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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 2026-2027

TIẾNG ANH (CHUYÊN) — THPT Chuyên Hạ Long

Thời gian làm bài: 150 phút

Kết quả

A. LISTENING — Part 1 (1–10)

You will hear a man talking about the horse-riding holidays he organizes. Complete each sentence with NO MORE THAN THREE WORDS. You will hear the recording TWICE.

Part 1 — Horse-riding holidays
Transcript — Part 1 — Horse-riding holidays
Well, thank you for inviting me here today to talk to you about the riding and holiday centre I run. I understand that some of you are keen to visit us. We opened the centre six years ago and organise holidays for people of all levels of experience.

Let me tell you about a normal day's programme. You'll probably be pleased to know we don't make you get up too early! After breakfast at 8.30 we begin at about 10 o'clock by getting the horses ready. You need to make sure you have the right equipment before the ride begins at about 11.30.

For the first few miles we go quite slowly, breaking for about an hour at midday, near a beach or lake where you can swim or sunbathe. We arrive back at the Centre at about 4 o'clock.

Everyone has to wear a hard hat and these are available free of charge at the Centre. Trainers are no good for riding, I'm afraid. Strong shoes or boots with a small heel are best. Warm clothes such as jeans and sweater, some swimwear and a small shoulder bag for carrying a packed lunch, are useful.

All our accommodation is in double rooms with bathrooms. We have a television room and a games room and there is a safe area in the garden for children to play in.

In the local area there are lots of things to see and do. Both golf and fishing are available and there is an excellent museum not far away.

And now for the price. Well, a four-day holiday is £292 per person and that includes the riding, the equipment, the accommodation and all food.

If you have any questions, I'll be happy to answer them now. Thank you.
HORSE-RIDING HOLIDAYS
Daily program
10.00 a.m.: help get horse ready check (1) _____________
11.30 a.m.: ride begins
12.00 p.m.: stop near (2) _____________ or lake
4.00 p.m.: arrive back at Centre
Things to take: strong shoes or (3) _____________; warm clothes; (4) _____________; small bag to hold (5) _____________
Accommodation: (6) _____________ rooms with bathrooms; television room; (7) _____________ room; children’s area
Local attractions: (8) _____________; fishing; good (9) _____________ near to Centre
Price: 4-day holiday costs (10) £ _____________ per person

4-day holiday costs (10) £ _____________

A. LISTENING — Part 2 (11–15)

You will hear an interview with Sheena Smith, a psychologist. Choose A, B, C or D. You will hear the recording TWICE.

Part 2 — Sheena Smith
Transcript — Part 2 — Sheena Smith
Interviewer: Sheena, you’re a behavioural psychologist, which means you study the way people behave. What’s so interesting about human behaviour for you?
Sheena: Everyone’s a psychologist really, aren’t they? I mean, we’re all fascinated by what other people do, especially when it isn’t what we do ourselves. I guess that’s the heart of the matter for me these days. I’ve always been pretty good at reading people’s faces and understanding how they really feel and that’s what first got me interested in psychology.
Interviewer: One of your earliest experiences of observing behaviour was seeing what your father did when he answered the phone. Tell us about that.
Sheena: Well, he had quite a strong local accent but whenever he picked up the phone he’d speak in what I used to call his ‘telephone voice’ – he sort of became a bit more posh. My mum and I would exchange secret smiles when we heard him. What sticks in my mind is the thrill of realising that once he knew who was calling he’d either carry on with the posh voice or relax into his normal way of speaking, if he felt comfortable with them.
Interviewer: What kind of things did you study during your psychology degree?
Sheena: I enjoyed writing about how we’re affected by social norms. We like to think we’re complex and individual – and yet we all tend to behave in similar ways when faced with the same situation! It isn’t that we couldn’t do something differently if we felt like it, but we do what’s expected of us – people rarely challenge fixed ideas, even if they like to think of themselves as different. Sooner or later, we realise it’s easier to go with the crowd.
Interviewer: One of your first projects was studying how people behave in lifts, wasn’t it?
Sheena: Yes! At the beginning of the project I assumed that if I started a conversation in a lift, people would join in. But they just nodded politely and went back to staring at their phones – I couldn’t believe it! It’s the lack of space in lifts that makes people worry about appearing strange or threatening. So people do nothing at all!
Interviewer: What are you working on at the moment?
Sheena: I’m looking at behaviour that seems irrational – that appears to make little sense – like waiting in a long queue, because we think there must be something worth waiting for. But if we see an empty restaurant we won’t go in! It’s not difficult to understand why. I thought I could put an original slant on the work, but I’ve realised this research isn’t going to change the world of psychology – that doesn’t make it any less interesting than other research, though.
Interviewer: What’s been your favourite project so far?
Sheena: I did some research about the psychology of giving gifts. People are as happy to receive small gifts as larger ones – except when they learn the cost of the item. Then they start judging it. That was news to me – I’d imagined people wouldn’t be bothered. That was the first article I had published in my professional career, so it was a very satisfying piece of research.
Interviewer: What would you like to study that you haven’t yet?
Sheena: I’m interested in people’s behaviour ‘behind closed doors’. The way we behave publicly and in private can be enormously different. You can’t observe people without their knowledge, so studies like this require careful setting up. It isn’t that it can’t be done – you have to observe people for long enough until they forget they’re being observed – video cameras are the best way to do this. It’s easy to find participants for this kind of study – though people don’t always like what they see of themselves!

