BỘ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN HỌC SINH GIỎI QUỐC GIA THPT

ĐỀ THI CHÍNH THỨC NĂM HỌC 2020 – 2021

Môn thi: TIẾNG ANH
SỐ PHÁCH
Thời gian: 180 phút (không kể thời gian giao đề)
Ngày thi thứ nhất:
Đề thi có 12 trang
● Thí sinh không được sử dụng tài liệu, kể cả từ điển.
● Giám thị không giải thích gì thêm.

I. LISTENING (50 points)

HƯỚNG DẪN PHẦN THI NGHE HIỂU
● Bài nghe gồm 4 phần; mỗi phần được nghe 2 lần, mỗi lần cách nhau 10 giây; mở đầu và kết thúc mỗi
phần nghe có tín hiệu.
● Mở đầu và kết thúc bài nghe có nhac hiệu. Thí sinh có 02 phút để hoàn chỉnh bài trước nhạc hiệu kết
thúc bài nghe.
● Mọi hướng dẫn cho thí sinh đã có trong bài nghe.

Part 1. For questions 1-5, listen to a radio program about the topic “Is the weather actually becoming
more extreme” and decide whether the following statements are True (T) or False (F). Write your
answers in the corresponding numbered boxes provided.
1. Balloons released into the atmosphere measure precipitation, air pressure humidity, wind speed and wind
direction only.
2. Weather prediction is much more stable than that of climate.
3. Although the sun behaviour is still a mystery, we can precisely predict the temperature affected by solar
heat.
4. The increase in Earth’s surface temperature is mentioned as an example of boundary conditions’ effects.
5. It is almost agreed that humans play a role in slowing down climate change.
Your answers:
1. 2. 3. 4. 5.

Part 2. For questions 6-10, listen to a piece of news about different ways to teach languages and
communicate in the pandemic. Write NO MORE THAN THREE WORDS taken from the recording for
each answer.

6.Besides masks and face coverings, what teachers use for school re-opening?
_________________________________________________________

7. What does Jon Resendez hope to get people involved in?

__________________________________________________________

8. Why do the masks prevent English learners from distinguishing sounds?

_________________________________________________________
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9. What are the alternatives some schools use to assure that students can see teachers’ mouths?
__________________________________________________________
10. Through which can teachers still interact with students despite keeping their masks on?
____________________________________________________________

Part 3. For questions 11-15, listen the discussion on a radio talk show between a professor, Max
Mantle, a representative of students, Pauline O’Boyle, and their host with regard to a recent increase in
university fee. Choose the answer A, B, C or D which fits best according to what you hear. Write your
answers in the corresponding numbered boxes provided.

11. How does Pauline O’Boyle feel about the official announcement on university fees
A. She is relieved that they are finally growing up.
B. She is surprised that the announcement was not made months ago.
C. She is pleased that the news was not as bad as some had predicted.
D. It was pretty much along the lines of what she had expected.

12. What does Max Mantle think the public is not aware of?
A. The considerable amount of government funding universities receive.
B. How much universities rely on students fee
C. The lack of grant aid offered to third-level students.
D. The extent to which the U.K education system is mocked in Europe.

13. What does Pauline say about student grants?

A. only grammar-and-private-school students may apply for them.
B. applicants from grammar and private schools may apply for them.
C. very few state-school manage to qualify for them.
D. they should be made grade-dependent so as to be fairer

14. Pauline believes that universities

A. should do more to look after the interests of their professors.
B. offer terms of employment that are counterproductive.
C. should ask the government for more hand-outs.
D. will only become more efficiently run if salaries and conditions improve.

15. What is the last point made by Max Mantle?

A. lecturers’ salaries and terms of employment have been reviewed.
B. lecturers’ need to review their salaries and terms of employment carefully.
C. reducing lecturers’ pay by one or two thousand pounds will help to solve the problem.
D. the existence of overpaid lecturers is not a significant part of the problem.

Your answers:

11. 12. 13. 14. 15.

Part 4. For questions 16-25, listen to a news report about the Coronavirus. Complete the sentences
below with NO MORE THAN THREE WORDS taken from the recording.

- In December 2019, a virus called (16) _______________________ Syndrome-Related Corona Virus 2 that
causes the COVID-19 disease was spreading through Chinese communities with a rapid speed.
- When people cough, or touch someone who’s ill and then touch their own face, they will facilitate virus
spreading through (17) ________________.
- Not aware of the corona’s intention of injecting the victim’s genetic material, the cells execute new
instructions: (18) ___________________ .

