KỲ THI HỌC SINH GIỎI CÁC TRƯỜNG THPT CHUYÊN

KHU VỰC DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ

LẦN THỨ XI, NĂM 2022

TRƯỜNG THPT CHUYÊN LÊ KHIẾT – QUẢNG NGÃI

ĐỀ ĐỀ XUẤT MÔN: TIẾNG ANH – KHỐI 11
Thời gian: 180 phút (Không kể thời gian giao đề)
ĐỀ ĐỀ XUẤT Ngày thi:14/7/2022
(Đề thi gồm 13 trang)
Điểm của bài thi: Họ, tên và chữ kí của 2 giám khảo: Số phách
Ghi bằng số: Giám khảo 1:
…………..… ......................................................................
Ghi bằng chữ: Giám khảo 2:
…………… ...........................................................................

Lưu ý: - Thí sinh làm bài vào đề thi này.

- Thí sinh không được sử dụng bất cứ tài liệu gì, kể cả từ điển
A. LISTENING (5.0 pts)
HƯỚNG DẪN PHẦN THI NGHE HIỂU
 Bài nghe gồm 4 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 15 giây, mở đầu và
kết thúc mỗi phần nghe có tín hiệu.
 Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 3 phút để hoàn chỉnh bài trước
tín hiệu nhạc kết thúc bài nghe.
 Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.
HƯỚNG DẪN PHẦN THI NGHE HIỂU
 Bài nghe gồm 4 phần, mỗi phần được nghe 2 lần, mỗi lần cách nhau 15 giây, mở đầu và
kết thúc mỗi phần nghe có tín hiệu.
 Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Thí sinh có 3 phút để hoàn chỉnh bài trước
tín hiệu nhạc kết thúc bài nghe.
 Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe.
I. Listen and decide whether the following sentences are true (T) or false (F).
1. In a previous lecture, Dr North talked about the humankind’s relationship with sailing.
2. The focus of today’s talk will be on European fishing problems.
3. During the last century, the world population has grown very fast.
4. As well as over-fishing, the fact that oceans are more polluted is a reason for fishing stock
being on the point of collapse in the Pacific.
5. In the UK, fish used to be seen as a luxury.
II. Listen and complete the sentences below with NO MORE THAN TWO WORDS for each
answer.
(ROAD TO IELTS – LISTENING TEST 2 – SECTION 3 )
6. Students must follow ______ to prevent accidents in the lab.
7. The students have not been using ______ while in the lab.
8. Students cannot eat or drink until ______ is finished and they have washed their hands.
9. Tessa should tie her hair back to avoid danger when she is woking with a ______or
chemicals.
10. Students must wear long sleeves and shoes made of ______ in the lab.

