ĐỀ THI TRẠI HÈ HÙNG VƯƠNG- VĨNH PHÚC

Môn: Tiếng anh 10

Thời gian làm bài: 180 phút
SECTION A: Listening
Part 1:
You will hear an interview with a woman called Helen Hunter who runs a summer
camp for teenagers. Listen and complete the sentences from questions 1 – 10 with
NO MORE THAN THREE WORDS/NUMBER.
SUMMER CAMP
Helen says that people taking part in the summer camp usually sleep in a (1)___
school _________.
The summer camp is a chance for teenagers to meet people and learn (2)__ (new)
skills/a (new) skill/(more) skills __________.
As an example of a particular activity, Helen tells us about a team which built a
(3)_________ tree house ___.
In the next camp, teams will work out problem-solving activities such as a (4)____
mystery ________ with clues.
Helen gives the example of (5)__ (horse) riding/riding (horses)/going (horse)
riding/ riding a horse __________ as the only typical sporting activity at the camp.
The day when teams can choose their own activities is called (6)___ (a/the/their)
dream day _________.
The summer camp is good for people who don’t have opportunities or have little
(7)__ (self-) confidence __________.
On ‘Battle of the Bands’ day, the teams make a pop record and a (8)____ (pop)
video (recording)________.
For the teenagers taking part, the camp lasts for (9)___ a (one) week/seven (7) days
_________.
You can book for a summer camp that will be held in the month of (10)____
September/Sept ________.

Part 2:
Complete the table below. For questions 11 – 15, write NO MORE THAN
THREE WORDS for each answer.
John Jane
Day of Arrival Thursday (11)___ Tuesday
_________
Subjects Studying Economics (12)____ Economics
________
Maths
History
French
 Music
Monday’s 9 am lecture French History
Monday’s 2 pm lecture Maths (13)___
free/nothing_________
Wednesday afternoon (14)______ Squash Volleyball
sport selected ______
Location of Sport Sports hall (15)___ Main Sports Hall
_________

