SỞ GD&ĐT NGHỆ AN ĐỀ THI KHẢO SÁT CHẤT LƯỢNG HSG 11 (LẦN 2)

CỤM THI LIÊN TRƯỜNG QUỲNH NĂM HỌC 2019 – 2020

LƯU- HOÀNG MAI-DIỄN CHÂU

Môn thi: TIẾNG ANH 11

(Đề thi gồm 16 trang) Thời gian: 150 phút ( không kể thời gian giao đề)

Số phách
Điểm bằng số: ........................... Họ tên chữ ký GK 1: .......................................

Điểm bằng chữ: ......................... Họ tên chữ ký GK 2: .......................................

SECTION A – LISTENING
Part 1: You are going to hear a conversation between a hotel receptionist and a customer who has come
to make a booking. Listen carefully and fill in the blanks from 1 to 10.

Hotel information
Example answer (0) Carlton Hotel
Name of accommodation:
Length of stay 3 nights
Ages of children (1) ……………………
Rooms available Two en-suites at £270
Price inclusive of: (2) …………………..
Payment method: credit card
Name: Michael (3)……………….
Date of birth: (4) …………………….1968
Address: 273, Stanton Court, London.
Post code: (5) ………………………….
Telephone: 08773 (6) …...
Transport Options
Mode of Transport Cost Arrangements Travel time to town
Taxi Approximately Pick up from the hotel 10 minutes
(7) £ ……………..
Bus £2 per person Walk down Oak 15 minutes
Tree (8) ……………….
Walking -------- Walk through(9) (10)………………..
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 …………………

Your answers:
1. 3. 5. 7. 9.
2. 4. 6. 8. 10.

Part 2:For questions 11-20,listen and decide whether the following statements are true or false
TRUE
FALSE
11 Wing-suits allow people to fly or glide.

12 Wing-suits are getting cheaper.

13 Gabriele Daniamanti’s water distiller is powered by the sun.
14 This is the first time in the history they invented this kind of wing-suit
15 The “enable talk gloves” helps people to use sign language in ready cold .
16 James Cameron invented a new underwater camera.
17 James Cameron was the first person to do a solo dive to the bottom of Challenger
Deep
18 MIT students have invented a new type of ketchup
19 Thes last invention is a way of producing clouds indoors
20 The science correspondent thinks the clouds are ugly.

Your answers:
11. 13. 15. 17. 19.
12. 14. 16. 18. 20.

Part 3:Listen to the radio interview about high-achieving teenagers. For questions 21-30 choose the best
answer( A, B or C).
21. Many famous and successful teenagers have
A. used new technology
B. worked from an early age
C. been inspired by YouTube videos
22. Justin Bieber started off
A. singing with R&B star Usher
B. sending videos to talent scouts
C. posting videos on YouTube

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23. Some people say Justin Bieber is the most influential person in the world because
A. he has had so many number one songs
B. he has so many followers on Twitter
C. he is friends with Barack Obama .
24. A negative consequence of fame for Justin Bieber is
A. he has very little privacy B. people get bored of hearing about him
C. people criticise his appearance
25. Tavi Gevinson started a fashion blog
A. when she was 11 years old
B. when she was in 11th grade in high school
C. in 2011
26. “Rookie” means
A. someone who is bad at something
B. a fan
C. a beginner
27. Style Rookie
A. allowed readers to post pictures of themselves
B. soon had a lot of readers
C. was noticed by Karl Lagerfeld .
28. When some people didn't believe her age, Tavi
A. was sad and angry at first
B. decided to attack them in return
C. completely ignored them and continued working
29. Tavi employs
A. only teenagers
B. writers and photographers of all ages
C. a very small group of people
30. Louise thinks
A. it’s difficult for Tavi to have a normal life
B. there’s more pressure when you are a writer
C. there’s more pressure when you are a performer
Your answers:
21. 23. 25. 27. 29.
22. 24. 26. 28. 30.