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III. You will hear a discussion in which two marine biologists. Gina Kelso and Thomas
Ludman, talk about an award-winning television film they made about wildlife in
Antarctica. Choose the answer (A, B, C or D) which fits best according to what you hear.
(CPE, Specifications and Sample Papers for Examinations from March 2013)
11.Gina’s interest in marine biology dates from ______.
A. her earliest recollections of life in Africa
B. one memorable experience in childhood
C. the years she spent studying in England
D. a postgraduate research project she led
12.The first wildlife TV series they both worked on ______.
A. made use of a previously untried format
B. was not filmed in a natural environment
C. was not intended to be taken too seriously
D. required them to do background research
13.How did Thomas feel when he was asked to produce the programs about Antarctica?
A. disappointed not to be presenting the series
B. surprised that people thought he was suitable
C. uncertain how well he would get on with the team
D. worried about having to spend the winter there
14.When they were in Antarctica, they would have appreciated ______.
A. a less demanding work schedule
B. more time to study certain animals
C. a close friend to share their feelings with
D. a chance to share their work with colleagues
15.What was most impressive about the whales they filmed?
A. The unusual sounds the whales made.
B. The number of whales feeding in a small bay.
C. How long the whales stayed feeding in one area.
D. how well the whales co-operated with each other.
IV. Listen to a piece of BBC news about the World War One centenary and fill in the
missing information. Write NO MORE THAN THREE WORDS taken from the recording
for each answer in the spaces provided.
People have criticised Germany's government for not doing enough to (1) ______ the World
War One centenary.
Germany hasn’t spent as much on events as some other (2) ______ countries. And the events
which have taken place have been seen as (3) ______by critics.
Traditionally in Germany the First World War is (4) ______the Second World War.
History teaching in German schools tends to focus on (5) ______ of the Nazis rather than what
happened (6) ______ earlier.
And since 1945 there's been a strong (7) ______ in Germany to anything that might be seen as
(8) ______ . So many people here are uncomfortable with any anniversary of a war or a battle.
There's still (9) ______ among historians about who was responsible for World War One. But
having spent the last 70 years atoning for Nazi guilt, many Germans have (10) ______to now
take on the blame for the First World War, too.
B. LEXICO-GRAMMAR
I. Choose the word/ phrase that best completes each of the following sentences.
1. Jack has egg ______ because he couldn't remember how to spell "Batman"!
A. on his teeth B. on his faceC. on his shirt D. on his fingers
2. As the maestro lifted his baton the theater was so still you could hear ______.
A. his heartbeat B. a pin drop C. bird wings D. the drum beating
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3. I don't agree with you, but your idea certainly gives me food _____.
A. for fun B. for consider C. for thought D. for thinking
4. I think I understand the nuts and ______ of the operation.
A. screws B. hammer C. nails D. bolts
5. I'll be back in the twinkling of ______ .
A. an eye B. a lighting bolt C. a smile D. a laugh
6. Look, I will pay you back. Would you please call the ______?!
A. hunters off B. tigers off C. dogs off D. apes off
7. Ever since he married Jane, he's had a new ______ on life.
A. rent B. lease C. title D. loan
8. Oh, I'm sorry. I shouldn't have said that. I guess I really put my ______ in my mouth.
A. foot B. hand C. elbow D. knee
9. You need to keep a stiff ______ no matter what! Don't get nervous!
A. nose B. right arm C. eyebrow D. upperlip
10. I think you can take what he says at ______ value.
A. real B. face C. true D. straight
11. I’m afraid I’ve completely lost the ………… of the argument.
A. stream B. thread C. trace D. idea
12. When the teacher asked Mary what the chemical formula was, her mind was a total ______
A. void B. empty C. blank D. nothing
13. If you can win his attention ______for you.
A. the so much better B. the better so much
C. so much the better D. so the much better
14. No one can function properly if he or she is ______adequate sleep.
A. took away B. deprived of C. derived from D. got rid of
15. I was so exhausted that I went out like ______
A. a baby B. a candle C. a light D. a log
16. Most of ______ archaeologists know about prehistoric cultures is based on studies of
material remains.
A. what B. these C. which D. the
17. She ______ fainted when she heard that her child died.
A. rather than B. nothing but C. all but D. near
18. She had no chance to defend herself : the dog ______ for me as soon as I opened the door.
A. ran B. went C. fell D. stood
19. John ______ from social activity because he felt embarrassed with people.
A. held on B. held off C. held back D. held out
20. I’m afraid Tim doesn’t take much care over his homework. He usually does it ______
A. any how B. any old how C. how on earth D. how come
II. Provide the correct word form for each of the spaces below.
Complete each sentence, using the correct form of the word in parentheses
1. Hunger and a________meal did not sit happily side by side. (SLAP)
2. Britain’s nuclear power program began with a lie: it was a________ for the nuclear
weapons program. (SCREEN)