When Sheena talks about her father’s “telephone voice”, she remembers _____________.

When Sheena took part in an experiment in a lift she felt _____________.

What does Sheena think about the work she is currently doing?

The project Sheena has most enjoyed working on _____________.

Sheena says that what she’d like to study in the future will be _____________.

A. LISTENING — Part 3 (16–20)

You will hear a conversation between a tutor and two students, Anita and Lee. Decide whether each statement is True or False. (Drive không có file PART 3 — giải theo transcript IELTS Trainer / key đề nghị.)

Part 3 — John Chapman (không có mp3 trên Drive)
Transcript — Part 3 — John Chapman (không có mp3 trên Drive)
Tutor: Well, Anita and Lee. That was an interesting presentation you made about John Chapman. There are a few points I'd like to run through before you write it up. One thing which you didn't explain was why you decided to do a presentation on this man who spread apple varieties across the US?
Anita: Well, ages ago, we were chatting about stuff we'd read as children, and I told Lee the Johnny Appleseed story – I had these American story books when I was small. Then when we were looking into the area of domesticated species of plants for our presentation, we realised that the introduction of the apple with the settlers in the US would be a good case study …
Lee: And I remembered Chapman, so we looked up the real guy behind the legend.
Tutor: Right. I think that would have made a good intro. … Now a more serious point. You didn’t mention the sources of some of your information.
Lee: We used some books and journal articles and did an internet search and found some good sites.
Anita: We’ve put them on the back of the handout we gave everyone at the end.
Tutor: Ah, let me see. … At least you have got it all documented. … Anyway. Now, the content of your talk. What your listeners wanted to understand was whether there were apples in the US before the Europeans started to live there. You told us the early settlers had brought young apple trees but that few of them had thrived because the climate was harsh, but what about native species? I don’t think you were very clear about species already there.
Lee: Um, according to what I’ve read, there were some crab apples, but that was all. Everything that people now think of as traditional American apples, were species that the Europeans either introduced or bred by chance.
Tutor: Yes, quite. But what to me was fascinating – and I saw most members of your audience start to take notes – was when you discussed how the apple genes spread via the Silk Route into Europe from the wild apple woods of Kazakhstan.
… So, now we need to discuss the form your follow-up work will take. Are you going to produce a paper? Or are you thinking of putting it all up on the department website?
Anita: Um, I felt we could do both. And we could do a poster of some of the data. But Lee wasn’t sure.
Lee: No. I think it would be enough to use the website. We can offer a link to our email for queries.
Tutor: I think Lee's right. A poster would be nice, but it'd take too much time.
Anita: OK.

Anita and Lee chose to talk about John Chapman because he was Lee’s childhood hero.

The students recorded their sources of information on a handout.

The tutor thinks the audience was not sure whether apples grew in America before Europeans arrived.

The tutor says the audience was particularly interested to hear about the cultivation of apples in Kazakhstan.

Anita and Lee will present their follow-up work on the department website.

A. LISTENING — Part 4 (21–25)

You will hear five short extracts in which people are talking about well-known individuals. Choose from A–H each speaker’s view of the person. Use each letter only once. There are three extra letters.

