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ĐỀ THI ĐỀ XUẤT DUYÊN HẢI VÀ ĐỒNG BẰNG BẮC BỘ LẦN THỨ XIII
MÔN: TIẾNG ANH 11
(Hướng dẫn chấm gồm 10 trang)
A. LISTENING (50 points)
2.0 points for each correct answer.
Part 1.
1. True
0.35 The workplace property expert Antony Slumbers said no firm ever wanted an
office, they wanted productive employees and the office was just one way to create that.
2. True
0.56 In fact, open-plan offices tended to make us feel like we were constantly
interrupted and unable to get anything done.
3. False
1.09 So it's chance encounters, bumping into colleagues and sharing thoughts just
casually, that we're finding so difficult to replace. And there seems to be some pretty good
evidence that our best 'aha' moments happen in these chance encounters.
4. False
1.24 Professor Sandy Pentland from the Massachusetts Institute of Technology says
the reason why these conversations are so effective is that these are the moments that we
don't find ourselves supervised by our bosses, we feel free to have honest discussions.
5. Not Given
2.24 Companies who this say it allows workers the flexibility to take their kids to
school or even do leisure activities and this is what the asynchronous working firms
believe will attract the best workers to come to work for them.
Part 2.
6. blackish moles 0.45 7. immunocompromised patients 0.56
8. stuffy and bleeding (nose) 1.10 9. steroid overuse 1.45
10. anti-fungal intravenous injection 2.26
Part 3.
11. D 12. B 13. B 14. C 15. A
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Presenter: Good evening. This week on Right to Speak, we'll be looking at the revival of
some of the British Isles' dying languages, and it gives me great pleasure to welcome the
first of tonight's speakers. Philip McNair is a teacher of Gaelic and a member of an action
group endeavouring to revive Gaelicmedium teaching in Scottish schools. Philip, a lot's
been happening recently in Scotland with regard to the revival of the Gaelic language. Can
you tell our listeners a little bit about it?
Philip: Certainly, Pamela. Well, the Scottish Parliament recently passed a bill
recognising Gaelic as an official language of Scotland, and this constitutes the
culmination of a long struggle on the part of many people, myself included, to gain
official support in promoting the teaching of Gaelic in schools.
Presenter: But you've taken it a step further than that, haven't you?
Philip: We have indeed. Following the success of the Welsh initiative in using their native
language as the teaching medium in schools, we decided to try to do the same for
Scotland.
Presenter: And would you say the interest is there, among young people, as well as old?
Philip: Oh, aye, definitely. There's already a fair number of pupils who have been educated
in Gaelic throughout primary school and who would like to continue their secondary
education in the same vein. The problem is facilities are as yet, sufficient for them to do
so.
Presenter: Why is that?
Philip: Well, it all boils down to a matter of staff. There's a lack of trained secondary
school teachers who are able or even willing to use Gaelic as their teaching medium.
According to figures, in 2003 there were 152 primary school teachers teaching through the
medium of Gaelic, while in secondary education, they numbered only 26. So our action
group aims to encourage and recruit more teachers at this level. There are intensive
language courses available for already qualified teachers, which it is hoped will
motivate them to build their knowledge of the language up to the level required for
secondary teaching. We've also set up several part-time teacher training courses. and
there are currently two distance-learning courses run by Aberdeen University and
Lews Castle College on Stornoway. In fact, the first group of trainees from Aberdeen
graduated with flying colours in June this year, providing Gaelic-medium schools with

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twenty new primary teachers and five secondary school teachers. And numbers are
growing.
Philip: For the moment, yes, but I think the tide's turning. We've secured four million
pounds from the government to spend on training resources, and are dedicating a large
portion of that to secondary teacher training and to the provision of classroom resources
for Gaelic medium teaching. The important thing is, I think, to encourage people as a
whole to want to revive the language, at home as well as at school, not only to prevent it
from dying out, but in order to develop it as part of their cultural identity once more.
Linguistically, Scottish Gaelic is a member of the Goidelic branch of Celtic languages.
along with Irish and Manx. In the case of the latter, the last native speaker died on the Isle
of Man in 1974, and Manx was then officially declared a dead language. This sent
shockwaves through many Celtic communities. and sparked a renewed interest in
reviving Celtic languages. It's worth noting that today there are several hundred Manx
speakers, and I think this is proof that people care about their cultural identity and want to
hold onto it. Gaelic represents an important part of our cultural heritage as Celts, whether
we are Scottish, Irish, Manx or Welsh, and we have a duty to protect and uphold it. We
are lucky in Scotland because the forming of the Scottish Parliament enabled the
Gaelic revival movement to gain political clout and as a result, provided us with the
financial means to achieve our aims. We now have the necessary funds to make our
ideas work. This in turn has encouraged an increase in interest among the general public
because they no longer see the language as a lost cause.
Presenter: Philip McNair, thank you. And on that note, let me introduce our next guest for
this evening, from the Isle of Man.
Part 4.
16. venture capitalists 0.32 17. hectocorn 0.50
18. micro-investments 1.33 19. ride-hailing platform 1.46
20. customer-neutral 2.28 21. hotel bookings 3.07
22. affiliated merchants 3.21 23. image recognition 3.42
24. prefabricated and livable 4.12 25. nesting ground 4.33
Part 1
https://www.youtube.com/watch?v=54mWcsTk8f0
Part 2
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 https://www.youtube.com/watch?v=SqyZOiSinxk
Part 3
CPE exam essentials
Part 4
https://www.youtube.com/watch?v=JRJryt0TFXg