3. The_____vigor of man-made things, as suggested by these metaphors, is at the same time
ungainly and unnatural. (HUMAN)
4. The______woman did not utter a single word when her husband abused her. (SUBMIT)
5. Blinking to________herself to the darkness, Lexa already had her hands over her ears when
the deafening blast of thunder reached her. (CUSTOM)
6. In my heart of hearts, I think________laws such as these am abominations that bring the
entire legal system into disrepute.
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7. He gained ______ for being difficult to work with as an actor. (NOTORIOUS)
8. Her latest novel is a _________ thriller, set some time in the late 21 sty century. (FUTURE)
9. The new policy only serves to _________ the inadequacy of help for the homeless.
(ACCENT)
10. Zombies are archetypal monsters from the bottom of the uncanny valley, with their dead
eyes and _______ faces. (EXPRESS)
C. READING
I. Read and fill in one suitable word.
(Mark Lester- Child Star CPE Reading & Use of English (2013)- Grivas p. 282)
Should you be over a certain age, my friend Mark Lester will need (1)___________
introduction, being probably the finest and most talented child actor the UK has ever
produced. His list of co-stars is proof of his standing and ability- Kirk Douglas, Shelley
Winters, Charlton Heston, Gordon Jackson, Oliver Reed and Britt Ekland are just a
(2)__________ of the major star with (3)__________ Mark acted. Although most people
remember Mark for his stunning performance in Sir Carol Reed’s Oscar-winning musical of
Lionel Bart’s Oliver he (4)____________, of course, star in many other world-class movies
such as Run Wild, Run Free, Eyewitness, Who slew Aunty Roo to name (5)____________ a
few. One of his most stunning performances was with Dirk Bogarde in Our Mother’s House
made when Mark was only six years old. In (6)_________, he had to play an autistic child. He
won a top acting award for this effort, which brought him to the notice of Sir Carol Reed, who
cast him perfectly as Oliver. I consider myself privileged to count him as a close friend. He
was a lovely unaffected boy (7)___________ being the world’s top child actor for nearly ten
years and he is just as wonderful (8)___________ adult. He has long since left the screen and
now (9)___________ his own highly successful osteopathy and acupuncture
(10)___________.
II. Read and choose the best answer.
(Succeed in CPE p.105)
Livestrong – but will the legacy?
In the early- to mid-1990s, Lance Armstrong was on the up-and-up. Success seemed to be
written in his stars; he notched up a stage win at the '93 Tour de France, then another in '95.
This cyclist was clearly coming of age in the sport, and he was, at 24 on registering his second
tour win, still a relative baby in cycling terms - most of his career lay ahead of him. Then, just
when it looked like he would conquer all before him, his '96 tour was cut disappointingly short
due to illness. And, as it would soon emerge, this was no ordinary illness; Armstrong had
testicular cancer. Fans were aghast and there was an out-pouring of sympathy for him.
But Armstrong would need more than goodwill to get through this. The cancer had
metastasized to the lungs and the brain. The prognosis was not at all good. Months of spirit-
and body-breaking chemotherapy followed and a delicate surgical procedure to remove the
malignancies on his brain was performed. Cycling mourned the surely permanent loss to the
sport of one of its most promising young disciples. But Armstrong wasn't finished yet.
In 1998, he made a remarkable, defiant and inspirational return to cycling and competed in the
Tour de France again the following year. But surely his would now only be a cameo role; after
all, what could one expect from a cancer survivor with a compromised liver and the other
familiar scars of cancer therapy? Except Armstrong had other ideas.
Four stage wins later, the legend of Armstrong was born; he had claimed the Tour and defied
the odds in the most emphatic of manners. His victory represented not just his announcement
as a force in cycling, but as a force for hope for millions of cancer sufferers the world over.
Indeed, Armstrong threw himself into campaigning for his newly-established cancer
foundation, Livestrong - so much so that he metamorphosed into a sort of human-embodiment
of the cause — he became the cause, and his annual battle with the French Alps came to
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represent the struggle against the deadly disease. So long as Lance could succeed, there was
hope.
And succeed he did, beyond the wildest expectations of even the most optimistic of his
supporters, amassing a further six titles — so seven in consecution —before he retired in 2005.
His achievements were simply remarkable; his story absorbing; his book a must-read for all
cancer sufferers — their ray of hope; proof that hopefulness should never fade and that
sanguinity can and does make light of the odds - the tunnel, though long and at times
excruciating to pass through, has an end, and it is a happy one —the light is in sight.
After his seventh victory, he retired and the sporting world entered congratulatory mode,
writing his eulogies. But Armstrong had one more surprise for us; he wasn't finished yet.
There were whispers of a comeback, confirmed in 2009, and so it was that the legend would
ride again.
But the renewed focus on him wasn't all good; there were whispers of another kind, too;
sources, some credible, were claiming he had had an illicit ally all through his exploits; he
