Listening + Tapescript doc

KÌ THI CHỌN HỌC SINH GIỎI TRƯỜNG THPT TRẦN HƯNG ĐẠO
NĂM HỌC 2010 - 2011
MÔN TIẾNG ANH
I. LISTENING COMPREHENSION
PART ONE
You will hear a lecturer in a college talking about British history. For each of the questions 1-4,
tick (

) one of the boxes A, B, C or D to show the correct answer.
1 Which lecture in the series is this?
A first [ ]
B third [ ]
C fourth [ ]
D fifth [ ]
2 How long is each lecture?
A 5 minutes [ ]
B 15 minutes [ ]
C 50 minutes [ ]
D 55 minutes [ ]
3 This series of lectures covers British history up to
A the time of Julius Caesar. [ ]
B 410 AD. [ ]
C the time of Henry VIII. [ ]
D the present. [ ]
4 Why does the lecturer pause after saying " a long period in British history"?
A He wants to close the door. [ ]
B He loses his notes. [ ]
C There is a lot of noise. [ ]
D Someone comes in late. [ ]

PART TWO

You will hear a discussion on the radio about cable television. For each of the questions 5-12, tick
(

) one of the boxes to show whether the statement is true or false.
True Fals
e
5 Cable TV allows more channels to be broadcast.
6 More people can watch cable TV.
7 TV reception is improved with cable TV.
8 Cable TV companies will be able to transmit anything there is a market
for.
9 It offers better pictures at a higher price.
10 It is agreed that cable TV will improve programmer content.
11 The British are likely to use American technology.
12 British Cable will probably convey more than 100 channels.
PART THREE
You will hear an interview with the author of a new cookery book. For each of the questions 13-15,
tick (

) one of the boxes A, B, C or D to show the best answer.
13. She says that the main difference between herbs and spices in cooking is that
A herbs enhance the flavor more than spices. [ ]
B the use of too much spice can spoil the food. [ ]
C spices are necessary for cooking, but herbs are not. [ ]
D spices have to be used in combination with oils and essences. [ ]
14 Why does she advise against using commercially-prepared curry powder?
A It ruins the flavor of the food. [ ]
B There is too great a variety to choose from. [ ]
C It contains whole spices. [ ]
D It has no distinctive flavor. [ ]

15 What does she say about her recipes?
A She has suggested using a lot of spice in them. [ ]
B They do not need to be followed strictly. [ ]
C She recommends steaming curries. [ ]
D They are the result of a lot of experiment.
II. GRAMMAR & VOCABULARY: (7ms)
1. Choose the best answer to finish each of the following sentences: (1.4ms)
1. ____________ human beings have relatively constant body temperature.
A. Alike all mammals B. Alike all mammals
C. Like all mammals D. Like all mammal
2. So far there is no vaccine ____________ in sight for the common cold.
A. or curing B. has cured
C. or cure D. having cured
3. The Louisiana Territory, an area ____________ the size of France, was bought by the United States
from France for $ 15,000,000 in 1803.
A. than more four times B. more than four times
C. four times than more D. is four times more than
4. Despite claims that filters and low-tar tobacco make smoking somewhat safer, in fact, they only
marginally reduce, ____________eliminate, the hazards.
A. none B. no C. not D. nor
5. “The reservations weren’t made on time.”
“Sorry, the computers were down: it____________.”
A. couldn’t be helped B. didn’t help C. couldn’t help D. wasn’t help
6. William Bonney, ____________ Billy The Kid, was a famous “Wild West gunman”.
A. bogus B. vesus C. alias D. ergo
7. Our plans to start our own business seem ____________to failure!
A. doomed B. fated C. compelled D. designed
8. No one can visit her because she has a very ____________ disease.
A. intoxicating B. contagious C. corporal D. exasperating
9. Today there are weather satellites that beam down information about the earth’ atmosphere. In the

