ANSWER KEY TO PRACTICE TEST 34

A. HƯỚNG DẪN CHUNG

1. Cán bộ chấm thi chấm đúng theo hướng dẫn của Sở GDĐT.
2. Trong quá trình chấm bài thi, nếu có cách trả lời khác so với Đáp án nhưng đúng thì cán bộ chấm thi
vẫn cho điểm tối đa ý của câu đó.
3. Điểm của bài thi là tổng điểm của các câu trong bài thi. Cán bộ chấm thi không làm tròn điểm của
từng câu và từng bài.
B. BẢNG PHÂN BỐ ĐIỂM
Thứ tự Mục Số câu hỏi Điểm
1 Listening 25 (10+7+8) 5,0
2 Lexico-grammar 30 (15+10+5) 3,0
3 Reading 40 (10+10+5+7+8) 6,0
4 Writing 3 (1+1+1) 6,0
Tổng 98 20,0

I. LISTENING (5,0 điểm)

Part 1: 2,0 điểm. Mỗi câu trả lời đúng 0,2 điểm.
1. SYMONDS/Symonds 2. 1996 3. full(-)time 4. swimming 5. monthly
6. (go/going) jogging 7. bad ankle 8. fitness level 9. charity worker 10. (on) (the) radio
Part 2: 1,4 điểm. Mỗi câu trả lời đúng 0,2 điểm.
1. C 2. D 3. C 4. A 5. D 6. D 7. C
Part 3: 1,6 điểm. Mỗi câu trả lời đúng 0,2 điểm
1. 1. F 2. F 3. T 4. T 5. T 6. F 7. F 8. F

II. LEXICO-GRAMMAR. (3,0 điểm)

Part 1. 1,5 điểm. Mỗi câu trả lời đúng 0,1 điểm.
1. A 2. D 3. A 4. D 5. B
6. B 7. C 8. B 9. B 10. B
11. C 12. C 13. B 14. D 15. A
Part 2: 1,0 điểm. Mỗi câu trả lời đúng 0,1 điểm.
1. Amazingly 2. availability 3. informative 4. desperate 5.
personalise/personalize
6. disinterested 7. climatology 8. Hyperactive 9. disheartened 10. principality
Part 3: 0,5 điểm. Mỗi câu trả lời đúng 0,1 điểm
1. D 2. D 3. C 4. C 5. C
III. READING (6,0 điểm)
Part 1:1,5 điểm. Mỗi câu trả lời đúng 0,15 điểm.
1. orange 2. from 3. cool 4. mind 5. While/Whilst/(Al)though
6. been 7. to 8. either 9. advance 10. those

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Part 2: 1,5 điểm. Mỗi câu trả lời đúng 0,15 điểm.
1. A 2. D 3. B 4. B 5. C
6. A 7. C 8. C 9. B 10. B
Part 3: 0,75 điểm. Mỗi câu trả lời đúng 0,15 điểm.
1. A 2. C 3. A 4. B 5. D
Part 4: 1,05 điểm. Mỗi câu trả lời đúng 0,15 điểm.
1. B 2. D 3. C 4. A 5. A 6. C 7. B
Part 5: 1,2 điểm. Mỗi câu trả lời đúng 0,15 điểm.
1. vii 2. i 3. iv 4. viii 5. vi
6. NOT GIVEN 7. YES 8. NO