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- Coronavirus puts the immune system into a (19) _____________, in which two kinds of cells (20)
__________________ :
Neutrophiles: pumping out enzymes to kill other cells.
Killer T-cells: order infected cells to (21) ________________
- Infected patients get pneumonia, hard respiration and have to depend on (22) ____________ for their
survival. In most cases, recovery slowly begins when the immune system destroys the infected cells, (23)
____________ the virus trying to infect new ones and clears up the battlefield.
- In a fast pandemic, it is very likely that we will run out of resources, such as medical (24)
______________________, which ends up in the falling of healthcare capacity.
- To prevent the spread of Coronavirus, we have to wash our hands regularly with soap, practice (25)
___________________, stay at home or be under quarantine if required.

II. LEXICO-GRAMMAR (20 points)

Part 1. For questions 26-40, choose the correct answer A, B, C, or D to each of the following questions.
Write your answers in the corresponding numbered boxes provided.
26. Because these games allow – and even encourage – virtual harm to others, it can create results that
_______ people to the needs of others in the real world.
A. intrinsic B. desensitize C. outward D. attenuate
27. Life in the natural world flourished as never before, just as life in the human world was ________ the
buffers.
A. smiting B. striking C. encountering D. hitting
28. His books, with few exceptions, are workmanlike but ________.
A. mediocre B. run-of-the-mill C. jejune D. pedestrian
29. The impression created by these sculptures is as much that of the aftermath of a _________ party as of
more serious kinds of devastation.
A. dispersed B. dissipated C. sprinkled D. squandered
30. Travel is a dream state, and the colleges are dream documents, light, uneven in impact, but rich with
_______ information.
A. prognosticative B. gullible C. harebrained D. miraculous
31. The __________ of water and the consequent thefts are beginning to weaken the social fabric in the
countryside.
A. destitution B. impoverishment C. paucity D. pauperism
32. Celebrities feel special when they are surrounded by a(n) ________ of loyal followers.
A. brigade B. entourage C. fraternity D. squad
33. We had to _______ in the back of the car for an hour to find the missing keys.
A. bed out B. ransack C. root around D. turn upside down
34. Miku revealed ________ unsuspected talents for singing.
A. hitherto C. whatnot
B. come what may D. accordingly
35. The singer suddenly started to cough and waved ________ at the people nearest the stage.
A. indefatigable B. beguilingly C. apologetically D. grudgingly
36. Ever major market in the region retreated, giving up most of the gains from the previous session when
investors _________ gloomy economic data about China and Japan and sent stocks higher.
A. flaked out B. shrugged off C. tracked down D. dropped out
37. He was still _________ waiting for the judgement on his project.
A. at loggerheads B. on paper C. at a low ebb D. on tenterhooks
38. Our volunteers are some of the most caring and dedicated people I know. To me, they are
______________.
A. the salt of the earth B. the icing on the cake C. the talk of the town D. the new rock and roll
39. Our autumn catalogue is now ________ from our usual stockists.
A. up for grabs B. rant and rave C. at my wits’ end D. belt and braces
40. He suffered from periodic ______ of insanity.
A. strain B. spite C. bout D. shred

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Your answers:
26. 27. 28. 29. 30. 31. 32. 33.

34. 35. 36. 37. 38. 39. 40.

Part 2. For questions 41-45, write the correct form of each bracketed word in each sentence in the
numbered space provided in the column on the right.
Your answers:
41. Under an (DAMAGE) contract, the CIA is obligated to pay their 41. ___________________
company’s legal expenses until 2021.

42. The works are beguilingly small, and in clean acrylic colors on canvas 42. ___________________
have a (FANTASY) kaleidoscopic effect, which is dizzying in its intensity.

43. We have learned a great deal not only about the (METER) of COVID-19
but also about how societies become more prone to the disease as well as 43.___________________
the need for effective, well-informed and responsive policies.

44. Like many other prosperous geezers, they would prefer to hit the links 44. __________________
and avoid (CAN) places where nobody has heard of.

45. There are a variety of different ways to make a watch (WATER) one of 45. ___________________
which is using “O” rings or rubber gaskets to seal the back of the case.).

