Đề thi môn Anh Chuyên cho các học sinh thi tuyển vào khối chuyên các trường THPT Chuyên trực thuộc Sở GD Hà Nội năm 2024-2025.
Listen to the audio and fill in the blanks with the correct letters.
You will hear five people talking about travel experiences they have had.
While you listen, you must complete BOTH tasks. You will hear the audio TWICE.
TASK ONE
Choose from the list A-H each speaker’s reason for choosing the travel experience.
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A. fulfilling a lifelong ambition B. acting on a recommendation C. a desire to do something different D. receiving an unexpected sum of money E. a wish to experience something first-hand F. a need to get away from it all G. a decision made on the spur of the moment H. a feeling that the challenge was achievable |
Speaker 1: Speaker 2: Speaker 3: Speaker 4: Speaker 5: |
TASK TWO
Choose from the list A-H how each speaker feels about their travel experience.
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A. impressed by how unusual and different everything was B. prepared to tackle a similar challenge again C. disappointed by the lack of excitement D. amazed that it was so difficult E. eager to repeat the experience F. surprised how wonderful it was G. sorry that the pace was so hurried H. irritated by an unforeseen problem |
Speaker 1: Speaker 2: Speaker 3: Speaker 4: Speaker 5: |
You will hear an extract from a radio programme in which Pat Chapman talks about curry. Complete the sentences with NO MORE THAN THREE WORDS AND/OR A NUMBER.
The British were a according to Napoleon.
The speaker likens curry in Britain to a .
By the mid-20th century, there were only curry houses in Britain.
Britain suffered from a constant in the period after the Second World War.
Immigrants to Britain had to arrange to import their beloved .
Eating curry became compulsive as the dish was to most people.
Pakistanis own of the curry restaurants in the UK.
Genuine Indian dishes prepared in their own containers need to be successful.
Nowadays, additional are added to pre-cooked ingredients.
A is responsible for cooking breads and tandoori items.
mischievous
rendezvous
credulous
frivolous
cleanse
beaver
leapfrog
heave
Think of ONE word only which can be used appropriately in all three sentences.
1. The vehicle is thought to _____ across the road and hit a cyclist.
2. He had a successful _____ in television journalism.
3. I don’t know what future _____ path might suit me, but I’m told I relate well to people.
👉 Answer:
Think of ONE word only which can be used appropriately in all three sentences.
1. Lynn _____ his trousers, folded them and put them in a drawer.
2. Mark _____ forward through the crowd, anxious to get back to his seat in time for the second half.
3. The staff _____ for better working conditions and higher wages.
👉 Answer:
Think of ONE word only which can be used appropriately in all three sentences.
1. Susan Moore is a world _____ on ancient civilisations.
2. Only the treasurer has the _____ to sign cheques.
3. Many schools in Britain are financed by a local _____ in conjunction with central government funding.
👉 Answer:
Think of ONE word only which can be used appropriately in all three sentences.
1. After taking the medicine, it’s recommended that you wait a _____ hour before eating.
2. It was gratifying that a _____ number of people turned up for the director’s farewell party.
3. _____ intentions are all very well, but it’s action that’s required.
👉 Answer:
Complete the passage by changing the form of the word in capitals.
A HOLISTIC APPROACH TO ENGINEERING
The unethical engineering practices commonly witnessed in the twentieth century are thankfully becoming a thing of the past as (SUSTAIN) issues continue to grow in importance. As a result, modern engineers have begun to (PRIORITY) long-term benefits to all stakeholders rather than those which favour a select few. However, this new approach has not been without its critics who claim that the involvement of non-experts only serves to undermine the competency of engineers and forces them to compromise when proven techniques are challenged because of social and environmental concerns.
Fortunately, though, most engineers welcome the (PUT) they receive from everyone either directly concerned with or potentially affected by a project. This majority say that the points made by non-engineers are often (LOOK) by the engineers themselves as the implications of a large-scale project are both complex and far-reaching. Therefore, it is now widely accepted that before any project is (TAKE), discussion with all stakeholders is vital if social and environmental capital is to be preserved.
Fill ONE phrasal verb in each sentence by using a verb in column A and a particle in column B. You should use the correct form of the verbs. There are more verbs and particles than necessary.
| A | B |
| leap | bear | slip | do | lie | top | off | for | into | at | out | up |
1. Martin is as well as can be expected under the circumstances.
2. She most likely just let the word because she doesn't like dancing.
3. It was a great opportunity and I the chance to learn strategies for low-achieving learners effectively.
4. Let’s it with sweet and savoury snacks, plus fresh fruits to wash it down.
5. I’m ! Here comes my teacher and she’ll see I should be in my Maths lesson.
Choose the word(s) CLOSEST in meaning to the underlined word(s).