Part 3:
You will hear two students, Bella and Tom, discussing an article they have read
about a woman astronaut. For questions 16 – 20, choose the answer (A, B, C, or D)
which fits best according to what you hear.
16. Bella particularly admires the astronaut Ellen Ochoa because of
A. her ability to put her experience into words.
B. her determination to fulfil a childhood dream.
C. her scientific and technical skills.
D. her attitude towards her colleagues.
17. Tom was surprised to learn that people who want to become astronauts should
A. have experience as aeroplane pilots.
B. have more than one university degree.
C. be a specific height.
D. be good at sports.
18. What does Bella think is the most interesting part of Ellen’s life?
A. spacewalking
B. working in mission control
C. coping with unexpected problems
D. working in conditions of weightlessness
19. Tom was sorry the article did not say more about
A. any negative aspects of being an astronaut.
B. the experiments carried out on board.
C. what the earth looks like from space.
D. how well the crew got on in space.
20. Tom and Bella both now decide to
A. do a project on Ellen Ochoa as part of their coursework.
B. do a study of the first people in space.
C. find out more about the current state of space research.
D. go to some talks on space travel in films and literature.
SECTION B: Lexico-Grammar
I. Choose the letter A,B,C or D on your answer sheet to indicate the correct
answer to each of the following questions.
1. There has been a lot of ____ surrounding the government’s proposed scheme.
A. controversy B. consent C. conformity D. consequence
- controversy : tranh cãi
- consent: đồng ý, cho phép
- conformity : sự tuân theo
- consequence: hậu quả
2. Our town has a real problem with youth crime, ____ do many other British
towns.
A. so B. nor C. as D. like
- so: --> so + trợ động từ + S
-nor: cũng không
-as: giống như
-like: ví dụ, giống như
- Neither +Aux+S: cũng vậy (phủ định)
3. Warning: anyone caught stealing from these premises will be _____.
A. advocated B. undermined C. prosecuted D. enforced
- advocated : ủng hộ
- undermined: suy yếu dần
- prosecuted: truy tố, khởi tố
- enforced: buộc thi hành, củng cố
4. The local authorities need to _____ down on illegal parking, in my opinion.
A. hit B. force C. move D. crack
- hit : đánh
- force: bắt ép
- move : di chuyển
- crack: làm nứt, rạn --> crack down on : xử phạt
5. If the service isn’t up to standard, I think you have _____ right to complain.
A. all B. each C. much D. every
- all : tất cả
- each : mỗi
- much: nhiều
- every : mỗi --> to have every right to do something (được quyền làm gì một
cách hợp pháp
6. Jim’s tough character and certainly won’t let anyone push him ______.
A. up B. off C. around D. through
- up : -->Push - up (n): sự chống đẩy (tập thể dục)
- off : -->biến đi, bị đuổi đi mang tính ép buộc.
- around : --> push sb around: nói với ai đó phải làm cái gì bằng một cách thô lỗ
hoặc đe dọa
- through : --> Push sth through (phr.v): cho luật/kế hoạch mới được thông qua
chính thức
7. The ______ I don’t understand is why Emily lets her boyfriend get away with it.
A. reason B. object C. item D. thing
- reason : lý do
- object: đồ vật
- item: món đồ
- thing: vật, việc
8. My uncle pulled a few _____ and got me a job in the company where he works.
A. ropes B. strings C. threads D. chords
- ropes: dây thừng
- strings: dây đàn --> pull (a few) strings: dùng quyền lực để làm gì đó
- threads: sợi chỉ
- chords: hợp âm
9. Although she would have preferred to carry on working, my mum _____ her
career in order to have children.
A. devoted B. repealed C. sacrificed D. abolished
- devoted: cống hiến (to) = dedicated to + V-ing:
- repealed: hủy bỏ
- sacrificed: hiến sinh, hy sinh
- abolished: bãi bỏ
10. I find the offer quite ____, but I think I’d rather study at Oxford.
A. tempting B. desirous C. inclined D. envious
- tempting: quyến rũ, hấp dẫn
- desirous: mong muốn
- inclined: thiên về
- envious: ghen tị
11. I don’t normally like noisy clubs, but I had a sudden _____ to see what the
Blue Parrot was like.
A. force B. motive C. pressure D. impulse
- force: lực, sức mạnh
- motive: động cơ
- pressure: áp lực
- impulse: cảm hứng đột ngột
12. Jerry loves snowboarding so much that it’s almost like a drug ________.
A. passion B. obsession C. addiction D. requirement
- passion : niềm đam mê
- obsession: nỗi ám ảnh
- addiction: nghiện
- requirement: yêu cầu
13. I don’t want to do the course in applied statistics, but it’s ______.
A. compulsory B. inevitable C. bound D. indecisive
- compulsory: bắt buộc =mandatory= required= obligatory>< optional
- inevitable: không thể thiếu, không thể tránh được
- bound: buộc phải -> tobe bound to-v: bắt buộc làm gì
- indecisive: lưỡng lự
14. Don’t worry about me – I’m quite ______ to sit here and wait for you to come
back.
A. ecstatic B. delighted C. joyful D. content
- ecstatic: mê ly
- delighted: vui thích
- joyful: vui sướng
- content: hài lòng

15. When I was pregnant, I often got a sudden _____ for tinned sardines.
A. preference B. craving C. envy D. greed
- preference: sự thích hơn
- craving: nỗi khát khao
- envy: sự ghen tị
- greed: lòng tham

16. Thank you for thinking of us, but I’m afraid we’re going to have to _____ your
kind invitation.
A. decline B. deny C. condemn D. reject
- decline: từ chối (lời mời – invitation) / giảm
- deny: phủ nhận
- condemn: buộc tội
- reject: bác bỏ (reject an opinion)

17. I’ve never seen anyone so _____ to their job as Philip is.
A. eager B. keen C. dedicated D. interested
- eager (+ for) : hào hứng
- keen (+on): say mê
- dedicated (+to): cống hiến
- interested (+ in): hứng thú

