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Dành cho thí sinh thi vào các trường: THPT Chuyên Hạ Long

ĐỀ THI CHUYÊN ANH TỈNH QUẢNG NINH NĂM HỌC 2025-2026

TIẾNG ANH (CHUYÊN) — 13 trang

Thời gian làm bài: 150 phút

Kết quả

A. LISTENING — Part 1 (Questions 1–10)

Listen to someone on the radio talking about how to improve your concentration. For questions 1–10, complete each sentence with NO MORE THAN THREE WORDS. You will hear the recording TWICE.

Listening Part 1 (cùng file PART 1.mp3)
Transcript — Listening Part 1 (cùng file PART 1.mp3)
Part 1.
M: Now, in the studio today we have Mandy Kershaw. Mandy has worked for nearly ten years now as a fitness instructor. Mandy, a lot of our listeners have been writing in to ask how they can improve their poor concentration. What would you recommend for this problem, Mandy?
F: Well, fortunately there are a lot of natural and easy ways you can help yourself to better concentration. First of all, make sure you're not trying to do too much at a time. You'll work far more productively if you take regular breaks. The first thing I always recommend is stopping for at least 15 minutes after you've done an hour of work. Walk around the room a bit, listen to the radio, make a cup of tea. You'll come back to your work feeling refreshed and ready to start again.
Another easy tip is to listen to music while you work. Of course, some people can only work in silence but research has shown that having some classical music on in the background can help improve concentration even if you really would prefer to be listening to pop music. No other kind of music, some may be sorry to learn, seems to be as effective.
Of course, basic daily lifestyle habits affect how well you are able to concentrate. People who exercise regularly work better too. You need to do plenty of exercise though. 20 minutes every couple of days is not enough. For it to really show results as far as concentration is concerned, 45 minutes a day is what is required. And it should be reasonably demanding exercise – fast walking, for example. A leisurely stroll with the dog is good but not good enough for really dramatic effects.
How you eat is also, of course, very important. Don't leave it too long between meals as this will lower blood sugar levels with the result that your energy declines. So have regular snacks while you're working – the best thing is to have something that includes both protein and carbohydrate – a tuna sandwich, for example. This seems to have a more powerful effect on concentration than either protein or carbohydrate on its own.
It's also important to ensure that you get plenty of those minerals that seem to aid concentration. Iron and zinc are particularly important. They're found in red meat and if you don't eat much of this, then it might be advisable to consider taking a mineral supplement that includes iron and zinc.
A good way of kick-starting your brain power is to surprise it. Get it going by learning something new. This could be a new language, for example, or indeed any other subject that you have not studied before. You'll be amazed at the effect that this can have on your brain's ability to cope with other tasks too.
Finally, our ability to concentrate will be lessened if we are feeling under stress. You can help to minimise this by taking deep breaths until you feel that you are totally relaxed. Follow all this advice and you should slowly and surely notice that your powers of concentration are improving.

Mandy is employed as a (1) __________.

She takes a break after she's been working for (2) __________.

Mandy says that research shows that listening to (3) __________ helps you train.

Mandy recommends exercising for (4) __________ every day.

You need to eat regular snacks if you want to preserve your (5) __________.

A healthy snack that Mandy recommends is a (6) __________.

Minerals have been shown to help your (7) __________.

Mandy recommends eating (8) __________ in order to get enough minerals.

You can give your brain a workout by studying, for example, a (9) __________.

If you are feeling particularly stressed, try taking (10) __________.

A. LISTENING — Part 2 (Questions 11–15)

You will hear an interview with two trainee teachers, Amy and John, about students using smartphones in school. Choose the answer (A, B, C or D) which fits best according to what you hear.