We have to get the office fitted out for opening day.
Choose the word(s) OPPOSITE in meaning to the underlined word(s).
Before we go, we must leave the cottage spick and span for the next visitors.
Read the following passage and choose the best answer for each blank.
VR IN THE CLASSROOM
We have seen it in films and some have even experienced it first hand. Virtual reality is not just a gimmick. It is the line between technology and daily life. VR has an experiential quality that your attention and allows you to interact with the on-screen world, which is extremely attractive to children. The question is, though, what role should VR play in the classroom?
Besides overcoming the potential to incorporating VR into the classroom, it is necessary to discern how VR can be useful as an education tool. It is an appealing teaching method as many children respond better to seeing and experiencing things rather than having them explained verbally. Through VR, students are by the subject and they can, for example, examine the inside of a single-celled organism or discuss current events with students around the world in VR social spaces. VR also opens up a world of opportunities in the areas of product design, electronics and engineering. It's a virtual goldmine!
Read the passage below and fill in each blank with ONE suitable word.
At a time when interest in astronomy is on the increase, amateur astronomers are finding it increasingly difficult to observe the Milky Way from their back gardens. The for this is that the night sky is gradually being lost light pollution, which threatens to make astronomy a privilege that only scientists can enjoy.
In response to this growing threat, the International Dark Sky Association has about awarding Dark Sky Reserve status to places that have so escaped the adverse effects of light pollution. When such a place is given this award, in recognition of its exceptional night skies, it is protected by regulations to prevent light pollution. Up to now only a handful of places have been granted Dark Sky Reserve Status, but there are plans for others to be added so that amateur astronomers can continue to enjoy the night sky as much as their professional counterparts.
In the following magazine article, five paragraphs have been removed. Read and choose, from the paragraphs A-F, the one which fits each gap. There is ONE extra paragraph which you do not need to use.
Missing paragraphs
A. While there is indeed much to learn from many species not yet known to science, it's the already opened texts that attract the majority of us, however. And we are attracted in ever increasing numbers.
B. As people are able to travel to more extreme places in search of the ultimate wildlife experience, it's worth remembering that you don't have to go to the ends of the earth to catch rewarding glimpses of animals. Indeed, some of the best wildlife-watching opportunities are on our doorstep.
C. This growth has been stimulated by the efforts of conservation groups and natural history documentaries. Greater awareness of the planet has led to an increased demand for wildlife tours or the addition of a wildlife-watching component to traditional holidays. People want to discover nature at first-hand for themselves – not just on a screen.
D. Despite being an important part of the population there, they have largely been excluded from the benefits brought to the region by tourism. This initiative is a concerted effort to enable them to take up jobs and run programmes themselves.
E. Earthwatch is a non-profit international environmental group that does just that. ‘Participation in an Earthwatch project is a positive alternative to wildlife-watching expeditions, as we offer members of the public the opportunity to be on the front line of conservation,’ says Claudia Eckardt, Earthwatch programme manager.
F. It is a term which is overused, but the principle behind it undoubtedly offers hope for the future of many endangered species, as money from tourism directly funds conservation work. It also extends to the consideration of the interests of people living in the places that tourists visit.
CLOSE ENCOUNTERS OF THE WILD KIND
The rise of wildlife-watching experiences.
Wildlife observation has always proved inspirational for humans, it led Charles Darwin to provide us with a better understanding of how we evolved and it has inspired such everyday innovations as Velcro. US author Peter Matthiessen wrote: ‘The variety of life in nature can be compared to a vast library of unread books, and the plundering of nature is comparable to the random discarding of whole volumes without having opened them and learned from them’.
‘What is interesting is how much people are willing to pay to be in a wilderness environment’, says Julian Matthews, director of Discovery Initiatives, a company which takes people on small-group trips to more than 35 countries. It’s still a small part of the tourism industry but it’s undoubtedly expanding. There are definitely more and more people seeking wildlife experiences now’.
Matthews recognises the contribution that television has made to our knowledge of nature, but he says ‘there’s no way to compare seeing an animal in the wild with watching one on TV. While a filmmaker may spend six months shooting an animal and will get closer to it than you ever will, there’s no greater pleasure than seeing an animal in its own environment. On film, you’re only getting the visuals and the sound. As impressive as they may be, it’s not the real thing.’ And the good thing is that tourists can now watch wildlife ‘live’ while helping to protect it – a concept that comes under the broad label of ‘ecotourism’.