last two decades, space exploration ____________ great contributions to weather forecasting.
A. is making B. has made C. made D. makes
10. He wrapped all his possessions up in a sheet and carried the ____________ on his back.
A. case B. rucksack
C. bundle D. bag
11. Sometimes very young children have trouble ____________ fact from fiction and may believe that
dragons actually exist.
A. to separate B. separating C. to be separated D. for separating
12. You can’t talk to him until you’re ____________ in the face, but still won’t understand.
A. white B. blue C. black D. pink
13. In the 1950s, many people believed that the more they produced and consumed ____________ .
A. they were the more affluent B. the more affluent they were
C. were they affluent D. they were affluent
14. After lunch we ____________ along the sea front for a while and the returned to the coach.
A. strolled B. crept C. shuffled D. waddled
2. Choose the words or phrases that are not correct in standard English:(1.4ms)
1. Because of different tree species
A B C D
2. adapting to different climates
A B C D
3. and soil types have evolved over millennium.
A B C D
4. many kinds of forests occupied the earth today
A B C D
5.The primitive forests of several hundred million years ago consisted of less kinds of trees.
A B C D
6. In fact, the earliest “trees”, which grow nearly 500 million years ago, were like giant club mosses.
A B C D
7. They lack true roots and consisted of a confused mass of specialized branches
A B C D

8. that climbed at rocky ground.
A B C D
9. Fifty millions years later came the dense forests of tree ferns
A B C D
10. that prevailed tropical climates of that era.
A B C D
11. The forerunners of modern conifers-trees that bear cones-were at the scene 300 million years ago,
A B C D
12. when plant life abundant colonized marshly land, building the tremendous coal and oil reserves so
important today. A B C
D
13. By the time the dinosaurs roamed the earth some 180 million years before,
A B C D
14. seed-bearing trees that shed their leaves in winter evolved; from these have sprung our present
deciduous forests. A B C
D
3. Use the correct forms of words in the brackets.(1.4ms)
When you read something in a foreign language, you frequently come across words you do
not (1) ___________ understand. Sometimes you check the meaning in a dictionary and sometimes
you guess. The strategy you adopt depends very much upon the degree of (2) ___________ you
require and the time at your (3) ___________.
If you are the sort of person who tends to turn to the dictionary frequently it is (4)
___________remembering that every dictionary has its limitations. Each definition is only an (5)
___________ and one builds up an accurate picture of the meaning of a word only after meeting it in a
(6) ___________ of contexts. It is also important to recognize the special dangers of dictionaries that
translate from English into your (7) ___________ language and vice versa. If you must use a
dictionary, it is usually far (8) ___________ to consult an English-English dictionary.
In most exams you are not permitted to use a dictionary. Even if you are allowed to use one, it
is very (9) ___________ to look up words, and time in exams is usually limited. You are therefore
forced to guess the meaning of (10) ___________ words.

When you come across unknown words in an exam text, it is very easy to panic. However if
you develop (11) ___________techniques for guessing the meaning, you will overcome a number of
(12) ___________problems and help yourself to understand far more of the text than you at first
thought (13) ___________
Two strategies which may help you guess the meaning of a word are: using contextual clues,
both within the sentence and outside, and making use of clues derived from the (14) ___________ of
the word.
1. A. full B. fully C. fulfill D. fuller
2. A. accurate B. accurately C. accusative D. accuracy
3. A. dispose B. disposed C. disposal D. disposition
4. A. worthy B. worth C. worthless D. worthlessness
5. A. approximation B. approximate C. approximately D. appropriation
6. A. vary B. various C. variously D. variety
7. A. native B. nation C. natively D. national
8. A. safering B. safely C. safer D. safety
9. A. consuming-time B. time-consuming C. time-consumed D. consumed-time
10. A. infamiliar B. imfamiliar C. unfamiliar D. disfamiliar
11. A. efficiency B. effectively C. effect D. efficient
12. A. possible B. possibly C. possibility D. possibilities
13. A. alike B. likely C. likeable D. likeness
14. A. formation B. formative C. format D. form
4. Use the correct forms of verbs in the brackets.(1.4ms)
Coca-cola (1) ___________ in 1886 by John Pemberton, a 50-year-old chemist from Atlanta,
USA. He (2) ___________ a soft drink to sell as a “brain tonic”. Working tirelessly in the back room
of his drugstore, he produced a mixture (3) ___________, among other things, coca leaves, cola nut
oil, sugar and caffeine. (The exact recipe is still a secret, but the tiny cocaine content (4)
___________in 1903.) A few months later, an assistant served a customer Coca-cola (5)
___________with soda water by mistake. It was this small addition that (6) ___________to be the
vital ingredient that made the drink a success.
Coke (7) ___________ cleverly marketed. The distinctive design of the bottle (8)

