TRƯỜNG THPT CHUYÊN TRẦN PHÚ KỲ THI TUYỂN SINH VÀO LỚP 10 THPT CHUYÊN

GIÁO VIÊN: PHẠM THỊ THANH HƯƠNG NĂM HỌC 2024 - 2025
ĐỀ THI MÔN: TIẾNG ANH (Chuyên)
2024 THI THỬ CHUYÊN N01 Thời gian làm bài: 150 phút (không kể thời gian giao đề)

Họ và tên thí sinh: ………………………………………... Lớp: …………….

LƯU Ý: - Đề thi gồm 06 trang.
- Phần tự luận (SECTION ONE) làm vào phiếu trả lời tự luận.
- Phần trắc nghiệm (SECTION TWO) làm vào phiếu trả lời trắc nghiệm.
SECTION ONE: CONSTRUCTED-RESPONSE TEST
PART ONE: LISTENING COMPREHENSION
I. You will hear part of a radio interview with a law student called Mark Stone, talking about his life at university. Listen
and answer the questions by choosing the appropriate letter A, B, or C. You will hear the recording twice. (5 pts)
1. Why did Mark decide to study at Gramwell University?
A. It offers a very good course in his subject.
B. His parents advised him to go there.
C. It is near where he grew up.
2. What does Mark say about his studies?
A. It is difficult to manage his time well.
B. It is less demanding now that it used to be.
C. It is worth studying hard.
3. Why did Mark get a part-time job?
A. He wanted experience working as a librarian.
B. He had to cover the cost of his accommodation.
C. He was getting bored in his spare time.
4. What does Mark say about his friends at Gramwell?
A. Most people he knows study law.
B. They study a variety of different subjects.
C. The subjects they study are more interesting than law.
5. How does Mark feel about his social life?
A. He wishes he could go to more parties.
B. He worries about wasting time.
C. He believes he studies better after doing sport.
1. A 2. C 3. B 4. B 5. C
SCRIPT
Interviewer: Hello, Mark, thank you for agreeing to talk to us about your experience of being a student at Gramwell University.
I’m sure many of our listeners will be thinking of applying next year, and they’ll be very interested in what you have to say!
Mark Stone: Thanks, it’s great to be here.
Interviewer: First of all, why did you choose Gramwell University?
Mark Stone: Well, no one in my family had been to university before, and my parents couldn’t really help me decide. My mother
hoped I’d live at home while I was a student, but I really wanted to go to a different city, and make new friends. And Gramwell is
really one of the best places in the country for law, so that’s why I went for it.
Interviewer: Was there anything that particularly surprised you when you arrived at Gramwell?
Mark Stone: Yeah, I hadn’t actually realised before I came here how different many things would be. It may sound silly, I know,
but I hadn’t actually spent more than a few hours here – when I came on an open day – before arriving at Gramwell as a student.
Of course the buildings are all very modern, but I knew that. I just wasn’t prepared for how different everything would feel, you
know – most people are my age, so it’s all quite exciting. It rains as much as it always did at home, though!
Interviewer: And what’s it like, studying law?
Mark Stone: People told me before I started that I’d find it very stressful. It hasn’t been too bad, though – I’ve really enjoyed the
challenge. Don’t get me wrong, there’s a lot of work involved, especially just before a deadline! But the more you put in, the better
you do, and as long as you’re well organised, which I am – I think I get that from my mother – then it’s OK?
Interviewer: Do you have a part-time job?

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Mark Stone: Yes, I share a flat with three other students, and I need to pay the rent! It’s OK though, it makes a change from the
library and the people I work with are cool. It is quite tiring though, especially when I’ve been studying all day – I’m a waiter in a
busy restaurant, so it certainly keeps me fit!
Interviewer: I’m sure it does! And what are your lecturers like? Are they helpful?
Mark Stone: I must admit I was a bit scared of them when I first arrived. You know, I thought ‘Why on earth would they want to
talk to someone like me?’. In fact most of them are very interested in how their students are getting on. The problem is that students
usually don’t take advantage of the opportunities they have to talk to them. They have times every week when you can go and see
them. Even outside of those hours, it’s usually quite easy to find them and they won’t mind at all.
Interviewer: Do you mainly mix with other law students?
Mark Stone: I have some very good friends here in the law faculty, but because I lived in a big student residence in my first year,
I met people doing all sorts of courses. It was nice not to talk about law for a change! One of my best friends is reading history,
and I’m sharing a flat with him, as well as a biologist and a drama student!
Interviewer: Sounds fun! And what’s the social life like at Gramwell?
Mark Stone: There are lots of societies, and good sports facilities – there’s even a skateboarding club! I’ve made friends that way
too – I’m in the basketball team – and as long as you don’t let it take up too much of your time, it’s a really good way of unwinding
and forgetting about work for a while. And then when I get back to my desk, I’m definitely more focused. I know some people think
we just spend all our time at parties, but that’s not actually the case.
Interviewer: Well, thanks, Mark, it’s been great talking to you. Good luck with your studies!
Mark Stone: Thank you!
II. You will hear a talk by a man called Graham Jones, who designs model railways in Britain. Listen to the talk and write
ONE WORD OR A NUMBER you hear for each answer in the spaces given. You will hear the recording twice. (10 pts)
Model railways
6. In the 1980s and 1990s, models were considered to be _____.
7. Britain is the _____ railway model market in Europe.
8. For parents, model railways are a _____ alternative to computers and videogames.
9. Most people who buy model railway equipment nowadays are _____.
10. Purchasers of model trains include lawyers, business executives and _____.
11. Children will always be interested in toy models of _____ objects.
12. Model railways will continue to appeal mainly to _____.
13. Companies that make model railways are now investing in countries in _____.
14. Manufacturers will be promoting their products at international toy _____.
15. Model trains are available that are _____ by computers.
6. unfashionable 7. largest 8. healthier 9. adults 10. bankers
11. real-life 12. boys 13. Asia 14. fairs 15. controlled
SCRIPT
Good afternoon, my name’s Graham Jones. I’m glad to be here this afternoon and to see so many of you. Thank you for coming.