In practice, this means that many tour operators, guided by ethical policies, now use the services of local communities, train local guides and have close ties to conservation projects. Tour operator Rekero, for example, has established its own school – the Koyiaki Guide School and Wilderness Camp – for Maasai people in Kenya.
Conservation organisations have also realised that tourism can help educate people and provide a valuable source of revenue and even manpower. The World Wildlife Fund, for example, runs trips that give donors the chance to see for themselves how their financial aid is assisting conservation projects in the field, and some organisations even allow tourists to take part in research and conservation.
Similarly, Biosphere Expeditions takes about 200 people every year on what its field operations director, Dr Matthias Hammer, calls an ‘adventure with a conscience’. Volunteers can visit six destinations around the world and take part in various activities including snow leopard, wolf and bear surveys and whale and dolphin research.
Read the passage and do the following tasks.
LET’S NOT LOSE ANY SLEEP
A great deal of anxiety is being expressed over children not getting enough sleep. Teachers and parents worry that sleep-deprived children will be too tired to perform well at school, and irritable at home. Meanwhile scientists worry that kids are becoming obese, and according to recent research, sleep-deprived children are twice as likely to be so. As just one example of sleep anxiety, a recent British survey of two thousand families warned of an ‘epidemic’ of sleeplessness among children aged five to fifteen. It claimed that two-thirds of them are being turned into ‘zombies’ by late-night viewing and smartphone use, and it warned of the consequences for their waistlines. The survey was carried out for the UK hotel chain Travelodge – the self-styled ‘retailer of sleep’ – and it was not even published in a peer-reviewed journal. Yet it still found its way into the mainstream media.
The story of an epidemic of sleep-deprived zombie children is neat and appealing, but it quickly falls apart. There is little evidence that children are sleeping less than before. And the link between sleep deprivation and obesity has been greatly exaggerated. Sleepy children are not a new concern. In 1884, the British Medical Journal reported that the influential psychiatrist James Crichton-Browne had testified to the British parliament: ‘I have encountered many lamentable instances of derangement of health, resulting from enforced evening study in the case of young children, with the nervous excitement and loss of sleep which it so often induces.’ He clearly saw homework as the culprit. His words were ignored but he did not give up. In 1908, in his presidential address to the Child Study Society, Crichton-Browne bemoaned that ‘the evil of insufficient sleep in children is widespread’.
He was responding to a talk by educational pioneer Alice Ravenhill, who described her long investigation into the sleep of six thousand elementary school children. She found that children aged between three and five years slept for ten hours, forty-five minutes a night, on average, while for thirteen-year-olds it was eight hours (both of which are pretty much the same today). This, she said, was not enough. Having ‘consulted the best authorities’, she advocated thirteen hours’ sleep for the younger group and eleven hours for the older. Soon afterwards, in 1913, Lewis Terman and Adeline Hocking from Stanford University, California, reported similar sleep durations among US school children. They found an average of eleven hours for six-year-olds and nine hours for thirteen-year-olds.
Fast forward to today, and little has changed. A survey of 11,500 children by Peter Blair and colleagues at the University of Bristol, UK, found that six-year-olds sleep 11.3 hours on average, while ten-year-olds sleep 10.5 hours (Sleep, vol 35, p 353).
Although there were wide variations among the children, they concluded that ‘compared with earlier studies, the younger children … slept for a shorter period’. Nevertheless, both these values are greater than those from 1908 and similar to Terman and Hocking’s results in 1913.
Yet another study, by a team at the University of South Australia in Adelaide, looked at records going back to 1897 and found that children’s average sleep time has been steadily declining for the past century – though only at a rate of 43 seconds per year, or one hour and twenty minutes in total. Intriguingly, the team also found that children consistently slept for about thirty-seven minutes less than health professionals thought best at the time, and that the blame was invariably put on children being ‘overtaxed by the stimulation of modern living’. This suggests that sleep recommendations start with the assumption that children don’t get enough sleep, rather than an empirical assessment of how much they actually need.
Several studies have reported that children who sleep less are fatter. One, for example, found that seven-year-olds sleeping less than ten hours a night are twice as likely to be obese than longer sleepers (International Journal of Obesity, vol 26, p 710). That sounds alarming, but ‘twice as likely’ obscures the fact that the absolute numbers are small. Only around ten per cent of the shorter sleepers are obese, compared with five per cent for those sleeping over ten hours. Put differently, the vast majority of short sleepers are not obese. What is more, there is only about thirty minutes’ difference in the sleep of obese children versus those of normal weight.