Part 4 — Well-known individuals
A. scary B. underrated C. amusing D. unintelligent
E. weird F. sincere G. lucky H. unpredictable

Speaker 1 _____________

Speaker 2 _____________

Speaker 3 _____________

Speaker 4 _____________

Speaker 5 _____________

B. LEXICO-GRAMMAR — Part 1 (26–45 / paper 1–20)

Circle A, B, C or D.

Any worker who fails to obey the regulations will be sacked on the _____________.

Parents should listen to their children instead of trying to _____________ their own choices on them.

My job in Japan was really tiring. The sole redeeming _____________ of this job was the salary.

David: “Do you mind if I use your mobile phone for a while?” – Lora: “_____________.”

When you go camping in a deep forest, you must _____________ to avoid getting lost.

My boss’s demand _____________ at his house-warming party last month was really ridiculous.

It was just a small change in the bus route, but some people made _____________ about it.

Just because you’ve had a good year, it doesn’t mean that you can’t do better. You must not _____________.

My father is getting old and forgetful. _____________, he is experienced and helpful.

I didn’t like that song when I first heard it, but it’s grown _____________ me. I quite like it now.

Even if you are rich, you should save some money for a _____________ day.

Four miles off the southern coast of Massachusetts _____________, a popular summer resort.

For high school students, preparing for the final exams usually _____________ precedence over playing sports.

Jack’s parents would _____________ architecture at university, but his mind was set on becoming a photographer.

Anthony: “I think that if I learn enough vocabulary, I won’t have any trouble using English.” – Mary: “_____________. Not only should we focus on vocabulary, but we should focus on grammar as well.”

Unlike most birds, _____________.

They’ve torn down the old buildings _____________ to renovating the whole neighbourhood.

You and your big mouth! It was supposed to be a secret. You _____________ her!

Terry is an old _____________ of mine. We split up nine years ago but we’ve stayed friends.

The boy was so _____________; he cheated during the online exam and didn’t even feel sorry when the teacher caught him.

B. LEXICO-GRAMMAR — Part 2 Error (46–50 / paper 21–25)

Circle the underlined part that needs correcting.

With their thick fur and white coat, polar bears blend so perfectly with the snow in which they hunt that it is almost impossible to see themselves.

Many people lost their jobs during the economic crisis, and they just felt that life was no longer enduring.

That Damon Rayan’s stories are considered humorous ones are mainly due to his character’s use of slang.

Snowmobiles are capable of damaging the land over which they travel, no matter how cautious they are driven.

Safety regulations are being neglected by company managers in the drive to increase profits.

B. LEXICO-GRAMMAR — Part 3 Particles (51–55 / paper 26–30)

Fill ONE suitable particle.

I will be there to back you _____________ if anyone asks difficult questions.

the new office building is _____________ walking distance of the subway station

he’s a good fellow _____________ heart

people who easily go back _____________ their promises

Ha Long Bay is far and _____________ the most beautiful place

B. LEXICO-GRAMMAR — Part 4 Word form (56–65 / paper 31–40)

Give the correct form of the words in capitals.

helped the readers to (31. VISUAL) the scene

Wilson’s (32. TIMID) prevented him from asking her out

companies are now (33. SKILL) their employees

Part 4 Word form (56–65 / pape — It’s (34. COMPARE) quiet

Part 4 Word form (56–65 / pape — these programmes are (35. CHANGE)

(36. FOREST) is one of the most effective ways

the use of social media has become (37. RESIST) addictive

Part 4 Word form (56–65 / pape — How (38. PUT) the book was!

talking about their (39. GO) school years

the feeling of (40. ESCAPE) from the real world

C. READING — Part 1 Cloze (66–72 / paper 1–7)

Choose the correct word for each blank.

Words may be perceived as the most obvious part of any conversation, but they are in reality only the tip of the communication iceberg. Studies have consistently shown that body language, or non-verbal communication, has an enormous impact on our (1)_____________ of others.

Is the person you are talking to actively leaning in or are they (2)_____________ away from you? Is their head tilted? Are their hands buried deep in their pockets? Do they keep breaking eye (3)_____________? Even if you are not fully aware of it, all of these subconscious things are likely to (4)_____________ to your overall opinion of the person and of what they are telling you.