One of the most interesting developments in the toy market has been the revival of interest in that most traditional of toys: train
sets. In the 1980s and 1990s, people felt that models of all sorts, and especially railways, were unfashionable, but they have
become big business in the last few years.
In Britain there has always been a strong interest in railways, as can be seen from the number of people who go ‘train spotting’ –
collecting information about locomotives and train movements. People are happy to stand outdoors in the cold for hours on end in
the hope of seeing an engine or even just a carriage that they haven’t seen before, and noting down the serial number. It must be
one of the most uncomfortable hobbies in the world! But this interest does help explain why Britain is the largest model railway
market in Europe.
Modern train sets are introducing children, who may never have travelled by real train, to the joys of railway modelling. Model trains
are more lasting than other toy equipment, their quality is superb and that has added to their popularity with both parents and
children. And many parents think model railways are a healthier indoor alternative to computers and videogames.
Market research has been done to see what sort of people the hobby appeals to. Interestingly, the majority of purchasers of model
railway equipment today are adults, not children. By that I don’t mean that parents buy model railways for their children, although
obviously this happens a great deal. I’m talking about people who are willing to spend a lot of money on miniature locomotives and
re-live part of their childhood. More detailed analysis into the people who buy this equipment has also proved interesting.
Many model trains are bought by middle-aged men, with a large proportion of lawyers, bankers and business executives.

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Of course, we need to plan for the future, and makes as many predictions as we can based on what we know. It seems reasonable
to assume that children will always have a natural interest in models and miniature versions of real-life objects like toy cars and
aeroplanes.
Model railway manufacturers are always trying to maximise their sales and come up with new ideas, and they’re experimenting
with toy trains aimed directly at girls. But despite their best efforts, one aspect of the market for these items is likely to remain the
same: boys will probably continue to find these toys far more appealing than girls do.
Of course manufacturers are also keen to expand outside countries like the UK where there is already a demand for their
products. They are investing in new markets in countries in Asia, for example, where there isn’t the same traditional interest in
railways.
Researchers and marketing specialists believe that there is a lot of potential in these markets, and manufacturers will be taking
part in international toy fairs to promote their model trains. It’s exciting to think that their products may soon be available – and
selling well, we hope – all over the world! There is plenty of work for designers, too, as railway buildings are different all over the
world and the models are always incredibly accurate. Many people spend as much money on the miniature stations as they do on
the actual trains.
Model railways are becoming more up to date, too. Computer-controlled model railways are available in the toy market now, and
of course who knows what the future holds? As long as there are trains, there will be model railways!
PART TWO: VOCABULARY AND GRAMMAR
I. Give the correct form of the word in brackets to complete each of the following sentences. (10 pts)
1. These forgeries are so good that they are almost (DISTINGUISH) _____ from the originals.
indistinguishable
/ˌɪndɪˈstɪŋɡwɪʃəbl/ two things are indistinguishable, or one is indistinguishable from the other, it is impossible
to see any differences between them
(BED) _____ patients are often given exercises to help prevent their muscles from becoming stiff. bedridden
adj = noun + suffix
2. I wish to (KNOW) _____ the support of my family during the writing of this book.
acknowledge
/əkˈnɒlɪdʒ/ (formal) to publicly express thanks for help you have been given
The authors gave a very detailed description, which helped the readers to (VISUAL) _____ the scene. visualise
verb = adj + suffix
3. Due to an administrative (SIGHT) _____, several members of staff did not receive pay checks this month.
oversight
[countable, uncountable] the fact of making a mistake because you forget to do something or you do not notice
something
They emphasize that all information supplied must be treated with complete (CONFIDENT) _____. confidentiality
noun = adj + suffix
4. Tests that measure children’s ability to think (ANALYZE) _____ are being introduced in a number of schools.
analytically
/ˌænəˈlɪtɪkli/ by using a logical method of thinking about something in order to understand it, especially by looking
at all the parts separately
Foreign language learning is (ARGUE) _____ an issue that attracts much attention. (un)arguably
adv = prefix + verb + suffix
5. Not all the winners will receive great prizes, but nobody leaves (HAND) _____.
empty-handed
[not usually before noun] without getting what you wanted; without taking something to somebody
The old friends spent a lovely evening reminiscing their vibrant (GO) _____ days at university. bygone
adj = prefix + verb + suffix
6. My uncle Jack is a strict (DISCIPLINE) _____ who always believes in “spare the rod, spoil the child”.
disciplinarian
/ˌdɪsəplɪˈneəriən/ a person who believes in using rules and punishments for controlling people
The little boy dreams of being a (COMMENT) _____ on sports events for the TV station. commentator