SECTION B – VOCABULARY & GRAMMAR

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Part 1: Choose the best answer to complete each of the following sentences. Write A, B, C or D in the box
given.
1.A cooperative program between two companies building a famous ancient city, into a(n) _______ city has
proceeded smoothly since it started in September last year.
A. friendly ecology B. ecology-friendly
C. friendly-ecological D. ecological-friendly
2. She swam strongly and_______ cross the river easily, even though it was swollen by the heavy rain.
A. used to B. was able to C. could_D. was supposed to
3. On .................. he had won, he jumped for joy.
A. telling B. he was told C. being told D. having told
4. You really shouldn't buy that car. I know the engine is fine, but most of the bodywork has been ................
away by rust.
A. eaten B. dissolved C. crumbled D. erased
5. ……….with being so busy both at work and at home, she became increasingly tired and bad- tempered.
A. How B. What C. Which D. Where
6. The President resigned; whiff of scandal remained…………………
A. otherwise B. therefore C. immediately D. nevertheless
7. I had a strong ………………that a disaster would occur,and it did.
A. premonition B. prediction C. forethought D. anticipation
8. -“ Did Jane pass her exam ?”
- “Yes, but only just. It was……. The pass mark was forty-five percent she got forty-six.”
A. a narrow escape B. a tight spot C. a clear cut D. a close thing
9.Choose the word that is CLOSEST in meaning to the underlined word in the following question:
Mr. Scott worked his way up from office boy to president.
A. advanced himself B. took care of himself C. worked hard D. promoted
10. Choose the most suitable response to the following exchange:
- “ I haven’t got anything for you”. – “……………………..”
A. Never mind! B. It isn’t the matter !. C. Nothing ! D. Not problem !
Your answers:
1. 3. 5. 7. 9.
2. 4. 6. 8. 10.

Part 2. Read the passage below which contains 10 mistakes. Identify the mistakes and write the
corrections in the corresponding numbered boxes.
1 It is the human factor that contributes to the absolute majority of road accidents which involves the

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2 tremendous toll of fatalities each year. Other, less decisive, causes are vehicle functions or road
3 shortcomings.
4 Speeding motorists are notorious about failing to give way at junctions, judging the situation on
5 the road or being unable to accurately estimate the distance while overtaking the ‘snail-pacers’ ahead.
6 Drinkers who settle behind the wheel after one glass or two may be running the risk of causing a
7 tragedy through their impairing perception, which is not so rare a case, again.
8 Unfortunately, it is much simpler to introduce the necessary alterations in the traffic system that change
9 the behavioural patterns of drivers. There are voices that more severe disciplinary resolutions ought to
10 put into practice if the vehicle users are to benefit from greater security on the road. The idea of
11 producing safe road users through pre-school parental instruction or through incorporating the safety
12 regulations for the school curriculum has been widely acclaimed in many communities and are expected
13 to yield the required results as the first step in bettering the qualifications of the future drivers and
14 acquaint them with the potential hazards that may arise en route.

Your answers:
Line Mistake Correction Line Mistake Correction
11 16.
.
12 17.
.
13 18.
.
14 19.
.
15 20.
.

SECTION C – READING

Part 1: Read the passage and choose the best answer. Write A, B, C or D in the box given.
AN ITALIAN VILLAGE IN WALES
The scenery in North Wales is magnificent and so this area is very popular with tourists. Situated on a dramatic
part of the rocky coastline is a village, (1) ……………in Britain, called Portmeirion. The dream of the architect
Clough Williams-Ellis, its construction began in 1925 and he finally (2)………….. in finishing the (3)
…………….. in 1973. The result is a copy of a small, and very beautiful, Italian village. As you wander down
the (4) ……………. paths towards the village you can (5) ……………………the sea through the trees, and

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there is a marvellous (6)…………… of the whole coastline from the top of the church tower. (7)
………………. the houses, shops and restaurants, there is a luxury hotel, which seems, at (8)…………… tide,
almost to float on the water. Most of the houses are (9)……………. to visitors in the summer months, (10)
………………. a few people do live in Portmeirion all year (11) ……………... It is possible for(12)
…………….. to visit the village for the day (13)…………….. payment of a small entrance (14)
……………….. . Late spring and early autumn are the best times to visit, (15) …………….in the early morning
when the only sound that can be heard is the splashing of the water in the fountains
1. A. single B. unique C. particular D. only
2 A. succeeded B. managed C. resulted D. achieved
3. A.task B. attempt C. effort D. labour
4. A. curling B. winding C. rolling D. waving
5. A. glimpse B. glance C look D. catch
6. A.. display B. view C.sight D. outlook
7.A. As well B. More than C. In addition to D. Apart
8. A. complete B. big C. maximum D. high
9. A. charged B. paid C. let D. borrowed
10. although B. otherwise C. even D. despite
11.A. by B. along C. round D. down
12.spectators B. onlookers C. observers D. sightseers
13.A in B.over C. from D. on
14.A. ticket B. fee C.fare D. subscription
15. A.particularly B. exactly C. precisely D. distinctly
Your answers:
1. 4. 7. 10. 13.
2. 5. 8. 11. 14.
3. 6. 9. 12. 15.