Listening Part 2 (cùng file PART 1.mp3)
Transcript — Listening Part 2 (cùng file PART 1.mp3)
Part 2.
Interviewer: I'd like to hear your views on students using smartphones at school, a topic that's been in the press a great deal recently. Amy, what's your opinion?
Amy: Yes, there's a really interesting debate going on about it. In one school where I worked as a trainee teacher, teachers were concerned that students weren't paying enough attention to the lessons, as they were thinking about when they could next take a look at their phones. In my view, the role of education should be to enable students to assess a situation and then decide if using a smartphone is appropriate – polite – and how long to use it for. In another school, I saw a lesson where students had to actually look for pop-up messages selling products aimed at young people on their phones and then there was a class discussion about the ethics of that.
Interviewer: And John, what do you think?
John: But what about the role of parents in this? Don't you think most parents talk about how, where and when to use phones a lot with their children before they allow them to have one, especially if the child's still young?
Amy: You mean they say, you can only use it to talk to friends for one hour a day and not after 7 pm, that sort of thing?
John: Exactly, or …
Amy: But how do they monitor that? And anyway, lots of parents say things like 'Don't use your phone during dinner' and then they actually do that themselves!
John: Or they're always doing internet shopping. They can't expect their child not to do what they themselves are doing, I guess. But in my experience, parents do monitor their kids' use of smartphones.
Interviewer: Coming back to smartphone use at school, John, do you think students should be able to use phones in class time?
John: For some things yes, but with limits. I think using the camera should be a no-no, even if students say they want to show a painting they've done or something to their parents. That'd lead to inappropriate use of phones, I'm sure. Like the record function – as a teacher I wouldn't like students recording me in class. But if they wanted to check a spelling or find out what the capital of Norway is, for instance, that's fine in my book. Some teachers let students use phones in maths lessons for difficult calculations and things, but I'd rather students understood how to work it out for themselves.
Interviewer: And Amy, didn't you work in a school where smartphones were banned?
Amy: Yes, when I was doing teaching practice last term as part of my course to become a teacher, the school had just introduced the ban. It didn't go down well with some mums and dads who wanted their child to have a phone in case there was an emergency. There'd just been a police report in the local newspaper about crime near the school, and parents felt young people might need to contact them or the police at any time.
John: I bet the students weren't very happy about the ban either.
Amy: Strangely enough, after the first week, they seemed almost to forget about it! And some even said they enjoyed their teachers' lessons more.
John: Interesting. And actually, in most workplaces you can only use your smartphone during your official breaks; it's part of your terms and conditions when you accept the job. So perhaps it'd be a good idea if more schools looked again at their policy regarding smartphones, so that children get used to the fact that restriction is the norm and not a rule that they think can be easily broken. Of course, there are offices where smartphones are totally forbidden, like where they deal with confidential information, or they're banned when a worker's operating machinery because being distracted by their phone might result in an accident.
Interviewer: So, Amy, any final words on this topic?
Amy: Well, there'll always be heated discussions about this sort of thing in education. And sometimes the debate may seem trivial, but schools have to always make sure they're doing the best for students. With new gadgets coming out at such a rate, schools are just keeping pace with what's going on in the wider community. And, let's face it, new technology has a huge effect on our lives.
John: And soon, we'll all have forgotten about smartphones because some other piece of technology will be all the rage!
Interviewer: Thank you both.

Amy would like schools to teach students __________.

Amy and John both say that some parents __________.

John approves of students using smartphones in class in order to __________.

John mentions workplaces to point out that company rules regarding smartphone use __________.

What does Amy conclude about the debate on the topic of using smartphones in school?

A. LISTENING — Part 3 True/False (Questions 16–20)

You will hear a talk about One-Day Clean-Up. Decide whether each statement is True (T) or False (F).

