SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI TUYỂN SINH VÀO LỚP 10

NGHỆ AN TRƯỜNG THPT CHUYÊN PHAN BỘI CHÂU

NĂM HỌC 2023 – 2024
ĐỀ CHÍNH THỨC
Môn thi: TIẾNG ANH
(Đề thi có 12 trang)
Thời gian: 150 phút, không kể thời gian giao đề

Điểm Họ tên, chữ ký giám khảo Số phách

Bằng số: Giám khảo 1:
............................................................. .............................................................................
Bằng chữ: Giám khảo 2:
............................................................. .............................................................................

SECTION A: LISTENING

• Phần thi nghe gồm 3 phần, mỗi phần được phát 2 lần.
• Mở đầu và kết thúc phần thi nghe có tín hiệu nhạc. Thời gian thí sinh làm bài đã được tính trong nội dung trong đĩa
CD của phần thi nghe.
• Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong nội dung trong đĩa CD của phần thi nghe.

PART 1. Listen and complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER for
each answer. You will listen twice. Write your answers in the boxes provided.

CLIMATE CHANGE
HUMAN FACTORS
• Cutting down trees for (1) fuel
• Industrial Revolution
• (2)Combustion engine
• Increase in population and deforestation
KNOWN EFFECTS
• Over previous 130 years: temperature has increased by 0.6 °C
• Since Industrial Revolution: CO2 has increased by 30% and methane has increased by (3) 140% (from mining,
animals, rice paddies)
• N2O has increased (from (4) agriculture , especially fertilizer; waste management; car exhausts)
• Greenhouse Effect: gases form (5) barrier in atmosphere→ heat trapped → Earth warms up
FUTURE EFFECTS
1. Rise in sea levels → ice melting
Sea level Number of people at risk
1998 levels (6) 46 milions
+50 cm 92 million
+1 metre (7) 118 millions
2. Change in (8)vegetation zone→ more arid areas → population movement to cities
3. Increase in pests and certain diseases e.g. malaria
4. Change in ecosystems:
* shift in (10)species composition - some die, others multiply
* deserts get hotter and bigger

YOUR ANSWERS:
1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

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PART 2. You will hear five short extracts in which people are talking about where they live. (WHILE
LISTENING TO EACH SPEAKER, YOU MUST COMPLETE BOTH TASKS, TASK 1 AND TASK 2 AT THE SAME
TIME). You will listen twice. Write your answers in the boxes provided.
TASK 1. For questions 1-5, choose from the list (A-H) where each speaker currently lives.
A. in a cottage in a village E. in a room in a relative's house
B. above a shop in a town F. in a house in the suburbs
C. in a converted railway station G. on a farm
D. in a top-floor city flat H. in a houseboat
YOUR ANSWERS:
1. Speaker 1: 2. Speaker 2: 3. Speaker 3: 4. Speaker 4: 5. Speaker 5:

TASK 2. For questions 6-10, choose from the list (A-H) what each speaker finds difficult about the place
where they live.
A. It can be noisy. E. It lacks storage space.
B. Parking is difficult. F. The area has a reputation for being boring.
C. The rent is expensive. G. It doesn't have interesting views from the windows.
D. It's a long journey to work. H. The building is in poor repair.
YOUR ANSWERS:
6. Speaker 1: 7. Speaker 2: 8. Speaker 3: 9. Speaker 4: 10. Speaker 5:

PART 3. You will hear a conversation between two students and a geology professor talking about a field
trip they have just returned from. For question 1-5, choose the answer (A, B, C or D) which fits best
according to what you hear. You will listen twice. Write your answers in the boxes provided.
1. What do Cathy and Jason agree was disappointing?
A. the length of the field trip
B. the number of people participating
C. the type of accommodation they had
D. the level of support from the tutors
2. They both think they benefited from the field trip by learning .
A. not to get distracted
B. to consider other people's opinions
C. to trust his own judgement
D. not always to follow his first idea
3. How does Cathy feel about her project?
A. She is not certain that she chose the topic wisely.
B. She thinks she has done as well as she can.
C. She wonders if her approach to the topic is mistaken.
D. She hopes she has done some original work.
4. What do they agree about the field trip in relation to the rest of their course?
A. It brought the subject to life.
B. It was enjoyable without contributing significantly to their understanding.
C. It was useful but should have been shorter.
D. Its timing has negatively affected other aspects of their studies.
5. What does Jason suggest about the impact of the field trip on his feelings about geology?
A. It has revived his initial enthusiasm for the subject.
B. It has reinforced his reservations about geology as a career.
C. It has demonstrated to him that he lacks some skills that geology requires.
D. It has raised fresh doubts about his enjoyment of the subject.

