CỤM CÁC TRƯỜNG THPT KHÔNG CHUYÊN KÌ THI OLYMPIC TIẾNG ANH

TỔ TIẾNG ANH DÀNH CHO HỌC SINH KHỐI THPT

ĐỀ THAM KHẢO Thời gian làm bài: 180 phút

(Đề thi gồm có 13 trang) Khối thi: LỚP 10

- Tổng điểm của toàn bài thi là 20.0 điểm -

* Thí sinh dự thi lưu ý: - Thí sinh làm bài vào PHIẾU TRẢ LỜI đã được phát kèm theo đề thi.
- Không được sử dụng từ điển hay bất cứ tài liệu nào liên quan.

A. LISTENING (2.4 points)

• Phần thi LISTENING gồm có 03 phần, mỗi phần thí sinh được nghe 02 lần.
• Mở đầu và kết thúc mỗi phần nghe có tín hiệu nhạc.
You will hear someone called Leah Mitchell giving a presentation about the history of the fork.
For questions 1-8, complete the sentences with a word or short phrase.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (0.8 point)
THE HISTORY OF THE FORK
• For a play set in the 15th century, Leah researched what people drank, the utensils they used, their
(1) __________ and circumstances on board ships and in ports.
• In the early days, forks were used for (2) __________ food while keeping it in place, not really for taking it to
people’s mouths.
• Communal bowls were used to serve (3) __________, which were soon filled with other guests’ leftovers.
• After the 14th century, forks were seen as an (4) __________, and people would have their custom made,
keeping them in special boxes called cadenas.
• Despite being popularized in Italy by Catherine di Medici, forks never (5) __________ in Britain.
• Some Catholic writers claimed that these “metallic devices” could never (6) __________ our fingers, which
were our God-given, natural forks.
• During the 19th century, the spork was invented so that people could (7) __________ while being able to use
its tines to poke at the food.
• The American Smithsonian Society has different types of forks, including a toasting fork and another one
(8) __________ for Admiral Nelson after losing his arm.

You will hear part of a lecture in a chemistry class.

For questions 9-14, 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 on the answer sheet. (0.6 point)
9. The main purpose of this talk is
A. to explain how to determine whether a substance is crystalline.
B. to differentiate among different laboratory techniques used to solve similar problems.
C. to describe a useful laboratory technique for determining molecular structure.
D. to walk students through how to design any experiment.
10. When the professor mentions the Protein Data Bank, he implies that
A. the students have used the Protein Data Bank before.
B. people without knowledge of animal and plant proteins may have difficulty working with the Protein Data Bank.
C. only proteins can be analyzed by X-ray crystallography.
D. the proteins indexed in the Protein Data Bank have not yet been analyzed using X-ray crystallography.
11. The professor refers to a mass spectrometer in order to
A. give an example of a separate analysis that might be considered in helping with an experiment.
B. indicate another assignment that he wants students to complete.
C. preview the topic to be covered in the following class.
D. emphasize the severe limitations of X-ray crystallography.

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12.The primary advantage of using X-ray crystallography to analyze crystals mentioned is that
A. it provides a very precise, detailed analysis of the molecular structure of crystals.
B. it is the only technique that can be used to analyze the structure of plant and animal proteins.
C. it is relatively easy to use, in comparison to other techniques overall.
D. its results can easily be verified using other laboratory techniques.
13.An example of a use of X-ray crystallography that the professor gives is
A. calculating the molecular weight of a molecule.
B. studying the chemical bonds of non-crystalline structures.
C. viewing the structure of a cell in an organism.
D. determining the molecular structure of large-molecule crystal samples.
14.The professor mentions a quick note about about crystalline purity in order to
A. indicate that he is about to conduct an experiment.
B. ask for feedback from the students.
C. signal a point he is about to make about a subject.
D. begin preparing students for the topic to be discussed in the following class.
You will hear five short extracts in which people talk about jobs involving travel.
For questions 15-19, select the reason for choosing their job. There is one correct option for each speaker.
For questions 20-24, select what they say about their future. There is one correct option for each speaker.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (1.0 point)
A. The type of work was highly recommended to them.
B. The social aspects of the work.
15. Speaker 1
C. It was mainly in order to travel and see the world.
16. Speaker 2
D. Opportunities were limited in what they really wanted to do.
17. Speaker 3
E. The opportunity to use their academic knowledge.
18. Speaker 4
F. The possibility to help people.
19. Speaker 5
G. The nature of the job itself.
H. The choice of career came about purely by accident.

A. They plan to return to their original career choice.

B. They plan to stop travelling and return to the UK.
20. Speaker 1
C. They hope to gain a higher position.
21. Speaker 2
D. They will probably do something unrelated to their current work.
22. Speaker 3
E. They plan to take an extended period of time off work.
23. Speaker 4
F. They hope to settle down in another country and travel.
24. Speaker 5
G. They want to move into a different job and still travel.
H. They plan to make no changes to their current profession.

