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ĐỀ THI CHUYÊN ANH THPT CHUYÊN ĐẠI HỌC SƯ PHẠM NĂM HỌC 2021-2022

TIẾNG ANH (CHUYÊN)

Thời gian làm bài: 120 phút

Kết quả

PHONETICS (1–3)

Choose the word whose underlined part is pronounced differently.

Pronunciation (1) · reserve / preserve / artisan / conserve

Pronunciation (2) · intimate / evaluate / marinate / collaborate

Pronunciation (3) · dominant / admire / biologist / bilingual

WORD STRESS (4–5)

Choose the word whose primary stress is placed differently.

Stress (4) · accent / access / assist / asset

Stress (5) · sufficient / picturesque / commercial / distinctive

LEXICO-GRAMMAR (6–20)

Choose the best answer A, B, C or D.

Tony Robbins is a(n) ________ speaker who holds lectures around the world.

- "Which of the two candidates we saw this morning do you like for the position?"
- "Actually, I didn't like ________ of them"

There were two small rooms in the beach house, ________ served as a kitchen.

A lot of fast food restaurants have ________ in the town centre over the last couple of years.

He built his reputation performing across the ________ of the country.

We thought an ________ package tour would be more economical.

The aim of the award was to ________ the label "environmentally friendly" as a sales gimmick.

I'd rather we ________ to the theatre last weekend than the ballet.

I don't need a calculator, thank you. I've a good ________ for figures and I'll work it out mentally.

He's a talented _______. His new collection has won a prestigious prize.

- "It's a pity she had to pull out of the competition."
- "Yes, especially since she _______ such excellent progress."

I was so lucky that I could buy the china cabinet for a _______ at a jumble sale.

If Joanne hadn't decided to stop working to look after her children, her medical practice _______ now.

It's not quite the sort of book you'd want to read from cover to cover but it's quite interesting to _____ now and then.

Environmentalists claim that the local bird population would be _______ affected by the new road.

CLOZE — Bullying (21–28)

Choose the word that best fits each gap.

Bullying
Persistent bullying can lead to a child suffering from low self-esteem, depression and suicidal feelings. All too often, parents of children who have been (21) ______ out by the class bully are at a (22) ______ as to how to handle the situation, which includes (23) ______ their child's (24) ______ self-confidence. However, it has recently been suggested that some children actually conduct themselves in ways that mark them out as easy victims. Examples include submissive behaviour and poor social skills. One (25) ______ effective way of changing this is for the children concerned to stop displaying the anxious vulnerability that bullies so often recognize and exploit. Relaxation techniques can be used to this (26) ______. Another anti-bullying tactic is voice training. Loud and assertive speech is believed to act as a deterrent to bullies. In the school environment, it is also a way of (27) ______ the teacher's attention to what is happening without (28) ______ to tale-telling – something most children feel is inappropriate.

READING — Reality or Virtual Reality (29–35)

Choose the best answer A, B, C or D.

Reality Or Virtual Reality
To know where information technology is taking us is impossible. The law of unintended consequences governs all technological revolutions. In 1438, Johannes Gutenberg wanted a cheaper way to produce hand-written Bibles. His movable type fostered a spread in literacy, an advance in scientific knowledge and the emergence of the industrial revolution.
Although no one can predict the full effect of the current information revolution, we can see changes in our daily lives. Look in any classroom. Today's teachers know they have to make lessons fast-moving and entertaining for children raised on television and computer games.
Often the changes that accompany new information technology are so subtle that we barely notice them. Before the written word, people relied on their memories. Before telephones, more people knew the pleasure of writing and receiving letters. Before television and computers, people had a stronger sense of community, a greater attachment to neighbourhoods and families. Television has glued us to our homes, isolating us from other human beings. Only one-quarter of all Americans know their next-door neighbours. Our communities will become less intimate and more isolated as we earn degrees, begin romances and gossip on the Internet, a world-wide system that allows computers to communicate with one another. The age of software will offer more games, home banking, electronic shopping, video on demand and a host of other services that unplug us from physical contact.
Is meeting face-to-face more valuable than corresponding electronically? Some neighbours still stop by when a family crisis occurs, but other people will offer condolences via e-mail. Whichever we prefer, the electronic seems to represent the future. Television teaches many of us to favour the image over the actual. The Internet pushes life beyond the old physical barriers of time and space. Here you can roam around the world without leaving home, make new friends, exchange the results of laboratory experiments with a colleague overseas, read stock prices, buy clothes, stay out of the office, conducting business via a computer that becomes your virtual office. Virtual community. Virtual travel. Virtual love. A new reality. William Gibson, whose 1984 novel, "Neuromancer", pioneered the notion of virtual living, now says that electronic communication provides a "sensory expansion for the species by allowing people to experience an extraordinary array of things while staying geographically in the same spot." Gibson warns, however, that the virtual can only augment our physical reality, never replace it. He applauds the countermove toward what has been called "skin" – shorthand for contact with other humans.
The desire for skin can be seen in shopping centres – people want human contact even when they could buy things via television or the telephone. Although computers and fax machines make it easier to work at home, business areas continue to grow. More people than ever are crowding into major cities, in large part because companies that provide goods and services benefit from being near one another. Employees also seek the relationships that come only from being together on a personal level with other people.
Need for skin does not negate the electronic screen's power to mesmerise. No brain scan or biochemical study has identified a physical basis for our seemingly insatiable hunger for electronic stimulation. Computers are often more alluring than television, which already has a grip on us. Young people today spend about as much time in front of a television as in a classroom.
Technology promises more and more information for less and less effort. As we hear these promises, we must balance faith in technology with faith in ourselves. Wisdom and insight often come not from keeping up-to-date with technology or compiling facts but from quiet reflection. What we hold most valuable – things like morality and compassion – can be found only within us. While embracing the future, we can remain loyal to our unchanging humanity.