18. Why do you have such a _____ with model railways?

A. desire B. fascination C. love D. preference
- desire (+for) : sự thèm muốn
- fascination: (+with) sự hấp dẫn
- love (+for): tình yêu
- preference (+in): sự thích hơn
19. I wish you would stop wasting so much time on computer games and do
something a little more _____.
A. welcome B. enviable C. feasible D. worthwhile
- welcome : hoan nghênh
- enviable: đáng ghen tị
- feasible: khả thi
- worthwhile: đáng làm

20. Olivia has always ______ to return to the country she was born in.
A. favoured B. yearned C. urged D. inclined
- favoured : thích
- yearned: khao khát
- urged: thúc giục
- inclined: có thiên hướng

II. Use the word given in capitals to form a word that fits in the space.
- shelve (v): hoãn
- materalise (v) xuất hiện bất thình lình, k mong đợi
- demolition (n) phá dở, phá hủy -> demolish
- emulate (v) cố gắng làm tốt/ noi gương
In the late 30s, (1. ANALYSE) analysts knew that the centre of the historic town of
Coventry in the West Midlands needed to be redeveloped. Plans had to be (2 .
SHELF) shelved when the Second World War started in 1939. However, the
architect’s opportunity (3. MATERIAL) materialized when the city center was
practically destroyed during the war. Many buildings were (4. REPAIR)
irreparably damaged and demolition work began. Aiming to create a much more
(5. SPACE) spacious area for (6. RESIDE) residents to work and shop in, town
planners came up with a radical idea. They would make the city more (7.
INHABIT) habitable/inhabitable by pedestrianising the center, preventing cars
entering. There were (8. OBJECT) objections from local shopkeepers, who thought
that it would have an impact on trade, but the planners went ahead. What was once
a (9. DENSE) densely populated area became a pleasant, attractive place to visit. It
was a real (10. ARCHITECT) architectural achievement, one that many British
towns have emulated since.
III. The passage below contains 10 mistakes. Find out and correct them.

Even before the turn of the century, movies began to develop in two major
directions: the realistic and the formalistic. Realism and formalism are merely
general, rather than absolute, terms. When using to suggest a tendency toward
either polarity, such labels can be helpful, but at the end they are still just
labels. Few films are exclusive formalist in style, and fewer yet are completely
 realist. There is also an important difference between realism and reality,
although this distinct is often forgotten. Realism is a particular style, where
physical reality is the source of all the raw materials of film, both realistic and
formalistic. Virtually all movie directors go to the photographable world for
their subject matter, but what they do with this material - what they shape and
manipulate it - determines their stylistic emphasis.
Generally speaking, realistic films attempt to reproduce the surface of concrete
reality with a minimum of distortion. In photographing objects and events, the
filmmaker tries to suggest the copiousness of life himself. Both realist and
formalist film directors must select (and hence emphasize) certain details from
the chaotic sprawl of reality. But the element of selectivity in realistic films is
less obvious. Realists, in short, try to preserve the illusion that their film world
is unmanipulated, an objective mirror of the actual world. Formalists, on the
other hand, make no such pretense. They deliberately stylize and distort their
crude materials so that only the very naive should mistake a manipulated
image of an object or event to the real thing.
- mistake sth/ sb for sth/ sb: nhầm lẫn

1. using -> used 6. what -> how

2. at -> in 7. himself -> itself
3. exclusive -> exclusively 8. crude -> raw
4. distinct -> distinction 9. should -> would
5. where -> whereas/while 10. to -> for

IV. Fill each gap in the following sentences with one of the prepositions or
particles in the box. Use each word only ONCE.
from off through at without across by
down up on

His honesty is _ without _____ question; nobody can doubt it.

