisons where
relevant.
Write at least 100 words.

1999 2019

Spending habits of people in the UK between 1999 and 2019

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Your answer

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

Part 2. Essay writing (30 points)

In at least 250 words, write an essay on the following topic.

For many university courses, students are required to work in groups to complete specific projects. Each
student is then awarded a grade based on the group’s success. While some students are content to receive a
grade based on the group’s combined effort, others feel that it is unfair to be graded as part of a group.

What is your opinion about being graded as part of a group?

Present your perspective on this issue, using relevant reasons and examples to support your views.
Your answer

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