What does the writer say about technological revolutions in the first paragraph?

What was one of the unplanned benefits of Gutenberg's invention?

What, until recently, characterized people before television and computers?

Gibson believes that

What social trend demonstrates that humans will seek out other humans?

According to the writer, the electronic screen has the ability to

In the writer's view, whilst willingly accepting the future we should

WORD FORMATION — Vaccines (36–45)

Use the word in capitals to form a word that fits the gap.

Equitable access to safe and effective vaccines is (36. CRITICS) ______ to ending the COVID-19 pandemic, so it is immensely reassuring to see so many vaccines proving and going into (37. DEVELOP) ______. WHO is working (38. TIRE) ______ with partners to develop, manufacture and deploy safe and effective vaccines.
Safe and effective vaccines are a game-changing tool: but for the (39. SEE) ______ future we must continue wearing masks, cleaning our hands, ensuring good (40. VENTILATE) ______ indoors, physically (41. DISTANT) ______ and avoiding crowds.
Being (42. VACCINE) ______ does not mean that we can throw caution to the wind and put ourselves and others at risk, particularly because research is still (43. GO) ______ into how much vaccines protect not only against disease but also against (44. INFECT) ______ and transmission.
See WHO's landscape of COVID-19 vaccine candidates for the latest information on vaccines in clinical and pre-clinical development, generally updated twice a week. WHO's COVID-19 dashboard, updated daily, also features the number of vaccine doses (45. ADMINISTRATION) ______ globally.

Equitable access to safe and effective vaccines is (36. CRITICS) ______ to ending the COVID-19 pandemic, so it is immensely reassuring to see so many vaccines provi

COVID-19 pandemic, so it is immensely reassuring to see so many vaccines proving and going into (37. DEVELOP) ______. WHO is working (38. TIRE) ______ with partners to develop, manufacture and deploy safe and

reassuring to see so many vaccines proving and going into (37. DEVELOP) ______. WHO is working (38. TIRE) ______ with partners to develop, manufacture and deploy safe and effective vaccines. Safe and effec

safe and effective vaccines. Safe and effective vaccines are a game-changing tool: but for the (39. SEE) ______ future we must continue wearing masks, cleaning our hands, ensuring good (40. VENTILATE) ___

for the (39. SEE) ______ future we must continue wearing masks, cleaning our hands, ensuring good (40. VENTILATE) ______ indoors, physically (41. DISTANT) ______ and avoiding crowds. Being (42. VACCINE) ______ doe

wearing masks, cleaning our hands, ensuring good (40. VENTILATE) ______ indoors, physically (41. DISTANT) ______ and avoiding crowds. Being (42. VACCINE) ______ does not mean that we can throw caution to t

good (40. VENTILATE) ______ indoors, physically (41. DISTANT) ______ and avoiding crowds. Being (42. VACCINE) ______ does not mean that we can throw caution to the wind and put ourselves and others at risk, pa

caution to the wind and put ourselves and others at risk, particularly because research is still (43. GO) ______ into how much vaccines protect not only against disease but also against (44. INFECT) ______

is still (43. GO) ______ into how much vaccines protect not only against disease but also against (44. INFECT) ______ and transmission. See WHO's landscape of COVID-19 vaccine candidates for the latest informat

twice a week. WHO's COVID-19 dashboard, updated daily, also features the number of vaccine doses (45. ADMINISTRATION) ______ globally.

OPEN CLOZE — Vibrant Vocabulary (46–55)

Think of ONE word which best fits each gap.