--> without question = sure: chắc chắn
The building of the new road has been held __up____ by bad weather
-->be held up = delay: trì hoãn
We can get ____by___ with eight computers in the lab at the moment, but we’ll
need to couple more when the new staff arrive.
-->get by: = manage with difficulty: có thể làm việc gì đó, nhưng hơi khó khăn
vì chỉ có tạm đủ về mặt nguồn lực
 4. She established the school in 1960 and since then tens of thousands of
children have passed __ through _____ her school.
--> pass through : vượt qua/ học
5. Judging ___ from ____ the time of the day when something is done, one can
decide how important an event is.
-->Judging from : đánh giá từ
6. A convict escaped from prison and shook ____ off ___ the officers trying to
following him.
--> shake off: to get away from someone or something that will not stop
following you : để thoát khỏi ai đó hoặc thứ gì đó sẽ không ngừng theo dõi bạn
7. The teacher tried to explain the problem, but the explanation did not get ___
across _____ to the class.
-->get across to sb : làm cho ai đó hiểu
8. People faint when the normal blood supply to the brain is suddenly cut __
down ___.
--> cut down: cắt giảm
9. Frequently single-parent children take ___on___ some of the functions that
the absent adult in the house would have served.
-->take on : đảm nhiệm
10. He’s sometimes bad tempered but he’s good fellow _at_____ heart.
--> fellow at heart : người bạn tâm giao

SECTION C: Reading comprehension

I. Read the following passage and choose A,B,C or D to fit each space.
The ideal breakfast, say scientists, is a glass of orange juice, a cup of coffee
and a (1) _______ of cereal. People who start the day (2)______ a drink of vitamin
C, a dose of caffeine and a (3)________ of their favourite cereal are happier and
perform better (4) ______ the morning, Andy Smith, of the University of Bristol,
said.
A (5)______ of 600 people who were asked to record their breakfast (6)
______ found that those who regularly ate cereal first (7)_______ in the morning
had a more positive mood compared with those who ate other foods or had (8)
________ breakfast.
Earlier research had shown that people whose (9)_______ performance was
measured (10) _______ after eating breakfast of any kind performed 10 per cent
better on (11) ______ of remembering, speed of response and (12)_______ to
concentrate, compared with those given only a cup of decaffeinated coffee.
In (13)_________ research, Professor Smith said that people who drank four
cups of coffee a day performed more (14) _______ all day than those who drank
less. He suggested that sensible employers should (15) ________ out free coffee or
tea.
1. A. bowl B. pan C. saucer D. pot
2. A. by B. together C. for D. with
3. A. amount B. helping C. quantity D. piece
4. A. throughout B. while C. along D. when
5. A. search B. study C. research D. check
6. A. habits B. ways C. traditions D. uses
7. A. hour B. time C. point D. thing
8. A. none B. no C. not D. nothing
9. A. mental B. sensible C. intelligent D. psychological
10. A. later B. following C. suddenly D. immediately
11. A. examinations B. trials C. tests D. investigations
12. A. skill B. ability C. power D. strength
13. A. farther B. further C. another D. longer
14. A. well B. better C. profitably D. efficiently
15. A. put B. get C. give D. throw

1. bowl of cereal : chén ngũ cốc

2. start with : bắt đầu với
3. helping (n): phần ăn
4. throughout: xuyên suốt
5. study: nghiên cứu
6. habits: thói quen
7. the first thing: điều đầu tiên
8. no: không
9. mental:(adj) tâm lý
10. immediately: ngay lập tức
11. ability: khả năng
12. further: thêm nữa
13. efficiently
14. give out : phân phát

II. Read the passage and think of the word which best fits each space.
Where do you start if you want to write a successful story? Clearly, what you
need first of (1) all is an idea which you can develop into a strong plot. But (2)
where do ideas like this come from? The (3) answer/reply is “anywhere and
everywhere”. They may come from something that has (4) happened/occurred to
you or to (5) someone/somebody else, from a newspaper, an interesting picture, or
even a song. It is a good idea to keep a notebook nearby (6) so that you can write
down the details or any odd incidents (7) which/that catch your imagination. Make
a note of ideas (8) for/ about titles too, and any special phrases or descriptions that
you think of. A small tape recorder can (9) be/prove useful for this purpose. Some
writers even keep (10) one/theirs by their bed in (11) case they wake up with the
“idea of the century”.
Another method of developing the story is to make use (12) of the characters
themselves. Why not (13) try putting three people you know well into a situation
such as a wedding, where feelings may be very strong, and see (14) what happens.
But don’t make the final characters too much like your Aunt Jane or Uncle Jim or
you may find (15) yourself in real trouble.