was, they claimed, in bed with the syringe. Our champion laughed off and dismissed these
claims but the rumours persisted and a cloud began to form over his legacy. Surely Armstrong
could not have earned his victories clean, some said.
We may never know for sure. Fast-forward to 2012 and despite an abandoned federal case,
those sharpening their knives for Armstrong seem to have finally nabbed him; ASADA, the
U.S. body tasked with cracking down on drug offenders charged Armstrong with doping and
the trafficking of drugs - and some say his failure to contest is indicative of his guilt. At any
rate, because he pleaded no-contest, he will now be stripped of all his titles; his legacy has
been pulled from under him.
And yet he has not, and now may never be tried, so we have not seen the evidence against him.
We do not know if he is guilty or innocent, and it still remains fact that he never failed an
official drugs test. Did he cheat? Does it matter? Does anyone care? Time may tell, but for
now, though his legacy is tainted, his legend, in the eyes of many of his loyal supporters, lives
on.
11. What does the writer mean when he says in the first paragraph that Lance Amstrong was
‘coming of age in the sport’
A. he was of the right age to be a competitive cyclist
B. he was nearly at the age at which it is expected that a cyclist should win
C. he was of a mature age for a cyclist and had few years left in the sport
D. he was beginning to figure as a real contender in his sport
12. What does “it” in paragraph 1 refer to?
A. Armstrong’s illness
B. the ’96 Tour de France
C. Amstrong’s career
D. none of the above
13. Which of the following statements is true about the cancer Armstrong had?
A. he recovered remarkably quickly from it, suffering little
B. it started in the lungs and spread to the brain
C. doctors were optimistic about his chances of survival
D. the generally held view was that it would prevent him from cycling professionally ever
again
14. What was implied when the writer said ‘but surely his would now only be a cameo role’ in
the third paragraph?
A. the author did not believe Armstrong would come back to the Tour de France at the time
B. the certainty about Armstrong’s desire to play a cameo role in the Tour de France
C. the general lack of confidence in Armstrong’s competitiveness
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D. the popular demand for Armstrong to be back
15. Why does the writer say, 'Except Armstrong had other ideas', at the end of the third
paragraph?
A. Armstrong was determined to play some role in the Tour de France again
B. Armstrong's idea of victory had changed since he'd had cancer.
C. Armstrong was determined to defy the odds and become a real contender in the Tour de
France.
D. Armstrong didn't want to race for victory, he just wanted to represent cancer victims.
16. What does the writer compare Armstrong's Tour de France campaign struggle each year
after his return to the sport with?
A. the general fight against cancer
B. a cancer organisation
C. his fundraising for cancer
D. Armstrong's own personal cancer experience
17. What is one of the ways in which his story became about more than just cycling?
A. his published biography became a source of inspiration for cancer sufferers
B. cycling through a tunnel was like fighting cancer
C. he gave people hope that they could one day be professional athletes, too
D. he gave people the belief to fight the disease that is drug-taking in sport
18. What does Lance Armstrong’s ‘illicit ally’ represent?
A. the person who helped him win illegally
B. the drugs he used
C. the person with whom he cheated
D. the person who sold him drugs
19. What can be inferred about the rumours of Armstrong's drug-taking?
A. they were disproved in a state court case
B. they have not caused Armstrong's reputation and record any harm
C. they were eventually proved true beyond doubt
D. he had, but passed up, an opportunity to disprove them
20. What is the author’s purpose in the last paragraph?
A. informing readers of his legacy
B. denying his scandals
C. approving of his exploits
D. confirming his guilt
III. Read and complete the tasks required.
(Road to IELTS 4 Reading)
Choose the correct heading for paragraphs A–H from the list of headings below. Write the
correct number, i–xi, in boxes 21-27
List of Headings
i Gender bias in televised sport
ii More money-making opportunities
iii Mixed views on TV’s role in sports
iv Tickets to top matches too expensive
v A common misperception
vi Personal stories become the focus
vii Sports people become stars
viii Rules changed to please viewers
ix Lower-level teams lose out
x Skill levels improve
xi TV appeal influences sports’ success
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Example: Paragraph A v
21 Paragraph B
22 Paragraph C
23 Paragraph D
24 Paragraph E
25 Paragraph F
26 Paragraph G
27 Paragraph H
Television and Sport
when the medium becomes the stadium
A The relationship between television and sports is not widely thought of as
problematic. For many people, television is a simple medium through which sports can be
played, replayed, slowed down, and of course conveniently transmitted live to homes across
the planet. What is often overlooked, however, is how television networks have reshaped the
very foundations of an industry that they claim only to document. Major television stations
immediately seized the revenue-generating prospects of televising sports and this has
changed everything, from how they are played to who has a chance to watch them.