___________in 1915 to prevent imitations and a 1920s advertising campaign even gave the world
Father Christmas as we now know him-with a red and white costume rather than the blue, yellow or
green he has often previously (9) ___________. Coca-cola was a major sponsor of the 1984 Olympic
Games in Los Angeles, as well as being the Games’ “Official Drink”.
The red and white Coca-cola logo (10) ___________at once a powerful symbol of American
way of life. Coke was the most widely distributed mass-produced item in America when World War II
(11) ___________and the war (12) ___________the opportunity to spread the product into Europe and
Asia. When conservative Europeans (13) ___________ the invasion of modern American values into
their ancient cultures, the act of drinking Coke became for the young a minor form of rebellion against
tradition. Even today, Coke (14) ___________ with the image of youth.
1. A. invented B. were invented C. had been invented D. was invented
2. A. decided to develop B. decided developing C. decided to developing D. deciding to
develop
3. A. contains B. containing C. contained D. to be contained
4. A. has been removed B. had been removed C. was removed D. removed
5. A. mixed B. mixing C. to be mixed D. mixes
6. A. turned up B. turned on C. turned out D. turned over
7. A. was always B. is always C. had always been D. has always been
8. A. introduced B. was introduced C. were introduced D. must be
introduced
9. A. worn B. wear C. wore D. wearing
10. A. can recognize B. could be recognized C. can be recognized D. could be
recognized
11. A. break into B. broke out C. broke down D. broke in
12. A. provided B. provides C. has provided D. had been
provided
13. A. complaining B. were complained C. had complained D. complained
14. A. still links B. has still linked C. is still linked D. was linked
5. Fill in each blank with an appropriate preposition or article: (1.4ms)
1. The play quite lived ____________ to my expectations.

2. He took it ____________ granted that they were happy.
3. Put ____________ the cigarette, please. I don’t like the smell of your tobacco.
4. What time did you turn ____________last night?
5. It never occurred ____________ me to ask him for proof of his identity.
6. You should comply ____________ the school rules.
7. Just smell this meat! It’s ____________.
- By this time I had come to (8) ____________ conclusion that he wasn’t genuine meter reader; and
(9) ____________ he left (10) ____________ house I rang (11) ____________ police.
- I can’t remember (12) ____________ exact date of (13) ____________ storm, but I know it was (14)
____________Sunday because everybody was at church.
III. READING COMPREHENSION
1. Choose the best option to fill in the blanks.
Charges and Electricity
Atoms, the basic building blocks of matter, are made of three basic components: protons,
neutrons and electrons. The protons and neutrons cluster together to form the nucleus, the central part
of the atom, and the (1) __________ orbit about the nucleus. Protons and electrons both carry an
electrical charge. The charges they carry are opposite to each other; protons carry a (2) __________
electrical charge while electrons carry a negative electrical charge. Neutrons are (3) __________
charged - they carry no charge at all.
Electricity is the movement of charged particles, usually electrons, from one place to another.
Materials that electricity can move through easily are called conductors. Most metals, such as iron,
copper and (4) __________, are good (5) __________ of electricity. Other materials, such as rubber,
wood and glass, block the flow of electricity. Materials which (6) __________ the flow of electricity
are called insulators. Electrical cords are usually made with both conductors and (7) __________.
Electricity flows through a (8) __________ in the center of the cord. A layer of insulation (9)
__________ the conductor and (10) __________ the electricity from 'leaking' out.
Objects usually have equal numbers of positive and negative charges, but it isn't too hard to
temporarily create an imbalance. One way scientists can create an imbalance is with a machine called
a/ an (11) __________ generator. It creates a large static charge by placing electrons on a metal dome
using a motor and a big rubber band. Since like charges (12) __________, the electrons push away

