SỞ GD&ĐT HƯNG YÊN KỲ THI CHỌN HỌC SINH GIỎI

TRƯỜNG THPT CHUYÊN HƯNG KHU VỰC DUYÊN HẢI & ĐỒNG BẰNG BẮC BỘ
YÊN LẦN THỨ XIII
MÔN: TIẾNG ANH - LỚP 11
ĐÁP ÁN ĐÁP ÁN
ĐỀ ĐỀ XUẤT
Thời gian làm bài: 180 phút, không kể thời gian giao đề

I. LISTENING (50 pts)

Part 1.
1. F 2. F 3. T 4. T 5. F
Part 2.
6. a marker of influence
7. heroes and visionary
8. chaotic crossroad
9. metaverse
10. hate and inequity
Part 3.
11. C 12. A 13. C 14. D 15. B

Part 4.
16. one-size-fits-all education
17. micro-marking, micro-assessing
18. a blended learning approach
19. trailblazer
20. one-one-one
21. keep better tabs on
22. widening the digital divide
23. currently are under-resourced
24. have an appetite for
25. a hybrid classroom
II. LEXICO-GRAMMAR (30 POINTS)
Part 1.
1. B 2. B 3. D 4. A 5. A
6. B 7. D 8. A 9. A 10. D
11. C 12. D 13. C 14. C 15. A
16. C 17. A 18. D 19. C 20. D

Part 2.
1. disaffected 6. fortuitous
2. befriend 7. dispirited
3. hard-luck 8. servitude
4. demystify 9. altercation
5. forebears 10. page-turning

III. READING (60 POINTS)

Part 1.
Source: Test 2, Succeed in Cambridge English, Proficiency 8 Practice Test
1. F 2. A 3. D 4. H 5. B
6. G 7. E

Part 2.
Source: adapted from Mindset for IELTS 3 (PAGE 80)
1. path 6. but
2. settling 7. against
3. onward(s) 8. backdrop
4. old 9. which
5. However 10. least

Part 3.
Source: TOEFL SCORE IELTS BOOSTER (PAGE 360)
 1. A 2. D 3. C 4. A 5. B

6. A 7. C 8. B 9. A 10. D

Part 4.
Source: adapted from IELTS LONGMAN PRACTICE TEST PLUS 2 (page 27)