Listening Part 3 (cùng file PART 1.mp3)
Transcript — Listening Part 3 (cùng file PART 1.mp3)
Part 3.
Hi everyone. I'm going to talk to you today about a really interesting project I took part in this summer. It's an event called One Day Cleanup, and its aim is to clear the world's natural environments of rubbish. The event is arranged by a charity which you may have heard of. World Cleaners is its name. It's a really worthwhile organization. I heard about its work from my neighbours who used to take part some years ago. I thought it would be fun and persuaded a couple of my cousins to come along with me. But it wouldn't matter if you took part on your own. You'd soon make friends with other people there.
There are lots of volunteers, and you get divided into teams for the day. Everyone in my team was really friendly. Most of the people there were teenagers. We were a very international group in my team. Over half of the people there were from Australia, like me, but there were also people from China, Thailand, and the USA. The people from abroad were doing language courses over here, and they said it was a great way to get language practice, as well as do something useful. Pretty much everyone on my team is planning to go to uni next year or the year after. One or two people are hoping to study medicine, but most of us actually want to do geography. Perhaps we'll end up at the same uni. Oh, and a couple are planning to do zoology.
Most teams were working on the south coast of the country, but mine was working on the east. We had to pick up all the rubbish that we could find on the shore, and you'd be amazed at how much there was. In just three hours we collected 1,079.5 kilos. Would you believe it? The other teams collected a bit less each, but not that much less. I must admit, I thought it would be quite a disgusting job picking up lots of revolting trash, but it was actually good fun. I'd really recommend anyone to get involved next year. I'll certainly be there again.
At the end of the day, we had a talk about the importance of the work we'd been doing. I was amazed and horrified when they said that rubbish in the seas kills over 100,000 marine mammals and over a million seabirds every year. How dreadful is that? Sometimes creatures like sea turtles get tangled up in trash and die. Other times they may eat things that kill them. Plastic bags, for example, look a bit like jellyfish, which is what turtles particularly love to eat. That's a big problem in the seas round here.
Anyway, it's all made me realize how important it is for everyone to be aware of the environment. Undetermined now to get my family to recycle as much as possible, I hope you'll all do the same. It'll be worth it if we can make our seas safer for all those beautiful creatures. So, if you'd like to join me taking part in this day next year, it'll be on January the 11th. Put it in your diaries now. The focus on that day will be on getting rubbish out of rivers. There'll be a day later in the year in June probably, and that will be devoted to cleaning up woodlands. So, are there any questions?

The speaker found out about the One-Day Clean-Up event from his cousin.

Everyone in the speaker's team came from the same country, Australia.

The speaker's group wasn't assigned to the same coastline area as most others.

The speaker enjoyed the experience of picking up rubbish in the event.

The event made the speaker more environmentally conscious and motivated to take action at home.

A. LISTENING — Part 4 Matching (Questions 21–25)

You will hear five short extracts about coming into contact with a celebrity. Choose from the list A–H what each speaker says. Use each letter once only.

Listening Part 4 (cùng file PART 1.mp3)
Transcript — Listening Part 4 (cùng file PART 1.mp3)
Part 4.
Speaker 1.
I was a hotel receptionist and Lenny Grade, the film producer, came rushing in one night to say he had a very important meeting in the morning. He was quite worked up about it and kept stressing how vital it was that he had an 8 o'clock alarm call. At the time, I remember finding him quite patronizing because he felt he must keep repeating his request as if I was an idiot. I was doing an overnight shift and to cut a long story short, I was having coffee before heading home when there was a commotion by the lift and he came sprinting past swearing. I looked at my watch and it was 9.15. It had totally slipped my mind to wake him up.
Speaker 2.
I used to be a chauffeur ferrying around various stars to events. My most tense experience was the time I took Stan Lane to the premiere of his film. The tension began when the company gave me an address but I ended up on the other side of London 15 minutes before I was due to pick him up. It was a complete catastrophe. I finally fetched him then I ended up going through red lights and speeding while he was panicking about being late and asking to be let out so he could get the tube. He went right over the top actually as if it was the end of the world. Even though I kept telling him we'd make it on time.
Speaker 3.
I served the tennis player Tina Sherwood with lots of fruit and vegetables in a shop in Wimbledon during the tennis tournament one year. The player used to come in and buy huge amounts of stuff to keep them going. She bought so much she was paying by credit card. I suppose she thought she didn't have to sign the slip because she was so famous but I made her do it. She looked quite taken aback at the time. But after that whenever I saw her in the street she'd stop me to ask how I was. I could be wrong but I reckon she realised that no matter how famous you are there are still rules that apply to everyone.
Speaker 4.
I was the manager of a nightclub and one night this enormous car drew up outside the club with an extremely famous rock star in the back. His two bodyguards came up to the door and asked if they could come in and look around. I'll let them in. They checked out the club and reported back to him in the car. Then he came over and said that he would like to come in and could I arrange to have a special area cleared for him? As if, I mean what made him think he could go to a crowded place like that and be kept apart from everyone else.
Speaker 5.
I served champagne and dinner at the film star Lena Lelettes flat once. It was a party for close family and friends and she came to the door wearing no makeup. Then disappeared for two hours while we got things ready and came back into the kitchen looking a million dollars. I wandered around her flat pouring champagne for her and their guests. She gave me a very generous tip afterwards which came as a bit of a shock because every other time I'd waited on stars they turned out to be rather mean. She was quite ordinary for such a mega star and she didn't seem to feel she had to put on an act or anything. She was just being herself I guess.
A. I failed to recognise the person.
B. I realised I had forgotten something.
C. I insisted on something.
D. I was upset by personal criticism.
E. I had been given incorrect information.
F. I was pleasantly surprised.
G. I refused a request.
H. I was amused by something.