from each other as they collect on the dome. Eventually, too many electrons are placed on the dome
and they leap (13) __________, creating a spark that looks like a bolt of lightning.
Have you ever received a (14) __________ after having walked across a carpet? This shock was
caused by extra electrons you collected while walking (15) __________ the carpet. Your body became
like the dome of the Van de Graff generator, full of extra electrons looking for a way to get away. The
path back to the carpet was blocked by the (16) __________ you were wearing, but they were able to
move through your hand and into the object that you touched, (17) __________ the shock. So, the next
time you shuffle across a carpet and shock your friend on the (18) __________, tell them you were just
trying to be a Van de Graff generator!
1. A. neutrons B. protons C. electrons D. quarks
2. A. negative B. positive C. neutral D. strong
3. A. negatively B. positively C. neutrally D. strongly
4. A. wood B. paper C. nitrogen D. aluminum
5. A. keepers B. protectors C. insulators D. conductors
6. A. allow B. create C. help D. prevent
7. A. conductors B. insulators C. metals D. lugs
8. A. conductor B. insulator C. neutron D. cord
9. A. surrounds B. warms C. looks at D. hears
10. A. speeds up B. replaces C. prevents D. allows
11. A. Rube Goldberg B. Van de Graf C. Big Bad D. Einstein
12. A. jump B. join C. repel D. attract
13. A. on B. for C. off D. toward
14. A. dollar B. book C. shock D. cat
15. A. along B. across C. on D. onto
16. A. freckle B. shirt C. pants D. shoes
17. A. causing B. making C. preventing D. Creating
18. A. eye B. nose C. ear D. mouth
2. Choose the best answer for each question.
Since life began eons ago, thousands of creatures have come and gone. Some, such as the
dinosaurs, became extinct due to naturally changing ecologic conditions. More recent threats to life

forms are humans and their activities. Man has drained marshes, burned prairies, damned and diverted
rivers. Some of the more recent casualties of man's expansion have been the dodo, great auk,
passenger pigeon, Irish elk, and Steller's sea cow. Sadly, we can no longer attribute the increasing
decline in our wild animals and plant species to "natural" processes. Many species are dying out
because of exploitation, habitat alteration or destruction, pollution, or the introduction of new species
of plants and animals to an area. As mandated by Congress, protecting endangered species, and
restoring them to the point where their existence is no longer jeopardized, is the primary objective of
the U.S. Fish and Wildlife Service's Endangered Species Program.

1. In line 1, "eons" most nearly means

A. Ages
B. Particles
C. Animals
D. Conditions
2. Which of the following is a form of man's habitat alteration?

A. Glacial encroachment
B. Hurricanes
C. Damned rivers
D. Snow storms
3. Which of the following have become extinct due to man's destruction?

A. African elephants
B. Irish elk
C. Giant panda
D. White Bengal
4. Which of the following would be a likely theme for the next paragraph?

A. Naturally changing ecological conditions

B. Animals that have become extinct
C. Achievements of the government Endangered Species program
D. Programs that have destroyed natural habitats
5. In the second paragraph, "attribute" most nearly means

A. Assign.
B. Characteristic.
C. Introduce.
D. Change.
6. The tone of this passage is

A. Nationalistic
B. Pro-wildlife
C. Anti-wildlife
D. Feminist
7. "Habitat alteration" as used in this paragraph means

A. Changing clothes.
B. Changing animals' environments.
C. Changing humans' environments.
D. Climate change.
8. According to this passage,

A. Man is the cause of some animal extinction.
B. Animals often bring about their own extinction.
C. Congress can absolutely end extinction of animals.
D. A law is more important than human responsibility.
9. Which of the following is NOT a cause of increasing decline of wild animal population?