1. viii 2. iv 3. ix 4. vi 5. x 6. v

7. NG 8. NG 9. N 10. Y 11. NG 12. Y

13. Y

Part 5.
Source: On screen c2 student book

1. A 2. D 3. B 4. C 5. D
6. A 7. D 8. E 9. B 10.C

IV. WRITING (60 POINTS)

Part 1. Writing summary (15 pts)
Contents (10 pts)
- The summary MUST cover the following points:
+ Three different types of cloning as well as their benefits are discussed in the passage.
+ The first method of cloning is recombinant DNA technology, accomplished by scientists
transplanting a particular DNA fragment into its cloning vector. This methodology promises a
deeper insight into other relevant fields including gene therapy and genetically modified organisms.
+ The second type of cloning is to recreate a facsimile of an animal with an entirely similar gene
sequence.
+ The last technique, therapeutic cloning, generates a carbon copy of a human, and it is a key to
treatments of various diseases including heart attack, Alzheimer's and cancer.
- The summary MUST NOT contain personal opinions.
Language use (5 pts)
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)
Part 2: Chart description(15 pts)
Contents (10 pts)
- The report MUST cover the following points:
* Introduce the charts (2 pts) and state the overall trends and striking features (2 pts)
* Describe main features with relevant data from the charts and make relevant comparisons (6 pts)
- The report MUST NOT contain personal opinions
Language use (5 pts)
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. Essay Writing (30 pts)
The mark given to part 3 is based on the following criteria:
1. Task achievement: (10 points)
a. ALL requirements of the task are sufficiently addressed.
b. Ideas are adequately supported and elaborated with relevant and reliable explanations,
examples, evidence, personal experience, etc.
2. Organization: (10 points)
a. Ideas are well organized and presented with coherence, cohesion, and unity.
 b. The essay is well-structured:
• Introduction is presented with clear thesis statement.
• Body paragraphs are written with unity, coherence, and cohesion. Each body
paragraph must have a topic sentence and supporting details and examples when
necessary.
• Conclusion summarises the main points and offers personal opinions (prediction,
recommendation, consideration,…) on the issue.
3. Language use: (5 points)
a. Demonstration of a variety of topic-related vocabulary
b. Excellent use and control of grammatical structures
4. Punctuation, spelling, and handwriting (5 points)
a. Correct punctuation and no spelling mistakes
b. Legible handwriting
Suggested ideas:
The benefits of the environment during the pandemic:
Psychological benefits:
+ avoid negative thinkings ( enjoy green nature keeps people busy and boost mood after reading
much mournful news about Covid-19)
+ exposure to natural areas, harmonize with nature → relaxing mind → positive shifts in behaviour
Physical benefits
+ consolidate the bonds with family members (lockdown -> spend more time with family/friends
outdoors i.e. nearby parks, green spaces)
+ more frequency to local green areas, gardening, remote areas (still keep social distancing and enjoy
nature) (lack of services which are closed due to COVID-19) → enhance physical health to lower
the susceptibility to catching zoonotic diseases
- Ways to better the relationship with nature:
+ Minimize human’s intervention in the transition zones between different ecosystems (human settle
in various places -> species from different habitats mix and interact, forming new contacts -
> opportunities for zoonotic diseases to spread like coronavirus did)
+ Conserve biodiversity and prevent possible losses (E.g. the increased risk of Lyme disease to
humans in North America due to reduced diversity of vertebrates and rampant white-footed mouse
- the primary reservoir of the bacteria causing Lyme disease)
 Transcript
Part 1.

Presenter: Breaking news tonight. The shootings are not stopping as president Joe Biden is asking
for tougher gun laws across the country. Several people were shot at a cemetery in Wisconsin during
a funeral service and a reported shooting near a church in Iowa has left at least two people dead.
What the president wants to see would drastically change gun ownership across the country and here
in Georgia John Shearick joining us live tonight, from the Georgia state capitol. And John, local
republicans are standing by their convictions on this issue.
Reporter: Georgia republicans in the legislature standing firm making sure there are few
gun restrictions in state law while the president urging Congress to go after the guns in federal law.
Call it his “enough” speech, President Biden's impassioned plea to congress to act now to fight
violent crimes that are committed with guns.
Presesident: “I’ve been in this fight for a long time I know how hard it is but I’ll never give up and
if congress fails, I believe this time a majority of American people won't give up either. I believe the
majority of you will act to turn your outrage into making this
issue central to your vote. Enough. Enough. Enough.”
Reporter: The president urged republicans to agree to several proposals including a ban on assault
rifles and high-capacity magazines, background checks on all gun buyers, a
safe storage law with criminal penalties, red flag laws. Georgia’s eight republican
members of the house have opposed those proposals representative. Barry Loudermilk telling us
after the President's speech that he supports instead, advanced school security, effective mental
health intervention, better tools and training for law enforcement to combat crime and representative
Austin Scott: “fellows don't
follow the law Biden’s proposed actions only attack law-abiding citizens”
“Guns aren't responsible for shooting”, John Monroe with Georgia’s second amendment- “we’ve
got a mental health problem in this country that needs to be addressed. It's people who are pulling
the trigger the guns aren't shooting themselves and that's what we need to concentrate on is the
people that are shooting and not
the guns.”
The president is on the hunt for 10 senate republicans to vote with him on these
proposals or some versions of these proposals, 10 being the number that would
be needed to pass them along with all of the senate democrats.

Part 2.