The exact meaning of particular (5)_____________ can vary greatly from one culture to another.

Having said that, the importance of non-verbal communication seems to be entirely universal. Indeed, all around the globe, in cases where words and body language (6)_____________, people seem to give just as much credence to the non-verbal message that they are (7)_____________ up on as they do to the speaker’s actual words.

C. READING — Part 2 Open cloze (73–79 / paper 8–14)

Fill ONE suitable word.

Conflict resolution is the art of managing a situation where two or more parties have a disagreement.

The definition of a conflict itself can be anything (8)_____________ a personal dispute to an international one, and the ultimate goal of conflict mediation is to ensure the sides (9)_____________ an agreement that is acceptable for everybody concerned. It (10)_____________ without saying that that conflict has to be resolved peacefully (11)_____________ than through violence. In order to achieve that, a number of techniques can be implemented, but in the end, it all usually comes down to finding a compromise. This often involves a mediator – a third party that is impartial, and is (12)_____________ not biased towards any side of the argument. They help establish a common ground for the opponents – a foundation on which to build a new, more friendly relationship.

While humanity has preferred the “eye for an eye” approach for ages, talking it (13)_____________ rather than fighting is always the better option. All things considered, there is (14)_____________ doubt that a skill like that will be increasingly useful in the trouble-ridden society of today.

C. READING — Part 3 Musical talent (80–87 / paper 15–22)

Choose A, B, C or D.

Among all the abilities with which an individual may be endowed, musical talent appears earliest in life. Very
young children can exhibit musical precocity for different reasons. Some develop exceptional skill as a result of a well-
designed instructional regime. Some have the good fortune to be born into a musical family. A musically gifted child
has an inborn talent; however, the extent to which the talent is expressed publicly will depend upon the environment in
which the child lives.
Musically gifted children master at an early age the principal elements of music, including pitch and rhythm. Pitch
is more central in certain cultures, such as in Eastern societies while rhythm is emphasized in sub-Saharan Africa.
All children have some aptitude for making music. During infancy, normal children sing as well as babble, and
they can produce individual sounds and sound patterns. Infants as young as two months can match their mother’s songs
in pitch, loudness, and melodic shape, and infants at four months can match rhythmic structure as well. Infants are
especially predisposed to acquire these core aspects of music, and they can also engage in sound play that clearly
exhibits creativity.

Individual differences begin to emerge in young children as they learn to sing. Some children can match large
segments of a song by the age of two or three. Many others can only approximate pitch at this age and may still have
difficulty in producing accurate melodies by the age of five or six. However, by the time they reach school age, most
children in any culture have a schema of what a song should be like and can produce a reasonably accurate imitation of
the songs commonly heard in their environment.
The early appearance of superior musical ability in some children provides evidence that musical talent may be a
separate and unique form of intelligence. There are numerous tales of young artists who have a remarkable “ear” or
extraordinary memory for music and a natural understanding of musical structure. In many of these cases, the child is
average in every other way but displays an exceptional ability in music. Even the most gifted child, however, takes about
ten years to achieve the levels of performance or composition that would constitute mastery of the musical sphere.
Every generation in music history has had its famous prodigies. In the eighteenth century, Wolfgang Amadeus
Mozart began composing and performing at the age of six. As a child, Mozart could play the piano like an adult. He had
perfect pitch, and at age nine he was also a master of the art of modulation, which became one of the hallmarks of his
style. By the age of eleven, he had composed three symphonies and 30 other major works.
Unusual musical ability is a regular characteristic of certain anomalies such as autism. In one case, an autistic girl
was able to play “Happy Birthday” in the style of various composers, including Mozart, Beethoven, Verdi, and Schubert.
When the girl was three, her mother called her by playing incomplete melodies, which the child would complete with
the appropriate tone in the proper octave. For the autistic child, music may be the primary mode of communication, and
the child may cling to music because it represents a haven in a world that is largely confusing and frightening.
15. The word “precocity” in paragraph 1 is closest in meaning to _____________.
A. strong interest B. good luck C. advanced skill D. personal style
16. The author makes the point that musical elements such as pitch and rhythm _____________.
A. distinguish music from other art forms B. vary in emphasis in different cultures
C. make music difficult to learn D. express different human emotions
17. According to the passage, when does musical talent usually begin to appear?
A. When children learn to sing at two or three years old
B. Between the ages of two and four months
C. When infants start to babble and produce sound patterns
D. Between ten years old and adolescence
18. According to the passage, which of the following suggests that musical talent is a separate form of intelligence?
A. The ability of all babies to acquire core elements of music
B. Recognition of the emotional power of music
C. Exceptional musical ability in an otherwise average child
D. Differences between learning music and learning language
19. The word “they” in paragraph 3 refers to _____________.
A. aspects B. months C. songs D. infants
20. Why does the author mention Mozart in paragraph 6?
A. To compare past and present views of musical talent
B. To describe the development of individual musical skill
C. To list musical accomplishments of the eighteenth century
D. To give an example of a well-known musical prodigy
21. All of the following are given as examples of exceptional musical talent EXCEPT _____________.
A. appreciation for a wide variety of musical styles
B. ability to compose major works at a young age
C. a remarkable “ear” or perfect memory for music
D. playing a single song in the style of various composers
22. Which of the following can be inferred from the passage about exceptional musical ability?
A. It has been documented and studied but is little understood.
B. It is evidence of a superior level of intelligence in other areas.
C. It is the result of natural talent and a supportive environment.
D. It occurs more frequently in some cultures than in others.