Part 2: Fill in the gap with ONE suitable word. Write the words in the box given.
This bird is about the same size as the European roller, and has many features in common (16)……..
….its near relatives. (17)………………the European family, however, the cuckoo roller can reverse its outer
toes, (18)……….…..it to perch by gripping a branch with two toes forward and two back. Its eating habits are
also quite different. (19)………..nearly all other rollers take food on the wing or pluck reptiles or large insects
from the ground, the cuckoo roller stay high up in the forest canopy, (20)………………….on caterpillars, stick
insects and, most important of all, chameleons.
Subtly blending its colours to the forest backcloth, and (21)……leaving the safety of the branches except
to cross from one tree to another, the chameleon is an elusive prey. Even on open ground. (22)……….myriad

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dangers it normally avoids, the chameleon’s slow, swaying walk makes it difficult to see against the leaves. (23)
…………………good is it camouflage that the cuckoo roller has to put up with long periods of watching and
waiting, (24)…………………….a tell-tale movement betrays its victim’s presence. At least, experts assume
this is what happens, because despite the fact that this bird is widespread throughout Madagascar, (25)
……………….observer has yet seen it in the process of catching its prey.
Your answers:
16. 18. 20. 22. 24.
17. 19. 21. 23. 25.

Part 3: Read the following passage and choose the the correct answer to each of the questions. Write the
correct answer (A, B, C or D)in the box given.
Cooperation is the common endeavor of two or more people to perform a task or reach a jointly
cherished goal. Like competition and conflict, there are different forms of cooperation, based on group
organization and attitudes.
In the first form, known as primary cooperation, group and individual fuse. The group contains nearly all of
each individual’s life. The rewards of the group’s work are shared with each member. There is an interlocking
identity of individual, group and task performed. Means and goals become one, for cooperation itself is valued.
While primary cooperation is most often characteristic of preliterate societies, secondary cooperation is
characteristic of many modem societies. In secondary cooperation, individuals devote only part of their lives to
the group. Cooperation itself is not a value. Most members of the group feel loyalty, but the welfare of the group
is not the first consideration. Members perform tasks so that they can separately enjoy the fruits of their
cooperation in the form of salary prestige, or power. Business offices and professional athletic teams are
examples of secondary cooperation.
In the third type called tertiary cooperation or accommodation, latent conflict underlies the shared work. The
attitudes of the cooperating parties are purely opportunistic: the organization is loose and fragile.
Accommodation involves common means to achieve antagonistic goals: it breaks down when the common
means cease to aid each party in reaching its goals. This is not, strictly speaking cooperation at all, and hence
the somewhat contradictory term antagonistic cooperation is sometimes used for this relationship.
Question 26: What is the author’s main purpose in the first paragraph of to passage?
A. To urge readers to cooperate more often
B. To offer a brief definition of cooperation
C. To explain how cooperation differs from competition and conflict
D. To show the importance of group organization and attitudes
Question 27: The word cherished in paragraph 2 is closest in meaning to _______________
A. defined B. agreed on C. prized D. set up
Question 28: The word fuse in line 4 is closest in meaning to

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A. react B.unite C. evolve D. explore
Question 29. Which of the following statements about primary cooperation is supported by information in the
passage?
A. It is usually the first stage of cooperation achieved by a group of individuals attempting to cooperate
B. It is most commonly seen among people who have not yet developed reading and writing skills
C. It is an ideal that can never be achieved
D. It was confined to prehistoric times
Question30: According to the passage, why do people join groups that practice secondary cooperation?
A. To experience the satisfaction of cooperation
B. To associate with people who have similar backgrounds
C. To get rewards for themselves
D. To defeat a common enemy
Question 31: Which of the following is an example of the third form of cooperation as it is defined in the fourth
paragraph?
A. Students form a study group so that all of them can improve their grades
B. Members of a farming community share work and the food that they grow
C. Two rival political parties temporarily work together to defeat a third party
D. A new business attempts to take customers away from an established company
Question 32: Which of the following is NOT given as a name for the third type of cooperation?
A. Tertiary cooperation B. Antagonistic cooperation
C. Accommodation D. Latent conflict
Question 33: The word fragile in paragraph 4 is closest in meaning to
A. involuntary B. poorly planned C. inefficient D. easily broken
Question34: As used throughout the passage, the term common is closest in meaning to which of the
following ?
A. Ordinary B. Shared C. Vulgar D. popular
Question 35.Which of the following best describes the overall organization of the passage ?
A. the author describes a concept by analyzing its three forms.
B. The author compares and contrast two types of human relation.
C. The author presents the points of view of three experts on the same topic.
D. The author provide a number of concrete examples and then draws a conclusion.
Your answers:
26. 28. 30. 32. 34.
27. 29. 31. 33. 35.