III. READING (50 points)

Part 1: For question 46-55, fill each of the numbered following blanks with ONE suitable word. Write
your answers in the corresponding numbered boxes provided.
The issues for emerging economies are a little more straightforward. The desire to build on undeveloped
land is not (46) __________ out of desperation or necessity, but is a result of relentless (47) __________ of
progress. Cheap labor and a relatively highly-skilled workforce make these countries highly competitive and
there is a flood of inward investment, particularly from multinationals (48) __________ to take advantage of the
low wages before the cost and standard of living begin to rise. It is (49) __________ such as these that are
making many Asian economies extremely attractive when viewed as investment opportunities at the moment.
Similarly, in Africa, the relative (50) __________ of precious metals and natural resources tends to attract a lot
of exploration companies and a whole sub-industry develops around and is completely dependent on this
foreign-direct investment. It is understandable that countries that are the focus of this sort of attention can lose
(51) __________ of the environmental implications of large-scale industrial development, and this can have
devastating consequences for the natural world. And it is a vicious (52) __________ because the more
industrially active a nation becomes, the greater the demand for and harvesting of natural resources. For
some, the environmental issues, though they can (53) __________ be ignored, are viewed as a peripheral
concern. Indeed, having an environmental conscience or taking environmental matters into consideration when
it comes to decisions on whether or not to build rubber-tree plantations or grow biofuel crops would be quite
prohibitive in. For those (54) __________ in such schemes, it is a pretty black-and-white issue. And, for vast
tracts of land in Latin America, for example, it is clear that the welfare of the rainforests (55) __________ little
to local government when vast sums of money can be made from cultivating the land.
Your answers:
46. 47. 48. 49. 50.

51. 52. 53. 54. 55.

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Part 2: For questions 56-68, read the following passage and do the tasks that follow.
TACKLING HUNGER IN MSEKENI
A. There are not enough classrooms at the Msekeni primary school, so half the lessons take place in the
shade of yellow-blossomed acacia trees. Given this shortage, it might seem odd that one of the school's
purpose-built classrooms has been emptied of pupils and turned into a storeroom for sacks of grain. But it
makes sense. Food matters more than shelter.
B. Msekeni is in one of the poorer parts of Malawi, a landlocked southern African country of exceptional beauty
and great poverty. No war lays waste Malawi, nor is the land unusually crowded or infertile, but Malawians still
have trouble finding enough to eat. Half of the children under five are underfed to the point of stunting. Hunger
blights most aspects of Malawian life, so the country is as good a place as any to investigate how nutrition
affects development, and vice versa.
C. The headmaster at Msekeni, Bernard Kumanda, has strong views on the subject. He thinks food is a
priceless teaching aid. Since 1999, his pupils have received free school lunches. Donors such as the World
Food Programme (WFP) provide the food: those sacks of grain (mostly mixed maize and soya bean flour,
enriched with vitamin A) in that converted classroom. Local volunteers do the cooking - turning the dry
ingredients into a bland but nutritious slop, and spooning it out on to plastic plates. The children line up in large
crowds, cheerfully singing a song called "We are getting porridge".
D. When the school's feeding programme was introduced, enrolment at Msekeni doubled. Some of the new
pupils had switched from nearby schools that did not give out free porridge, but most were children whose
families had previously kept them at home to work. These families were so poor that the long-term benefits of
education seemed unattractive when set against the short-term gain of sending children out to gather firewood
or help in the fields. One plate of porridge a day completely altered the calculation. A child fed at school will not
howl so plaintively for food at home. Girls, who are more likely than boys to be kept out of school, are given
extra snacks to take home.
E. When a school takes in a horde of extra students from the poorest homes, you would expect standards to
drop. Anywhere in the world, poor kids tend to perform worse than their better-off classmates. When the influx
of new pupils is not accompanied by any increase in the number of teachers, as was the case at Msekeni, you
would expect standards to fall even further. But they have not. Pass rates at Msekeni improved dramatically,
from 30% to 85%. Although this was an exceptional example, the nationwide results of school feeding
programmes were still pretty good. On average, after a Malawian school started handing out free food it
attracted 38% more girls and 24% more boys. The pass rate for boys stayed about the same, while for girls it
improved by 9.5%.
F. Better nutrition makes for brighter children. Most immediately, well-fed children find it easier to concentrate.
It is hard to focus the mind on long division when your stomach is screaming for food. Mr. Kumanda says that it
used to be easy to spot the kids who were really undernourished. "They were the ones who stared into space
and didn't respond when you asked them questions," he says. More crucially, though, more and better food
helps brains grow and develop. Like any other organ in the body, the brain needs nutrition and exercise. But if
it is starved of the necessary calories, proteins and micronutrients, it is stunted, perhaps not as severely as a
muscle would be, but stunted nonetheless. That is why feeding children at schools works so well. And the fact
that the effect of feeding was more pronounced on girls than on boys gives a clue to who eats first in rural
Malawian households. It isn’t the girls.
G. On a global scale, the good news is that people are eating better than ever before. Homo sapiens has
grown 50% bigger since the industrial revolution. Three centuries ago, chronic malnutrition was more or less
universal. Now, it is extremely rare in rich countries. In developing countries, where most people live, plates
and rice bowls are also fuller than ever before. The proportion of children under five in the developing world
who are malnourished to the point of stunting fell from 39% in 1990 to 30% in 2000, says the World Health
Organization (WHO). In other places, the battle against hunger is steadily being won. Better nutrition is making
people cleverer and more energetic, which will help them grow more prosperous. And when they eventually
join the ranks of the well-off, they can start fretting about growing too fat.