TIME's Person of the Year is not an award. It is a marker of influence. It is a reflection of impact, a
way to capture the meaning of a moment. It is a chance to recognize the people who led us or even
enraged us, the people who amused or inspired us. In this show, we'll recognize the Athlete
and Entertainers of the year, the heroes who fought for us, and the visionary who captured our
attention.
All of these people and moments encapsulate 2021, today and in the years to come.
Faced with crisis after crisis, we proved we are creative and resilient, with a long history
of extracting the possible from the impossible. Humanity stands at a chaotic crossroads, but we do
so armed with strength and clarity of purpose and an eye always on the future because inspiration
and innovation continue to rewrite our story and extend our story to the stars themselves. This year,
new voices and images demanded our attention while we got our first glimpse of the metaverse to
come.
And at the close of 2021, we continue to wrestle with the reality of COVID-19's impact on
everything from the global economy to our holiday traditions, but it has also taught us that humanity
can rise above, that our fight against hate and inequity continues to make progress, and that together,
we can be better. And for nearly 100 years, TIME has been there to cover it, to document it and to
consistently show the world what the word influence means. This is TIME's Person of the Year.

Part 3.

F = Heidi, M1 = Presenter, M2 = Rob

M1: My guests today, Heidi Stokes and Rob Aslett, are both sports commentators and I’ve
invited them along to discuss the issue of gyms – why they’re so popular, whether they do us
any good. Heidi, turning to you first.
F: Hi!

M1: According to media reports, the government’s thinking about harnessing the popularity
of gyms in a campaign to tackle the problem of obesity. What’s your take on that?

F: Well there are, on the face of it, attractive aspects to the proposal. The obesity epidemic is,
if we’re to believe the figures, a social emergency and, as many people have argued, the
government has so far concentrated largely on the eating aspect of prevention – school dinners,
junk-food ads, food labelling – but exercise must be made part of the solution. Yet there are
other significant issues, aren’t there Rob?

M2: Let’s face it. The kind of collective problems we face with obesity and inactivity require hugely
complex solutions, and that means involving a whole host of stakeholders and bodies. It’s not that
the fitness industry can't play a part, it’s just that we have some serious reservations about the
government teaming up with the leisure industry, which generally serves those people who are
already the least likely to be inactive and obese.
F: The bottom line is that you’re looking at a majority of the adult population that's inactive. I have
no problem with gyms delivering their health-and-fitness and leisure products; I'm a consumer of
them, but they're ill-equipped to tackle the wider issues.
M1: But even for those who can afford to go to gyms regularly, isn’t the whole enterprise full
of contradictions?
F: Indeed it is. Personal trainers may make you more motivated and fit, but they can't make
you too motivated or too fit or you'd stop needing them. It isn't in a gym's interest to encourage
you to build exercise into your daily life, because that would cut into gym hours. It’s true that
they’re often the only option in cities, if there are few parks, no bike lanes, bad weather or
whatever, but it’s also true that gyms have a vested interest in keeping you indoors.
M1: And people lose motivation, don’t they Rob?
M2: Gyms can be the site of healthy activity, there's no question that good ones provide
expertise, motivation, role models – all tremendously beneficial. But if that's the only time
there's physical activity in your daily life, chances are that it's the first thing that goes when
life gets busy, when your disposable income gets crunched or when you've got something more
fun to do. It's the classic example of someone who takes an elevator up to a club and can't be
bothered to climb the stairs. Stairs are cheaper, but they don't come with all the bells and
whistles. I understand as much as anybody the appeal of the bells and whistles, but it's an
awfully expensive way to not necessarily get healthy.

M1: And gyms come in for a lot of criticism for their marketing already, don’t they Heidi?

F: Well, the temptation for the gym is to sign up as many people as possible, then gamble on
them not turning up – a kind of fitness pyramid scheme. That's absolutely true of some gyms,
but not the majority. A business model that's almost entirely reliant on revenue from
membership dues means that it's in their interest to sign up a lot of people. But if everyone who
was a member turned up, then they'd be overcrowded and the facilities themselves wouldn't
hold up. There's a calculated risk obviously, but good clubs will take that into account, and use
reasonably accurate projections. They know that people will go at different times of day, in
terms of their occupations and their personal lives etc. And the aim of the game at the end of
the day is to hang on to them, so you don’t want them turning up and finding all the equipment’s
occupied.