IV. WRITING (6,0 điểm)

Part 1: 1,0 điểm. The mark given to Part 1 is based on the following criteria:
1. Write a well-organized paragraph of summary: a topic sentence & supporting ones, 0,2 điểm
meeting the requirement of length.
2. Present the topic sentence: The text discusses the evolution of language through 0,2 điểm
age-grading, where habits change over life stages.
3. Give the supporting ideas:
+ the -ing/-in' variable exemplifies this change
+ 'working' and 'workin'' represent prestigious and nonstandard forms respectively
+ language mirrors parental influence in early childhood 0,3 điểm
+ adolescence embraces nonstandard speech
+ adulthood imposes standard language conformity
+ late adulthood witnesses a return to informality in post-career
4. Use examinees’ own words or paraphrases with a variety use of synonyms, different
sentence structures, word classes and correct punctuation. They can change the order of
0,3 điểm
ideas where necessary.
Suggested paragraph: The text discusses the evolution of language through age-grading, where habits
change over life stages. The -ing/-in' variable exemplifies this shift; 'working' and 'workin'' represent
prestigious and nonstandard forms respectively. In early childhood, language mirrors parental influence
involving the formal use of -ing, while adolescence embraces nonstandard speech with -in' for identity and
social group acceptance. Adulthood imposes standard language conformity, crucial for societal acceptance.
Late adulthood witnesses a return to informality in post-career, showcasing a more relaxed speech pattern.
These shifts illustrate the influence of social constructs on language development across different life
phases.(95 words)
Part 2: 2,0 điểm. The mark given to Part 2 is based on the following criteria:
1. Form and style: a semi-formal letter
 Starting salutation: Dear Ms. Hoa, 0,1 điểm
 Closing salutation: Yours sincerely, /Sincerely (yours), / (Kind/Best) 0,1 điểm
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 Regards,
 Tone of the letter: both respectful and warm 0,2 điểm
2. Content: Enough information with great details:
 giving reasons for writing the letter 0,1 điểm
 describing the situation 0,3 điểm
 explaining the problems and why it is difficult to work 0,3 điểm
 saying what kind of seat arrangement you would prefer 0,3 điểm
 closing sentence(s) of the letter 0,1 điểm
3. Language use: Good wording with coherence, good use and control of 0,5 điểm
grammatical structures.
Part 3: 3,0 điểm. The mark given to Part 3 is based on the following scheme:
Item trait description Points
1. Content 1,0 điểm
 All of the aspect(s) of the topic has/ have been addressed in the response
 Main ideas, details, examples and explanations appropriately support the test
taker’s point of view.
(If the test taker does not address the topic, the response will be scored zero
on all traits)
2. Organization 0,5 điểm
a. The essay is well-structured
 Introduction is presented with clear thesis statement.
 Body paragraphs are written with unity, coherence, and cohesion. Each body
paragraph must have a topic sentence and supporting details and examples
when necessary.
 Conclusion summarizes the main points and offers personal opinions
(prediction, recommendation, consideration) on the issue (if necessary).
b. Ideas are developed logically
3. Language use 1,0 điểm
 A good command of a broad lexical repertoire and a good command of
idiomatic expressions and colloquialisms.
 Elimination of ambiguity
 Excellent use and control of grammatical structures
4. Punctuation, spelling, and handwriting 0,3 điểm
 Correct punctuation and no spelling mistakes
 Legible handwriting
5. Formal Requirement 0,2 điểm
 The response meets the length requirement of about 200 words
Total 3,0 điểm
- THE END -

AUDIOSCRIPTS
Part 1

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Part 2
I = Interviewer P = Paul S = Sally
I: With me today is Sally Cahill, expert on false beliefs, and (1) Paul Roberts, professor of political
science. So, Paul, let’s sart with you. You developed a website on the false beliefs. Why did you do that?
P: Well, false beliefs are facts that people think are true but actually aren’t. For example, it was once
falsely claimed that former President Obama didn’t have a US birth certificate and as a result, his mother
is still thought by some to have given birth to him outside the country despite his birth certificate saying
otherwise. (2) While I was at university, one political campaign caused so much misinformation to go
round that I launched my website to try to set the record straight. I didn’t really get anywhere though
because once false information is believed to be true, it sticks in people’s minds. That’s what my new
book’s about.
I: Sally, what do we know about false beliefs or misinformation?
S: There’s a little research on it but most of it has been done in artificial conditions rather than in the real
world, which might be less effective. One good study suggests that our brain views different kinds of
misinformation in two ways. (3) If the truth is no threat to us in some ways, we turn a bilnd eye to it and
hold onto the false belief, even if we’re told the information’s wrong soon after we hear it.
I: Well, that’s interesting. So it’s about how willing we are to accept the correction. Have there been any
studies on it?
S: There was one done in Australia, where the participants heard details of a crime or heroic event. They
were given some wrong information which was quickly corrected. However, some participants still tried
to give that incorrect information when reporting it later, despite giving other facts correctly. (4)
Researchers concluded that it was the people’s values that determined whether they did this, not their
personality or any hidden agenda.
I: So, how should misinformation be corrected?
S: People need to concentrate on getting people to understand how their values can affect how they take
in information. (5) Clearly, the more willing they are to accept different people and ways of life, the more
able they are to recognise false beliefs.
P: You know, apparently, if you recall a time you felt good about yourself, it actually make you more
open-minded and therefore able to report information accurately. Of course, it’s unrealistic for people to
go round thinking about something positive before they read information but it’s an interesting idea and
one we must focus on. Simply correcting information is definitely not the answer and the theory suggest
we should probably also avoid appealing to political ideas that reflect who they are.
I: So how exactly this work in practice? Do you have any examples?
P: Well, (6) there’s the interesting case of raw milk. It’s said that there are health benefits to drinking raw
milk by some raw milk lovers but health experts say it’s three time more likely to cause medical problems
if handled incorrectly. Now, if I were those experts, I wouldn’t try to present the correct facts. I’d
emphasise that we’ve drunk pasteurised milk for decades and it’s not been harmful to us or our children at
all. That way we avoid any reference to the self-indentity.
I: Sally, is there anything else you think can help to stop false beliefs?
S: Yes, it’s much harder to do when leading public figures with out any expertise send out false
messages. (7) What you need is all the people with the right knowledge to agree on what the right
information is. When this happens, the correct messages spread broadly without interference. However,
this can be tricky now that social media makes it easy for anyone to be heard, knowledgeable or not.
Members of different political parties, for example, like to have their say but they don’t always have the
facts and rarely agree.