Speaker 1 __________ — chọn phương án matching A–H.

Speaker 2 __________ — chọn phương án matching A–H.

Speaker 3 __________ — chọn phương án matching A–H.

Speaker 4 __________ — chọn phương án matching A–H.

Speaker 5 __________ — chọn phương án matching A–H.

B. LEXICO-GRAMMAR — Part 1 MCQ (Questions 26–45)

Circle the letter A, B, C, or D to indicate the answer that best fits each of the blanks.

I can't give you the answer on the __________; I'll have to think about it for a few days.

The company's eco-tours __________ travelers' requirements for sustainable adventures.

__________ as taste is really a composite sense made up of both taste and smell.

Jim: "The subject is so hard. There is a lot of information to remember."
Anna: "__________. The information is logically ordered and it is not that difficult to learn."

The report would have been accepted __________ in checking its accuracy.

__________ classical dance for six years, Jane finally felt ready to perform in public.

My parents __________ when I came home late last night without answering their phone calls.

You are going to need her help. If I were you, I'd __________ a bit. I'd try to get her on my side, you know what I mean.

I wrote to them a fortnight ago but __________ I have not had a reply.

Despite being an underdog, the Division B team gave the best team of the tournament run __________ their money.

It was with a __________ heart that she said goodbye to all her colleagues.

__________ about the job offer, I knew that relocating to Paris would be an adjustment.

I'll __________ a deal with you - you wash the car and I'll let you use it tonight.

Mrs. Winslet resigned __________. No one, including me, in our company forced her to do so.

You __________ then; otherwise, the policeman wouldn't have stopped you.

If Harold __________ with his piano playing, I believe that he can eventually reach concert standard.

Kevin: "It's beneficial to have CCTV cameras installed throughout the school."
Tony: "__________. They help guarantee the safety for both the staff and the students."

Anything he does is in __________ with the law and that's why I have suggested him for the post.

She may still have a few fans in the world, but she is definitely past her __________.

What stands out from The Voice Kids is that many young children are __________ with natural talent for music.

B. LEXICO-GRAMMAR — Part 2 Error identification (Questions 46–50)

Circle the letter A, B, C or D to indicate the underlined part that needs correcting in each of the following sentences.

The maintenance of strong social relationships, volunteering, and other social activities are linked to positive mental health and even increased longevity.

Although the professor attempted to explain the scientific term with great clearance, it was still beyond the intellectual grasp of some students.

The highway patrol advised to take the old route through the city because the interstate highway is under major repairs.

Anne reacts like a true professional and keeps smiling as if her music is the only thing that matters with her.

The inflammable remarks from the president's inauguration speech only invited more criticism from the masses.

B. LEXICO-GRAMMAR — Part 3 Particles (Questions 51–55)

Fill in each of the blanks with ONE suitable particle to make the correct sentences.

Unfortunately, our school had to do away __________ the music department because of lack of funds.

Our stay in the town will certainly be a good chance for Michael to visit his grandfather's birthplace, so I'm sure he will jump __________ the opportunity.

He didn't speak a word of French when he first moved to France. He had to pick up the language __________ scratch.

The service was slow and the bill was incorrect. I put it __________ to the poor management.

The employees have been working flat __________ to get the job finished ahead of the deadline.

B. LEXICO-GRAMMAR — Part 4 Word form (Questions 56–65)

Give the correct form of the words in capital letters.