B. LEXICO AND GRAMMAR (30 points)

1.0 point for each correct answer.
Part 1.
1. A 2. C 3. B 4. C 5. D 6. A
7. B 8. C 9. B 10. A 11. A 12. A
13. C 14. B 15. A 16. B 17. C 18. D
19. A 20. D
Part 2.
1. demystify 2. hell-bent 3. memorabilia
4. underdogs 5. magnanimous 6. endangerment
7. go-to 8. participatory 9. innumerate
10. superannuated

C. READING (60 points)

Part 1.
1.5 points for each correct answer.
1. protection 2. seat 3. place/put 4. terms 5. language
6. exclusive 7. exception 8. bears 9. covering 10. uniform
Part 2.
1.0 point for each correct answer.
1. i 2. v 3. iii 4. vii 5. vi 6. ix
7. F - And by defeating Austria and France in quick succession, he also created a
power vacuum on mainland Europe, which he was determined to fulfill himself.
8. T - He drafted a new German constitution to suit his own purposes and, despite
maintaining a veneer of democracy, the German parliament was effectively powerless to
oppose him.
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 9. T - However, his plans backfired and Bismarck was forced to make a political U-
turn. Though here again, he somehow managed to save face. The damage to his reputation
was limited and indeed by the late 1870s, he had even managed to win over the church
whose support he now needed.
10. F - Bismarck once again failed to achieve his objective; though, to his credit, he
held on to power.
11. F - Having used war to unite Germany and make her great, Bismarck now
believed that his ambitions were best served by peace.
12. NG
13. T - His political and diplomatic juggling, therefore, simply cannot be considered
a total success.
Part 3.
1.0 point for each correct answer.
1. C - They remember things just as effortlessly as most people forget them
2. C - He, then, is a living proof that the average Joe with a gift for forgetfulness
can reinvent himself in the area
3. D - New research suggests that it is possible to tangibly improve your memory
in a relatively short space of time by devoting roughly half an hour of your every day to
the process. It is necessary to learn and employ memorizing strategies such as the Memory
Palace technique Konrad uses, though, to yield such results; otherwise, you might be as
well be doing something else.
4. A - In one recent study, for example, participants spent one month training their
memories in the aforementioned technique for 30 minutes every day, which more than
doubled their ability to remember list of information after just 40 days. More impressively,
recall performance remained high whether or not training continued at the end of one
month, which suggests after rewiring of the brain can be permanent.
5. D - The methods of loci, which has already been referred to here as the Memory
Palace method, is the most prevalent one adopted as revealed by a recent study of 35
memory champions
6. B - The conclusion, therefore, was that memory is not necessarily an innately
bestowed gift you either are possessed of or not. Most of us have the potential to hone
and expand our memories very meaningfully indeed.
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 7. C - Mnemonic = helping you to remember something
8. A
9. D
10. C - Most of us have the potential to hone and expand our memories very
meaningfully indeed.
Part 4.
1.0 point for each correct answer.
1. D - When you’ve finished you are informed that you’ve just taken part in a
psychology experiment, and asked if you noticed any changes after the two men passed
with the door… It sounds impossible, but when this test was carried out, a full 50 per cent
of those who took part failed to notice the substitution.
2. F - Rather than logging every detail of the visual scene, we are actually highly
selective about what we take in… This flies in the face of what vision researchers
have long believed: that seeing really means making pictures in the brain.
3. H - We don’t store elaborate pictures in short-term memory, because it isn’t
necessary and would take up valuable computing power… Rather, we log what has
changed and assume the rest has stayed the same.
4. B - In a typical laboratory demonstration of this you might be shown a picture on
a computer screen of, say, a couple dining on a terrace… The image would disappear, to
be replaced for a fraction of a second by a blank screen, before reappearing significantly
altered - by the raising of a railing in the background, perhaps.
5. G - And there’s a related phenomenon called inattentional blindness, that doesn’t
need any experimental visual trick at all: if you are not paying attention to some feature
of a scene, you won’t see it…After about 45 seconds a man dressed in a gorilla suit
walked slowly across the scene, passing between the players. Although he was visible for
five seconds, an amazing 40 per cent of the viewers failed to notice him
6. A - For instance, an experiment was done at Harvard in which people were
shown a videotape of a basketball game and asked to count the passes made by one or
other team… Now imagine that the task absorbing their attention had been driving a
car, and the distraction had been a pedestrian crossing their path.