B. GRAMMAR AND VOCABULARY (3.6 points)

For questions 26-35, 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 on the answer sheet. (10 points)
25. He went on a __________, unleashing a barrage of angry and vehement words against his perceived injustices.
A. polemic B. bravado C. tirade D. heresy
26. Despite their best efforts, the team’s defense __________ from the relentless attacks of their opponents.
A. took a battering B. made no odds C. did the rounds D. got the memo
27. In order to lighten the load, the stranded sailors __________ nonessential supplies from their damaged ship.
A. rebuked B. disunited C. flanked D. jettisoned
28. He insisted that the project __________ before the deadline.
A. did need finishing B. needed to finish C. need not finish D. in need of finishing
29. I will be __________ grateful to my mentor for her unwavering belief in my potential.
A. deeply B. seriously C. eternally D. sincerely

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30. Despite hours of hard work, the writer’s favorite chapter was ultimately left on the __________ room floor.
A. cutting B. editing C. sewing D. stitching
31. The boss would often __________ his employees with constant demands and criticisms.
A. yammer B. blather C. hector D. twitter
32. After realizing he had forgotten his wallet at home, John had to __________ around and head back.
A. shake B. sail C. search D. swing
33. The new employee’s work is of high __________, consistently exceeding expectations.
A. competence B. merit C. reputation D. caliber
34. The timely intervention of the paramedics __________ the accident victim from a life-threatening situation.
A. furnish B. deliver C. transfer D. execute
For questions 35-40, think of ONE word which can be used appropriately in all three sentences.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (0.5 point)
35. - For a __________, they played a harmless prank on their roommate by hiding their car keys.
- She was always the first one awake, ready to start her day, as she loved to be up with the __________.
- They decided to go for a spontaneous road trip and __________ about to explore new places.
36. - The new café in town has become the real __________, with its cozy ambiance and friendly staff.
- As I advanced the building, I pressed the intercom button and waited for someone to __________ me in.
- When my little sister barged into my room without permission, I sternly told her to __________ off.
37. - She always manages to stay strong and carry her __________ to bear with grace and determination.
- His condescending remarks always __________ her, provoking a fiery anger within her.
- The curious traveller __________ the palm with silver, eagerly awaiting to hear the secrets of his future.
38. - Carelessly, she left her handbag __________ in the door, causing it to get stuck as she tried to open it.
- The office printer __________ just as I was about to photocopy an important document.
- The band __________ out on stage, captivating the audience with their energetic performance.
39. - The truck driver maneuvered his __________ along the mountain roads, delivering goods to remote towns.
- The authorities uncovered a scheme to __________ the stock market, involving insider trading.
- We had to quickly __________ up a makeshift shelter using branches when the rainstorm hit.
In the passage below, there are FIVE unnecessary words as they are either incorrect or do not make sense.
For questions 40-44, write the FIVE unnecessary words IN ANY ORDER and the lines they are in.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (0.5 point)
Line Passage
1 Learners have their own views about what they think is too useful for them. At the very least,
2 information about this is useful in working out whether the learners’ views and the needs analyst’s
3 views are the same or not either. If which they are not the same, then the curriculum designer may
4 need to rethink the results of the needs analysis or persuade the learners that there is a more useful
5 view of what they need. We can gather such information through an interview or a questionnaire.
6 Questionnaires are notoriously difficult to design well. However a well-designed questionnaire can be
7 a very useful source of information which can not be reused for later courses. We could ask the
8 learners what they think will improve their assignment writing and what they want to be able to do as
9 regarding assignment writing by the end of the English for Academic purposes course.
For questions 45-50, complete each sentence by using a verb in column A and a particle in column B.
You should use the correct form of the verbs. Use only ONE verb and ONE particle for each question.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (0.6 point)
A B
• BREAK • DROP • ABOUT • BELOW
• GAD • HOLD • DOWN • ONTO
• PILE • SHAKE • TOGETHER • UP
45. During summer break, my adventurous friend loves to __________ and explore new cities.
46. Despite facing numerous challenges and setbacks, the team managed to __________.
47. The stock market experienced a sharp decline, with prices __________ key support levels.

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48. It is illegal and unethical to _____ someone _____ for money or valuables through intimidation or threats.
49. I accidentally __________ memories of my childhood as I stumbled upon an old photo album of my family.
50. After the controversial decision was announced, critics began to __________ the company.
For questions 51-60, use the words on the right to form a word that fits in the same numbered space.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (1.0 point)
SARAH CONNOR – MOTHER OF REBELLION
Compare and contrast: the poodle-haired ‘80s slip giggling with her doomed (51) __________ FLAT
in The Terminator, and the steel-sinewed war mother in Terminator 2. In the seven years
between the first and second Terminator films Linda Hamilton totally (52) __________ FORM
physique. The result is... authentic. And terrifying. The scenes in Terminator 2 of a wildly
aggressive Sarah heralding the coming apocalypse are a shocking, brilliantly effective yet
(53) __________ development from the Sarah we’d seen in the first film. BELIEVE
Make no mistake - the Sarah Connor of the (54) __________ original film was no pushover. ORIGIN
She may have looked the wispy victim at the (55) __________, but the situation she found SET
herself in crafted a proto-Ripley out of her. By the end of the film, when she dourly
(56) __________ that, “There’s a storm coming,” you’re left in no doubt that she’s ready for it. KNOWLEDGE
On the small screen Lena Headey - the future Queen of Westeros - was a (57) __________ WORTH
successor to Hamilton over two series of The Sarah Connor Chronicles, making the most of the
extra hours screen time to (58) __________ her relationship with her teenage son. DEEP
(59) __________, the new Sarah Connor comes from just across the sea from Westeros: AMUSE
Emelia Clarke (Daenerys Targaryen) takes on the role in Terminator: Genisys, playing an
alternate (60) __________ Sarah who was brought up by a T-800. REAL