B Before television, for example, live matches could only be viewed in person. For the
majority of fans, who were unable to afford tickets to the top-flight matches, or to travel the
long distances required to see them, the only option was to attend a local game instead,
where the stakes were much lower. As a result, thriving social networks and sporting
communities formed around the efforts of teams in the third and fourth divisions and below.
With the advent of live TV, however, premier matches suddenly became affordable and
accessible to hundreds of millions of new viewers. This shift in viewing patterns vacuumed
out the support base of local clubs, many of which ultimately folded.

C For those on the more prosperous side of this shift in viewing behaviour, however,
the financial rewards are substantial. Television assisted in derailing long-held concerns in
many sports about whether athletes should remain amateurs or ‘go pro’, and replaced this
system with a new paradigm where nearly all athletes are free to pursue stardom and to
make money from their sporting prowess. For the last few decades, top-level sports men and
women have signed lucrative endorsement deals and sponsorship contracts, turning many
into multi-millionaires and also allowing them to focus full-time on what really drives them.
That they can do all this without harming their prospects at the Olympic Games and other
major competitions is a significant benefit for these athletes.

D The effects of television extend further, however, and in many instances have led to
changes in sporting codes themselves. Prior to televised coverage of the Winter Olympics,
for example, figure skating involved a component in which skaters drew ‘figures’ in the ice,
which were later evaluated for the precision of their shapes. This component translated
poorly to the small screen, as viewers found the whole procedure, including the judging of
minute scratches on ice, to be monotonous and dull. Ultimately, figures were scrapped in
favour of a short programme featuring more telegenic twists and jumps. Other sports are
awash with similar regulatory shifts – passing the ball back to the goalkeeper was banned in
football after gameplay at the 1990 World Cup was deemed overly defensive by television
viewers.

E In addition to insinuating changes into sporting regulation, television also tends to

favour some individual sports over others. Some events, such as the Tour de France,
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appear to benefit: on television it can be viewed in its entirety, whereas on-site enthusiasts
will only witness a tiny part of the spectacle. Wrestling, perhaps due to an image problem
that repelled younger (and highly prized) television viewers, was scheduled for removal from
the 2020 Olympic Games despite being a founding sport and a fixture of the Olympics since
708 BC. Only after a fervent outcry from supporters was that decision overturned.

F Another change in the sporting landscape that television has triggered is the framing
of sports not merely in terms of the level of skill and athleticism involved, but as personal
narratives of triumph, shame and redemption on the part of individual competitors. This is
made easier and more convincing through the power of close-up camera shots, profiles and
commentary shown during extended build-ups to live events. It also attracts television
audiences – particularly women – who may be less interested in the intricacies of the sport
than they are in broader ‘human interest’ stories. As a result, many viewers are now more
familiar with the private agonies of famous athletes than with their record scores or match-
day tactics.
G And what about the effects of male television viewership? Certainly, men have
always been willing to watch male athletes at the top of their game, but female athletes
participating in the same sports have typically attracted far less interest and, as a result,
have suffered greatly reduced exposure on television. Those sports where women can draw
the crowds – beach volleyball, for example – are often those where female participants are
encouraged to dress and behave in ways oriented specifically toward a male demographic.
H Does all this suggest the influence of television on sports has been overwhelmingly
negative? The answer will almost certainly depend on who among the various stakeholders
is asked. For all those who have lost out – lower-league teams, athletes whose sports lack a
certain visual appeal – there are numerous others who have benefitted enormously from the
partnership between television and sports, and whose livelihoods now depend on it.