noun = verb + suffix
7. While excavating the site for a new hotel, workers (EARTH) _____ the remains of several dinosaurs.
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 unearthed
to find or discover something by chance or after searching for it = dig up
I really believe that it would be a major mistake to (CRIME) _____ any drugs that are currently illegal. decriminalize
verb = prefix + noun + suffix
8. She walked out of the room and the dog followed (OBEY) _____ at her heels.
obediently
/əˈbiːdiəntli/
That the child behaved (DEAR) _____ made her parents satisfied. endearingly
adv = prefix + adj + suffix
9. He was in a job where he felt (APPRECIATE) _____ and undervalued.
unappreciated
/ˌʌnəˈpriːʃieɪtɪd/ not having your work or your qualities recognized and enjoyed by other people; not appreciated
Robert decided to donate all his (EARN) _____ money to help tsunami victims. hard-earned
adj = prefix + verb + suffix
10. Richard was forcibly expelled from school for (ATTEND) _____.
non-attendance
[uncountable] failure to go to a place at a time or for an event where you are expected
Prices may rise and consumption may fall as individuals refrain from purchasing new cars, computers and other (ESSSENCE)
_____. non-essentials
noun = prefix + noun + suffix
II. Fill each blank with a suitable preposition or adverb particle to complete each of the following sentences. (10 pts)
1. The man _____ the other end of the line was so rude that I hung _____ on him.
on – up
line = a phone connection; a particular phone number
down the line/ on the line/ on line
hang up on somebody = (informal) to end a phone call by suddenly and unexpectedly putting the phone down or
pressing the ‘end call’ button
Peter has already left _____ foot, but if we take the car, maybe we can still head him _____ before he gets home. on – off
PREP PHRASE - PHRASAL VERB
2. Only unmarried women are eligible _____ membership, so they decided not to take _____ any new responsibilities.
for – on
a person who is eligible for something or to do something, is able to have or do it because they have the right
qualifications, are the right age, etc.
take something/somebody on = to decide to do something; to agree to be responsible for something/somebody
It’s worrying that many rare animals native _____ this area are likely to die _____ soon. to – out
ADJ +PREP - PHRASAL VERB
3. He likes to show _____ _____ the tennis court, especially when girls are watching.
off – on
show off = (informal, disapproving) to try to impress others by talking about your abilities, possessions, etc.
off (the) court >< on (the) court: a place where games such as tennis and basketball are played
Miss Helena whiled _____ the hours playing old films _____ her video recorder. away – on
PHRASAL VERB - PREP + NOUN
4. I need to check _____ _____ a few things before I can decide.
up – on
check up on something: to find out if something is true or correct
We have a written script to fall_____ _____ if we run out of things to discuss. back – on
PHRASAL VERB (V + PARTICLE + PREP)
5. I’m feeling rather sweaty. Do you mind if I just freshen _____ a bit before you get the food _____?
up – in
sweaty /ˈsweti/ covered or wet with sweat
freshen up | freshen yourself up = to wash and make yourself look clean and tidy
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 get something in = to collect or gather something
As soon as the food was brought _____, everyone dived _____ and helped themselves. out – in
PHRASAL VERB - PHRASAL VERB
6. On returning home, Peter discovered _____ his horror that someone had been bent _____ burning his house.
to – on
collocation of “horror”:
to your horror
in horror/ with horror
horror at something/ doing sth
bent on (doing) something = determined to do something (usually something bad)
Chad is _____ the opinion that his son is still prone _____ nerves for all his experience. of – to
PREP + N – ADJ + PREP
7. I've given _____ trying to make my sister see sense, and now I'm resigned _____ the fact that she is going to marry Jason.
up – to
give something up = [no passive] to stop doing or having something
see sense: to start to be sensible or reasonable
resigned to (doing) something: being willing to calmly accept something unpleasant or difficult that you cannot
change
Where were you bound _____ when you ran _____ a typhoon last month? for – into
COLLOCATION (ADJ + PREP) - PHRASAL VERB
8. Stop putting words _____ my mouth! I never said the government had come _____ fire for its decision to close the mines.
into – under
put words into someone's mouth: to pretend that someone has said something that be or she her, not actually said
come under fire: to be criticized
It’s _____ John why his brother put the cart _____ the horse in dealing with those complaints. beyond – before
IDIOM( V + N + PREP + N) – IDIOM (PREP PHRASE)
9. I was sorting _____ some papers when I came _____ these old photos
through – across/ (up)on
sort through something (for something) = to look through a number of things, either in order to find something or to
put them in order
come across/on/upon somebody/something = [no passive] (formal) to meet or find somebody/something by chance
I’ve bundled _____ the magazines and tied them _____ strings so that you can carry them more easily. up – with
PHRASAL VERB – PHRASAL VERB
10. Philip isn't clever enough to plan such a crime on his own. Someone must have put him _____ _____ it.
up – to
put somebody up to something = (informal) to encourage or persuade somebody to do something wrong or stupid
It was only on the following day that the manager finally got _____ _____ interviewing Henry about his expertise. (a)round –
to
PHRASAL VERB (VERB + PARTICLE + PREP)
III. The following passage contains 10 mistakes. Identify the mistakes and write the corrections in the corresponding
numbered boxes. (10 pts)
1 Hundred of species of marine life manage to survive even in the darkest depths of the ocean. These tenants of the
2 deep have evolved some extreme ingenious devices for locating their food and enemies. Where the light is very dim,
3 some of these deep-water species have developed enormous eyes by almost telescopic lenses, very much like that
4 of owls. Others, especially the fish that survive where there is no light at all, is quite blind but have developed long
5 feelers that enable them identify and collect stray bits of food that come within a considerable radius of them. Some
6 inhabitants of the deep supply their own light. They have built-in torches that they can switch on and off depended
7 on whether they are pursuing or being pursued. Some have regular lamps, spots of steady light, that spread a faint
8 glow through the water around them. One deep-water squid can squirt a luminous fluid that lights up its immediate
9 vicinity, a nest variation on the ink ejected by its cousins nearer the surface to becloud and darken the water. It is
10 supposed that about half of the variety of fish living in the depths dark of the ocean have some power of illumination.