D. READING (6.0 points)

For questions 61-70, choose the answer (A, B, C or D) to complete the passage.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (8 points)
A WINDOW ON OUR COLLECTIVE FEARS
Fear is an ancient emotion and scary stories are (61) __________ in human history. In early societies, fear-
inducing stories were used as (62) __________ tales to teach children about dangers they might encounter, such
as wolves and other predators (63) __________ in the dark. Today, cinema offers more than a (64) __________
peek into society’s collective fears. In the 1954 sci-fi film, Godzilla was created by nuclear radiation, revealing how
scared (65) __________ people still felt about the second world war atomic attacks back then.
Every (66) __________ often, horror films have featured technology - robots that revolt against their creator like
the Westworld hosts, or murderous AI such as Hal in 2001: A Space Odyssey and Skynet in The Terminator. In the
late 1970s and the 1980s, Michael Myers and Freddy Krueger made their (67) __________ alongside the
emergence of the serial killer in the public consciousness.
In March 2020, when the pandemic went into (68) __________, downloads of the movie Contagion - about a
deadly pandemic - surged. Why did people want to watch a horror film that (69) __________ witness of something
so real to them at that point in time? Prof Marc Malmdorf-Andersen and his colleagues think that horror films have
learning potential for (70) __________ management.
61. A. ingrained B. rooted C. drilled D. hammered
62. A. big B. high C. large D. tall
63. A. concealing B. loitering C. lurking D. sneaking
64. A. nick B. quick C. sleek D. sneak
65. A. dead B. stiff C. struck D. wit
66. A. now B. quite C. so D. then
67. A. debut B. entrance C. inauguration D. release
68. A. overboard B. overdraft C. overdrive D. overhaul
69. A. bears B. offers C. shows D. supports
70. A. indecision B. uncertainty C. ambiguity D. confusion

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For questions 71-80, think of ONE word which best fits each gap to complete the passage.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (1.0 point)
MISSING WORD
When it comes to personal qualities, some individuals seem to have a consummate (71) __________ about them
that draws others in. They effortlessly put people at their (72) __________, setting their minds at (73) __________
and creating an environment of comfort and security. It’s a rare gift, one that can’t be taught or learned. On the
other hand, some people seem ill at (74) __________ in their own skin. They are often unsure of themselves and
their place in the world. Their lack of (75) __________ can be palpable, and those around them can't help but feel
ill at (76) __________ as well. For ease of conversation, it’s often helpful to ease back and relax a bit. There’s no
(77) __________ to be contemptuous or aggressive. Instead, approach the situation with (78) __________ and
grace, and you’re sure to win over those around you. At times, we all face situations that make us feel uncomfortable
and embarrassed. Whether it's a job interview, or a social gathering, it can be challenging to feel confident. But with
practice and patience, we can learn to (79) __________ off our anxiety. In the end, personal qualities are what
make us unique and memorable. Our qualities define who we are and how we interact with the world; we can all
put our best (80) __________ forward and create a positive and lasting impression.
For questions 81-86, read and choose which of the paragraphs (A-G) fits into the numbered gaps (70-75).
There is ONE extra paragraph which does not fit in any of the gaps.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (0.6 point)
THE ADVENTURE JOURNALISTS
Before the internet, before television, before radio or even cinema, newspapers were the general public’s main
source of information about the world. In 19th-century America, there was big money to be made from newspapers,
and great power to be had from owning the title with the highest circulation. Publishers competed fiercely for readers
by offering them more and more exciting content, and this competition led to the birth of a new kind of journalism -
adventure journalism.
81
These stories helped readers to experience the world second-hand. Unlike most news articles of the time, they
were not dull and objective accounts of events. Instead, they were more like today’s blogs - written in the first person
and full of opinions and vivid detail. The adventure journalists described their own acts, thoughts and feelings as
they bravely went where few would ever go.
82
In fact, not all of the journalists who took on these roles lived to tell the tale. Frederick Wadsworth Loring, a
promising young American author and poet, ventured out to Arizona’s Death Valley, a wild frontier, in the year of
1871. Writing that he had lost his boots, his coat and almost his life in a fortnight of horrors, he described himself
as well and cheerful, before being killed in a massacre by a local tribe just days later.
83
The key requirement of adventure journalism was that the place and situation be an extraordinary one for that
particular reporter, so newspaper publishers often recruited female journalists to make the stories even more
sensational. This was a time in history when “respectable” women were expected to stay at home and be protected
from the world. Therefore, when women explored unusual and sometimes dangerous environments, the
strangeness of this sold many more papers.
84
In order to carry out this kind of mission and write about it, the real identities of the female reporters were kept
secret. Almost all of them used pen names, for example Dorothy Dare, Nell Nelson, Eva May or Kate Swan McGuirk.
Although some of them have come forward to claim their work over the years, many of their real names have been
lost to history.
85