A. Exploitation

B. Pollution
C. Habitat alteration
D. Congressional law
10. The primary objective of the U.S. Fish and Wildlife Service's Endangered Species Program can be
stated as

A. Custodial care of endangered species.
B. Enforcement of Congressional law.
C. Education of the public.
D. Stopping pollution.
3. Read the test and decide whether the statements are TRUE or FALSE.
A BETTER WORLD
Recently a group of Swedish research scientists carried out a survey of children’s attitudes to
the future. They were particularly interested in measuring the relevance of research to the children’s
own fears and fantasies” what aspects of the future were important to them, and what directions should
scientific research take? To find answers to these questions, they worked with 10- and 11-year-old
children from ten schools located in rural and urban areas over the whole of Sweden.
There were two main phases to the project. First, all the children were asked to write an essay,
and illustrate it, on the theme “The Future: 2000 AD”. Then the scientists went round to the different
schools to talk to the children, basing their discussions on the general question “What will the future
be like?” and “What can we do to ensure that the future is as we want it to be?”
A pattern soon emerged, showing that there was considerable agreement about which problems
were important and how the problems should be dealt with.
Pollution and the environment – This was the most important question for many of the
children, and they all agreed that we must do everything in our power to clean up the mess we have
made – factories, nuclear wastes, cars – and to make sure that we cause no further damage to our
natural surroundings.
Energy and power – We must cut down on the use of fossil fuels and nuclear power, and find
new natural ways of producing energy (wind, sun, water, and so on)
Automation – Here it was agreed that computers and robots will play and the increasingly

important part in our lives. Man will become lazy, and the resulting unemployment will make things
very difficult for us. However, many of the children were obviously excited by the prospect of new
machines that would perform routine tasks such as household chores.
Violence and War – Many children were frightened by the threat of a third world war. These
were several suggestions for putting an end to war, such as total disarmament and laws against
research into weapons.
The overall view of the world in the future was one of destruction, war, and natural or
unnatural catastrophe. There was a strong feeling of pessimism and helplessness in the face of adult
stupidity. Summing up the results of the project, one of its leaders, Per Stenson of Lulea Technical
University, said, “We’ve obviously got to pay more attention to our children. After all, apart from
being the scientists of the future, they are also the people who have got to live in the world we are
creating.”
TRUE or FALSE?
1. The research scientists were particularly interested in the things the children were afraid of.
2. They worked with children who lived in the country only
3. The children were asked to draw pictures
4. The scientists drew patterns to describe the problems
5. The children agreed that we must use nuclear power to clean up the environment
6. We must cut down trees to produce energy
7. An increase in the use of robots will cause unemployment
8. The children had seen many new, exciting machines
9. Some children wanted all countries to get rid of their armies and weapons
10. Most children thought the future would be better than the present
11. They felt that adults behaved stupidly
12. Per Stenson thinks that children should be paid, since they are scientists
4/ WRITING
A/ REWRITE THESE SENTENCES AS SUGGESTED:
1. Jenny and Kate grew up happily. UPBRINGING
_____________________________________
2. When he was small, Jim used to collect stamps. AS

_____________________________________
3. If children don’t get affection, It is harmful. LACK
_____________________________________
4. I can’t understand the way hooligans think. MENTALITY
_____________________________________
5. Was she offended by what I said? TAKE
_____________________________________
6. Sue very closely resembles her mother. ALIKE
_____________________________________
7. Everybody in the office likes Harry. POPULAR
_____________________________________
8. Jannet hasn’t got married yet. SINGLE
_____________________________________
9. Graham spend all his time working. DEVOTED
_____________________________________
10. Michael and Elaine are very friendly. CLOSE
B/ The table below presents the achievements the government and the people of Tango have gained
in some branches of the economy after two decades of their economic reforms. Write a report of
150 words on the economic development of Tango.