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 1 Hundred-Hundreds of species of marine life manage to survive even in the darkest depths of the ocean. These
2 tenants of the deep have evolved some extreme-extremely ingenious devices for locating their food and enemies.
3 Where the light is very dim, some of these deep-water species have developed enormous eyes by-with almost
4 telescopic lenses, very much like that-those of owls. Others, especially the fish that survive where there is no light
5 at all, is-are quite blind but have developed long feelers that enable them identify-to identify and collect stray bits
6 of food that come within a considerable radius of them. Some inhabitants of the deep supply their own light. They
7 have built-in torches that they can switch on and off depended-depending on whether they are pursuing or being
8 pursued. Some have regular lamps, spots of steady light, that-which spread a faint glow through the water around
9 them. One deep-water squid can squirt a luminous fluid that lights up its immediate vicinity, a nest variation on the
10 ink ejected by its cousins nearer the surface to becloud and darken the water. It is supposed that about half of the
variety-varieties of fish living in the depths dark-dark depths of the ocean have some power of illumination.
No. Lines Mistakes Corrections
1. 1 Hundred Hundreds
2. 2 extreme extremely
3. 3 by with
4. 3 that those
5. 4 is are
6. 5 identify to identify
7. 6 depended depending
8. 7 that which
9. 10 variety varieties
10. 10 depths dark dark depths
PART THREE: READING COMPREHENSION
Read the following passage and fill each of the numbered blanks with ONE suitable word. (5 pts)
Students frequently complain (1) _____ studying for hours on (2) _____ and then not doing well in their final exams. Many factors
can (3) _____ in poor performances: (4) _____ illness or a personal problem. Getting high grades can also put a terrible strain on
students (5) _____ don’t want to let their parents down.
Can students’ knowledge be judged by a (6) _____ exam? Certainly not! If we want to be fair, students ought to be (7) _____ on a
regular basic. So does that mean more exams? Yes, but (8) _____ many written ones. In many countries, student do not have to
take written exams (9) _____ they don’t want to, they are (10) _____ to take oral ones instead. This seems to be a fairer way of
assessing understanding, not just testing it.
1. about 2. end 3. result 4. an 5. who/ that
6. single 7. tested 8. not 9. if 10. allowed/ permitted

PART FOUR: WRITING

I. Finish the second sentence in such a way that its meaning is similar to that of the original one. (10 pts)
1. Uncle David did not suffer from his experience.
 Uncle David was none............................................................................................................................................................
the worse for his experience
be none the worse (for something) = to not be harmed by something
Every possible effort was made by the police to find the missing boy.
 The police left no stone unturned to find the missing boy/ unturned in their efforts to find the missing boy
IDIOM
2. It was an impressive picture but it wasn’t to my taste.
 Impressive ..............................................................................................................................................................................
as/though the picture was, it wasn’t to my taste
Though he didn’t want to pay such a high price, he had no choice.
 Reluctant as/ though he was/ might be to pay such a high price, he had no choice
as/ though he was/ might be, he had no choice but to pay such a high price
ADVERBIAL CLAUSE OF CONCESSION
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3. The government say that the rise in the unemployment rate caused the increase in the number of petty thefts.
 The increase in the number of petty thefts .............................................................................................................................
is said to have been caused by the rise in the unemployment rate
They believe that the prestige of this school has improved immensely in the last few decades.
 The prestige of this school is believed to have improved immensely in the last few decades
PASSIVE VOICE
4. There is absolute necessity for you to wear formal clothes to the party this evening.
 It is absolutely necessary that you .........................................................................................................................................
(should) wear formal clothes to the party this evening
Most people advised John to accept the offer of work in Barcelona.
 It is advisable that John (should) accept the offer of the work in Barcelona
SUBJUCTIVE MOOD
5. “Nothing can talk me into investing in the business” Mr. Brown said.
 Mr. Brown flatly refused..........................................................................................................................................................
to invest in the business
“I’m so annoyed as they keep asking me to work overtime without pay,” Daisy said.
 Daisy resented being asked to work overtime without pay/ them asking me to work overtime without pay
REPORTED SPEECH: VERB + GERUND / TO INFINITIVE
6. I don't think he has made such a terrible mistake.
 At no .......................................................................................................................................................................................
time do I think he has made such a terrible mistake
Alex had no idea how difficult the task would be until he was half way through it.
 Only when Alex was half way through it did he know how/ realise difficult the task would be
INVERSION
7. They were working so we tried not to disturb them.
 If .............................................................................................................................................................................................
they hadn’t been working/ they were not to have been working, we wouldn’t have tried not to disturb them
We will stand by you whenever you’re in trouble.
Should you be in trouble, we will stand by you
CONDITIONAL
8. The meat is a bit burnt as you have cooked it for so long.
 The meat is a bit burnt; you should ........................................................................................................................................
not have cooked it for so long
It was unnecessary for Nick to carry the heavy gas bottle on his back as the campsite had electric cookers.
 Nick needn’t have carried the heavy gas bottle on his back as the campsite had electric cookers
MODAL + HAVE P2
9. When the girl was told about the news, she burst into tears.
 On ..........................................................................................................................................................................................
having been told/being told about the news, the girl burst into tears
When the goods arrived at the shop, they were inspected carefully.
 On arriving at the shop, the goods were inspected carefully
PREP + V-ing
10. The drought was so devastating that large areas of Africa were affected.
 It was so .................................................................................................................................................................................
devastating a drought that large areas of Africa were affected
It was such an impressive painting that I had an irresistible urge to buy it.