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Part 4: You are going to read an article in which four young people are talking about sport. For
questions from 36 to 50 choose from the people (A_D). The options may be chosen more than once.

Which person………….
think winning is the most important thing ? 36……………
was inspired by seeing others take part in the sport ? 37……………
feels their sport has both a positive and negative impact on their social life ? 38……………..
thinks that their sport may be inappropriate for a particular group of people ? 39………………
was nearly refused a place or a team ? 40……………..
has changed their mind about participating in competitive sport ? 41………………
has long- term plans which include continued involvement in their sport ? 42……………….
is realistic about their chances of being very successful ? 43……………
feels that there is too much emphasis on analysing performance ? 44………………
has learnt to be more sympathetic to less successful competitors ? 45………………
thinks playing their sport changed their character ? 46…………….
use a second sport to improve performance in their main sport ? 47…………….
is looking forward to a new challenge ? 48…………….
has friends locally who share their passion for sport ? 49……………
thinks it is easier to perform well in their sport when they are calm ? 50……………….

YOUNG PEOPLE AND SPORT

A. Luke Hazleton
My mum is the team manager for the Olympic diving team and when I was a baby I used to go with her to the
pool and jump in and out- now I practice diving every day after school and on Saturdays. I’m really too tall to
be a great diver and my long legs make it difficult to do somersaults, so I don’t think I’ll ever make it to the top.
But nevertheless, I find it exhilarating when I’m diving well. If it’s a complicated dive, I have to concentrate
very hard, which is difficult if I feel nevous. My dad’s support is very motivating for me. I take part in about ten
competitions, both national and international . The best thing about it is that you make new friends from
different countries. I do trampolining for the regional team, which prepares me for diving- the moves are similar
but you don’t land in water ! The one thing I don’t like about it is that doing my homework take up my spare
time I don’t have much time to go out with my friends from school.
B. Natalie Hassis
Last year our netball team was promoted to the top league and so the coach became very strick. At that level,
every move is scrutinised and discussed, which makes everyone feels very pressurised. There’s a lot of
competition to get chosen for the team and sometimes I got substituted. When I played last year, I would look at
the subs sitting on the sidelines and not really care, but when I started to become one myself I had a whole new
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perspective on the game. Now I realize that when you are not the best at sport it doesn’t seem as much fun as
when you are a top player. I left the team earlier this year, as the pressure of playing in matches was too much; it
was becoming a frustration instead of recreation. I still enjoy playing netball with my friends in my classes,
when I can relax without worrying about impressing my coach all the time.
C. Joanne Whittaker
I was good at football and I really enjoyed playing left back in the school team. The one Saturday when I was
14, I went to watch the local ice hockey team play. It was so exciting and became a real turning point in my life.
School football seem so dull in comparison. I discovered that there was a local women’s ice hockey team just
being set up. At first the coach thought I was too young and too inexperienced as I’d only done occasional fun
skating on Saturday afternoons. But I have been playing for three years now. I’ll really find out what I can do in
June when we go to take part in women’s international ice hockey competition in Prague.
D. James Spiers
I knew I was serious about rugby when I scored a try in my first game. I was named “player of the year” at my
club last year and I’m also captain of my school team. My uncle often comes to watch me play. He’s very
competitive so that is propably why I am too. Losing makes me feel that I’ve done something wrong. It doesn’t
happen very often, though. I’m not normally an agressvive person but, on the rugby pitch, I am. I don’t think
girls should play rugby as it’s so aggressive and they could easily get injured. Most of my schoolmates play
rugby and all of them are sporty. I can’t really imagine my life without rugby ! I’m going to agricultural college
when I leave school and eventually will take over my uncle’s farm, but I hope there’ll still be time for lots of
rugby. If I have a son, I’ll want to help coach his team and I’d be disappointed if he wasn’t interested in sports.
I’ll definitely be a conpetitive dad!
Part 5: Read the following passage , for question 51-56, choose the correct heading for paragraphs A-F
from the list of headings below.Write the correct number, i-ix, in the corresponding numbered boxes.