III. Read the text below and choose the best answer to each question.

Many ants forage across the countryside in large numbers and undertake mass
migrations; these activities proceed because one ant lays a trail on the ground for
the others to follow. As a worker ant returns home after finding a source of food, it
marks the route by intermittently touching its stinger to the ground and depositing
a tiny amount of trail pheromone – a mixture of chemicals that delivers diverse
messages as the context changes. These trails incorporate no directional
information and may be followed by other ants in either direction.
Unlike some other messages, such as the one arising from a dead ant, a food
trail has to be kept secret from members of other species. It is not surprising then
that ant species use a wide variety of compounds as trail pheromones. Ants can be
extremely sensitive to these signals. Investigators working with the trail
pheromone of the leafcutter ant Atta texana calculated that one milligram of this
substance would suffice to lead a column of ants three times around Earth.
The vapor of the evaporating pheromone over the trail guides an ant along the
way, and the ant detects this signal with receptors in its antennae. A trail
pheromone will evaporate to furnish the highest concentration of vapor right over
the trail, in what is called a vapor space. In following the trail, the ant moves to the
right and left, oscillating from side to side across the line of the trail itself,
bringing first one and then the other antenna into the vapor space. As the ant
moves to the right, its left antenna arrives in the vapor space. The signal it receives
causes it to swing to the left, and the ant then pursues this new course until its right
antenna reaches the vapor space. It then swings back to the right, and so weaves
back and forth down the trail.
1. What does the passage mainly discuss?
A. The mass migration of ants : sự di cư hàng loạt của kiến
B. How ants mark and follow a chemical trail : Cách mà kiến đánh dấu và đi theo
vết
C. Different species of ants around the world : Các loài kiến khác nhau trên thế
giới
D. The information contained in pheromones : Thông tin lấy từ pheromones
2. The word “forage” is closest in meaning to
A. look up B. walk toward C. revolve around D. search for food
forage : tìm kiếm thức ăn
3. The word “intermittently” is closest in meaning to
A. periodically B. incorrectly C. rapidly D. roughly
intermittently : một cách định kỳ
4. The phrase “the one” refers to a single
A. message B. dead ant C. food trail D.
species

Dẫn chứng ( câu 1 đoạn 2 ) “Unlike some other messages, such as the one arising
from a dead ant, a food trail has to be kept secret from members of other species.”
5. According to the passage, why do ants use different compounds as trail
pheromones?
A. To reduce their sensitivity to some chemicals
B. To attract different types of ants
C. To protect their trail from other species
D. To indicate how far away the food is

Dẫn chứng ( câu 1,2 đoạn 2 ) “Unlike some other messages, such as the one arising
from a dead ant, a food trail has to be kept secret from members of other species. It
is not surprising then that ant species use a wide variety of compounds as trail
pheromones
6. The author mentions the trail pheromone of the leafcutter ant in line 10 to point
out
A. how little pheromone is needed to mark a trail
B. the different types of pheromones ants can produce
C. a type of ant that is common in many parts of the world
D. that certain ants can produce up to one milligram of pheromone

Dẫn chứng ( câu 4 đoạn 2 ) Investigators working with the trail pheromone of the
leafcutter ant Attatexana calculated that one milligram of this substance would
suffice to lead a column of ants three times around Earth
7. According to the passage, how are ants guided by trail pheromones?
A. They concentrate on the smell of food.
B. They follow an ant who is familiar with the trail
C. They avoid the vapor spaces by moving in a straight line.
D. They sense the vapor through their antennae.
ough their antennae
Dẫn chứng ( câu 1 đoạn 3 ) “The vapor of the evaporating pheromone over the trail
guides an ant along the way, and the ant detects this signal with receptors in its
antennae.”
8. The word “furnish” is closest in meaning to
A. include B. provide C. cover D. select
furnish: = cung cấp
9. The word “oscillating“ is closest in meaning to
A. falling B. depositing C. swinging D. starting
oscillating: đu đưa, dao động
10. According to the passage, the highest amount of pheromone vapor is found
A. in the receptors of the ants B. just above the trail
C. in the source of food D. under the soil along the trail

Dẫn chứng ( câu 1,2 đoạn 3) The vapor of the evaporating pheromone over the
trail guides an ant along the way, and the ant detects this signal with receptors in its
antennae. A trail pheromone will evaporate to furnish the highest concentration of
vapor right over the trail, in what is called a vapor space.”