 It was so impressive a painting that I had an irresistible urge to buy it
ADVERBIAL CLAUSE
II. Rewrite each of the sentences below in such a way that its meaning is similar to that of the original one, using the
word given in brackets. Do not change this word in any way. You must use NO MORE THAN SIX words. (5 pts)
1. I am writing about the advertisement. (REFERENCE)
 I am writing ................................................................................................................................................ the advertisement.
in/ with + reference to
in/with reference to = (formal) used to say what you are talking or writing about
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 We suppose the new models are about ten thousand dollars. (VICINITY)
 The new models are supposed of ten thousand dollars. to be in the vicinity
2. We didn’t think she would pass the exam. (DOUBTFUL)
 We ........................................................................................................................................... chances of passing the exam.
were doubtful about her
There are several categories of people who don’t have to pay the new tax. (EXEMPT)
 Several categories of people are the new tax. exempt from
3. He said he was anxious about the plight of the homeless. (CONCERN)
 He..................................................................................................................................................the plight of the homeless.
expressed/ showed/ voiced + concern + for/ about/ over
plight: a difficult and sad situation
I forgot my friend’s birthday last week and don’t know how to make it up to her. (AMENDS)
 I don’t know forgetting my friend’s birthday last week. how to make amends for
4. What I've got to say to you now is strictly unofficial and most certainly not for publication. (RECORD)
 What I've got to say to you now is strictly ................................................................... and most certainly not for publication.
off the record
if you tell somebody something off the record, it is not yet official and you do not want them to repeat it publicly
Since his wife gave birth to twins, Steve has felt truly happy. (NINE)
 Steve has since his wife gave birth to twins. felt/ been on cloud nine
5. If things go wrong, James, whatever you do, don't panic. (HEAD)
 James, whatever you do, don't .................................................................................................................. if things go wrong.
lose your head
lose your head = to become unable to act in a calm or sensible way
They are having problems because they did not take out medical insurance. (COST)
 They are medical insurance was not taken out. counting the cost as/ because/ since
SECTION TWO: SELECTED-RESPONSE TEST
PART ONE: VOCABULARY AND GRAMMAR
Mark letter A, B, C or D to indicate the correct word or phrase to complete each of the following sentences. (10 pts)
1. He isn’t very tactful, but at least you know _____ with him.
A. what’s the time B. where you stand C. who’s who D. how it goes
B. where you stand
know where you stand: to be certain about what someone thinks or feels about you
who’s who: the people who are most important in a particular group
see how it goes/things go = used for saying that a decision about a situation will be made after allowing it to develop
for a period of time
The secretary has been working here long enough to know what’s _____.
A. when B. when C. what D. which C. what
IDIOM
2. He is very cautious man. He likes to do everything _____.
A. for the best B. in principle C. by the book D. off the cuff
C. by the book
by the book: following rules and instructions in a very strict way
hope for the best = to hope that something will happen successfully, especially where it seems likely that it will not
in principle: if something can be done in principle, there is no good reason why it should not be done although it has
not yet been done/ in general but not in detail
off the cuff = (of speaking, remarks, etc.) without previous thought or preparation
I don’t mind _____ if you use my car while I’m away on holiday.
A. at least B. least of all C. in the least D. to say the least C. in the least
IDIOM (PREP PHRASE)
3. Staff have been working _____ to resolve the problems.
A. at the crack of dawn B. off the beaten track C. around the clock D. on a shoestring
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 C. around the clock
around/round the clock = all day and all night without stopping
at the crack of dawn: very early in the morning, especially at the time when the sun first appears
off the beaten track = far away from other people, houses, etc.
on a shoestring = (informal) using very little money
to resolve an issue/a dispute/a conflict/a crisis = to find an acceptable solution to a problem or difficulty = settle
Rosy likes to travel _____ because she enjoys locations where there are few tourists.
A. at the crack of dawn B. off the beaten track C. around the clock D. on a shoestring B. off the beaten track
IDIOM (PREP PHRASE)
4. I only said I thought he could do better, but he _____ my throat!
A. jumped down B. kept up C. run down D. pushed back
A. jumped down
jump down sb’s throat = react very angrily to sb in an unfair way
Mr. Brown is a tough politician; he knows how to _____ the storm.
A. ride out B. keep up C. run down D. push back A. ride out
PHRASAL VERB
5. The leaders sensing that war was _____ prepared their defences.
A. immediate B. immune C. immense D. imminent
D. imminent
imminent: (especially of sth unpleasant) likely to happen very soon
immune + 1 (to sth) that cannot catch or be affected by a particular disease or illness
2 (to sth) not affected by sth
3 (from sth) protected from sth and therefore able to avoid it
immense: extremely large or great
My friend is so _____; even when people are talking the truth, she never believes.
A. cynical B. crucial C. erudite D. domestic A. cynical
WORD CHOICE (ADJ)
6. Having made his first film earlier this year, he is _____ starring in a new musical.
A. actually B. recently C. currently D. lately
C. currently
As the two seminars are running _____, Peter will have to make a choice on which one to attend.
A. concurrently B. continually C. continuously D. currently A. concurrently
WORD CHOICE (ADV)
7. Michael put his mistake _____ to lack of concentration.
A. down B. over C. through D. up
A. down
put something down to something = to consider that something is caused by something = attribute
It was a long time before it _____ on me that Laura was your sister.
A. dawned B. broke C. struck D. flashed A. dawned
PHRASAL VERB
8. _____ on the piano by a guest star, the pianist played beautifully, _____ feeling for the music.