Research shows that sending young offenders to prison can be __________. (PRODUCT)

There is evidence to indicate that most of the animals face __________ on a daily basis. (TREAT)

This statue __________ the soldiers who sacrificed their lives to protect the country. (MEMORY)

The pain that he was suffering after he had a serious accident was truly __________. (DESCRIBE)

Great applause was given to the referee's __________ in the final football match between VietNam and Thailand. (PART)

The best way to solve this dispute is to find a neutral, __________ third party and follow his or her suggestions. (INTEREST)

The woman detected her __________ conditions soon after she felt ill in her body. (CANCER)

Sammy is going to be very __________ when you tell him he hasn't been accepted by the Police Academy. (ILLUSION)

The __________ of the document you gave me is wrong! There's no page 15. (PAGE)

The __________ vigor of man-made things, as suggested by these metaphors, is at the same time ungainly and unnatural. (HUMAN)

C. READING — Part 1 Cloze (Questions 66–72)

Read the following passage and circle the letter A, B, C, or D to indicate the correct word or phrase that best fits each of the numbered blanks.

Translation Technology
In recent years, translation technology has (1) __________ rapidly, leading to the development of applications and (2) __________ tools that have transformed the way translations are conducted. So, what impact has this technological (3) __________ had on human translators, and what are the benefits for the wider community?
The earliest form of translation technology was a simple machine translation tool, which could only translate basic sentences. Over time, more advanced translation tools were developed, such as computer-assisted translation software, which can (4) __________ translations in a database and suggest translations for new text based on previous ones.
Another significant development has been the (5) __________ of neural machine translation (NMT). NMT uses artificial intelligence (A.I) and deep learning to translate text more accurately than previous methods.
However, the impact of translation technology on human translators has been mixed. On the one hand, it has made their work more efficient and (6) __________, allowing them to focus on the creative aspects of translation rather than repetitive tasks. On the other hand, some translators are (7) __________ about technology potentially replacing them altogether, particularly as A.I continues to advance. Despite these concerns, translation technology has many benefits for the wider community.

C. READING — Part 2 Open cloze (Questions 73–79)

Fill in each numbered blank with ONE suitable word.

CONFIDENCE TRICKS
Whether it is a job interview, a wedding speech or just asking someone out, there are times when we all want to appear confident, despite not feeling that way (8) __________. Some people are more self-assured than others, it is true, but there are also a number of tricks that are (9) __________ remembering. The important thing, after all, is that you appear confident to others, and also that you do not allow a negative attitude to defeat you before the game has even begun.
Our bodies give us (10) __________ most; a case of nerves produces adrenaline, which plays havoc with our systems, causing the shaky voice, the trembling hands and the sweaty forehead. So apart from the mental preparation, there are a number of physical steps you can (11) __________.
The first is to stand straight, head up and shoulders back (though not too much; or you will look (12) __________ a sergeant major); a drooping posture immediately sends out a message of resignation. One way to quickly achieve (13) __________ is to look up at the ceiling or sky for five seconds or so; this will have the added benefit of (14) __________ your facial expression upwards, banishing the frown and the downturned mouth.

C. READING — Part 3 Reading comprehension (Questions 80–87)

Read the following passage and circle the letter A, B, C or D to indicate the correct answer to each of the following questions.