C/ Write a composition ( 250- 300 words) about the following topic: (3đ)
Unemployment is a problem facing many countries today. Should the government take an active
role in reducing unemployment? Discuss, providing reasons.
THE END
Before 1980 1980 1990 2000
Agriculture -0.5% 3.5% 4.5% 5.4%
Fishery -0.4% 3.2% 4.0% 5.0%
Forestry -0.2% 2.7% 3.5% 4.5%
Industry -0.6% 2.3% 3.4% 4.5%
Construction -0.3% 4.5% 5.3% 6.4%

Export 0% 3.0% 4.1% 5.3%
KEY
I. LISTENING COMPREHENSION
PART ONE: BRITISH HISTORY
1 A 2 B 3 C 4 D
PART TWO: CABLE TV
5 T
6 F
7 T
8 T
9 F
10 F
11 T
12 F
PART THREE: INDIAN COOKERY
13 B 14 D 15 B
Transcript
PART I
BRITISH HISTORY
Lecturer: Well hello everybody and nice to see you here for the start of this course of lectures in
British history. Um, what I shall be trying to do this week is to, um, take you in five, fifteen
minute lectures from the start.of British history 2000 years ago to, er the period of Henry
the eighth which is, er four to five hundred years ago, and, er and if there is sufficient
interest later on in the term I might, um, follow it up, to bring the history up to the present
date. Er, there is also an exhibition in the library of books, er, that you can look at if you
want to follow up the, er, lectures in your own tune. Um, Roman Britain, as you can see
from the, er, the er listening sheet that I have given you, er, listening sheet I have given
you, er, yes, er, goes from fifty-five BC to AD four hundred and ten so it is, in fact, quite a
long period in British history.
Girl: Sorry 1"m late.

Lecturer: Oh yes, take a seat, and close the door perhaps.
Girl: Sorry.
Lecturer: Yes, now then, um. Roman Britain. Yes. yes, the arrival of Julius Caesar in Britain in 55
and 54 BC is often taken
Now you will hear the piece again. [The piece is repeated.]
That is the end of the first part of the test.
PART II
CABLE TV
John Riddle: A keenly awaited report was published recently in the United Kingdom. It is known as
the Hunt Report and is the outcome of art enquiry by Lord Hunt into cable television. As
a result, it is expected that the go-ahead for multi-channel cable television will be given
within the next few months. Now there is a scramble by companies keen to enter the
business because it's predicted that cable TV will generate economic activity worth
billions. Well to find out more about how cable television operates and its social and
financial implications, with me ill the studio are Brenda Maddocks of the Economist
Weekly and Rod Allen, former editor of the magazine Broadcast. Rod, if I could begin
with you. What is cable television?
Rod Allen: Well, essentially cable television is just like ordinary television except that it is delivered
to your house through a wire, er, which is connected to your television set instead of, er,
through the air and via an aerial. And that is all that cable television itself is, but it does
have, er, implications, major ones, the most important of which is that a wire for reasons
which we couldn't possibly go into now - is capable of transmitting more channels than
the air is. There is more room, so to speak, for more television channels in a wire going
from a central transmitting station to your house than there is over the air.
John Riddle: But, Brenda, is this such a new idea, because we do have forms of cable television
already?
Brenda Maddocks: It's certainly not a new idea. It really started out in the early fifties, er, when in
parts of America, or in, um, Canada and even in parts of Britain where television
reception was poor, it was, has been for a long time, a way to get a better picture when
the over the air reception was really very scratchy.