A. Accompanying – showing B. Accompanied – showed
C. Accompanied – showing D. Accompanying – showed
C. Accompanied – showing
_____ with temperate climate, our city offers a wonderful holiday destination for anyone _____ to admire myriads of flowers.
A. blessing – wants B. blessed – wanting C. blessed – wanted D. blessing – wanting B. blessed – wanting
VERBALS: P2-P1
9. Would you have married me if I had asked you? – Only if you _____ to stop flirting with other men.
A. had promised B. have promised C. would have promised D. promised
A. had promised
Jack’s parents’ would _____ architecture at university, but his mind was set on becoming a photographer.
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 A. rather have studied B. wish he had studied C. sooner he had studied D. prefer it if he has studied
C. sooner he had studied
PAST SUBJUNCTIVE
10. _____ was that energy and mass are basically the same thing.
A. That Einstein proved B. What Einstein proved
C. How Einstein proved D. Einstein proved
B. What Einstein proved
_____ was unacceptable. He was so sorry for that.
A. I did such a thing it B. that he did such a thing
C. that he did such thing it D. he did such a thing B. that he did such a thing
SUB CLAUSE (NOUN CLAUSE)
11. We get some strange requests in our shop. We had _____ customer in _____ other day who wanted to buy _____ chocolate-
covered ants.
A. the – an – Ø B. Ø – an – the C. a – the – Ø D. Ø – the – the
C. a – the – Ø
Although it was _____ early afternoon, all _____ lights in _____ restaurant were on.
A. the – the – Ø B. Ø – the – the C. an – the – the D. Ø – Ø – the B. Ø – the – the
ARTICLE
12. I hope you haven’t had _____, or else you wouldn’t be sitting here with me now.
A. too tiring a day B. so a day tiring C. too a day tiring D. a day too tiring
A. too tiring a day
Rarely have I insisted _____ Paris, the capital of France.
A. as beautiful as the city B. as beautiful a city as C. as a beautiful city as D. as a city as beautiful as
B. as beautiful a city as
COMPARATIVE PHRASES
13. Anyone could just walk in here, _____?
A. could they B. could he C. couldn't they D. couldn't we
C. couldn't they
I don’t think Mark’s ever been there, _____?
A. have I B. hasn’t he C. do I D. has he
QUESTION TAG
14. She joined the local tennis club, _____ were at least 60.
A. of which members most B. whose members most of
C. the members of whom most D. most of whose members
D. most of whose members
A special award was presented to the novelist, _____ have been adopted for the theatre.
A. several of whose works B. several works by who B. of whom several works D. of whose several works
A. several of whose works
RELATIVE
15. If the company is making a profit by the end of the year then we _____ the objective we set ourselves when we took over.
A. would have achieved B. will be achieved C. had achieved D. will have achieved
D. will have achieved
It’s hard to believe that by the end of the year, we _____ at this company for 5 years straight.
A. will all be going B. will all have been working
C. have all been going D. are all going B. will all have been working
TENSES
16. The job requires a(n) _____ for hard work in difficulty conditions.
A. ability B. skill C. faculty D. capacity
D. capacity
capacity for something/ doing sth/ to do sth = the ability to understand or to do something
beyond/within somebody's capacity
ability in sth/ to do sth
skill in/ at (doing) sth = the ability to do something well
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 faculty of/for (doing) something = (formal) a particular ability for doing something. E.g. the faculty of understanding
complex issues/ a faculty for seeing one own mistakes/ faculty for picking up speech even in noisy environments
The woman accused of shoplifting was found not guilty and was _____.
A. liberated B. excused C. interned D. acquitted D. acquitted
VOC (WORD CHOICE)
17. I've only met Stephen in a social context- he's a(n) _____ quantity where work's concerned
A. known B. unknown C. knowledgeable D. knowing
B. unknown
an unknown quantity = a person or thing whose qualities or abilities are not yet known
The new _____ bus system will connect communities all across the country.
A. intercity B. intercontinental C. transatlantic D. transcontinental A. intercity
VOC (WORD CHOICE)
18. Bob: “_____” Angela: “I don't know. It should be open.”
A. How come the shop's closed? B. Why the shop isn’t open?
C. Do you know what for the closure of the shop? D. The shop not open makes me annoyed
A. How come the shop's closed?
How come: used to ask the reason for sth. (Notice the word order in the question: How come you're early?)
Bob and Angela are talking about some health tips.
Bob: “Do you believe that drinking orange juice every day helps boost our immune system?”
Angela: “_____”
A. indeed, I like orange juice B. orange juice is my favourite drink
C. I rarely drink orange juice D. I have no objection D. I have no objection
SPEAKING
19. Vietnam is home to some of the most _____ in Asia and even the world
A. golf courses must-play iconic B. golf must-play iconic courses
C. must-play golf iconic courses D. must-play iconic golf courses
D. must-play iconic golf courses
Iconic: very famous or popular, especially being considered to represent particular opinions or a particular time
We have got a(n) _____ on the mantelpiece.
A. useful yellow gold Dutch clock alarm B. yellow useful Dutch clock
C. useful yellow Dutch gold alarm clock D. yellow useful Dutch gold alarm clock
C. useful yellow Dutch gold alarm clock
ADJECTIVE ORDER
20. _____ above the right eye, the boxer was unable to continue.
A. Having cut B. To cut C. Cut D. Been being cut
C. Cut
There were so many people _____ me at the crowd yesterday that I couldn’t hold my camera steady.
A. agitating B. jerking C. jostling D. obstructing C. jostling
PI/ PII
PART TWO: READING COMPREHENSION
Read the following passage and mark letter A, B, C or D to indicate the correct answer to each of the questions from 21
to 30. (10 pts)
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience
are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children
develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging
to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality.