In the course of its history, human inventions have dramatically increased the average amount of energy available for use per person. Primitive peoples in cold regions burned wood and animal dung to heat their caves, cook food, and drive off animals by fire. The first step toward the developing of more efficient fuels was taken when people discovered that they could use vegetable oils and animal fats in lieu of gathered or cut wood. Charcoal gave off a more intensive heat than wood and was more easily obtainable than organic fats. The Greeks first began to use coal for metal smelting in the 4th century, but it did not come into extensive use until the Industrial Revolution.
In the 1700s, at the beginning of the Industrial Revolution, most energy used in the United States and other nations undergoing industrialization was obtained from perpetual and renewable sources, such as wood, water streams, domesticated animal labor, and wind. These were predominantly locally available supplies. By the mid-1800s, 91 percent of all commercial energy consumed in the United States and European countries was obtained from wood. However, at the beginning of the 20th century, coal became a major energy source and replaced wood in industrializing countries. Although in most regions and climate zones wood was more readily accessible than coal, the latter represents a more concentrated source of energy. In 1910, natural gas and oil firmly replaced coal as the main source of fuel because they are lighter and, therefore, cheaper to transport. They burned more cleanly than coal and polluted less. Unlike coal, oil could be refined to manufacture liquid fuels for vehicles; a very important consideration in the early 1900s, when the automobile arrived on the scene.
By 1984, nonrenewable fossil fuels, such as oil, coal, and natural gas, provided over 82 percent of the commercial and industrial energy used in the world. Small amounts of energy were derived from nuclear fission, and the remaining 16 percent came from burning direct perpetual and renewable fuels, such as biomass. Between 1700 and 1986, a large number of countries shifted from the use of energy from local sources to a centralized generation of hydropower and solar energy converted to electricity. The energy derived from nonrenewable fossil fuels has been increasingly produced in one location and transported to another, as is the case with most automobile fuels. In countries with private, rather than public transportation, the age of nonrenewable fuels has created a dependency on a finite resource that will have to be replaced.
Alternative fuel sources are numerous, and shale oil and hydrocarbons are just two examples. The extraction of shale oil from large deposits in Asian and European regions has proven to be labor consuming and costly. The resulting product is sulfur- and nitrogen-rich, and large-scale extractions are presently prohibitive. Similarly, the extraction of hydrocarbons from tar sands in Alberta and Utah is complex.
Semi-solid hydrocarbons cannot be easily separated from the sandstone and limestone that carry them, and modern technology is not sufficiently versatile for a large-scale removal of the material. However, both sources of fuel may eventually be needed as petroleum prices continue to rise and limitations in fossil fuel availability make alternative deposits more attractive.

What is the main topic of the passage?

It can be inferred from the first paragraph that __________.

The author of the passage implies that in the 1700s, sources of energy were __________.

The phrase the latter in paragraph 2 refers to __________.

According to the passage, what was the greatest advantage of oil as fuel?

It can be inferred from the passage that in the early 20th century, energy was obtained primarily from __________.

Which of the following is NOT a characteristic of alternative fuel sources?

The word prohibitive in paragraph 4 is closest in meaning to __________.

C. READING — Part 4 Matching headings (Questions 88–92)

The reading passage has six paragraphs, A–F. Choose the most suitable heading for each paragraph from the list i–viii. Paragraph D is an example (v).

Food advertising on children
A. Children's food promotion is dominated by television advertising, and the great majority of this promotes the so-called 'Big Four' of pre-sugared breakfast cereals, soft-drinks, confectionary and savoury snacks. In the last ten years advertising for fast food outlets has rapidly increased. There is some evidence that the dominance of television has recently begun to wane. The importance of strong, global branding reinforces a need for multi-faceted communications combining television with merchandising, 'tie-ins' and point of sale activity. The advertised diet contrasts sharply with that recommended by public health advisors, and themes of fun and fantasy or taste, rather than health and nutrition, are used to promote it to children. Meanwhile, the recommended diet gets little promotional support.
B. There is plenty of evidence that children notice and enjoy food promotion. However, establishing whether this actually influences them is a complex problem. The review tackled it by looking at studies that had examined possible effects on what children know about food, their food preferences, their actual food behaviour (both buying and eating), and their health outcomes (eg. obesity or cholesterol levels). The majority of studies examined food advertising, but a few examined other forms of food promotion. In terms of nutritional knowledge, food advertising seems to have little influence on children's general perceptions of what constitutes a healthy diet, but, in certain contexts, it does have an effect on more specific types of nutritional knowledge. For example, seeing soft drink and cereal adverts reduced primary aged children's ability to determine correctly whether or not certain products contained real fruit.
C. The review also found evidence that food promotion influences children's food preferences and their purchase behaviour. A study of primary school children, for instance, found that exposure to advertising influenced which foods they claimed to like; and another showed that labelling and signage on a vending machine had an effect on what was bought by secondary school pupils. A number of studies have also shown that food advertising can influence what children eat. One, for example, showed that advertising influenced a primary class's choice of daily snack at playtime.
D. The next step, of trying to establish whether or not a link exists between food promotion and diet or obesity, is extremely difficult as it requires research to be done in real world settings. A number of studies have attempted this by using amount of television viewing as a proxy for exposure to television advertising. They have established a clear link between television viewing and diet, obesity, and cholesterol levels. It is impossible to say, however, whether this effect is caused by the advertising, the sedentary nature of television viewing or snacking that might take place whilst viewing. One study resolved this problem by taking a detailed diary of children's viewing habits. This showed that the more food adverts they saw, the more snacks and calories they consumed.
E. Thus the literature does suggest food promotion is influencing children's diet in a number of ways. This does not amount to proof; as noted above with this kind of research, incontrovertible proof simply isn't attainable. Nor do all studies point to this conclusion; several have not found an effect. In addition, very few studies have attempted to measure how strong these effects are relative to other factors influencing children's food choices. Nonetheless, many studies have found clear effects and they have used sophisticated methodologies that make it possible to determine that: i) these effects are not just due to chance; ii) they are independent of other factors that influence diet, such as parents' eating habits or attitudes; and iii) they occur at a brand and category level.
F. Furthermore, two factors suggest that these findings actually downplay the effect that food promotion has on children. First, the literature focuses principally on television advertising; the cumulative effect of this combined with other forms of promotion and marketing is likely to be significantly greater. Second, the studies have looked at direct effects of individual children, and understate indirect influences. For example, promotion for fast food outlets may not only influence the child, but also encourage parents to take them for meals and reinforce the idea that this is a normal and desirable behaviour.