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For questions 56 – 62, choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-xi, in the corresponding numbered boxes.
LIST OF HEADINGS
i. Why better food helps students learning
ii. Becoming the headmaster of Msekeni
iii. Surprising use of school premises
iv. Global perspective
v. Why students were undernourished
vi. Surprising academic outcome
vii. An innovative program to help girls
viii. How food program is operated
ix. How food program affects school attendance
x. None of the usual reasons
xi. How to maintain academic standard

Your answers:
56. Paragraph A

57. Paragraph B

58. Paragraph C

59. Paragraph D

60. Paragraph E

61. Paragraph F

62. Paragraph G

For questions 63-66, complete the sentences below with NO MORE THAN TWO WORDS/ OR A
NUMBER from the passage. Write your answers in the corresponding numbered boxes.
63. In Kumanda’s school, _______________ are given to girls after the end of the school day.
64. Many children from poor families were sent to collect _______________ from the field.
65. Thanks to the free food program, _______________ of students passed the test.
66. The modern human is _______________ bigger than before after the industrial revolution.
Your answers:
63. 64. 65. 66.

For questions 67-68, chose TWO letters, A-F for the following question. Write your answers in the
corresponding numbered boxes:
Which TWO of the following statements are true according to the passage?
A. Some children are taught in the open air.
B. Bernard Kumanda became the headmaster in 1991.
C. No new staffs were recruited when attendance rose.
D. Girls are often treated equally with boys in Malawi.

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 E. Scientists have devised ways to detect the most underfed students in school.
F. WHO is worried about malnutrition among kids in developing countries.

Your answers:
67. 68.

Part 3: In the passage below, seven paragraphs have been removed. For question 69-75, read the
passage and choose from the paragraphs A-H the one which fits each gap. There is ONE extra
paragraph which you do not need to use. Write your answers in the corresponding numbered boxes
provided.
PAIN AND PRESSURE UNDER THE BIG TOP
Despite bruises and blisters, our reporter was bowled over by an introductory course in circus skills.
We stood in a large circle and took each other in. Who were these people taking an introductory class in
circus skills in the deserted city of London on a Saturday afternoon? Well, there were all sorts - young and old,
fit and unfit - who had learned of this little-advertised opportunity to try out flying trapeze, acrobatic balancing,
corde lisse and the inevitable juggling at Circus Space in Old Street. We split into smaller groups; Mark, Sophie
and Annie were to be my classmates. We would have different trainers for the various activities, but Lee would
be our main tutor.
69.

It was an entrepreneurial unicyclist who a decade ago founded the charity known as Circus Space,
hollowing and checking out an imposing disused power station to create a London circus training venue. It has
since come of age, training young people to become acrobats for prestigious aerial shows amongst a range of
other similarly high-profile achievements.
70.

Most of the group had already tried juggling before, of course, in one form or another, and so we were more
than a little bemused when Lee showed off with four balls, but declined five. None of us managed more than
three as it turned out and it was certainly much slower going than any of us had anticipated. Hours of practice,
it seemed, were needed to achieve better flight control.
71.