If short sleep does cause obesity, then the effect is moderate at best, amounting to the accumulation of less than half a kilogram of extra fat per year as a result of hundreds of hours of accumulated ‘lost sleep’. I estimate that rather than sleeping for an extra hour or more, obese children could obtain the same effect with only ten minutes of extra exercise each day.
In the first paragraph, the writer is _____.
The writer uses inverted commas in the first paragraph to indicate that he is _____.
Does the following statement agree with the information given in the text?
Crichton-Browne wrote an article published in the British Medical Journal.
Does the following statement agree with the information given in the text?
Crichton-Browne advocated giving children less homework.
Does the following statement agree with the information given in the text?
The government eventually acted on Crichton-Browne’s recommendations.
Does the following statement agree with the information given in the text?
Ravenhill’s findings correlated well with those of US researchers.
Does the following statement agree with the information given in the text?
Researchers in Australia set out to challenge Blair’s findings.
Complete the second sentence so that it has a similar meaning to the first one, using the word in brackets. You must use between TWO and SIX words, including the word given. Do NOT change the word given.
They are determined to support the locals in spite of the difficulties involved. (WATER)
=> They are determined to support the locals, .
Complete the second sentence so that it has a similar meaning to the first one, using the word in brackets. You must use between TWO and SIX words, including the word given. Do NOT change the word given.
Besides mapping the mountain ranges, there were many other reasons for the trip. (TO)
=> There simply mapping the mountain ranges.
Complete the second sentence so that it has a similar meaning to the first one, using the word in brackets. You must use between TWO and SIX words, including the word given. Do NOT change the word given.
The cigarette companies deceived the public about the health risks of cigarettes. (WOOL)
=> The cigarette companies the public’s eyes about the health risks of cigarettes.
Complete the second sentence so that it has a similar meaning to the first one, using the word in brackets. You must use between TWO and SIX words, including the word given. Do NOT change the word given.
Paul meant well so you mustn’t be offended by his comments. (AMISS)
=> Please because he meant well.
Complete the second sentence so that it has a similar meaning to the first one, using the word in brackets. You must use between TWO and SIX words, including the word given. Do NOT change the word given.
No one listened to what the man was saying last night. (EARS)
=> What the man was saying last night.
Complete the second sentence so that it has the same meaning to the first.
The alarm went off just as they came out of the building.
=> Scarcely the alarm went off.
Complete the second sentence so that it has the same meaning to the first.
The inhabitants were far worse-off twenty years ago than they are now.
=> The inhabitants are nowhere they were twenty years ago.
Complete the second sentence so that it has the same meaning to the first.
What he told me made me very curious to hear the rest of the story.
=> What he told me whetted the rest of the story.
Complete the second sentence so that it has the same meaning to the first.
It’s logical that she feels completely exhausted due to such hard work.
=> It stands due to such hard work.
Read the following informal note about a magazine competition and use the information to complete the numbered gaps in the formal announcement. Use ONE WORD for each gap. The words you need do not occur in the informal note. The exercise begins with an example (0).
Informal note
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Dear Carl, How about organising a photography competition for the magazine? We could get a few people who are well-known in the field to decide on the best shots. I’m sure Mary Thorpe would agree to help, for example – she’s a friend of my mother’s. As 1st prize, we could offer a copy of that new camera manual we were sent and maybe some useful equipment (say twenty pounds’ worth?) for the 2nd prize. If you agree, let’s print an official entry form – so people have to buy the magazine! There could be several categories but I think we should set a limit for each entrant of three photos altogether, however many categories they enter. You’ll need to decide when entries have to be in by, and what the smallest size for prints should be. Tell people to send a SAE of the right size if they want their photos back, and add a note to say they can’t blame us (or claim compensation) if anything happens to their photographs. We could put the results (and some of the best pictures?) in a future edition. Mandy |
Formal announcement
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PHOTOGRAPHY COMPETITION Entries are invited for the Photograph of the Year competition for one or (0) more of the following Entries will be , by a panel of , including Mary Thorpe, editor of 'You and Your Camera', and the best photographs will appear in next month's magazine. - First Prize: 'Complete Guide to Photography' by Martin Webber. - Second Prize: Camera equipment to the of £20. RULES - Entrants may submit no more than three photographs in total. - Photographs can be in colour or black and white and must be of a size: 10 cm × 14 cm. - All entrants must complete the official entry form printed on page 26. - The deadline for entries is 31st December. - Photographs cannot be unless they are by a stamped addressed envelope of a suitable size. - Prize-winners will be announced in next month’s magazine. - No responsibility can be taken for any loss or damage to photographs. |
Write an academic essay of about 250 words on the following topic.
Friendships that take place online are not as meaningful as those where people meet each other face to face.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples for your knowledge or experience.