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 7. C - Such memories can be created based on beliefs and expectations… In
contrast, other researchers argue that we can get the impression of visual richness
without holding any of that richness in our heads.
Part 5.
1.5 points for each correct answer.
1. D - Take, for example, the partial fingerprint that the police found (which, by the
way, was the only tangible evidence that the prosecution had). The experts disagreed
about it, and even the police's forensic scientist admitted that she wasn't able to state
with 100% certainty that it was my client's print.
2. E - We'll have to reopen our file on the case now but, after so much time and
with no other suspects, I doubt that my superiors will commit too many resources to it.
3. A - Mr. Barnes must have been tipped off, or realised what was going on, and
tried to flee the country.
4. E - I have a hunch that this won't be his last brush with the law.
5. C - The defendant clearly had the financial means to mount an extravagant
defence, and he took full advantage of that.
6. B - To be honest, I take my hat off to whoever stole that statuette. It was an
audacious crime, and the thieves clearly baffled the police, but I had nothing to do with it
7. A - This was not an opportunistic crime. The perpetrator knew in advance
exactly where the guards would be and had a meticulously crafted scheme for bypassing
the museum's security system.
8. C - What really hurt us, though, was the judge's ruling that some of our key
evidence could not be introduced in court. The jury never heard that Mr. Barnes practically
admitted stealing the statuette to an undercover police officer or that we found a partial
fingerprint at the scene of the crime that we believe is Mr. Barnes'.
9. B - I'm just an honest businessman, and when the robbery took place, I was at the
theatre. Surely, if the police were unable to find anyone who could corroborate that,
that's their fault, not mine.
10. D - To begin with, I don't think it befits someone in Ms. Calviano's position to
criticise in public the way the court handled the case.

D. WRITING (60 points)

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Part 1. (15 points)
Contents (10 points)
- The summary MUST cover the main points.
- The summary MUST NOT contain personal opinions.
Language use (5 points)
The summary:
- should show attempts to convey the main ideas of the original text by means of
paraphrasing (structural and lexical use),
- should demonstrate correct use of grammatical structures, vocabulary, and
mechanics (spelling, punctuations,....),
- should maintain coherence, cohesion, and unity throughout (by means of linkers and
transitional devices).
Penalties:
- A penalty of 1 point to 2 points will be given to personal opinions found in the
summary,
- A penalty of 1 point to 2 points will be given to any summary with more than 20%
of words copied from the original,
- A penalty of 1 point to 2 points will be given to any summary longer than 120
words or shorter than 90 words.
Suggested answer:
Man, in his pursuit of development has done more harm than good. By destroying the
habitat of wildlife directly or indirectly, many species of wildlife are lost forever. Certain
species are able to withstand the changes to the land while others simply vanish. Every
form of human activity will affect the habitat of wildlife. The only preservation done by
man is for animals that they consider useful to man. Their predators are systematically
destroyed. Yet this has in no way increased the number of protected animals. By
intervening, Man has created an imbalance in the cycle. Therefore, there is a need to keep
a balance between development and preservation because man's future depends very much
on this equilibrium.
(118 words)
Part 2. (15 points)
Contents (10 points)
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 - The report MUST cover the following points:
+ Introduce the charts (2pt) and state the overall trends & striking features (2pt),
+ Describe main features with relevant data from the charts and make relevant
comparisons (6pts).
- The report MUST NOT contain personal opinions.
Language use (5 points)
The report:
- should demonstrate a wide variety of lexical and grammatical structures.
- should have correct use of words (verb tenses, word forms, voice,…); and
mechanics (spelling, punctuations,...).
Suggested answer:
The pie chart illustrates the proportion of people of different nationalities in Australia
while the table shows their whereabouts in 2020.
Overall, the majority of the population had Australian nationality. It is also apparent
that people mostly resided in urban areas.
According to the pie chart, a hefty 73% of people living in Australia were
Australians. This is followed by the figure for those who held other nationalities (14%),
which is twice as much as that for people of British origin (7%). The remaining groups
only accounted for a minority of the population, with New Zealanders comprising 3%, the
Chinese occupying 2% and the Dutch making up 1%.
Regarding the table, it is evident that an overwhelming proportion of residents in
Australia were city dwellers regardless of their nationality. Almost all Chinese people,
New Zealanders and British people lived in cities, at 99%, 90% and 89%, respectively.
Likewise, the figures for people of Australian and Dutch descent also showed a preference
for urban areas, with a ratio of around 8 urbanites to 2 country dwellers.
(175 words)
Part 3. (30 points)
The mark given to part 3 is based on the following criteria:
Task achievement (10 points)
- ALL requirements of the task are sufficiently addressed.
- Ideas are adequately supported and elaborated with relevant and reliable
explanations, examples, evidence, personal experience, etc.
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Organization (10 points)
- Ideas are well organized and presented with coherence, cohesion, and unity.
- The essay is well-structured:
+ Introduction is presented with clear thesis statement,
+ Body paragraphs are written with unity, coherence, and cohesion. Each body
paragraph must have a topic sentence and supporting details and examples when
necessary,
+ Conclusion summarises the main points and offers personal opinions (prediction,
recommendation, consideration,…) on the issue.
Language use (5 points)
- Demonstration of a variety of topic-related vocabulary
- Excellent use and control of grammatical structures
Punctuation, spelling, and handwriting (5 points)
- Correct punctuation and no spelling mistakes
- Legible handwriting

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