Do the following statements agree with the claims of the writer? In boxes 28–32, 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 it is impossible to say what the writer thinks about this
28 Television networks were slow to recognise opportunities to make money from televised
sport.
29 The average sports fan travelled a long way to watch matches before live television
broadcasts.
30 Television has reduced the significance of an athlete’s amateur status.
31 The best athletes are now more interested in financial success rather than sporting
achievement.
Complete the notes below. Choose NO MORE THAN TWO WORDS from the passage for
each answer. Write your answers in.
Effect of television on individual sports
• Ice skating – viewers find ‘figures’ boring so they are replaced with a 32 ______
• Back-passing banned in football.
• Tour de France great for TV, but wrestling initially dropped from Olympic Games due to 33
______

IV. Gapped text

(P 184 CPE Reading & Use of English (2013)- Grivas)
The Deepest Scar
I knew the mountains by name, by shape, by size; I felt I could even close my eyes and know
them through their presence. Observation Post One was near the peak of the highest of them
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all and from it they spread out to all horizons; massive, craggy, their tops bare of snow in this
fierce midsummer heat, the dark rock gradually giving way to thicker and thicker pine down to
the valley floor, which was as perfect as a green carpet, fitted carefully around the foot of each
mountain.
34 ______
Inside me was a scar that mirrored it exactly, that I had come up here to allow to heal. I had
always come into the mountains to heal; the wilderness, the solitude, soothed me, calmed a
heart torn by my parents’ break-up, the disappointments of youth and adulthood. I just wasn’t
sure they were working their magic this time.
35______
I was starting to think that was the problem. The sadness was still laced with bitterness, and a
need to blame. And what else was there to blame but those huge silent giants, who did not
mourn or shed tears, did not sing funeral songs, but sat, eternal, stone-hearted. For them a
human death was nothing. A mountain took thousands of years to be born and thousands more
to die, and in that time would witness thousands of deaths both great and small.
36______
This was when the fire crews were summoned, the planes and helicopters dispatched. I, too,
had seen many of them, fought in the smoky thick of them to stop their spread, emerged
exhausted and hoarse from the heat but triumphant, as the flames subsided and the fire planes
doused the last of the smouldering embers.
37______
We’d been called up while on standby in Larch, my hometown. Twenty of us veterans and
some new bloods; five college kids, my little brother Steve one of them. He’d always wanted
to fight fires and was finally old enough to - he’d signed up for when it term at college ended,
and come to join me.
38______
What we hadn’t reckoned on was the wind change, and the strength of the westerly that caused
it. The moment we felt it, we veterans froze; it came roaring through the trees with another
deeper roaring adding to its voice. This last was our old enemy’s war cry; the fire sprang up
fifty feet into the air and raced towards us like a viking possessed, with a bloodlust to be sated.
39______
I was his elder brother by seven years – he had followed me for as long as I could remember.
It was often nice, sometimes annoying, but it was a fact. Why I had not realised it would
happen then is something I will never fathom and never forgive myself for.
40______
But physical scars, though painful and unsightly, do not hurt for long, and they show the world
at least that you have risked yourself, have fought. It was the scar inside that never seemed to
stop bothering me, the dark scar so much like the one down on the forest floor, so like the bare
earthen grave in which we laid him, my divorced and distant parents and the last and desolate
son.