The fittest of our group, Annie, stepped quickly up the steel ladder and took her place on the standing board
suspended from the ceiling by cables anchored to the floor. She was strapped into the safety harness and on
the trainer’s word held the bar with both hands, stepped down and swung free across the width of the building.
It looked exciting, timing, grateful - and easy. But the board seemed much higher than it did from the ground,
and the space ahead much bigger.
72.

I stepped into the harness, held the bar and swung free. A delightful feeling of lifting flight as I travelled
through the space turned into real pressure at correctly sensing the apparently all-important ‘beat’. It was tiring
though, and simple, and it was over quickly.
73.

Circus people accept pain as an occupational hazard. The problem with this is that they give almost no
warnings about what turn out to be the inevitable range of trapeze bruises and rope burns. After all, what did
we expect?
74.

Annie, who had again volunteered to be the guinea pig, was the first to try, allowing herself to be guided
and steadied by our powerful trainer. She was, of course, an example to us all. She’d got it down to a fine art
within minutes, achieving an impressive ‘flag’ position.

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 75.

Lee showed us how straightforward it was before watching us as we ascended slowly and uneasily only to
balance stylelessly, with more than half an eye on the blue mats beneath. We attributed our rather lackluster
performance to fatigue, an explanation that Lee, ever encouraging, was only too keen to accept with hurried
apologies for perhaps pushing us too far. But he needn’t have worried. Afterwards, everyone agreed to come
back for more, although no-one was yet volunteering to take the plunge and consider trading in their job for the
all-round insecurity of a high-wire act. Time will tell, I suppose.
-------------------------------------------------------------------------------------------------------------------------------
*Missing paragraphs (A-H):
A. Sophie was to go before me and as I stood beside her up there, she was saying she couldn’t do it. She was
shaking, making the equipment shudder violently. The trainers vainly reassured and cajoled. It is curious how
one’s own nerves are calmed by seeing another’s and perceiving them to be irrational.
B. More prosaically, some City companies have found the activities at Circus Space provide excellent
opportunities for exercises in corporate team-building. Certainly our group was delighted when Sophie, having
a second attempt at the activity which had foiled her previously, stepped right into it and looked like a natural.
C. Not so with the flying trapeze. Here the problem is reversed – progress is heavily front-loaded. By being
lead through the correct movements, instant success, of a sort, is possible. But advancing beyond the simple
requires a serious level of fitness, stamina and willingness to suffer pain.
D. It’s worth noting that Britain was seriously lagging behind the rest of the world during the rebirth of the circus
in the 1980s, when Cirque de Soleil and Archaos were doing in the west what the Russian and Chinese state
circuses had never stopped doing in the east.
E. Only when Mark took his turn did we see how crucial it is to arch the body at the furthest extents of the arc.
This adds elegance, but also prevents hitting the small of the back on the board. Mark’s mistiming led to a
strangled cry and a sore coccyx.
F. But without equivalent experience to build on, it was hard for us to create stability in anything but the most
basic moves. The laborious corde lisse, a single hanging rope which performers climb attractively and balance
from perilously, presented us with a further challenge.
G. We turned to acrobalancing, an activity that depends on the strength of one person to act as a base for the
balancing movements of another. We found positions that appeared complex were strikingly easy to achieve
with a degree of flexibility – and a good trainer.
H. Circus Space is still lacking in some areas. There are no decent changing rooms, no lockers and no café at
the weekends. The trainers, on the other hand, are experienced circus professionals and their Sunday class
gives a whistle-stop tour of basic circus skills for absolute beginners.
Your answers:
69. 70. 71. 72. 73. 74. 75.

Part 4: For questions 76-85, read an extract from an article and choose the answer A, B, C or D which
you think fits best according to the text. Write your answers in the corresponding numbered boxes
provided.
OCEAN ENERGY SYSTEMS
In recent years, the oceans have been seen as a potential source of energy. Oceans are huge reservoirs of
renewable energy, which have yet to be properly harnessed. Some estimates say that during the second
decade of this century, ocean energy sources will generate more than 1,000 megawatts of electricity, which is
enough to power a million homes in the industrialized world. Several technologies have been developed for
exploiting these resources in a practical way, among which ocean thermal energy conversion (OTEC) is one of
the most promising. Experimental OTEC plants have been constructed using different operating principles,
although as yet no large-scale commercially viable plant has been launched.