John Riddle: So what, what, really is all the fuss, Rod, about this particular news that cable television
is coming to Britain?
Rod Allen: Well the fuss is that the Hunt Committee, er, has said that for the first time cable
television operators can transmit through their wires to your home, er, things other than
the programmer that can already be received over the air. They will be able to transmit
practically anything they like as long as they can get the people at home to pay for it. The
idea is that people would pay a subscription, probably, for a channel which would, for
example, er, play new movies, er, and there would be other, there are many other
proposals for programmer ideas and, and, the fuss is about the effect it will have on the
existing standard of broadcasting. The promise is that it will offer more choice to the
viewer.
John Riddle: Well, if I can come back to that later Rod. But Brenda they already have cable television
in the United States. Is the system that is likely to be introduced in Britain very much the
same as they have there?
Brenda Maddocks: Yes, I think so. There's a lot of debate going on now, really as to how futuristic a
system may be installed but I think when actual cables come to be laid, I mean, they don't
have an infinite life and people will probably settle for, er, American technology, which
can, and the latest American systems carry fifty-six or even eighty or a hundred channels,
that's probably going to be enough for any foreseeable uses in Britain right now.
Riddle: Well you mention there the, the uses, because it's not just going to be for television is it?
These cables do have other uses as well.
Maddocks: Well that's what the government hopes. I, myself 1 think it's only going to be used for
entertainment. I, I think we're being oversold cable in Britain er, we're being told that
actually it's going to be able to be used for information services; to bank and to shop
from, from home and to do all kinds of things like that. And I think the Department of
Industry is using this industrial argument, the promise of lots of jobs and lots of exports,
really as a way of overcoming the traditional opposition and the genuine, and, and really
quite worrying fears that it might diminish the quality of the BBC and commercial
broadcasting. Cable can carryall these interactive services as they're called. but er, most
of them, the telephone line can carry as well and I. I think really, it really helps if you

think of it as an entertainment medium not as an information medium.
John Riddle: Is that how you see it too Rod?
Rod Allen: Well I, it is very much so and I share Brenda's worries that the promises that are being
made to us by the Department. of Industry won't actually bear fruit.
Now you will hear the piece again. [The piece is repeated.]
That is the end of the second part of the test.
PART THREE
INDIAN COOKERY
Presenter: … I find cookery books difficult to open, they make me so helplessly hungry. The one in
front of me, for example, duck padre curry, pickled pork curry. Martinique lamb curry.
You'll not 6e surprised to learn that it's called the Hamlyn Curry Cook Book and its
author is Mera Tenega from India who divides the world currywise into thirteen regions
making the point that curry varies enormously from area to area. Margo Andrews asked
Mera Tenega about the secret of Indian cooking. It seems to lie in the use and variety of
spices.
Mera Tenega: Absolutely. I mean, you imagine a chicken, or you imagine a carrot, you imagine a
cauliflower, it's the world same the world over. But it's the way it's cooked and the
combination of the various spices that make the end product. Now you imagine
something in French cooking, they use a lot of herbs. Herbs must never be confused
with spices. Because you can over-herb, if you know what I mean, a dish, but you
shouldn't ever overspice a dish. Because spices are something unique. When you add to
them, urn, add them to a dish, they are going to bring out the essences and the essential
oils as they heat up. And the little seeds are so concentrated in their flavors that if you
over-spice or over-add a particular spice to the dish you're going to ruin it. So always
work with smaller quantities until your taste buds develop, until your particular taste for
that particular dish develops, Then you can go to town on it.
Margo Andrews: One thing I learnt from reading your book I think, Mera, is that I must never go into
a shop and buy a, a made-up tin of curry.
Mera Tenega: No, let's, let's forget the curry powder that you can buy. I have nothing against the
commercially prepared curry powders. Some of them are very good. But by using curry