A Japan has a significantly better record in terms of average mathematical attainment than England and Wales.
Large sample international comparisons of pupils' attainments since the 1960s have established that not only did
Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of 'low'
attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of
Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and
more consistent attainment in maths achieved?
B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth
grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector.
Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and
pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-
minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual
bowing, and then concentrate on whole-class teaching.

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Classes are large — usually, about 40 — and are unstreamed. Pupils stay in the same class for all lessons
throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own
neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative
concentration of schools, there is some competition to get into the 'better' school in a particular area.
C Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their owe
notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied
by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age
of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and
logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks:
he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving
textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.
D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board,
then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an
important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that
these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from
them After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot
of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked
through first with the lass, and then the dass is set questions from the textbook to do individually. Only rarely
are supplementary worksheets distributed in a maths dass. The impression is that the logical nature of the
textbooks and their comprehensive coverage of different types of examples, combined with the relative
homogeneity of the dass, renders work sheets unnecessary. At this point, the teacher would circulate and make
sure that all the pupils were coping well.
E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their
compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after
school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or
quietly seek help from their neighbour. Carefully fostered lass identity makes pupils keen to help each other —
anyway, it is in their interests since the class progresses together.
This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards
education runs along the lines of 'if you work hard enough, you can do almost anything'. Parents are kept closely
informed of their children's progress and will play a part in helping their children to keep up with dass, sending
them to 'Juku' (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to
work, at least for 95 per cent of the school population.
F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important.
Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject
throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.
Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition

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within a class, and the positive emphasis on learning for oneself and improving one's own standard. And the
view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to
Japanese lasses, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good
and one or two were inspirational.
List of Headings
i . The influence of Monbusho
ii. Helping less successful students
iii. The success of compulsory education
iv. Research findings concerning achievements in maths
v. The typical format of a maths lesson
vi. Comparative expenditure on maths education
vii. Background to middle-years education in Japan
viii. The key to Japanese successes in maths education
ix . The role of homework correction
Your answers
51. Paragraph A…............. 53. Paragraph C …............. 55. Paragraph E ….............
52. Paragraph B…............. 54. Paragraph D …............. 56. Paragraph F ….............

Questions 57 - 60
Read the passage again and write:
YES if the statement agrees with the writer
NO if the statement does not agree with the writer
NOT GIVEN if there is no information about this in the passage

57. There is a wider range of achievement amongst English pupils studying maths than amongst their
Japanese counterparts.
58. The percentage of Gross National Product spent on education generally reflects the level of
attainment in mathematics.
59. Private schools in Japan are more modern and spacious than state-run lower secondary schools
60. Teachers mark homework in Japanese schools.

SECTION D – WRITING

Part 1: Complete the second sentence so that it has the same meaning as the first one.

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 1. Don’t you think we should ask the price?
Hadn’t ……………………………………………………………………………………………………….
2. The collision didn’t damage my car much.
Not a great ………………………………………………………………………………………………..
3. While I strongly disapprove of your behaviour, I will help you this time.
Despite my ………………………………………………………………………………………………
4. We are spending $ 300 on repairs before we sell the car.
By the time we sell the car, ……………………………………….………………………………………
5. Diane was supposed to write to her parents last week.
Diane ought……………………………………………….………………………………………………….
Part 2: Part II. Read the following advertisement:
You have seen an advertisement for English courses at New Horizon Foreign Language Center. You
now want to improve your English and you are interested in these courses. Write a letter of inquiry to the center
requesting for more information about the courses and the fees. You should write at least 100 words.

New Horizon Foreign Language Center

Do you want to improve your English?
Come to us!
We have well-qualified teachers
Classes for all levels available
in the morning, afternoon and evening
Courses begin second week of April
We are at 73, Tran Hung Dao Street

Your letter should include:

- How you come to know about the center; your interest in the courses.
- How good your English is.
- What class you want to attend.
- What kind of information you want.
Begin your letter as follows:
50 Tran Phu St.,
Vinh City, Viet Nam
January ----th, 2019
Dear Sir,
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
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Part III. Part 3: “Students learn far more with their teachers than other sources ( internet or TV)”. To
what extent do you agree or disagree?”
In about 350 words, write an essay to express your opinion on the issue. Use reasons and examples to support
your position.
………………………………………………………………………………………………………………………
…………….........................................................................................................................
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