Vibrant Vocabulary
Language is a living breathing thing that constantly evolves and changes. If a new word becomes popular, it spreads (46) ______ our lexicon. This is becoming especially true in our modern digital age, where technology has rapidly accelerated a linguistic process that in the past would (47) ______ decades. Nowadays, for example, thanks to social media, if we share expressions and vocabulary online enough, they unquestionably take on a life of their (48) ______ in both cyberspace and beyond! What's (49) ______, providing that they get used enough, they could even end up being added to the dictionary, as was the (50) ______ with words such as YOLO, LOL and selfie! Bear in (51) ______, however, that even if those words were not officially recognised, people would use them anyway. So, if you dismissed them first time round, it would probably come back to haunt you! Technology has become the most prevalent factor in people's (52) ______ to and use of language in a strikingly short period of time. In fact, had I told you this fifteen years ago, you would most (53) ______ not have believed it! Of course, some people might wish that this wasn't so, but it's something that we should all embrace. After all, we had better keep up with new words and expressions or risk being (54) ______ behind! With such astonishingly rapid developments, (55) ______ the hippest wordsmith might wonder if people in the future will even understand the cutting-edge lingo that's so exciting to us today!

MATCHING — Nourishing Our Children (56–65)

Choose from sections A–G. Some letters may be used more than once.

Nourishing Our Children
Here are some guidelines for parents who want to teach their children good dietary habits.

A. The most effective way to get children to eat healthily is for you to eat healthily! Young people are most influenced by what they see and experience, not by what they're told. Therefore, what you do – how you live – has the greatest effect on shaping your children's behaviour and their diets. Remember that the habits your children form while they're young will probably be with them for life.

B. Provide your children with a balanced diet. Natural tastes for food develop early. If children eat real food and develop a taste for fruits, vegetables and other delicious flavours from nature, they won't depend on the stronger, enhanced flavour of processed foods. Prepare tasty foods and make sure your children eat their nutritional foods first before allowing treats or desserts. A balanced diet for you and your children include 70 to 80 percent wholesome, natural foods. Limit treats and watch out for excess sugar and caffeine in fizzy drinks and chocolates, and heavily processed foods laced with chemicals like artificial colourings and preservatives.

C. Don't bribe your children with sugar and other treats; instead encourage them with healthy foods and snacks. It is so easy to forget to take the time to deal with the true needs of children – love and attention. When you're busy, it's tempting to give them fizzy drinks, sweets and the like, even TV, instead of you. This can create the habit of satisfying emotional needs with food or material things, so avoid this instant gratification and concentrate more on identifying their real needs.

D. Have healthy snacks around the house for your children – organic sliced apples, oranges, grapes or bananas; raisins or dates; almonds or other nuts; yoghurt; pieces of cheese with healthy crackers; and more. It's good practice to offer your children healthy snacks at least a couple of times a day, such as mid-morning or at lunchtime, and then after school (a time some call the witching hour as, while parents recognize that their children have become cranky and irritable, they often don't realise that they may simply be fatigued or that their blood sugar levels have dropped.)

E. Get your children involved in shopping for and making the foods that they like. When you go shopping with them, let them choose a few appropriate treats. You could give them a budget to spend on good choices when they help you shop for family groceries. Most children will appreciate learning to cook food that they like. Younger ones will be enthusiastic about playing "kitchen" and "restaurant" with their older siblings or their parents. Be creative; together you may find some new tasty treats.

F. Help your children learn about the Earth and gain the personal, first-hand experience of growing their own food. Grow fruit and vegetables in your garden with your children if you have the space; if not, join with neighbours in a community garden. If you only have a balcony, you can use window boxes or hydroponic equipment to cultivate organic, quick-growing produce, such as tomatoes, strawberries, herbs and lettuce. It's fascinating for children to watch things grow and eat foods fresh. Or get your children to help you grow tasty, nourishing and vital sprouts from seeds or beans, such as alfalfa, sunflower or lentils.

G. Set up your refrigerator and cupboards in a way that allows the young ones to have easy access to the nourishing foods that they want or that you want them to have. This makes it less easy for them to reach the foods that you want to limit. Even if their eating habits leave a lot to be desired when they're at their friends or out of the house, encourage them to eat well whenever they can at home. It will be worth it for you, too, in the long run!

an activity which provides knowledge about nature

behaviour that a percentage of mothers and fathers fail to understand

guarding against consuming too many foods containing additives

the long-term results of parental guidance

co-operating with others on an outdoor project

allowing children to actively participate in preparing meals

the importance of parents spending time with their children

Nourishing Our Children (56–6 — setting a good example

the sequence in which kinds of foods should be eaten

promoting good eating habits through organization

READING — Nature/Nurture (66–75)

66–71: YES / NO / NOT GIVEN. 72–75: match A (genes alone), B (genes set up environment), C (environment affects gene expression).