Part 4: Read the passage below and do the tasks that follow. (0.8 points)

The word “precocity” in paragraph 1 is closest in meaning to _____________.

The author makes the point that musical elements such as pitch and rhythm _____________.

According to the passage, when does musical talent usually begin to appear?

Which of the following suggests that musical talent is a separate form of intelligence?

The word “they” in paragraph 3 refers to _____________.

Why does the author mention Mozart in paragraph 6?

All of the following are given as examples of exceptional musical talent EXCEPT _____________.

Which of the following can be inferred about exceptional musical ability?

C. READING — Part 4 Fingerprinting (88–95 / paper 23–30)

Match headings i–vii to paragraphs A–E. Then True/False/Not Given.

A History of Fingerprinting
A. To detectives, the answers lie at the end of our fingers. Fingerprinting offers an accurate and infallible means of
personal identification. The ability to identify a person from a mere fingerprint is a powerful tool in the fight against
crime. It is the most commonly used forensic evidence, often outperforming other methods of identification. These days,
older methods of ink fingerprinting, which could take weeks, have given way to newer, faster techniques like fingerprint
laser scanning, but the principles stay the same. No matter which way you collect fingerprint evidence, every single
person’s print is unique. So, what makes our fingerprints different from our neighbours’?
B. A good place to start is to understand what fingerprints are and how they are created. A fingerprint is the
arrangement of skin ridges and furrows on the tips of the fingers. This ridged skin develops fully during fetal
development, as the skin cells grow in the mother’s womb. These ridges are arranged into patterns and remain the same
throughout the course of a person’s life. Other visible human characteristics, like weight and height, change over time
whereas fingerprints do not. The reason why ever fingerprint is unique is that when a baby’s genes combine with
environmental influences, such as temperature, it affects the way the ridges on the skin grow. It makes the ridges develop
at different rates, buckling and bending into patterns. As a result, no two people end up having the same fingerprints.
Even identical twins possess dissimilar fingerprints.
C. It is not easy to map the journey of how the unique quality of the fingerprint came to be discovered. The moment
in history it happened is not entirely clear. However, the use of fingerprinting can be traced back to some ancient
civilizations, such as Babylon and China, where thumbprints were pressed onto clay tablets to confirm business
transactions. Whether people at this time actually realized the full extent of how fingerprints were important for
identification purposes is another matter altogether. One cannot be sure if the act was seen as a means to confirm identity
or a symbolic gesture to blind a contract, where giving your fingerprint was like giving your word.
D. Despite this uncertainty, there are those who made a significant contribution towards the analysis of
fingerprinting. History tells us that a 14th century Persian doctor made an early statement that no two fingerprints are
alike. Later, in the 17th century, Italian physician Marcello Malpighi studied the distinguishing shapes of loops and
spirals in fingerprints. In his honour, the medical world later named a layer of skin after him. It was, however, an
employee for the East India Company, William Herschel, who came to see the true potential of fingerprinting. He took
fingerprints from the local people as a form of signature for contracts, in order to avoid fraud. His fascination with
fingerprints propelled him to study them for the next twenty years. He developed the theory that fingerprints were unique
to an individual and did not change at all over a lifetime. In 1880 Henry Faulds suggested that fingerprints could be used
to identify convicted criminals. He wrote to Charles Darwin for advice, and the idea was referred on to Darwin’s cousin,
Sir Francis Galton. Galton eventually published an in-depth study of fingerprint science in 1892.
E. Although the fact that each person has a totally unique fingerprint pattern had been well documented and
accepted for a long time, this knowledge was not exploited for criminal identification until the early 20th century. In the
past, branding, tattooing and maiming had been used to mark the criminal for what he was. In some countries, thieves
would have their hands cut off. France branded criminals with the fleur-de-lis symbol. The Romans tattooed mercenary
soldiers to stop them from becoming deserters.
Questions 23-27. The reading passage has five paragraphs, A-E. Choose the correct heading for each paragraph
from the list of headings below. Write the correct number, i-vii, in the blanks.
List of Headings
i. Key people that made a difference
ii. An alternative to fingerprinting
iii. The significance of prints
iv. How to identify a criminal
v. Patterns in the making
vi. An uncertain past
vii. Family connections
23. Paragraph A _____________
24. Paragraph B _____________
25. Paragraph C _____________
26. Paragraph D _____________
27. Paragraph E _____________