M1: So how can gyms keep people coming, Rob?

M2: It's getting them in and exceeding their expectations every time they come in that's
important. Exercise has changed more to being a part of my life. It's about wellness, about
feeling good spiritually as well as physically, as well as mentally. The same amount of people
joins a gym for relaxation and to release stress as they do to tone up or lose weight. So, in
marketing a club, if your message isn't one that gives this whole picture of mind, body and
spirit, you're appealing to just a percentage of the potential market. It’s why the growth of the
mind-body idea, like yoga and Pilates, has been so important to the industry. It's pulling in
groups of people who’d probably never have joined a gym if those options weren’t there.
M1: Rob, Heidi, there we must leave it … thanks.
Part 4.

M = Male presenter, F1 = Priya, F2= A teacher, F3= Female presenter

M: Priya created Century as a way of addressing the problems she saw in the education sector.
F1: We were still delivering a very one-size-fits-all education. Every child deserves a personalized,
differentiated experience but that’s really, really difficult, nearly impossible to provide in every
educational setting. The second issue was that teachers spent more than half of their time 60% of
their time micro-marking, micro-assessing, trying to do the admin that was related to the children
and not actually spending most of the time teaching.
F2: Before, we would have to spend hours and hours marking. We don’t have to do that now. It
shows us the data and we can see whether it’s green, amber, red we can see where the children are
working at and we can then pick up on those points to help the children.
M1: With children in Britain already spending on average almost four hours a day online some may
worry about increased use of technology in the classroom but Laurie Davis reckons it’s crucial.
F2: Although all children have a laptop, we are not on it all day every day. We manage what we are
doing and we implement it into our learning in a blended learning approach. At the end of day,
every job out there now is using some sort of computer. So we need to lay those foundations. And
if that is how AI develops to give those children a better future then I’m excited about that journey.
M: For twins, Julia and Colin MeCey technology has helped give them an altogether different
learning experience. They attend a virtual public school - “Are you taking British and world
literature?”- which provides them with the equipment they need to learn remotely.
Julia: So I’m taking a fine arts course, so in my box I have clay and some paintbrushes and then
some acrylic colored paint.
M: Julia moved to full-time remote-learning during the pandemic but Colin was a trailblazer,
switching to e-education in 2019.
Colin: The environment of a one-on-one in comparison to one-on-30 is just a lot nicer. I have a lot
more contact with my teachers and the classes that are offered is just so much more than what is
offered at normal public school like computer science for example.
Julia: I’ve been able to take more classes that interest me I think my grades have been better so I
probably will have a better chance of getting into my dream colleges.
M: For Dad, Mike, the technology also allows him to keep better tabs on his kids’ progress.
“Then you actually start on Wednesday normal classes?”
F3: During the pandemic many teachers told me that this is the first time they’ve seen so much
parent engagement. And a lot of that is because parents are home listening to the lessons but also
because they are engaging technology that makes it easier for parents to be up to speed.
M: Not all students can afford the space and internet connection needed to study online which means
increased use of remote-learning risks widening the digital divide. Ultimately the barrier to success
for all edtech not just e-education, is financial.
F3: For edtech to be successful there needs to be investment in the schools that currently are under-
resourced. There needs to be a push to make sure that these schools have the proper internet access,
the facilities and everything else they need to be able to properly function with edtech. If that doesn’t
happen, then we will see inequities develop in the classroom and across schools.
F1: The technology that education deserves should be technology that is as advanced, if not more
advanced than the technology that is applied to the banking sector. And if you want that sort of
technology in the education sector then you’re going to have to create a model that investors have
an appetite for.
M: The pandemic has made clear the vital role played by teachers. For many students the best place
to learn is in the classroom. But technology can and will play a vital role in aiding education.
F3: Teachers are seeing the benefit of being able to have a hybrid classroom. And most
importantly, they’re seeing the skills their students are gaining that they wouldn’t have had otherwise
and these are skills that I think we all agree these students will need for the future.