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 Its popularity changed everything, and while in 1880 it had been almost unthinkable for a female reporter to write
serious news, by 1900 more articles in American newspapers carried women’s names than men’s. The stunt girls
were doing good journalism; crossing boundaries, presenting the human story, and playing a part in establishing
the role of the press to hold the authorities to account. Their stories led to real social change.
86
Not all the legacy of the adventure journalists was positive. Theirs was a sensational form of journalism which
was not always as trustworthy as what had come before it. However, despite accusations of fake news, there is no
doubt that their articles were, at times, some of the earliest examples of true investigative journalism and brought
about genuine improvements to society.
The missing paragraphs:
A. It was not just geographical boundaries that these brave journalists crossed. The divides could be political,
cultural or economic, too. They reported from the silver mines on the lives of miners. They reported from city
slums on the conditions for people who lived there. Wherever the average reader could not or would not go,
they went.
B. As a result of Bly’s account of Blackwell Island, New York state greatly increased the budget of its mental
hospitals. Winifred Sweet, aka stunt girl “Annie Laurie”, had the entire staff of a hospital sacked for their poor
treatment of her. The eight-hour working day came about in part due to the work of journalist Eva Valesh -
pseudonym “Eva Gay” - who exposed the long working hours and terrible conditions of factory workers in
Minnesota.
C. Adventure reporters travelled to the places the average newspaper reader was unlikely ever to go. Long-
distance travel was far from easy in those days and the public were hungry to read about the places they had
never been. The adventure journalists wrote daring traveller’s tales which appeared under large and
sensational headlines.
D. Bly came up with a plan to create an even bigger sensation with her next story. She persuaded her reluctant
publisher, Joseph Pulitzer, to pay for her to take a trip around the world in which she would follow in the
footsteps of Jules Verne’s fictional hero, Phileas Fogg. She would circumnavigate the world in 80 days or
fewer. Millions of Americans avidly read her columns and awaited her return. She did it in 72 days and
became, according to commentators, possibly the most famous woman in the world.
E. These reporters were known as “stunt girls”, but that title did not do justice to the fact that some of their work
was among the first serious investigative journalism. In addition to fun stunts, such as shadowing police
detectives and training as firefighters, they went undercover to show their readers the harsh reality of life in
places such as factories and public hospitals.
F. However, the godmother of them all, without whom there may never have been female adventure journalists,
was born Elizabeth Cochrane and her brave alter-ego was “Nellie Bly”. Bly was a reporter who refused to
work on the fashion and beauty pages and fought for her place among serious journalists. She became
famous after going undercover at Blackwell Island, a mental hospital, in 1887 in New York. Her series of first-
hand accounts of the awful conditions there is still admired as a revolutionary work of investigative journalism
today.
G. Because they put themselves at the centre of the stories, these reporters became celebrities to the
newspaper’s readers. Some of their names are still known today, including greats such as Mark Twain and
Nellie Bly. The reporters often became heroes in the eyes of the public because their adventures presented
a real risk to their own safety.
For questions 87-100, read the passage and answer the questions that follow.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (1.4 point)
PACIFIC NAVIGATION AND VOYAGING
The many tiny islands of the Pacific Ocean had no human population until ancestors of today’s islanders sailed
from Southeast Asia in ocean-going canoes approximately 2,000 years ago. At the present time, the debate
continues about exactly how they migrated such vast distances across the ocean, without any of the modern
technologies we take for granted.