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 The basic operation behind this system uses the heat energy stored in the oceans as a source of power. The
plant exploits the difference in water temperature between the warm surface waters heated by the sun and the
colder waters found at ocean depths. A minimum temperature difference of 20 degrees Celsius between
surface and depth is required for efficient operation, and this situation is typically found only in tropical and
subtropical regions of the world. There are two basic kinds of OTEC system: the open cycle system and the
closed cycle system. In the open cycle system, the warm surface water is converted into steam in a partial
vacuum and this steam drives a turbine connected to an electrical generator. In a closed cycle system, the
warm surface water is used to boil a fluid, such as ammonia, which has a low boiling point. In both systems
cold water pumped up from the ocean depths condenses the vapor. In the open system, the steam is
condensed back into a liquid by cold water pumped from deep-ocean water and then discharged. In the closed
system, the condensed ammonia is used to repeat the cycle continuously. Various hybrid systems using
characteristics of both open and closed cycle plants have also been designed.
The OTEC system is potentially an important source of clean, renewable energy, which could significantly
reduce our reliance on fossil fuels and nuclear fission. Unlike other forms of renewable energy, such as those
provided directly by the sun and wind, OTEC plants can generate power 24 hours per day, 365 days per year.
Furthermore, the design of this technology avoids any significant release of carbon dioxide into the
atmosphere. OTEC can offer other important benefits apart from power production. Aquaculture is one
important spinoff. It may also be economically feasible to extract minerals from the pumped seawater.
Freshwater for drinking and irrigation is another by-product, and this will be an important advantage in regions
where fresh water is limited.
Some drawbacks to this form of power generation have been noted. Perhaps the biggest drawback at present
is the high capital cost of initial construction due mainly to the expense of the large pipeline used to pump
water from 1,000 meters below the surface. Furthermore, the conversion of thermal to electrical energy in the
OTEC system works at very low efficiency, which means that these plants will have to use a lot of water to
generate practical amounts for the power grid. For this reason, the net power output is reduced, since a
significant portion of the output must be used to pump water. There are also potential ecological drawbacks,
since the water discharges will change the water temperature and disturb some marine habitats. This impact
could, however, be minimized if the water is discharged at greater depths.
The main obstacle created by high initial expenses will have to be met before OTEC competes with
conventional alternatives, and until such time, OTEC will remain restricted to experimental plants. When
technology permits lower start-up costs, this technology will make an important contribution to world energy
requirements.
-------------------------------------------------------------------------------------------------------------------------------
76. The word viable in the passage is closest in meaning to __________:
A. clever B. feasible C. optimistic D. convenient
77. It can be inferred from the passage that _____________:
A. renewable energy can be put into reservoirs
B. the experimental plants are ready to be launched
C. the oceans could be used in the future to generate electricity.
D. 1,000 megawatts of electricity is the amount needed in the average home
78. According to the passage, what can be inferred about the factor that allows the ocean to be used as an
energy source?
A. The oceans are so large that they can produce a lot of energy
B. In polar climates, the sun does not sufficiently heat the deeper water for practical energy use.
C. The oceans can store vast amounts of heat energy to be used to run basic electricity plants.
D. The plants are typically found in the tropical and subtropical regions of the world because of the warm
weather.
79. According to the passage, in what way are the basic kinds of OTEC systems similar?
A. They turn surface water into stream. B. They use cold water to cause condensation.
C. They discharge unused water into the ocean. D. They convert water in vacuum.
80. The phrase ‘other forms’ in the passage refers to energy produced through _________:
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A. fossil fuels and nuclear fission B. chemical reactions
C. OTEC systems D. sun and wind
81. In paragraph 3, why does the author write about aquaculture and mineral extractions?
A. To give examples of possible developments related to OTEC
B. To demonstrate what other activities can be done in the ocean
C. To point out OTEC’s advantages in regions of limited resources
D. To show how the environment can be improved by using clean, renewable energy.
82. According to the passage, all of the following are problems with the OTEC system as a power-generating
system EXCEPT:
A. the cost of constructing the power system
B. the damage caused to fishing grounds
C. the effect of discharged water on the environment
D. the amount of water needed to produce a useful amount of electricity
83. Which of the sentences below best expresses the essential information in the highlighted sentence in the
passage? (Incorrect choices change the meaning in important ways or leave out essential information.)
A. Water outflow temperatures could upset local marine life.
B. Water discharges will disturb the ecology of the oceans.
C. The OTEC system has a tendency to upset marine environments.
D. Outflows of water will affect the ocean temperature at great depths.
84. Which of the following statements most accurately reflects the author’s opinion about OTEC technology?
A. OTEC will eventually supply most of the world’s energy needs.
B. The disadvantages of OTEC energy outweigh its advantages.
C. OTEC technology has a useful role to play in total energy production.
D. Only very large OTEC plants can be made efficient.
85. Look at the four squares (■) that indicate where the following sentence could be added to the passage: The
nutrient-rich cold water is an excellent medium for growing phytoplankton, which provide support for various
commercially exploitable fish and shellfish.