List of Headings
i. General points of agreements and disagreements of researchers
ii. How much children really know about food
iii. Children often buy what they want
iv. Advertising effects of the "Big Four"
v. Connection of advertising and children's weight problems (Example: Paragraph D)
vi. Evidence that advertising affects what children buy to eat
vii. Advertising's focus on unhealthy options
viii. Underestimating the effects advertising has on children

Part 4 Matching headings (Q — Paragraph A __________

Part 4 Matching headings (Q — Paragraph B __________

Part 4 Matching headings (Q — Paragraph C __________

Part 4 Matching headings (Q — Paragraph E __________

Part 4 Matching headings (Q — Paragraph F __________

C. READING — Part 4 Yes/No/Not Given (Questions 93–95)

Do the following statements agree with the views of the writer? Write YES / NO / NOT GIVEN.

There is little difference between a healthy diet recommended by advisors and a diet promoted in food advertisements.

It is hard to decide which aspect accompanied with TV viewing has caused weight problems or other detrimental effects on children.

Wealthy parents tend to buy more "sensible food" for their children.

D. WRITING — Part 1 Sentence completion (Questions 96–100)

Finish each of the sentences so that it means the same as the sentence printed before it. Use NO MORE THAN FIVE WORDS for each space.

The number of tourists visiting the city rose sharply last year.
→ There ___________________________________ the number of tourists visiting the city last year.

Nancy tried to remain impartial in the quarrel between her two colleagues.
→ Nancy tried not _________________________________ the quarrel between her two colleagues.

My father persuaded me to learn another foreign language.
→ It __________________________________________________ my father persuaded me to learn.

Alice is rumoured to be about to become a Sky News presenter.
→ Rumour has ________________________________ the verge of becoming a Sky News presenter.

Someone informed the police of an impending robbery at the local bank last Monday.
→ The police were tipped _____________________________ robbery at the local bank last Monday.

D. WRITING — Part 2 Key-word transformation (Questions 101–105)

Use the word in brackets to complete the second sentence so that it has a similar meaning. Do not change the given word. Write between TWO AND SIX WORDS.

The mistake in the accounts was not noticed until the figures were double-checked. (LIGHT)
→ The mistake in the accounts only _________________________ the figures were double-checked.

They have very little money to live on now that she is unemployed. (HAND)
→ They have been living _______________________________________________ she lost her job.

A great many people will congratulate Brian if he wins the competition. (SHOWERED)
→ Brian ___________________________________________________ if he wins the competition.

She knew nothing about the party that they were planning. (DARK)
→ She _______________________________________________ the party that they were planning.

His irresponsible attitude is endangering his career as a doctor. (JEOPARDY)
→ His irresponsible attitude is putting his career __________________________________________

D. WRITING — Part 3 Paragraph (Question 106)

Write a paragraph of about 160–180 words to suggest some ways for students to improve their self-study skill.

Write a paragraph of about 160–180 words to suggest some ways for students to improve their self-study skill.

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