YOUR ANSWERS:
1. 2. 3. 4. 5.

SECTION B: LEXICO- GRAMMAR

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 PART 1. Choose the word or phrase that best completes each sentence. Write your answer A, B, C or D in
the boxes provided.
1. While teachers at the school are not particularly strict, they are never with students who skip classes or
cheat on the tests.
A. formal B. disciplined C. lenient D. adverse
2. The board proposes that the majority of this year’s profits in new product development.
A. will be invested B. be invested C. to be invested D. are investing
3. Eventually our choice of resort will to how far we are willing to travel in order to get there.
A. come down B. rule out C. step up D. set back
4. I’m worried because they by midnight and it’s already 2.00 am.
A. had better be at home B. were supposed to have been home
C. have to have been home D. ought to be in the home
5. Losing my job was a . I would never have found this one if it hadn’t happened.
A. bleeding heart B. breath of fresh air C. blessing in disguise D. bone to pick with
6. Mathematics helps meteorologists to predict the weather more accurately, to calculate the speed of storms, and
.
A. for the wind to blow determines B. causes the wind blowing to determine
C. to determine what causes the wind to blow D. determine the wind’s blowing
7. He promised me an Oxford dictionary and to my great joy, he his word.
A. stood by B. stuck at C. went back on D. held onto
8. Choose the best answer from A, B, C, or D to indicate the words CLOSEST in meaning to the underlined
ones in the following sentence.
With their exceptional teamwork, the Vietnamese female football team managed to pull off an impressive comeback in the final
minutes of the match and secure the gold medal.
A. score a goal B. execute successfully
C. take a break D. face difficulties
9. Choose the best answer from A, B, C, or D to indicate the words OPPOSITE in meaning to the underlined
ones in the following sentence.
He's a very good worker but he's sometimes a bit slow on the uptake. You have to explain everything twice.
A. hear things easily B. understand things easily
C. understand things with difficulty D. hard of hearing
10. Choose the best answer from A, B, C, or D to indicate the most suitable response to complete the
following exchange.
Jack: “Would you mind sending those flowers to Ms. Jolly?”
Linda: “ .”
A. She wouldn’t mind B. No, I can handle it myself
C. Not at all. I’ll do it now D. I would if I were you

YOUR ANSWERS:
1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

PART 2. Use the word given in capitals at the end of each line to form a word that fits in the space in the
same line. Write your answers in the boxes provided.
TOURISM VERSUS LOCAL COMMUNITIES
)consequently, many communities are now struggling with the unwelcome impact of the tourist boom. They have to cope with an enormous (3)of vi
a single tap. According to WWF (5)calculations, a tourist in Spain uses 880
DEVELOP
CONSEQUENCE
FLUX
STRUCTURE

5. CALCULATE

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 litres of water compared to the 250 used by a local. A golf course can consume as much water as a town of 10,000 (6)inhabitants.
It is not surprising that local springs and water tables are rapidly drying up or being (7)Irreversibly polluted by overdrilling, which allo
INHABIT
(9)Awarenessis growing, and attitudes are changing. Local communities are beginning to take measures such as imposing taxes on tour
REVERSE
WHOLE
AWARE

ETHICS

YOUR ANSWERS:
1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

PART 3. The passage below contains 10 mistakes. Identify and correct the mistakes. Write your answers in
the boxes provided.
Line
1 Bullying is hard to control, and it affects millions of teenagers every day. In the past,
2 it mainly happened at school or in public places, but nowadays the Internet makes it
3 possible for bullies to reach its victims at home. We call it cyberbullying - when a bully
4 teases or threatens someone online. Experts believe that mostly all children and
5 teenagers will experience bullying at some point in their lives.
6 Most people know that if someone bullies you, you can say a teacher or a parent.
7 But what should you do if you see bullying happening to someone else? People try to
8 ignore bullying become bystanders: they stand by and see bullying happen, but don’t do
9 anything to stop it. Sometimes bystanders are frightened of the bullies, or they’re
10 embarrassed for telling their parents or a teacher. Other reason is that they just feel
11 confused about what to do. But if you don’t do anything, bullies think that their behavior is
12 not bad. They think that people don’t mind, and more bullying happen. That’s why we
13 need to be up-standers. Up-standers say “no” to bullies because bullying is inacceptable!
14 Bullying is hard to stop - so together, we can stop it by being up-standers, not
15 bystanders.
(Adapted from Oxford Metro Student’s Book)