(■ - A) Unlike other forms of renewable energy, such as those provided directly by the sun and wind, OTEC
plants can generate power 24 hours per day, 365 days per year. Furthermore, the design of this technology
avoids any significant release of carbon dioxide into the atmosphere. OTEC can offer other important benefits
apart from power production. (■ - B) Aquaculture is one important spinoff. (■ - C) It may also be economically
feasible to extract minerals from the pumped seawater. (■ - D) Freshwater for drinking and irrigation is another
by-product, and this will be an important advantage in regions where fresh water is limited.
Where would the sentence best fit? Choose the letter of the square that shows where the sentence should be
added.
A. B. C. D.
Your answers:
76. 77. 78. 79. 80. 81. 82. 83. 84. 85.

Part 5: The passage below consists of four paragraphs marked A, B, C, and D. For questions 86-95,
read the passage and do the task that follows. Write your answers in the corresponding numbered
boxes provided.
THE CHANGING FACE OF CAPTAIN COOK
A. In the painting by Johahn Zoffany which depicts the death of Captain James Cook – tireless eighteenth-
century explorer – the captain is shown lying on the ground, mortally wounded and surrounded by an angry
group of half-naked warriors. The painting, in keeping with others of the late eighteenth century, contributed
to the growing demand for stylized depictions of heroic deaths of British officers. This fashion reinforced the
viewpoint that the British elite, at that time, were selflessly willing to sacrifice themselves in the name of
enlightenment and progress. During his career in the navy, Cook made three important voyages into the
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 Pacific. A quick look at a map of that area today will show reminders of that time – for example, the Cook
Islands, and Mount Cook on the South Island of New Zealand.
B. There is some controversy as to whether Cook should be regarded simply as part of the process which led
to Europe spreading its influence and strength into the Pacific or whether he played a more active role.
Either way, the significance of his discoveries remains immense. His expeditions contributed greatly to the
study of botany, anthropology, navigation, exploration, cartography, and medicine. In fact, his greatest
accomplishments probably stemmed from his thorough approach to whatever he undertook, which led him
to be able to consolidate the work of earlier explorers. Cook’s first two voyages into the Pacific were
characterized by his tolerance and forbearance towards the inhabitants of the islands he visited and the
importance he placed on the physical well-being of his crew. His recognition of the fact that there was a
huge cultural difference between his men and the islanders influenced his dealings with the latter and the
commands issued to the former. By contrast, his third and last voyage saw a different, more irritable Cook,
a man who frequently punished his own men for minor misdemeanors, Flogging became a relatively
common event and some crew members even began to plot mutiny.
C. On 16th January, 1779, Cook’s ships put in at Kealakekua Bay on Hawaii having first slowly
circumnavigated the island. He had decided that they should pass the winter in a warm region before sailing
to the west coast of America to restock the ships. The arrival of the ships coincided with the rituals
surrounding the worship of the god Lono. By landing at the bay where the temple of the god was situated in
this particular season, the expedition managed to fulfill with amazing precision the various legends
associated with Lono. Even the ship’s masts and sails bore some resemblance to the emblem of the god.
Speculation has it that the inhabitants of the island may have supposed Cook to actually be the god, visiting
them in human form, or that he was a human representative of the god. Either way, they welcomed him with
open arms and gave him help in stocking his ships with food.
D. The expedition’s departure happened to coincide with the end of this season of worship, no doubt further
adding to the islanders’ conviction that Cook was a man of importance to them. Unfortunately, the
expedition had to return to the bay after one of the ships suffered storm damage. On the island, it was now
a period dedicated to the worship of the god Ku, a deity opposed to Lono. Cook’s return was therefore
contradictory and confusing, and potentially upset the delicate relationship that had been previously
established. Events took a turn for the worse with his decision to confront the Hawaiian king after the theft of
one of his boats. This served to incur the wrath of the islanders and triggered a series of events that led to
his being killed by them on the beach of the bay while trying to flee from the island.