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 Although the romantic vision of some early twentieth-century writers of fleets of heroic navigators simultaneously
setting sail had come to be considered by later investigators to be exaggerated, no considered assessment of
Pacific voyaging was forthcoming until 1956 when the American historian Andrew Sharp published his research.
Sharp challenged the “heroic vision” by asserting that the expertise of the navigators was limited, and that the
settlement of the islands was not systematic, being more dependent on good fortune by drifting canoes. Sharp’s
theory was widely challenged, and deservedly so. If nothing else, however, it did spark renewed interest in the topic
and precipitated valuable new research.
Since the 1960s a wealth of investigations has been conducted, and most of them, thankfully, have been of the
“non-armchair” variety. While it would be wrong to denigrate all “armchair” research - that based on an examination
of available published materials - it has turned out that so little progress had been made in the area of Pacific
voyaging because most writers relied on the same old sources - travelers’ journals or missionary narratives
compiled by unskilled observers. After Sharp, this began to change, and researchers conducted most of their
investigations not in libraries, but in the field.
In 1965, David Lewis, a physician and experienced yachtsman, set to work using his own unique philosophy: he
took the yacht he had owned for many years and navigated through the islands in order to contact those men who
still find their way at sea using traditional methods. He then accompanied these men, in their traditional canoes, on
test voyages from which all modern instruments were banished from sight, though Lewis secretly used them to
confirm the navigator’s calculations. His most famous such voyage was a return trip of around 1000 nautical miles
between two islands in mid-ocean. Far from drifting, as proposed by Sharp, Lewis found that ancient navigators
would have known which course to steer by memorizing which stars rose and set in certain positions along the
horizon and this gave them fixed directions by which to steer their boats.
The geographer Edwin Doran followed a quite different approach. He was interested in obtaining exact data on
canoe sailing performance, and to that end employed the latest electronic instrumentation. Doran traveled on board
traditional sailing canoes in some of the most remote parts of the Pacific, all the while using his instruments to
record canoe speeds in different wind strengths - from gales to calms - the angle canoes could sail relative to the
wind. In the process, he provided the first really precise attributes of traditional sailing canoes.
A further contribution was made by Steven Horvath. As a physiologist, Horvath’s interest was not in navigation
techniques or in canoes, but in the physical capabilities of the men themselves. By adapting standard physiological
techniques, Horvath was able to calculate the energy expenditure required to paddle canoes of this sort at times
when there was no wind to fill the sails, or when the wind was contrary. He concluded that paddles, or perhaps long
oars, could indeed have propelled for long distances what were primarily sailing vessels.
Finally, a team led by Wall Garrard conducted important research, in this case by making investigations while
remaining safely in the laboratory. Wall Garrard’s unusual method was to use the findings of linguists who had
studied the languages of the Pacific islands, many of which are remarkably similar although the islands where they
are spoken are sometimes thousands of kilometres apart. Clever adaptation of computer simulation techniques
pioneered in other disciplines allowed him to produce convincing models suggesting the migrations were indeed
systematic, but not simultaneous. Wall Garrard proposed the migrations should be seen not as a single journey
made by a massed fleet of canoes, but as a series of ever more ambitious voyages, each pushing further into the
unknown ocean.
What do we learn about Pacific navigation and voyaging from this research? Quite correctly, none of the
researchers tried to use their findings to prove one theory or another; experiments such as these cannot
categorically confirm or negate a hypothesis. The strength of this research lay in the range of methodologies
employed. When we splice together these findings we can propose that traditional navigators used a variety of
canoe types, sources of water and navigation techniques, and it was this adaptability which was their greatest
accomplishment. These navigators observed the conditions prevailing at sea at the time a voyage was made and
altered their techniques accordingly. Furthermore, the canoes of the navigators were not drifting helplessly at sea
but were most likely part of a systematic migration; as such, the Pacific peoples were able to view the ocean as an
avenue, not a barrier, to communication before any other race on Earth. Finally, one unexpected but most welcome
consequence of this research has been a renaissance in the practice of traditional voyaging. In some groups of
islands in the Pacific today young people are resurrecting the skills of their ancestors, when a few decades ago it
seemed they would be lost forever.