Questions 28-30. Do the following statements agree with the information given in the reading passage?
Write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
28. The ridges and patterns that make up fingerprints develop before birth.
29. Malpighi conducted his studies in Italy.
30. Roman soldiers were tattooed to prevent them from committing violent crimes.

Paragraph A: To detectives, the answers lie at the end of our fingers. Fingerprinting offers an accurate and infallible means of pers… — chọn heading

Paragraph B: A good place to start is to understand what fingerprints are and how they are created. A fingerprint is the arrangement … — chọn heading

Paragraph C: It is not easy to map the journey of how the unique quality of the fingerprint came to be discovered. The moment in hist… — chọn heading

Paragraph D: Despite this uncertainty, there are those who made a significant contribution towards the analysis of fingerprinting. Hi… — chọn heading

Paragraph E: Although the fact that each person has a totally unique fingerprint pattern had been well documented and accepted for a … — chọn heading

The ridges and patterns that make up fingerprints develop before birth.

Malpighi conducted his studies in Italy.

Roman soldiers were tattooed to prevent them from committing violent crimes.

D. WRITING — Part 1 (96–100 / paper 1–5)

Finish each sentence so that it means the same. Use NO MORE THAN FIVE WORDS.

The school will not tolerate students cheating in examinations.
→ In no way _____________ students cheating in examinations.

“You shouldn’t have leaked the project details to the press!” the manager told Leo.
→ The manager reproached _____________ the project details to the press.

They believe that the prestige of this school has improved immensely in the last few decades.
→ The prestige of this school is _____________ immensely in the last few decades.

I suddenly realised that I had left my homework at home.
→ It dawned _____________ left my homework at home.

The newly released smartphone is not nearly as expensive as last year’s model.
→ The newly released smartphone is nowhere _____________ last year’s model.

D. WRITING — Part 2 Keyword (101–105 / paper 6–10)

Use the word in brackets. Do not change it. Write TWO TO SIX WORDS.

Attendance at the additional evening lectures is not obligatory for students. (UNDER)
→ Students are _____________ the additional evening lectures.

I tried to talk to Jack about the problem, but he was too busy. (WORD)
→ I tried to _____________ about the problem, but he was too busy.

After years of hard work, she became a well-known scientist. (NAME)
→ After years of hard work, she _____________ herself as a scientist.

Nobody could believe the story Ellie told us although it was true. (BEYOND)
→ The story Ellie told us _____________ although it was true.

When the fire broke out, Jonathan kept his cool and guided everyone to the emergency exit. (MIND)
→ When the fire broke out, Jonathan had the _____________ everyone to the emergency exit.

D. WRITING — Part 3 Paragraph (106)

Write a paragraph of about 160–180 words discussing the negative effects of consuming fast food and sugary drinks on teenagers’ health.

Write 160–180 words on the negative effects of fast food and sugary drinks on teenagers’ health.

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