A. I had wanted to fight fires for as long
as I could remember; I waited for my
schooling to end with impatience, itching
to become part of what was, for me, the
real world of nature and its forces,
creative and destructive. Steve was
different, studious and quiet, but I always
felt that my burning ambition had put a
spark in his heart that, like a forest fire,
E. The other two were fine - had gone off
a slant but reached the river safely,
plunged into its cool sanctuary. I was fine
too, though I had to spend some weeks in
hospital, and the burns I received trying to
pull Steve out from under the burning tree
will never properly heal, and will always
make people look twice.
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had smouldered a long time before
bursting into life.
B. It was a big fire but the winds weren’t
high and the position was good; we
concentrated on cutting a firebreak from
Cawdor’s Ridge to the river, cutting it off
on two sides. This done, we looped around
and started doing much the same on the
other side, from the river up to the ridge. I
remember being unconcerned, grinning at
Steve’s ash-blackened face and flashing
white teeth and eyes.
C. Except for that dark slash that I
couldn’t keep my eyes off, as hard as I
tried. From the open side of Cawdor’s
Ridge it cut a swathe of black burnt wood
and ash-thick earth down into the heart of
the forest, stopped only by the river,
glinting here and there in the sunshine as
it wended its slow way to the sea.
D. I had loved it, loved the danger, loved
the satisfaction of doing a hard and
dangerous job well. They had called me
‘The Charm’ because I put myself at such
risk and always emerged unscathed. It had
seemed like a good thing, being lucky, but
it didn’t anymore. The scars, one inside
me and one down in the valley, catching
my eyes; all that remained of the last fire I
had fought.
F. Likewise we fled, fear our demon, as
the trees popped into flame all around as
easily as candles on a birthday cake, and
smoke made our eyes sting. We headed
for the river and I, missing two men,
turned back to make sure they were safe.
It was what I always did, trusting my luck,
my instinct, my knowledge. My brother,
trusting only me, turned back too.
G. Tony Morgan had been doubtful when
I volunteered. He said it was too early to
be alone. He was one of the new breed of
forest rangers, who’d learnt the skills in
college, knew countless facts and theories
that I lacked. But I insisted, knowing that I
too had something he did not; a sense of
being part of it all, a feeling of kinship
with the mountain.
H. And as many fires. There were fires
every summer, when the dead wood and
grass were bone dry and summer storms
snaked lightning into the peaks and
valleys. That was my job here at
Observation Post One; any smoke was to
be logged, its position noted and observed
for days after. Most fires went out alone,
some gently smouldered and then sprang
up, sudden monsters, armed with swords
of flame and intent on destruction.

V. You are going to read an article about the Royal Society, a British scientific institution.
For questions 41-50, choose from the sections of the article (A—E). The sections may be
chosen more than once.
(CAE Practice Test Plus 2 p.106)
In the exam, mark your answers on the separate answer sheet.
In which section of the article are the following mentioned?

41 a belief that a certain development has been of particular use to scientists

42 the variety of ways in which the Royal Society encourages people who are not scientists to
consider scientific issues
43 a rapid reaction to research being made public
44 a particular development that requires urgent action to improve it
45 a resource for information on past scientific discoveries
46 a lack of understanding of scientific matters among people in general
47 a system that the Royal Society introduced
48 the fact that scientists do not always reach firm conclusions
49 a problem that is not limited to the world of science
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50 the belief that certain things that are possible are not desirable

The unstoppable spirit of inquiry

The president of the Royal Society, Martin Rees, celebrates the long history of one of
Britain's greatest institutions.