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Do the following statements agree with the claims of the writer in the passage? For questions 87-91, write:
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if is impossible to say what the writer thinks about this
87. The Pacific islands were uninhabited when migrants arrived by sea from Southeast Asia.
88. Andrew Sharp was the first person to write about the migrants to islanders.
89. Andrew Sharp believed migratory voyages were based on more on luck than skill.
90. Despite being controversial, Andrew Sharp’s research had positive results.
91. Edwin Doran disagreed with the findings of Lewis’s research.
For questions 92-96, choose the correct letter, A, B, C or D.
92. David Lewis’s research was different because
A. he observed traditional navigators at work.
B. he conducted test voyages using his own yacht.
C. he carried no modern instruments on test voyages.
D. he spoke the same language as the islanders he sailed with.
93. What did David Lewis’s research discover about traditional navigators?
A. They used the sun and moon to find their position.
B. They could not sail further than about 1000 nautical miles.
C. They knew which direction they were sailing in.
D. They were able to drift for long distances.
94. What are we told about Edwin Doran’s research?
A. Data were collected after the canoes had returned to land.
B. Canoe characteristics were recorded using modern instruments.
C. Research was conducted in the most densely populated regions.
D. Navigators were not allowed to see the instruments Doran used.
95. Which of the following did Steven Horvath discover during his research?
A. Canoe design was less important than human strength.
B. New research methods had to be developed for use in canoes.
C. Navigators became very tired on the longest voyages.
D. Human energy may have been used to assist sailing canoes.
96. What is the writer’s opinion of Wall Garrard’s research?
A. He is disappointed it was conducted in the laboratory.
B. He is impressed by the originality of the techniques used.
C. He is surprised it was used to help linguists with their research.
D. He is concerned that the islands studied are long distances apart.
For questions 97-100, complete each sentence with the correct ending, A-F below.
97. One limitation in the information produced
A. was the variety of experimental techniques used.
by all of this research is that it
B. was not of interest to young islanders today
98. The best thing about this type of research
C. was not conclusive evidence in support of a single theory.
99. The most important achievement of
D. was being able to change their practices when necessary.
traditional navigators
E. was the first time humans intentionally crossed an ocean.
100. The migration of people from Asia to the
F. was the speed with which it was conducted.
Pacific
For questions 101-110, read the passage and answer the questions by choosing the answer (A, B, C or D).
Write your answers in the corresponding numbered boxes provided on the answer sheet. (1.0 point)
ELEMENTS OF LIFE
1 Most developmental scientists now agree that both nature (genetics) and nurture (environment) are essential
for the normal development of perception. However, there is still much dispute about the extent to which either
nature or nurture is the more important factor. Points of view on this issue are more than just philosophical
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 musings; they affect the kinds of experiments that are undertaken. I argue here that classifying particular
5 aspects of perceptual development as either innate or learned presents us with an overly passive view in
which either genes or environment imposes structure on the developing brain. In contrast, I suggest that
perceptual development is better characterized as an activity-dependent process involving complex and subtle
interactions at many levels.
To begin to illustrate my point, let’s consider some recent neurobiological work on the prenatal (before-birth)
10 development of the brain in rodents. Neurons are specialized cells that transmit impulses or messages to
other neurons, glands, and muscles.  A The neurons studied in these experiments are those involved in
binocular vision.  B Experiments show that the prenatal tuning (training) of these neurons arises through
their response to internally generated waves of electrical activity.  C In other words, the response properties
of these visual neurons are shaped by a “virtual environment” generated by cells elsewhere in the brain and
15 eye.  D Although the term “innate” can be stretched to cover this example of development, we could equally
well describe this process as the cells “learning” from the input provided. Further, after birth the same neurons
continue to be tuned in the same way except that now their input also reflects the structure of the world outside.
When we examine development in detail, it becomes harder to argue, as some theorists do, that “innate
knowledge” is fundamentally different from learning.
20 Another example of the role of activity-dependent processes in perceptual development comes from the
ability to detect and recognize faces. Because regions of the human brain are specialized for processing faces,
some researchers have argued that this ability is innate. However, experiments with infants reveal a more
complex story. The tendency for newborns to look more toward faces turns out to be based on a very primitive,
reflex like system that is triggered by a stimulus as simple as three high-contrast blobs in the approximate
25 locations of the eyes and mouth. This simple bias is sufficient to ensure that newborns look much more at
faces than at other objects and patterns over the first weeks of life. One consequence of this is that developing
circuits on the visual recognition pathway of the brain get more input related to faces and thus are shaped by
experience with this special type of visual stimulus. We can now study this process by using new brain-imaging
methods. Such studies have shown that the brains of young infants show less-localized and less-specialized
30 processing of faces than do the brains of adults. It is not until they are one year old that infants show the same
patterns of brain specialization for processing faces as do adults, by which time they have had as much as a
thousand hours of exposure to human faces.
Another example comes from the study of infants’ eye movements to visual targets. Although newborns are
capable of some primitive reflexive eye movements, only much later in the first year can they make most of
35 the kinds of complex and accurate eye movements seen in adults. One view is that the very limited ability
present in newborns is just sufficient to allow them to practice and develop new brain circuits for the more
complex integration of visual and motor information necessary for adult eye movements. Once again, it
appears that infants actively contribute to their own subsequent development.
These considerations should make us skeptical about the many claims that are made for innate perceptual
40 abilities based on experiments with babies of four months and older. In fact, when the same experiments were
done with younger infants, quite different results have often been obtained, suggesting dramatic changes in
perceptual abilities over the first few weeks and months after birth.
Infants are not passively shaped by either their genes or their environment. Rather, perceptual development
is an activity-dependent process in which, during postnatal life, the infant plays an active role in generating the
45 experience it needs for subsequent development.
101. The word “overly” in line 5 is closest in meaning to
A. unlikely. B. automatically. C. apparently. D. excessively.