Nature/Nurture: An Artificial Division?
Often in the news, we see stories asking the question, "Is this due to nature or nurture?" Certain diseases, traits, and behaviours are said to be "genetic", while others are due to "environment".
There is no doubt that specific genes cause particular problems in certain cases. Parkinson's Disease and colour blindness both run in families because of their genetic origins. But the news reports we see cover a much wider subject area. We wonder if some people have "natural" talent in music or sports without which any training they receive is useless. Some people assert that children living with adults given to certain controversial behaviours will gain those ways from "environmental influences". The implication is always that behaviour is either genetic or environmental.
The concept of dividing everything into these two mutually exclusive groups is not the right way to think about diseases or behaviours, because genes and environment are not independent. They influence each other greatly, and their effects can almost never be disentangled.
A creature's genes will in general cause it to seek certain environments and avoid others. That environment then influences the creature's development, and plays a role in whether or not its genes are passed on. Wild dogs, for example, live in packs because their genes tell them to organise that way socially. However, the pack is also where each dog learns proper dog behaviour, practises the skills to survive, and ultimately finds a mate. The pack-the dog's environment–is what makes it into a successful dog with a good chance of passing its genes on. So a well socialised, successful pack dog is the result of both genes and environment.
Humans are also social creatures. We seek other humans to live with, and, in general, do not like to be alone for long periods. Newborn babies respond favourably with lower heart and respiration rates to having people nearby. So we are "naturally" driven to live in social groups, and these very social groups provide the environment that we need to become successful humans. Genes and environment work together.
In contrast, the environment can also influence which genes are expressed in a creature, and to what degree. Every organism has a unique genetic code. But a given set of genes doesn't determine exactly how a creature will be physically; instead, there is a range of possibilities. The environment plays a major role in determining how the genes will be expressed.
A simple example is the fact that height, a largely inherited trait, has been steadily increasing in humans over the past few centuries. Presumably this is due to better nutrition, since it is too short a time span for evolutionary changes to have occurred. So your height is a combination of your genes and various external factors.
A more complicated example involves brain development. Rats who live in dark, crowded, dirty cages grow fewer neurons than rats raised in spacious cages with toys and varied diets. The disadvantaged rats learn more slowly and perform more poorly on memory tests, although the rats were related genetically. It is always dangerous to extrapolate from animals to humans, so I won't draw any sweeping conclusions, but at the very least, this experiment shows that environmental factors can produce very different outcomes from similar genetic materials.
So by changing purely external factors, we can influence which genes are expressed and to what degree. Your behaviour, likes and dislikes, and way of thinking are an inseparable combination of your genes and the experiences you have had growing up.
The genetic and environmental factors in a creature's life mutually influence each other and, except in a few very specific cases, cannot be separated or considered in isolation.
In summary, the nature/nurture debate is outdated. We now realise that the either/or choice is too simple, and continuing to think in that way will restrict our understanding of humans and limit our ability to solve the problems we face today. Next time you see a news story asking if something is "genetic" or "environmental", you will know the real answer is – both.

The effects of genetic and environmental factors can usually be distinguished.

The claim that human beings need to live in groups is supported by the behavior of newborn babies.

A person's height has a purely genetic cause.

Living conditions affect the brain development of people more than of rats.

Our genes influence our personal preferences.

A desire to identify causes as either genetic or environmental may make it difficult to solve certain problems.

Nature/Nurture (66–75) — Human babies — influence type

Parkinson's Disease — influence type

Nature/Nurture (66–75) — Rats — influence type

Nature/Nurture (66–75) — Wild dogs — influence type

KEY WORD TRANSFORMATION (76–80)

Use THREE to SIX words, including the word given.

Everyone was happy with the changes to the itinerary but Michael didn't like them, so he refused to come with us. FROM
→ Everyone was happy with the itinerary changes ________________________.

At the meeting, the managers suggested a few ways to cut costs. FORWARD
→ A few ways to cut costs ________________________ at the meeting.

I only realised what the answer was when I walked out of the room. STRUCK
→ The ________________________ as I walked out of the room.

We drove away as fast as we could, ready to begin our adventure. FULL
→ We drove away ________________________, ready to begin our adventure.

Organic vegetables are said to be very healthy. WONDERS
→ Organic vegetables are ________________________ our health.

SENTENCE TRANSFORMATION (81–85)

Finish each sentence so that it means the same.

They know very well that physical education is an important school subject.
→ They are ______________________________________.

His efforts to find a solution to the problem didn't deserve such savage criticism.
→ He shouldn't ______________________________________.

They didn't sign the contract so they lost their best customer.
→ Had ______________________________________.

Mark doesn't like to be told what to do.
→ Mark hates ______________________________________.

The competition was so strong that he didn't stand a chance of winning the race.
→ So ______________________________________.

WRITING — Paragraph (86)

Write a paragraph of approximately 150 words.

Idolization is becoming a popular trend among teenagers. Write a paragraph of approximately 150 words about the positive effect(s) of this trend.

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