A The Royal Society began in 1660. From the beginning, the wide dissemination of
scientific ideas was deemed important. The Society started to publish Philosophical
Transaction, the first scientific journal, which continues to this day. The Society's journals
pioneered what is still the accepted procedure whereby scientific ideas are subject to peer
review — criticised, refined and codified into 'public knowledge'. Over the centuries, they
published Isaac Newton's researches on light, Benjamin Franklin's experiments on lightning,
Volta's first battery and many of the triumphs of twentieth-century science. Those who want to
celebrate this glorious history should visit the Royal Society's archives via our Trailblazing
website.
B The founders of the Society enjoyed speculation, but they were also intensely engaged
with the problems of their era, such as improvements to timekeeping and navigation. After 350
years, our horizons have expanded, but the same engagement is imperative in the 21' century.
Knowledge has advanced hugely, but it must be deployed for the benefit of the ever-growing
population of our planet, all empowered by ever more powerful technology. The silicon chip
was perhaps the most transformative single invention of the past century; it has allowed
miniaturisation and spawned the worldwide reach of mobile phones and the internet. It was
physicists who developed the World Wide Web and, though it impacts us all, scientists have
benefited especially.
C Traditional journals survive as guarantors of quality, but they are supplemented by a
blogosphere of widely varying quality. The latter cries out for an informal system of quality
control. The internet levels the playing fields between researchers in major centres and those
in relative isolation. It has transformed the way science is communicated and debated. In 2002,
three young Indian mathematicians invented a faster scheme for factoring large numbers —
something that would be crucial for code-breaking. They posted their results on the web.
Within a day, 20,000 people had downloaded the work, which was the topic of hastily
convened discussions in many centres of mathematical research around the world. The internet
also allows new styles of research. For example, in the old days, astronomical research was
stored on delicate photographic plates; these were not easily accessible and tiresome to
analyse. Now such data (and large datasets in genetics and particle physics) can be accessed
and downloaded anywhere. Experiments and natural events can be followed in real time.
D We recently asked our members what they saw as the most important questions facing
us in the years ahead and we are holding discussion meetings on the 'Top Ten'. Whatever
breakthroughs are in store, we can be sure of one thing: the widening gulf between what
science enables us to do and what it's prudent or ethical actually to do. In respect of certain
developments, regulation will be called for, on ethical as well as prudential grounds. The way
science is applied is a matter not just for scientists. All citizens need to address these
questions. Public decisions should be made, after the widest possible discussion, in the light of
the best scientific evidence available. That is one of the key roles of the Society. Whether it is
the work of our Science Policy Centre, our journals, our discussion meetings, our work in
education or our public events, we must be at the heart of helping policy makers and citizens
make informed decisions.
E But science isn't dogma. Its assertions are sometimes tentative, sometimes compelling;
noisy controversy doesn't always connote balanced arguments; risks are never absolutely zero,
even if they are hugely outweighed by potential benefits. In promoting an informed debate, the
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media are crucial. When reporting a scientific controversy, the aim should be neither to
exaggerate risks and uncertainties, nor to gloss over them. This is indeed a challenge,
particularly when institutional, political or commercial pressures distort the debate. Scientists
often bemoan the public's weak grasp of science — without some 'feel' for the issues, public
debate can't get beyond sloganising. But they protest too much: there are other issues where
public debate is, to an equally disquieting degree, inhibited by ignorance. The Royal Society
aims to sustain Britain's traditional strength in science, but also to ensure that wherever science
impacts on people's lives, it is openly debated.
D. WRITING
I. Read the following extract and use your own words to summarise it. Your summary
should be between 100 and 120 words long.
Have you ever wondered why soldiers are always clad in green? This is to enable them to
camouflage themselves during wartime. Hiding in the jungles, their green attire blend into the
surrounding trees and shrubs, making it difficult for the enemies to spot them.
Long before man make use of camouflaging, insects have already adopted the tactic of
disguise to escape from the clutches of their predators. By having body colors close to those of
the rocks and dried leaves, they catch less attention from the predators and hence escape from
being pursued. However, this kind of disguise works only if the insects remain still in the
presence of their predators.
Butterflies and moths have developed a variety of camouflage strategies since they are quite
defenceless and their predators - birds are abundant in supply. Many moth caterpillars
resemble dead twigs while the young of certain species of butterflies appear like bird
droppings. Adult butterflies and moths camouflage themselves too, in attempts to escape from
their hunters -- birds who are superior gliders. Possessing wings which resemble dried leaves
help certain butterflies and moths to hide among heaps of dried leaves when predators are
around.
Fortunately, not all insects choose the art of disguise to escape from their predators; otherwise,
the world would be so dull and colorless. There are insects which assimilate the bright body
colors of bees and wasps to escape from being pursued by their predators. The concept of
mimicry was derived, owing to the bees and wasps. Long ago, birds have already learnt to
avoid brilliantly colored wasps and bees in fear of their painful stings. Hence, over millions of
years, many harmless insects have assimilated the bees and wasps by imitating their bright
body colors and shapes. In this way, they appear dangerous to their predators and hence ward
them off.
Mimics of the wasps and bees are most commonly found in the gardens. The furry, plump bee-
fly not only appears like the bumble bee in terms of body colors, even its hums sound similar
too. The only difference is that the bee-fly does not have a sting and is hence harmless. The
hoverfly is another insect which imitates the body colors of the wasps. Their bodies are striped
yellow and black. The only deviations are that hoverflies do not have stings and they have only
one pair of wings each while wasps have two pairs each. These variations are hardly noticed
by the predators and hence help them to escape.

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II. The charts below show reasons for travel and the main issues for the travelling public in
the US in 2009. Summarise the information by selecting and reporting the main features,
and make comparisons where relevant. You should write about 150 words.

III. Write an essay of 350 words on the following topic:

“Some educational systems emphasize the development of student's capacity for
reasoning and logical thinking, but students would benefit more from an education that
also taught them to explore their own emotions."
Present your perspective on this issue, using relevant reasons and examples to support your views.

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