YOUR ANSWERS:
Mistake Line Correction Mistake Line Correction
1. million 1 millions 6. other 20 another
2. its 3 their 7.happen 12 Happens
3.mostly 4 almost 8.to try 7 Trying
4.say 6 Tell 9.inacceptable 13 unacceptable
5.for 10 about 10.so but

SECTION C: READING
PART 1. Read the following passage and choose the best answer from A, B, C or D to indicate the correct
word for each of the blanks. Write your answers in the boxes provided.
CHANGING COUNTRIES
Seeking a new life and hoping for a significant (1) in their standard of living, foreign workers began
flocking into Western Europe during the 1950s. In Britain, some of the first immigrants arriving from the West Indies and the
Indian subcontinent were welcomed by brass bands, but the dream of a new life soon (2) sour for
many. Attracted by the promise to earn good money and learn new skills, the reality they found was often one of low wages and,
in many (3) , unemployment. Some did not adapt (4) to life in a country of cold weather,

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cold welcomes and discrimination. The (5) of West Indian immigrants moved into the inner cities, areas that were
already fraught with social tensions caused by poverty and (6) housing. There were cases of open hostility towards the
newcomers; in 1958, riots (7) out in Notting Hill, West London, when gangs of white youths began
taunting immigrants.
Yet despite the numerous difficulties they encountered, many foreign workers did manage to (8) to
their new conditions, settling in their new adopted country and prospering. Their contribution had the effect not only of
speeding up the (9) of economic change in the postwar period, it also (10) Western Europe into a
multiracial society.
1. A. switch B. change C. modification D. variation
2. A. turned B. converted C. switched D. changed
3. A. occasions B. examples C. ways D. cases
4. A. closely B. greatly C. easily D. normally
5. A. most B. percentage C. majority D. number
6. A. poor B. low C. few D. weak
7. A. broke B. carried C. came D. started
8. A. amend B. adjust C. turn D. alter
9. A. growth B. motion C. pace D. step
10. A. transformed B. transferred C. modified D. shifted

YOUR ANSWERS:
1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

PART 2. Read the text below and think of the word which best fits each space. Use only ONE WORD in each
space. Write your answers in the boxes provided.
EATING IN THE MODERN AGE
Eating in the industrialized world (1) has changed quite significantly in recent decades and it continues to be
deeply affected by two apparently contradictory trends. The (2) cause is the growing tendency to consume what is
known (3)as fast food. In the modern era, when spare time is a rare commodity and convenience is the (4)most
desirable quality in any product, fast food chains flourish, frozen and ready-made foods in the supermarket are
consumed (5) at alarming quantities, and people are growing fatter and falling victim to heart disease more than (6) ever
before.
However, an opposing trend in the realm of food consumption is also discernible - the increasing demand for healthier
foods. Health experts and consumers are now realizing the benefits of livestock raised (7)without the aid of
hormones and crops grown without chemical fertilizers.
Unfortunately, the cost of organic foods is high, and so it is mainly the educated rich who consume (8) it
. This adds a demographic dimension to the problem of good health since, (9) by and large, the health
benefits of organic products are not available to those who might need them most, (10) especially the young and the
elderly.

YOUR ANSWERS:
1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

PART 3. Read the passage and choose the best answer from A, B, C or D to each of the following questions.
Write your answers in the boxes provided.

SHOULD CHILDREN BE TAKEN TO ART GALLERIES?

The debate about taking young children to art galleries has a long history. On one side are traditionalists - conservators
and keen gallery-goers - who disapprove of the noise and disruption caused by children and worry about damage to fragile
paintings and sculptures. In opposition are the progressives - educationalists and parents - who contend that viewing art enriches
the lives of children. This dispute has resurfaced in the media recently following a claim by the visual artist Jake Chapman that
dragging children round galleries is ‘a total waste of time’.