102. The word “transmit” in line 10 is closest in meaning to
A. create. B. control. C. convey. D. clarify.
103. According to the second paragraph, how does the tuning of visual neurons in rodents change after birth?
A. Tuning now offers in response to internally generated electrical activity.
B. Tuning now occurs in response to a “virtual environment” generated by cells in the brain and eye.
C. Tuning now becomes a nice because the “virtual environment” disappears.
D. Tuning now includes responses to outside stimuli.
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104. What evidence does the author provide to support the claim that it is difficult to describe “innate knowledge”
as fundamentally different from learning?
A. Visual neurons change in response to electrical activity from other parts of the brain or eye.
B. Visual tuning of neurons in rodent occurs after birth.
C. Scientists do not fully understand how learning occurs after birth.
D. The process of developing binocular visions varies with individual rodents.
105. According to the third paragraph, why have some people argue that processing faces is innate?
A. Babies are attracted to patterns that resemble the human.
B. Babies have a primitive, reflex like reaction to faces.
C. Some parts of the brain are devoted the specifically to the recognization of faces.
D. Studies show that the brains of infants are less specialized than those of adults.
106. The word “triggered” in line 24 is closest in meaning to
A. explained. B. activated. C. maintained. D. illustrated.
107. According to the third paragraph, why does the author discuss babies recognization of faces?
A. To contrast the development of newborns and rodents in terms of the roles of nature and nurture.
B. To provide additional evidence for the argument that perceptual development is dependent upon activity.
C. To provide additional support for the idea that nature influences development more than nurture
D. To describe how regions of the human brain become specialized during development
108. The word “integration” in line 37 is closest in meaning to
A. union. B. distinction. C. understanding. D. achievement.
109. Look at the four squares () in the second paragraph that indicate where the following sentence could be
added to the passage. Where would the sentence best fit?
Since the “virtual environment” shapes the neurons, binocular vision cannot be considered to be purely innate.
A.  A B.  B C.  C D.  D
110. Which of the following sentences best express the most important idea in the passage?
A. Recent studies support the idea that the rate of perceptual development depends upon innate abilities.
B. Experiments with rodents can lead to an interpretation that neurons are “learning” even before of birth.
C. The tuning of neurons is most consistently effective within a “virtual environment”.
D. New brain-imaging techniques suggest newborns share the same ability for processing faces as adults do.
For questions 111-120, read and choose from the people A-E. The people may be chosen more than once.
Write your answers in the corresponding numbered boxes provided on the answer sheet. (1.0 point)
3D PRINTING – A MODERN MARVEL
Three-dimensional printing may sound like a concept from a sci-fi novel, but the truth is it’s becoming increasingly
common in everyday life. In this article, we spoke to five people who use 3D printing on a daily basis.
A. Huang Lui
I’ve been working in an architectural agency in Shanghai for around seven years now, and the company is
not only geared towards sustainability, but also providing sufficient housing for a city which is already teeming
with millions of inhabitants. Our aim is to provide low-cost and sustainable solutions for an urban setting, and
3D printing has facilitated that. Despite our printed houses currently being prototypes, we’re predicting that
within a few years, we’ll be able to produce 10 homes per day, fully printed, with no excess waste, for as little
as $1000 each. This would save an enormous quantity of resources as well as time.
B. Hannah Potter
I’ve been running the educational program here at the Metropolitan Art Museum for a while now, and one of
our major issues involves granting public access to great artworks, while at the same time ensuring that the art
remains perfectly preserved. We are actually seriously considering creating 3D copies of some of our most
valuable works to widen access while protecting the originals. Of course, this presents a lot of dilemmas for
us… are we therefore condoning forgery? Should great talent simply be “reproduced” and if so, where does
that line end?
C. Anna McPherson
I work at a medical research facility and we’ve been working on 3D-printed organ replacements for a number
of years. We’ve already released a substantial quantity of products into the market, such as prosthetics and
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 dental implants, which have all been digitally printed, but now we’re focusing on body parts, which is a more
complex world of 3D printing. We’ve managed to reproduce cell tissue, which has been used by pharmaceutical
companies in testing, and any day now, our ultimate goal will become a reality - we’ll be able to print out actual
human organs for transplants. In fact, we’re clinically testing 3D ears at the moment. I appreciate that many
might feel there are ethical implications for this, but as I see it, we’re entirely focused on improving the quality
of people’s lives and, in my mind, there’s no question of its value. It’s priceless.
D. Abdullah al Musa
So, I started a business here in the UAE, and we’re hoping to launch within a year as the first wholly 3D
restaurant in the Middle East. We’re not the first in the world. In fact, we’re taking our inspiration from a
groundbreaking restaurant called ‘Food Ink’, which is based in London - even their tables and chairs are 3D
printed, as well as all their food. We’re working on a menu right now, and all the food and drink will be produced
by printers. We’re using fresh ingredients which are mashed into a puree. Although the concept is futuristic,
our theme is entirely traditional; that goes from the types of regional dishes we will offer, to the fact that we’re
setting it up in one of the oldest buildings in the UAE, to provide an atmosphere of mystery. We want people to
think they’re having an old-fashioned experience, through the means of the future.
E. Troy Burnett
Here at the International Space Station, we’ve had a 3D printer for some time, since 2014 actually, and it
makes a huge difference when it comes to the logistical challenge of being hundreds of miles from earth. I
have to admit I was a little skeptical about it working at first, but the lack of gravity we have here has actually
had no effect on the printer whatsoever, so we’ve successfully managed to print out replacement tools or parts,
with no need for lengthy transportation, and it saves us considerable storage room. Designs, which are
essentially just sent up from control, are easily printed out. Obviously, there’s a lengthy testing process for this
- we have to ensure that everything produced is sufficiently resilient and robust to handle the atmosphere it’ll
be used in - but so far, we’ve had a great deal of success, which is wonderful.
Which person…
111. is using 3D printing as a form of security?
112. is using 3D printing for entrepreneurial means?
113. is nearest to reaching a breakthrough?
114. is using 3D printing for ecological manufacturing?
115. is following a market innovator?
116. wasn’t convinced about the use of 3D printing initially?
117. wants to play with people’s perceptions?
118. is aiming to solve a societal problem?
119. isn’t sure about the ethical considerations of 3D printing?
120. is pleased the printer works under extreme conditions?

