ĐÁP ÁN ĐỀ ĐỘI TUYỂN SỐ 3

SECTION I: LISTENING (50/200)

Part 1. Complete the information below. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER for each answer. (10 pts)
1.8:30 2. reference books 3. children’s books 4. be repaired/ repair 5. be sold/ sell
Part 2. You will hear two psychologists talking about modern childhood. Choose the answer (A, B,
C or D), which fits best according to what you hear. (10 pts)
1.C 2. D 3. A 4.D 5. B
Part 3. You will hear an extract from a radio programme and decide whether the statements are
true or false. (10 pts)
1.F 2. T 3. T 4. F 5. F
Part 4. You will hear part of a scientific television for young people in which the speaker explains
what ‘meteors’ are. Complete the sentence with no more than three words. (20 pts)
1.shooting stars 2. car 3. insects 4. iron 5. orbit
6. downwards 7. a jet plane 8. hotter and hotter 9. melts 10.reach the ground
SECTION II: LEXICO – GRAMMAR (50/200)
Part 1. Each correct answer is given ONE point.
1. D 2. B 3. A 4. C 5. B 6. A 7. A 8. B 9. B 10. B
11. B 12. D 13. C 14. A 15. C 16. A 17. B 18. D 19. C 20. A
Part 2. Each correct answer is given ONE point.
‘Oh, you’re so lucky live in Bath, it’s such a wonderful, lovely, historic place,’ people say
enthusiastically, and all you can think about is the awful parking, the crowd of tourists, the expensive
shops, the narrow-minded council, and the terrible traffic.
Luckily I don’t live in Bath but nearly ten miles way in a village called Limpley Stoke in the Avon
Valley. It seems to be normal in the countryside those days for professional people who work in the town
to prefer to live in the villages; this makes the housing so expensive that the villagers and agricultural
workers have to live in a cheaper accommodation in town, as the result that the farmers commute out to
the farm and everyone else commutes in. Certainly, there’s nobody in the village who could be called an
old-style villager. The people nearest to me involve a pilot, an accountant, a British Rail manager, a
retired teacher … nor a farm worker amongst them. But I don’t think there is anything wrong with that –
it’s just that the nature of villages are changing and there is still quite a strong sense of community here.
Your answers:
1. live → to live / living 6. a → the
2. about → of 7. as → with
3. crowd → crowds 8. involve → include
4. way → away 9. nor → not
5. those → these 10. are → is
Part 3. Each correct answer is given ONE point.
1. on 2. in 3. on 4. at 5. down with
6. for 7. through 8. on 9. in 10. in
Part 4. Each correct answer is given ONE point.
1. elsewhere 6. mechanical
2. weathering 7. fragmentation
3. disintegration 8. primarily
4. alteration 9. mineralogy
5. constituent 10. texture
SECTION III: READING COMPREHENSION (50/200)
Part 1. Read the passage below and decide which answer (A, B, C or D) best fits each gap. Write
your answer in the numbered boxes. (10 pts)
Your answers
1. A 2. D 3. A 4. B 5. A
6. C 7. B 8. D 9. C 10. A
Part 2. Read the text below and think of the word which best fits each space. Use only ONE word in
each space. (10 pts)
Your answers
 1. break 2. saying 3. part 4. evolution 5. owe
6. so 7. inherited 8. gasping 9. precedes 10. after
Part 3. Read the passage carefully and choose the best answer A, B, C or D. (15 pts)
Your answers
1. B 2.D 3. A 4. D 5. A
6.B 7.D 8.A 9.C 10.B
Part 4. The reading passage below has eight paragraphs, A-H. Reading the passage and do the
tasks below. (10 pts)
1. Paragraph B iii 6. Paragraph G ii
2. Paragraph C vii 7. Paragraph H x
3. Paragraph D v 8. Yes
4. Paragraph E i 9. Not given
5. Paragraph F ix 10. No
SECTION IV: WRITING (50/200)
Part 1. Each correct answer is given TWO points.
1. Not a soul did we see all day.
2. Gerry has put in for the job of financial director.
3. Our teacher held Sophia up as an example of a good student.
4. I don’t really go in for sports.
5. Anne paid Terry back for being rude to her.
Part 2. Each correct answer is given ONE point.
1. The houses in the immediate vicinity of the blast were badly damaged.
2. They became man and wife last year.
3. He admits he is (just) a small cog in a big wheel.
4. You’ve been taken for a ride.
5. We made short work of finishing the accounts,
-------------- THE END ----------------
TAPE SCRIPTS
Part 1.
- Hello. I’m Mrs. Phillips, the head librarian. You’re the new library assistant, aren’t you? - Yes, I’m
Robert Haskell, but please call me Bob. All right, Bob.