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Parents are ‘arrogant’, he says, for thinking children could understand the work of such complex artists as Jackson Pollock and
Mark Roth.
Current thinking, of course, sides with the progressives. Early exposure to art widens children's horizons, develops their
curiosity about the world, and boosts their creativity. Further, it significantly increases the chances that they will have a life-long
interest. With this in mind, many galleries have adopted a more child-friendly approach, encouraging parents to bring their
children by arranging special events and handing out quizzes and worksheets to children as they arrive. From this perspective,
expecting children to conform to adult behavior in galleries is a form of punishment, which should be subverted at every turn.
But maybe Chapman does have a point. Developmental psychology suggests that before the age of 8 or 9 children view
art only for what it represents in the real world. It is only in their early teens that children begin to go beyond representation and
understand that art is created to express certain meanings and values beyond the literal. Art education is necessary before the
adolescent can appreciate stylistic elements and develop a critical facility, making their own judgments about the merits of a
piece. Faced with abstract expressionism such as Pollock's drips and looping swirls or Rothko's rectangles of colors, it's no
wonder that young children quickly lose interest. We shouldn't be surprised if most prefer the joys of running up and down the
polished gallery floors as they search the paintings for answers to worksheet questions, or even, heaven forbid, run their sticky
fingers over priceless masterpieces. Should children be allowed to ruin other visitors' experience by causing a din among the
Pre- Raphaelites? Of course not.
Against this, I think back to my own experience of viewing art as a young child. I was taken to galleries regularly-but
for short visits to see just a handful of paintings each time. My parents would talk about each of the paintings and always ask me
what I liked most about it. I wouldn't say that I understood everything they said, but through this exposure, over time I came to
learn something about the subject matter of art, artistic techniques and, above all, the experience of viewing what's most
important is how a piece of art makes you feel. I was lucky enough, though, to have knowledgeable and sensitive parents, and
local galleries available that we could visit again and again. Access to art has undoubtedly improved my quality of life, and I
only have to watch a child engaging with a painting to realize it is the same for many others.
Jake Chapman was right to reignite the debate, but his conclusion is wrong. We shouldn't be excluding children from
art galleries. Instead, we should be educating parents, helping them to improve the experience of their children's gallery visits -
good both for their children and other visitors. First, parents should know some simple ground rules of gallery behavior and
make sure they and their children stick to them: don't touch paintings and sculptures (it can cause damage); don't have loud
phone conversations (it's annoying for everyone else); and don't take photos of the artworks (paintings are meant to be looked at,
not posed next to - buy a guidebook afterwards if you want a record of what you've seen). More importantly, though, they need
advice on how to encourage their children to look at and talk about artwork. The worksheets given to children could be replaced
with ones for parents, including relevant information and suggested discussion topics to share with their children. Through
interaction of this kind, children will grow up believing that art is for all, not just for adults or for some exclusive groups of art
appreciators to which they do not belong.
1. What view does the artist Jake Chapman put forward about art galleries, according to the passage?
A. Parents think they are too difficult for children to understand.
B. Parents overestimate their value.
C. Children learn little about art by visiting them.
D. Children tend not to enjoy visiting them.
2. According to the writer, ‘progressives’ believe that galleries .
A. should be organized with children in mind
B. should prioritize children over adults
C. should encourage children to paint more themselves
D. should not restrict how children behave
3. In the third paragraph, the writer says that very young children .
A. can be taught to judge the quality of a painting
B. are not ready to appreciate abstract art
C. are reluctant to criticize paintings
D. are attracted only to paintings showing scenes of real life
4. According to the passage, during the writer's visits to art galleries as a young child, .
A. her parents told her which paintings were noteworthy
B. she accumulated knowledge of a large number of paintings

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 C. she was surprised at her parents' knowledge of art
D. she was encouraged to evaluate art
5. What point does the writer make in the last paragraph?
A. Parents need to learn more about art appreciation.
B. Gallery rules need to be enforced more strictly.
C. Not all parents can appreciate art.
D. Adults should be more tolerant of children's behavior in galleries.
6. According to the passage, an idea recurring in the text is that .
A. both adults and children behave badly in galleries
B. children know as much about art as their parents
C. it takes time for children to learn to appreciate art
D. galleries are not doing enough to help children understand art

YOUR ANSWERS:
1. 2. 3. 4. 5. 6.

PART 4. Read the following passage and do the tasks below.