Questions:
In which section are the following mentioned? Your answer:

Cook’s voyages enhancing knowledge in a range of fields 86 …………

Cook’s fateful decision to challenge a figure of authority 87 …………

the concept of giving up one’s life for a greater good 88 …………

meticulous methodology being crucial to Cook’s achievements 89 …………

remarkable coincidences facilitating Cook’s purpose 90 …………

a change in circumstances clouding a situation 91 …………

the abandonment of an enlightened approach 92 …………

the privileged seeking to reinforce an image 93 …………

the possibility of Cook being passed for a divinity 94 …………

asking if Cook merely performed his duty or actively shaped regional policy 95 …………

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IV. WRITING (60 points) 
Part 1. Read the following extract and use your own words to summarize it. Your summary should be
between 100 and 130 words. 

  The opium poppy grows best in altitudes above 850 meters near limestone ridges or below cliffs. The Hmong,
Lahu, Lisu and Yao, who have traditionally grown the crop, begin by clearing fields early in the hot season
(March), burning them and then planting a fast-growing crop like corn. The poppy in sown in September and
plants thinned out in November. Vegetables are grown to add minerals to the soil and to supplement diet, if not
to help conceal opium plants from aerial detection. The vegetables are cleared and the plants begin to flower in
January. When the petals drop off the pods, the pods are slit so the resin oozes out and congeals. The sticky
congealed opium is scraped off a day later. 
Opium cultivation originated in the Mediterranean region and was first brought to the east by Arab traders
around the seventh century AD. It came to Thailand when hill tribes migrated south from Yunnan, where opium
growing had been encouraged to stop British control of the trade in the 19th century. 
  Though opium consumption in Siam from the late 19th century was controlled by a royal monopoly providing a
useful source of income for the Siamese crown, it was never approved of. Despite poppy cultivation and all
other narcotics being made illegal in 1959, Thailand was producing 145 tons in 1967 at the height of the war in
Vietnam. Intensified Western efforts to stop the ensuing heroin epidemic resulted in a cash crop substitution
program that was so successful that production had only grown to 4 tonnes in 2013 since an estimated 3.7
tonnes grown in 1999. Since 2006, meanwhile, opium production in Lao PDR and Myanmar has nearly tripled. 
 
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Part 2. The bar chart below shows the difficulties in marketing automation answered by those who do
not use and those who use the service. 
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Describe the information by selecting and reporting the main features, and make comparisons where
relevant. You should write about 150 words.  
 

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Part 3. Write an essay of 350 words on the following topic. 
The Covid-19 pandemic has left a major impact on every aspect of our daily life, especially in education. Some
people believe that the virus impedes the learning process while others think that students can benefit a lot
under quarantine. 
 Discuss both views and state your own opinion. 
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I. LISTENING (50 points)

1. True 2. False 3. False 4. True 5. False
Part 2

6. protective 7. civic 8. they muffle 9. clear plastic 10. expressive

bubbles conversations sounds coverings eyes

part 3.

11.C 12.B 13.C 14.B 15.D

part 4.

16. severe acute 17. droplet 18. copy and 19. fighting 20. wreak havoc
respiratory infection reassemble frenzy
21. commit 22. ventilators 23. intercepts 24. staff and 25. social
controlled suicide equipment distancing
II. LEXICO-GRAMMAR (20 points)
Part 1.
26.B 27.D 28.D 29.B 30.A 31.C 32.B 33.C
34.A 35.C 36.B 37.D 38.A 39.A 40.C

Part 2.
41. 42. 43. 44. 45. WATER-RESISTANT
INDEMNIFICATION FANTASMAGORICAL PARAMETERS UNCOUTH OR WATERPROOF

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III. READING (50 points)

Part 1.

46. born 47. march 48. looking 49. factors 50. abundance

51. sight 52. circle 53. hardly 54. involved 55. matters

part 2.

56. iii 57. x 58. viii 59. ix 60. vi 61. i 62. iv

63. extra snacks 64. firewood 65. 85% 66. 50% 67+68. A & C (in any
order)

part 3.

69.D 70.H 71.C 72.A 73.E 74.G 75.F

Part 4.

76.B 77.C 78.D 79.B 80.D 81.A 82.B 83.A 84.B 85.C

part 5.

86.B 87.D 88.A 89.B 90.C 91.D 92.B 93.A 94.C 95.B

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