IV. Read the text below and do the following tasks.

https://www.dol.vn/ielts-reading-practice-answer-key-gifted-children-and-
learning-cambridge-ielts-10-test-2-passage-2?questionNo=1
Gifted children and learning
A. Internationally, ‘giftedness’ is most frequently determined by a score on a
general intelligence test, known as an IQ test, which is above a chosen cut-off
point, usually at around the top 2-5%. Children’s educational environment
contributes to the IQ score and the way intelligence is used. For example, a
very close positive relationship was found when children’s IQ scores were
compared with their home educational provision (Freeman, 2010). The higher
the children’s IQ scores, especially over IQ 130, the better the quality of their
educational backup, measured in terms of reported verbal interactions with
parents, number of books and activities in their home etc. Because IQ tests are
decidedly influenced by what the child has learned, they are to some extent
measures of current achievement based on age-norms; that is, how well the
children have learned to manipulate their knowledge and know-how within the
terms of the tests. The vocabulary aspect, for example, is dependent on having
heard those words. But IQ tests can neither identify the processes of learning
and thinking nor predict creativity.
B. Excellence does not emerge without appropriate help. To reach an
exceptionally high standard in any area very able children need the means to
learn, which includes material to work with and focused challenging tuition-
and the encouragement to follow their dream. There appears to be a qualitative
difference in the way the intellectually highly able think, compared with more
average- ability or older pupils, for whom external regulation by the teacher
 often compensates for lack of external regulation. To be at their most effective
in their self-regulation, all children can be helped to identify their own ways of
learning _ metacognition _ which will include strategies of planning,
monitoring, evaluation, and choice of what to learn. Emotional awareness is
also part of metacognition, so children should be helped to be aware of their
feelings around the area to be learned, feelings of curiosity or confidence, for
example.
C. High achievers have been found to use self-regulatory learning strategies more
often and more effectively than lower achievers, and are better able to transfer
these strategies to deal with unfamiliar tasks. This happens to such a high
degree in some children that they appear to be demonstrating talent in
particular areas. Overviewing research on the thinking process of highly able
children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly:
‘If they (the gifted) merely think more quickly, then we need only teach more
quickly. If they merely make fewer errors, then they can shorten the practice’.
But of course, this is not entirely the case; adjustments have to be made in
methods of learning and teaching, to take account of the many ways individuals
think.
D. Yet in order to learn by themselves, the gifted do need some support from their
teachers. Conversely, teachers who have a tendency to ‘overdirect’ can
diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can
produce extremely high examination results, these are not always followed by
equally impressive life successes. Too much dependence on the teacher risks
loss of autonomy and motivation to discover. However, when teachers help
pupils to reflect on their own learning and thinking activities, they increase
their pupils’ self-regulation. For a young child, it may be just a simple question
‘What have you learn today?’ which helps them to recognize what they are
doing. Given that a fundamental goal of education is to transfer the control of
learning from teachers to pupils, improving pupils’ learning to learn techniques
should be a major outcome of the school experience, especially for the highly
competent. There are quite a number of new methods which can help, such as
child-initiated learning, ability-peer tutoring, etc. Such practices have been
found to be particularly useful for bright children from deprived areas.
E. But scientific progress is not all theoretical, knowledge is also vital to
outstanding performance: individuals who know a great deal about a specific
domain will achieve at a higher level than those who do not (Elshout, 1995).
Research with creative scientists by Simonton (1988) brought him to the
conclusion that above a certain high level, characteristics such as independence
seemed to contribute more to reaching the highest levels of expertise than
intellectual skills, due to the great demands of effort and time needed for
learning and practice. Creativity in all forms can be seen as expertise mixed
with a high level of motivation (Weisberg, 1993).
F. To sum up, learning is affected by emotions of both the individual and
significant others. Positive emotions facilitate the creative aspects of learning
and negative emotions inhibit it. Fear, for example, can limit the development
of curiosity, which is a strong force in scientific advance, because it motivates
problem-solving behavior. In Boekaerts’ (1991) review of emotion in the
learning of very high IQ and highly achieving children, she found emotional
forces in harness. They were not only curious, but often had a strong desire to
control their environment, improve their learning efficiency, and increase their
own learning resources.
Question 1-5
Look at the following statements (Questions 1-5) and the list of people bellow.
Match each statement with the correct person or people, A-E. Write the correct
letter A-E on your answer sheet.
1. Less time can be spent on exercises with gifted pupils who produce accurate
work. B. Shore and Kanevsky
2. Self-reliance is a valuable tool that helps gifted students reach their goals. D.
Simonton
3. Gifted children know how to channel their feelings to assist their learning. E.
Boekaerts
4. The very gifted child benefits from appropriate support from close relatives. A.
Freeman
5. Really successful students have learnt a considerable amount about their subject.
C. Elshout