powder in all your cooking you are going to be landing up with the sameness about the
variety of dishes you've created for your guests or for yourself. Imagine having five or
six dishes at the table. And they all look very appetizing but they all taste the same, and
the culprit is the curry powder. So why spend a lot of money on buying pre prepared
curry powders, or pre-prepared ground spices. The importance in remembering about
spices is that don't buy in bulk large quantities of ground spices because they're going
to taste like sawdust after a couple of months you know that they're going to lose their
flavors and essences and their oils, so buy in small quantities and it doesn't take long to
grind it up.
Margo Andrews: If I could ask one question now on behalf of, urn, people who are listening to us and
who are inexperienced curry cooks, what out of your book would be a good one to start
with?
Mer a Tenega: My advice would be experiment, you know, er, my recipes are there as a guideline, if I
say one teaspoon of chili powder and you find my god it's going to blow your senses
and steam coming out of your ears then reduce the quantity. Spicing is something
which is an individual taste.
Now you will hear the piece again. [The piece is repeated.]
That is the end of the third part of the test.
II. GRAMMAR & VOCABULARY: (7ms)
1. Choose the best answer to finish each of the following sentences: (1.4ms)
1. C 2. C 3. B 4. C 5. A 6. C 7. A
8. B 9. B 10. C 11. B 12. B 13. B 14. A
2. Choose the words or phrases that are not correct in standard English:(1.4ms)
1. A. Because of  Because 2. A. adapting  adapted 3. D. millennium
millennia
4. C. occupied  occupy 5.C. less fewer 6. B. grow grew
7. A. lack lacked 8. B. at  over 9. A. millions 
million
10. A. prevailed tropical prevailed in tropical 11. C. at on
12. A. abundant abundantly 13. D. before ago 14. B. evolved  had

evolved
3. Use the correct forms of words in the brackets.(1.4ms)
1. B 2. D 3. C 4. B 5. A 6. D 7. A
8. C 9. B 10. C 11. D 12. A 13. B 14. A
4. Use the correct forms of verbs in the brackets.(1.4ms)
1. D 2. A 3. B 4. D 5. A 6. C 7. D
8. B 9. A 10. C 11. B 12. A 13. D 14. C
5. Fill in each blank with an appropriate preposition or article: (1.4ms)
1. up 2. for 3. out 4. in 5. to 6. with 7. off
8. the 9. a 10. the 11. the 12. the 13. the 14. a
III.READING:
[ ]
1. 1.C 2.B 3.C 4.D 5.D 6.D 7.B
8. A 9.A 10.C 11.B 12.C 13.C 14.C
15. B 16.D 17.A 18.C
2.1.A 2.C 3.B 4.C 5.A 6.B 7.B 8.A 9.D 10.A
3. 1.F 2.F 3.F 4.F 5.F 6.F 7.T 8.F 9.T 10.F 11.T 12.F
IV. WRITING :
KEYS
A/ Viết lại câu:
Answers (1đ)
1. Jenny and Kate had a happy upbringing.
2. As a boy , Jim used to collect stamps.
3. If children lack affection, It’s harmful.
4. I can’t understand the mentality of football hooligans.
5. Did she take offence at what I said?
6. Sue and her mother are (very much ) alike.
7. Harry is very popular in the office.
8. Janet is still single.
9. Graham is devoted to his work.

10. Michael and Elaine are very close.
B/ Học sinh viết một đoạn báo cáo khoảng 150 từ về tình hình phát triển kinh Tế của Tango, bao gồm
các chi tiết như sau:
- Tình hình kinh tế của Tango trước 1980. (0.5đ)
- Tình hình kinh tế của Tango từ 1980 đến 2000. (0.5đ)
- Nhận xét về tình hình kinh tế, nêu lên những thành tựu đạt được sau cải cách kinh tế của
Tango. (1.0)
C/ Viết bài luận ( 3đ)
• Ý tưởng: 2.0 điểm : phân tích tình hình, lý do thất nghiệp hiện nay và vai trò của chính phủ
trong việc giải quyết vấn đề này.
• Kỹ thuật viết: 1.0 điểm.
Phải trình bày dưới hình thức văn tranh luận, có phân rõ bố cục của gồm 3 phần, dài từ 250-
300 từ. Câu văn viết mạch lạc, lập luận vững chắc, đúng ngữ pháp, dùng từ phong phú , chính xác.
THE END