- Let me take a few minutes to explain how the library works and what your duties will be. - First, the
library opens at 8:30 in the morning, so, naturally, we expect you to be here and ready to work by then.
- Of course.
- And you can go home at 4:30 when the library closes. Now, let me explain where everything’s kept.
- It looks like here on the ground floor is where the reference books are.
- Yes, that’s right. Up on the second floor is where the Adult Collection is, both fiction and nonfiction.
- And the children’s books are there, too, aren’t they? I thought I saw them in the room by the stairway.
- No, those are magazines and newspapers for adults. Children’s books are up one more flight on the third
floor. We’ll take a look at them later. Let me show you how we organize our work. Do you see that
brown book cart over there?
- The one by the door?
- Yes, that one. Those books have been checked in and need to go back on the shelves.
-OK, so the brown book cart has books to re-shelve. What about this black cart by the desk?
- Those books have torn pages or damaged covers. They’re all books that need to be repaired.
- OK, I know how to do a lot of that. I’m pretty good at mending torn pages and covers. ---- That’s great
because we really need help with that.
- And that white cart in the corner? What are those books for?
- Those are old books that we’ve taken off the shelves to make room for new ones. We sell them as used
books to raise money for the library.
- So they’re all ready to sell?
- Yes, that’s right. So, now you know what to do with the books in the carts. Let’s talk about our activities
schedule.
Part 2.
Daniel: I hope this isn’t going to deteriorate into a “What is childhood?” discussion - the one about
solemn little miniature adults in old portraits and infants who toiled from dawn to dusk in the fields, and
poor unfortunates whipped within an inch of their lives by sadistic schoolteachers. Or, alternatively, a
debate about the adventures of Huck Finn and the Famous Five, and apparent carefree innocence. There
have been many versions of childhood in fact and fiction, and I dare say there’ll be many more.
Louise: Well, according to a recent newspaper report, childhood is dying. So those cheeky little scamps I
saw challenging each other to throw their school bags on top of a bus-stop must have been a figment of
my imagination. Or perhaps they were making a political stand against the rigidities of the formal
curriculum. Who knows? Apparently a group of adults do. Academics and professionals have put their
signatures to a letter, subsequently championed by the Daily Telegraph newspaper and the Tory Party,
articulating the fall of childhood innocence. My heart is with the sentiments of this campaign, but I worry
that it loses sight of practical wisdom.
Daniel: At birth, all children are distractible, impulsive, egocentric creatures, but by the time they reach
teenage years we expect them - as a result of their experiences, environment and education - to have
acquired a degree of self-control, an ability to see other people’s points of view and the basic skills
needed to enjoy their life ahead. It’s the development from babyhood to adolescence that I investigated
for my book, Toxic Childhood, and my conclusion was that many children in Britain today are indeed
being robbed of the chance of a healthy childhood. Many reach adolescence with poor attention spans and
self-control and a distinct lack of empathy for the people around them. Their main basic skill is ticking
boxes on tests, and this is scandalous.
Louise: As one of the richest, most highly developed nations in the world, we really should be able to
provide the sort of childhood that allows the next generation to grow up happy, healthy and civilised.
Instead many of our children have developed a taste for unhealthy food, a couch-potato lifestyle and have
related problems with sleeping. An unacceptable number suffer from inadequate early emotional bonding,
lack of interaction with their parents and a high level of emotional instability. Rather than stimulating,
real-life experiences, children have TV and computer games at home and a narrow test-and-target driven
curriculum at school. Moral guidance has suffered as societies have become increasingly confused, while
children are constantly exposed to manipulative advertising and the excesses of celebrity culture. In a
recent survey of children’s wellbeing among the countries of the European Union, the UK came 21st out
of 25. We should be ashamed of ourselves.
Daniel: Yes, I believe we are robbing our children of something we could provide: the conditions in
which we grow up bright, balanced and well behaved. Somehow in the turmoil of rapid social, cultural
and technological change over the last 20 years or so, our society has lost sight of essential truths about
child development and education. As a nation, we need to provide parents with information on children’s
developmental needs, including real food, real play, first-hand experience and real-life interaction with
the significant adults in their lives. Since parents are terrified by media hysteria about “stranger danger”
and the fevered imaginings of the health and safety lobby, they also need information about the real
dangers from which children should be protected - for instance, TVs and other technological
paraphernalia in their bedrooms. As a profession, teachers should refuse to participate in the drive to
accelerate childhood with an ever-earlier start to formal education and a competitive winners-and-losers
approach to primary education. We should boycott the tests, targets and league tables and do what we as
professionals know is best for children. It’s time we stopped robbing the next generation of their right to
grow up healthy, happy and whole.
Part 3.