We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities
and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate,
to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to

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make decisions, to analyse and evaluate, and to communicate effectively. The pupils learn from each other as well as from the
teachers.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own
speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we
teach them the skills they need in order to do this effectively. An advanced pupil can do advanced work; it does not matter what
age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
21. The words “held back” in paragraph 1 means _____.
A. forced to study in lower classes B. prevented from advancing
C. made to lag behind in study D. made to remain in the same classes
B. prevented from advancing
22. In the passage, the author’s attitude towards “mixed-ability teaching” is _____.
A. objective B. questioning C. approving D. critical
C. approving
23. The author argues that a teacher’s chief concern should be the development of the pupils’ _____.
A. learning ability and communicative skills B. intellectual abilities
C. personal and social skills D. total personality
D. total personality
24. Which of the following is NOT mentioned in the passage?
A. Group work provides the pupils with the opportunity to learn to be capable organizers.
B. Pupils also learn to develop their reasoning ability.
C. Group work gives pupils the opportunity to learn to work together with others.
D. Pupils also learn how to participate in teaching activities.
D. Pupils also learn how to participate in teaching activities.
25. The author’s purpose of writing this passage is to _____.
A. recommend pair work and group work classroom activities
B. argue for teaching bright and not-so-bright pupils in the same class
C. offer advice on the proper use of the school library
D. emphasize the importance of appropriate formal classroom teaching
B. argue for teaching bright and not-so-bright pupils in the same class
26. According to the passage, which of the following is NOT TRUE?
A. Pupils cannot develop in the best way if they are streamed into classes of different intellectual abilities.
B. There is no fixed method in teaching pupils to develop themselves to the full.
C. It’s not good for a bright child to find out that he performs worst in a mixed-ability class.
D. Development of pupils as individuals is not the aim of group work.
D. Development of pupils as individuals is not the aim of group work.
27. According to the passage, which of the following is an advantage of mixed-ability teaching?
A. Formal class teaching is the important way to give the pupils essential skills such as those to be used in the library.
B. A pupil can be at the bottom of a class.
C. Pupils can be hindered from an all-round development.
D. Pupils as individuals always have the opportunities to work on their own.
D. Pupils as individuals always have the opportunities to work on their own.
28. Which of the following statements can best summaries the main idea of the passage?
A. Children, in general, develop at different rates.
B. Bright children do benefit from mixed-class teaching.
C. Various ways of teaching should be encouraged in class.
D. The aim of education is to find out how to teach the bright and not-so-bright pupils.
B. Bright children do benefit from mixed-class teaching.
29. According to the passage, “streaming pupils” _____.
A. is quite discouraging
B. aims at enriching both their knowledge and experience
C. is the act of putting pupils into classes according to their academic abilities
D. will help the pupils learn best
C. is the act of putting pupils into classes according to their academic abilities
30. According to the author, mixed-ability teaching is more preferable because _____.
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 A. it doesn’t have disadvantages as in streaming pupils
B. it aims at developing the children’s total personality
C. children can learn to work with each other to solve personal problems
D. formal class teaching is appropriate
B. it aims at developing the children’s total personality
21. B 22. C 23. D 24. D 25. B
26. D 27. D 28. B 29. C 30. B
Read the following passage and mark letter A, B, C or D to indicate the correct answer to each of the questions from 31
to 35. (5 pts)
Movies for the Blind
When you think of the cinema, the phrase ‘watching a movie’ probably comes to mind, and, indeed, moviemakers work very hard
to make their films interesting visually. They may use elaborate costumes, beautiful locations, or amazing special effects to tell a
story. An actor’s expression or movements can also sometimes say more than words.
But what about people who are blind or have trouble seeing? Movies also contain dialogue, music, and sound effects - things that
people don’t need to see in order to enjoy. Movie reviewer Marty Klein, who is blind, created a website called Blindspots to help
people choose movies that they can follow without the help of someone explaining what is happening on the screen. He gave a
rating, from 1 to 10, based on several things. A movie received a high rating if it has only a few main characters whose voices are
easy to recognize. Klein also liked interesting stories without many changes in time and place. A large amount of dialogue between
the characters was better than long silences or noisy action scenes. His reviews are still online, but the site is no longer updated.
Another blind movie reviewer, Jay Forry, maintains the website Blindsite Reviews. He also writes for newspapers and is a guest
on radio shows. Forry gives movies one of five ratings, including, “So good, blind people like it” and “I’m glad I couldn’t see it.”
Forry became a writer after going blind at the age of 28, and his writing skills and sense of humour are what keep people reading
his reviews or listening to him on the radio. After “watching” the animated movie Up, Forry commented that he wished he, too,
could have a talking dog to tell him to watch out for cars and not to “go into the ladies’ restroom again.”
Sometimes, though, it’s nice to go to the movie without reading reviews and knowing what to expect. Some movie theatres have
begun to offer recorded audio descriptions of the movements, scenery, and special effects so that blind moviegoers can follow
what other audience members see on the screen. They usually receive a wireless headset to wear during the movie. This allows
them to listen to the narration while still hearing the hearing’s music and other sounds that surround them in the theatre. Jay Forry
also notes that modem theatres now have excellent sound systems, something he appreciates more than the average
moviegoer.
In the end, going to the movies should be a fun and exciting experience - for both the sighted and the blind.