List of people
A. Freeman
B. Shore and Kanevsky
C. Elshout
D. Simonton
E. Boekaerts

Questions 6-9
Which paragraph contains the following information? Write the correct letter, A-F
on your answer sheet.
NB You may use any letter more than once.
6. a reference to the influence of the domestic background on the gifted child. A
7. reference to what can be lost if learners are given too much guidance. D
8. a reference to the damaging effects of anxiety. F
9. examples of classroom techniques which favour socially-disadvantaged children
D
Questions 10-15
Complete the sentences below.
Choose no more than two words from the passage for each answer.
- One study found a strong connection between children’s IQ and the availability
of (10) books and (11) activities at home.
- Children of average ability seem to need more direction from teachers because
they do not have (12). internal regulation/self-regulation
- Metacognition involves children understanding their own learning (13) strategies,
as well as developing (14)emotional awareness.
- Teachers who rely on what is known as (15) spoon-feeding often produce sets of
impressive grades in class tests.

SECTION D: WRITING
I. Write a new sentence as similar as possible in meaning to the original one, but
using the word given. This word must not be altered in any way.
1. Andrew doesn’t claim to have a lot of musical talent. PRETENCE
--> Andrew makes no pretence/ doesn’t make any pretence to/of having a lot of
musical talent.
make pretence of: giả vờ
2. We were lucky to find somewhere to park so quickly. STROKE
--> It was a stroke of luck that we found somewhere to park so quickly. OR
Finding somewhere to park so quickly was a stroke of luck.
stroke of luck: may mắn bất ngờ
3. It’s impossible to say how he will react to your news. TELLING
--> There is no telling how he will react to your news.
There is no telling = impossible : bất khả thi
4. He looks very similar to his brother. BEARS
--> He bears a close/strong resemblance to his brother.
bear a close/strong resemblance to : giống
5. You are not the only person to fail the exam. ALONE
--> You are not alone in failing this exam.
alone : cô đơn
6. We can’t promise that we’ll be back in time. GUARANTEE
--> There is no guarantee that we’ll be back in time.
There is no guarantee that: Không có gì đảm bảo
7. He was really jealous when he saw his brother’s new car. GREEN
--> He was green with envy to see his brother’s new car.
be green with envy: ghen tị = to be jealous
8. This new bar is much better than the old one. IMPROVEMENT
--> This new bar is a great/significant improvement on the old one.
great/significant improvement = better : cải thiện đáng kể
9. I wonder where Harry is now-I haven’t seen him for years. BECOME
--> I wonder what has become of Harry- I haven’t seen him for years.
what has become of : dùng để hỏi chuyện gì sẽ xảy ra với một người/ vật
10. I’m going to have a problem because of this change of plan. POSE
--> This change of plan is going to pose a problem for me.
pose a problem : tạo ra một vấn đề

II. In about 140 words, write a paragraph about the changes that information
technology bring to your study.