WHAT’S THE PURPOSE OF GAINING KNOWLEDGE?
A ‘I would found an institution where any person can find instruction in any subject.’ That was the founders’ motto for Cornell
University, and it seems an apt characterization of the different university, also in the USA, where I currently teach philosophy.
A student can prepare for a career in resort management, engineering, interior design, accounting, music, law enforcement, you
name it. But what would the founders of these two institutions have thought of a course called ‘Arson for Profit’? I kid you not:
we have it on the books. Any undergraduates who have met the academic requirements can sign up for the course in our
program in ‘fire science’.
B Naturally, the course is intended for prospective arson investigators, who can learn all the tricks of the trade for detecting
whether a fire was deliberately set, discovering who did it, and establishing a chain of evidence for effective prosecution in a
court of law. But wouldn’t this also be the perfect course for prospective arsonists to sign up for? My point is not to criticize
academic programs in fire science: they are highly welcome as part of the increasing professionalization of this and many other
occupations. However, it’s not unknown for a firefighter to torch a building. This example suggests how dishonest and illegal
behavior, with the help of higher education, can creep into every aspect of public and business life.
C I realized this anew when I was invited to speak before a class in marketing, which is another of our degree programs. The
regular instructor is a colleague who appreciates the kind of ethical perspective I can bring as a philosopher. There are endless
ways I could have approached this assignment, but I took my cue from the title of the course: ‘Principles of Marketing’. It made
me think to ask the students, ‘Is marketing principled?’ After all, a subject matter can have principles in the sense of being
codified, having rules, as with football or chess, without being principled in the sense of being ethical. Many of the students
immediately assumed that the answer to my question about marketing principles was obvious: no. Just look at the ways in which
everything under the sun has been marketed; obviously it need not be done in a principled fashion.
D Is that obvious? I made the suggestion, which may sound downright crazy in light of the evidence, that perhaps marketing is
by definition principled. My inspiration for this judgement is the philosopher Immanuel Kant, who argued that any body of
knowledge consists of an end (or purpose) and a means.
E Let us apply both the terms ‘means’ and ‘end’ to marketing. The students have signed up for a course in order to learn how
to market effectively. But to what end? There seem to be two main attitudes towards that question. One is that the answer is
obvious: the purpose of marketing is to sell things and to make money. The other attitude is that the purpose of marketing is
irrelevant: Each person comes to the program and course with his or her own plans, and these need not even concern the
acquisition of marketing expertise as such. My proposal, which I believe would also be Kant’s, is that neither of these attitudes
captures the significance of the end to the means for marketing. A field of knowledge or a professional endeavor is defined by
both the means and the end; hence both deserve scrutiny. Students need to study both how to achieve X, and also what X
is.
F It is at this point that ‘Arson for Profit’ becomes supremely relevant. That course is presumably all about means: how to
detect and prosecute criminal activity. It is therefore assumed that the end is good in a moral sense. When I ask fire science
students to articulate the end, or purpose, of their field, they eventually generalize to something like, ‘The safety and welfare of
society,’ which seems right. As we have seen, someone could use the very same knowledge of means to achieve a much less
noble end, such as personal profit via destructive, dangerous, reckless

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activity. But we would not call that firefighting. We have a separate word for it: arson. Similarly, if you employed the ‘principles
of marketing’ in an unprincipled way, you would not be doing marketing. We have another term for it: fraud. Kant gives
the example of a doctor and a poisoner, who use the identical knowledge to achieve their divergent ends. We would say that one
is practicing medicine, the other, murder.
Questions 1-6
The reading passage has six sections A-F. Choose the correct heading for each section from the list of
headings below.

LIST OF HEADINGS
i. Courses that require a high level of commitment
ii. A course title with two meanings
iii. The equal importance of two key issues
iv. Applying a theory in an unexpected context
v. The financial benefits of studying
vi. A surprising course title
vii. Different names for different outcomes
viii. The possibility of attracting the wrong kind of student

1. Section A
2. Section B
3. Section C
4. Section D
5. Section E
6. Section F
Questions 7-10
Complete the summary below. Write NO MORE THAN TWO WORDS from the passage.
THE ‘ARSON FOR PROFIT’ COURSE
This is a university course intended for students who are undergraduates and who are studying (7) fire science . The
expectation is that they will become (8) firefighters specializing in arson. The course will help them to detect cases of arson
and find (9) evidence of criminal intent, leading to successful (10) in the courts.
Questions 11-14
Do the following statements agree with the views of the reading
passage? YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

11. It is difficult to attract students onto courses that do not focus on a career. NO
12. The ‘Arson for Profit’ course would be useful for people intending to set fire to buildings. YES
13. Fire science is too academic to help people to be good at the job of firefighting. NOT GIVEN
14. The writer’s fire science students provided a detailed definition of the purpose of their studies. NO

YOUR ANSWERS:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14.

SECTION D: WRITING
PART 1.
Finish each of the following sentences in such a way that it means exactly the same as the sentence before
it.
1. He only recognized how bad his situation was when he received the letter of announcement.
 Not until he received the letter of announcement did he recognize how bad his situation was.
2. Jack doesn’t know all the answers, though he pretends to.

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 Jack acts as he had known all the answers.

Use the word given in brackets and make any necessary additions to write a new sentence in such a way
that it is as similar as possible in meaning to the original sentence. Do NOT change the form of the given
word. You must use between THREE and SIX words, including the word given.
3. He would do almost anything to win the girl's heart. (LENGTHS)
 He would the girl's heart.
4. You have said exactly the right thing. (NAIL)
You have .
5. Since she met that boy, she’s been thinking only about him. (WRAPPED)
 Since she met that boy, she’s .
THE END

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