31. Which movie would probably receive the best rating from Marty Klein?
A. a foreign martial arts film with many fight scenes
B. a drama that often shifts between the past and the present
C. a romantic comedy with four main characters and lots of conversation
D. a space adventure with many explosion and special effects
C. a romantic comedy with four main characters and lots of conversation
32. What is Jay Forry most likely to say about a movie he dislikes?
A. He wishes it hadn’t been made.
B. It might have been good if he could see.
C. He is happy he is blind.
D. Other blind people, might like it.
C. He is happy he is blind.
33. To help blind people, some theatres _____.
A. offer special headsets that play a recorded description of the movie
B. hold events for blind people to see movies together
C. give a discount on movie tickets to blind people
D. provide people to sit next to blind people and describe the movie
A. offer special headsets that play a recorded description of the movie
34. The word “them” in paragraph 4 refers to _____.
A. the sighted moviegoers B. the blind moviegoers C. all the moviegoers D. the moviemakers
A. the sighted moviegoers
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35. What does the phrase “something he appreciates more than the average moviegoer” mean?
A. Jay Forry is a better movie critic than most people in the audience.
B. Jay Forry needs to test if wireless headsets help blind people.
C. Jay Forry needs to pay attention to sound so he can write a movie review.
D. Jay Forry pays more attention to sound.
D. Jay Forry pays more attention to sound.
31. C 32. C 33. A 34. A 35. D
Read the following passage and mark letter A, B, C, or D to indicate the correct word or phrase to complete each of the
numbered blanks from 36 to 45. (5 pts)
The first question we might ask is: What can you learn in college that will help you in being an employee? The schools teach a (36)
_____ many things of value to the future accountant, doctor or electrician. Do they also teach anything of value to the future
employee? Yes, they teach the one thing that it is perhaps most valuable for the future employee to know. But very few students
bother (37) _____ it. This basic is the skill ability to organize and express ideas in writing and in speaking. This means that your
success as an employee will depend on your ability to communicate, with people and to (38) _____ your own thoughts and ideas
to them so they will (39) _____ understand what you are driving at and be persuaded.
Of course, skill in expression is not enough (40) _____ itself. You must have something to say in the first place. The effectiveness
of your job depends (41) _____ your ability to make other people understand your work as they do on the quality of the work itself.
Expressing one's thoughts is one skill that the school can (42) _____ teach. The foundations for skill in expression have to be (43)
_____ early: an interest in and an ear (44) _____ language; experience in organizing ideas and data, in brushing aside the
irrelevant, and above all the habit of verbal expression. If you do not lay these foundations (45) _____ your school years, you may
never have an opportunity again.
36. A. large B. great C. far D. lots
B. great
37. A. learning B. to learn C. with learning D. learn
B. to learn
38. A. interpret B. give out C. transfer D. present
D. present
39. A. both B. not C. as well D. either
A. both
40. A. on B. for C. by D. in
B. for
41. A. on most B. most on C. much on D. on much
C. much on
42. A. quite B. hardly C. truly D. really
D. really
43. A. lied B. laid C. lain D. lay
B. laid
44. A. by B. in C. for D. of
C. for
45. A. during B. of C. for D. when
A. during
36. B 37. B 38. D 39. A 40. B
41. C 42. D 43. B 44. C 45. A
PART THREE: PHONOLOGY
Mark letter A, B, C, or D to indicate the word whose main stress position is placed differently from that of the others in
each group. (2.5 pts)
46. A. enhance B. compound C. diverse D. endorse
/ɪnˈhɑːns/ /ˈkɒmpaʊnd/ /daɪˈvɜːs/ /ɪnˈdɔːs/
B. compound
47. A. peninsula B. Virginia C. eternity D. origami
/pəˈnɪnsjələ/ /vəˈdʒɪniə/ /ɪˈtɜːnəti/ /ˌɒrɪˈɡɑːmi/
D. origami
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48. A. absorbent B. appetite C. abstinent D. abdomen
/əbˈzɔːbənt/ /ˈæpɪtaɪt/ /ˈæbstɪnənt/ /ˈæbdəmən/
A. absorbent
49. A. afterwards B. casseroles C. expertise D. interval
/ˈɑːftəwədz/ /ˈkæsərəʊl/ /ˌekspɜːˈtiːz/ /ˈɪntəvl/
C. expertise
50. A. auditorium B. laboratory C. antagonism D. carnivorous
/ˌɔːdɪˈtɔːriəm/ /ləˈbɒrətri/ /ænˈtæɡənɪzəm/ /kɑːˈnɪvərəs/
A. auditorium
46. B 47. D 48. A 49. C 50. A
Mark letter A, B, C, or D to indicate the word whose underlined part is pronounced differently from that of the others in
each group. (2.5 pts)
51. A. whistle B. costly C. ballet D. depot
/ˈwɪsl/ /ˈkɒstli/ /ˈbæleɪ/ /ˈdepəʊ/
B. costly
52. A. chronicle B. orchid C. orchard D. orchestral
/ˈkrɒnɪkl/ /ˈɔːkɪd/ /ˈɔːtʃəd/ /ɔːˈkestrəl/
C. orchard
53. A. recipe B. apostrophe C. catastrophe D. cantaloupe
/ˈresəpi/ /əˈpɒstrəfi/ /kəˈtæstrəfi/ /ˈkæntəluːp/
D. cantaloupe
54. A. dimension B. expansion C. confusion D. tension
/daɪˈmenʃn/ /ɪkˈspænʃn/ /kənˈfjuːʒn/ /ˈtenʃn/
C. confusion
55. A. comet B. arithmetic C. starlet D. sequence
/ˈkɒmɪt/ /əˈrɪθmətɪk/ /ˈstɑːlət/ /ˈsiːkwəns/
A. comet
51. B 52. C 53. D 54. C 55. A

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