E. WRITING (8.0 points)

Read the following texts and refer to them to answer the following question.
Which text is better at presenting the benefits of listening to music?
You may choose either TEXT A or TEXT B but you must explain your choice carefully.
Give TWO reasons why you chose this text and ONE reason for not choosing the other text.
You may wish to comment on the writers’ language and techniques.
You should support your points with evidence from the texts. Write at least 150 words.
Write your answers in the blank spaces correspondingly on the answer sheet. (2.0 points)
TEXT A
DOES MUSIC HELP YOU STUDY?
adapted from an article by Sheela Doraiswamy
1 If you’re a student, I am almost willing to bet that you have music playing right now. Maybe it’s Drake, maybe
it’s Mumford and Sons, or maybe it’s The Beatles. Whatever your preference, I’m sure you love listening to
your favourite artists every chance you get - maybe even while you study. Is playing your favourite song an
easy way to make that homework bearable, or are you damaging your performance?
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5 Previous research has found numerous benefits to listening to music before performing a task - it improves
attention, memory, and even mental maths ability. It has also been found to reduce depression and anxiety.
However, the more realistic scenario is that students will study or do homework while playing background
music. A recent study at the University of Wales looked at how background music affects students’ ability to
complete a Serial Recall Test (remembering items in a specific order).
10 Students were given a Serial Recall Test in five different situations:
1. A quiet environment.
2. With “steady state” speech. This means a single word was repeated for the duration of the test.
3. With “changing state” speech. This means a variety of words were played during the test.
4. With “liked” music, meaning each student chose one song. They brought in their own music (such as Lady
15 Gaga, Rihanna, or Arcade Fire); the only requirement was that it had to have vocals.
5. With “disliked” music, which in this case was a heavy metal song.
The researchers expected that the “changing state” speech would have the most damaging effect on the
students’ performance. Think about it like this - “changing state” is like having to do your homework while
someone else is talking. “Steady state” is more like repetitive background noise (a noisy heater, for example),
20 which is easier to tune out.
TEXT B
THE BENEFITS OF LISTENING TO MUSIC IN THE CLASSROOM
adapted from an article by Elona Hartjes
1 I think I can safely say that we know from personal experience that music affects our bodies and our minds.
Listening to music relaxes us, energises us, comforts us, keeps us company, helps us celebrate and even
helps mark special occasions. I think I can also say that we know the music we like to listen to at any given
time varies from person to person and situation to situation.
5 Why is there so much interest in this topic? I guess now that personal music players have come down in
price, making them so much more affordable, more students bring them to school as they want to listen to their
favourite music while they work on their lessons. However, teachers and parents are wondering if it’s OK to let
students listen to music while doing their school work.
I’ve had students tell me that listening to music helps them work. I’ve had teachers tell me that when they let
10 their students listen to music in the classroom, the students work better. That feedback supports my experience
in the classroom. I also had feedback from people who say that they can’t listen to music and do their work at
the same time. The music distracts them. Now, I wouldn’t have known this because I like listening to music
when I work.
I thought that I would see what the research said. I did find some exciting research that supports my belief
15 that music facilitates learning, especially the learning of students who have Attention Deficit Hyperactivity
Disorder (ADHD). These students show symptoms of having difficulty staying focused on the task at hand, of
being easily distracted, of fidgeting excessively, or having to get up frequently and move about. I see students
behaving like this all the time in my classroom.
One study concludes that music that has a repetitive beat produces a reduction in muscle tension, thus
20 reducing hyperactivity. There was significant reduction in loss of attention among students after being exposed
to music. Short-term memory was also beneficially affected by having listened to music. Although the
researchers conclude that listening to music promotes academic success, they suggest that further research
is needed.
Nina Jackson in her article ‘Music and the Mind’ suggests that although more research needs to be done,
25 we can be cautiously optimistic about the potential benefits of listening to music to motivate students, and
improve concentration and study skills. She supports the use of music in the classroom. In fact, she calls music
the new teaching tool for the 21st century. I guess her point is that anything that’s as powerful as music should
be used to help students. Energising music can make your brain exercise longer and harder. It increases speed
and workload capacity. Music with a strong steady beat can increase endurance, boost effort level, increase
30 motivation and distract from discomfort and agitation. Boost effort, increase motivation and distract from
discomfort and agitation? That’s what I want for my students. That’s what will help them learn.

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 Although she suggests specific pieces of music to listen to for specific results, I usually just let students
choose their own music. The only thing I suggest is that they listen to music that they’re very familiar with.
Supposedly, listening to very familiar music isn’t distracting because you know it so well.
35 Here’s what I propose. Until more research is done and either proves or disproves that music facilitates
learning, let’s allow students to decide if music helps them learn or not. They know. They can tell you. Just ask.
If they think it does, then let’s encourage them to listen to music while working. If they don’t think it helps, they
don’t have to listen to music. We’re always looking for ways to motivate students, to engage students, if music
is the way, let’s go for it.
The bar chart below shows the number of students enrolled in three different high schools in the years
2022 and 2023. The table presents the percentage of male and female students in each high school in the
year 2023. The pie chart illustrates the percentage distribution of students’ areas of study in the year 2023.

NUMBE R O F S TUDE NTS E NRO LLE D PERCENTAGE OF MALE AND

FEMALE STUDENTS
I N THRE E HI G H S CHO O LS
IN EACH SCHOOL IN THE YEAR 2023
6500
School Male Female
6000 Western School 45 % 55 %
5000

Northern School 50 % 50 %
4200
4000

Southern School 35 % 65 %
3000

PERCENTAGE OF
AREAS OF STUDY (%)

17 % Engineering
14 % Business
2022 2023
53 % Science
Western School 21 % Arts
Northern School
Southern School

Write a report for a university lecturer describing the information shown above.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant. Write at least 150 words.
Write your answers in the blank spaces correspondingly on the answer sheet. (2.5 points)
Write about the following topic:
“Advancements in technology have led to the proliferation of gadgets like smartphones in our daily lives.”
Some people argue that these gadgets have greatly improved our productivity and convenience, while others
believe that they have negative impacts on our social interactions and mental well-being.
Discuss both views and give your own opinion.
Give reasons and include relevant examples from your knowledge or experience. Write at least 350 words.
Write your answers in the blank spaces correspondingly on the answer sheet. (3.5 points)

* HẾT *
- Cán bộ coi thi không giải thích gì thêm -

Họ và tên thí sinh: Số báo danh: Phòng thi:

Chữ kí cán bộ coi thi số 1 Chữ kí cán bộ coi thi số 2

(kí và ghi rõ họ và tên) (kí và ghi rõ họ và tên)

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