A = Jim Adams R = Reader PS = Paul Spenser
JA: Hi, this is “Say it like it is”, the programme in which your comments about what’s been on Radio One
for the last week are read. And for today ... Well, we had many listeners writing in about last Tuesday’s
science programme which is based on weather this time. John Holmes from Oxford says:
R: Your “Climate changes” turned out to be quite an interesting programme. Professor Jones’ theory that
we’re slowly going towards another Ice Age was quite astounding. I was taught that the earth was moving
nearer the sun!
JA: You could be right. But I don’t think that it will happen in our lifetime. Mrs Kent from Brighton talks
about weather problems which could affect us in the near future.
R: Some experts may tell us what the weather may be like in the next century but I’m more concerned
about the present day situation. I think that tax money and scientific studies should try to focus on short-
term weather forecasts and try to make them more precise and accurate.
JA: Many listeners have the same point of view. On the other hand, Tom Sheridan from Manchester has a
different opinion.
R: I hear that experiments are being made to change the weather in Britain. But, who wants it? Nobody
would like a set weather pattern. All those conversations about the weather would disappear.
JA: We’d find something else to talk about. I’m sure. Food, for example. It seems to be a favourite of our
readers judging from the letters we receive ...
R: Dear Jim, I’m writing in objection to the Cookery Series on Wednesdays.
JA: Tim Saunders, from Coventry writes;
R: Most men already know how to do things like making toast so our time shouldn’t be wasted by such
programmes.
JA: Tim would like more challenging cooking tips. We’ve got the producer of our cookery show here
today, Mr. Paul Spenser. What about more difficult cookery on your show?
PS: I can relate to what Mr. Saunders is saying. Up to now we’ve been doing basic things to help
beginners but we’ll be moving on to more difficult recipes in the next few weeks. I hope that the
programme will be more interesting for Mr. Saunders in the future.
JA: I hope so! To finish off we have a few letters referring to the rumours that lending libraries won’t be
free to the public anymore. Jane from Bournemouth has a few things to say about this.
R: For students like me, books are too expensive to buy and we depend on libraries for our books! 20p is
too much to pay for every book we take out.
JA: Don’t worry Jane. It’s only a rumour so far. And our last letter comes from one of the elderly in our
community.
R: The elderly have to pay for their needs so why shouldn’t others pay for theirs? They pay in pubs and
discos, why not at libraries.
JA: Well, that’s all for today. More for you to think about. If there’s something you’d like to comment on
write to Jim Adams, “Say It Like It Is” Radio One.
Part 4.
Presenter: Even if you have never watched the sky at night, you probably know what you would see if
you did. The view is best on a night with no moon. You stare upwards into the inky blackness over which
are scattered millions of tiny points of light. These, of course, are the stars. Then just as you're beginning
to get bored with this unchanging scene, a tiny white streak of light shoots across the sky. It's going too
fast to be a plane. Then two seconds later you see another one. What you are witnessing is the beginning
of a shower of meteors or shooting stars. To understand what is happening, it helps us to imagine a car
driving fast along the road. In a way, our planet Earth is like that car. As it is racing along, it comes
towards a large group of insects all flying together just above the road. Now, not all the insects are hit by
the car, but several of them crash into the car's windscreen with an unpleasant noise. In many ways, the
meteors are similar to the swarm of insects, although they aren't really animals. In fact, meteors are
mostly tiny pieces of iron that look like little stones. In a similar way, the Earth is not really moving along
a road. But it does follow the same circular route around the sun once every year. This enormous circular
path is called the Earth's ‘orbit’. All the other planets are in orbits like this as well. Now, there are small
groups of those stones waiting in certain places along the Earth's route around the sun. Some of them are
fixed in one orbit while others are moving around the sun in their own orbits. Once every year, the Earth's
circular path around the sun takes us through some of these groups of little rocks. Now, when the earth
approaches one of these stones, it is pulled downwards towards our planet by a strong force called
gravity. And when the meteor starts to rush towards the ground, a shooting star is born. Normally, as
shooting stars fall, they are travelling at speeds of 10 kilometres every second. This is about a hundred
times faster than a jet plane. However, before the meteor can reach the Earth, it must go through the air
around it - the atmosphere. Now, because it is going through the air so fast, the shooting star starts to
become hotter and hotter and the air around it gets very hot too. This is a bit like the head of a match
rubbing along the side of a matchbox. Now, very soon the outside of this piece of iron gets very hot
indeed and, as a result, it gets soft and melts and then starts to burn. So, as this hot little rock rushes
through the atmosphere, it leaves a tail of hot burning metal and flames behind it. This is the bright streak
we can see from the ground - 100 kilometres below. Yes, you see, fortunately for us, most meteors are so
small that they have completely burned up long before they could ever reach the ground - which is just as
well because, otherwise, we would need to carry rather stronger umbrellas!