Part 3
Hi, my name’s Megan and I’m going to tell you about a forest survival course in Australia. So how did I
come to do the course like that? Well, I’d been thinking about what to do in my summer holiday and my
professor suggested I should do some teaching at a summer camp he was running, but I wanted to get
away from academic stuff for a while. (1) Then my father found the website about the survival courses
while looking for something to interest my brother. And that was it the course leader, John, was very

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experienced survival expert with an impressive range of skill. I can’t tell you how absolutely terrifying
the experience of being in the forest was at time but (2) John’s humor eased the tension, for which I was
really grateful. He also knew exactly when to offer support and when to leave us to it. Chris was his
assistant, and brought different qualities to the group. He was never short of enthusiasm, and was
particularly keen on insects – he told us the name od everyone we came across in the forest. (3) He also
knew all the facts about plants so that over five days, he got to know what was safe to eat while we were
there and what we had to avoid. That information proved really valuable. There were ten of us on the
course and we made a great team. I thought I’d struggle with the tasks that made big physical demands
because of my size, but I soon learnt that metal toughness was equally important. And in fact that turned
out to be something I didn’t have problem with. (4) John drilled into us the importance of staying safe at
all times. In that respect, possessing sufficient self-awareness is key…. knowing our own capabilities and
limitations could save our lives. All this hold back picnic, which is often a greater danger than the
situations we find ourselves in. We’d all been equipped with a mini survival kit which contained things
like first aid kit and water sterilization tablets, and of course we’d all brought other things as well,
including some fancy gadgets which were never used…. (5) but nobody else had thought about plastic
bags to keep stuff dry in our rucksacks. I passed mine around and they were much appreciated. Our first
task was to make tools that we could use. For example, did you know you can actually make a spear from
a branch if it’s strong enough? We were shown how to make a knife out of a stone that was lying on the
forest floor. It took me quite a long time to make one but it was great for all sorts of tasks. The next thing
was to find a water source. (6)We found a small stream and we followed that some distance to where it
finally joined a river. John told us that because the water at that point was quite fast-flowing, it was
drinkable as long as we boiled it. There was also a small lake nearby but we were advised not to use that
because of the wild animal that were often there. (7) Our first meal in the forest was what we collected
ourselves such as berries. Then, after all that walking and looking for food, we were ready for a good
night’s sleep. I didn’t find making a shelter too problematic actually, which was just as well (8) because if
lighting a fire without matches had been left to me, then we’d have been shivering all night! The thing
that I found most interesting about the course was that many of the skills I use as a student at university
are available for survival too. Of course, you’d expect team-building to be useful. But what I hadn’t
expected was that being good at time management would also an advantage.

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SECTION 3 (file HSG/READING/2020/ TEST 4)- chưa dùng
Climate change and the Inuit
The threat posed by climate change in the Arctic and the problems faced by Canada’s Inuit people
A Unusual incidents are being reported across the Arctic. Inuit families going off on snowmobiles to
prepare their summer hunting camps have found themselves cut off from home by a sea of mud,
following early thaws. There are reports of igloos losing their insulating properties as the snow drips and
refreezes, of lakes draining into the sea as permafrost melts, and sea ice breaking up earlier than usual,
carrying seals beyond the reach of hunters. Climate change may still be a rather abstract idea to most of
us, but in the Arctic it is already having dramatic effects – if summertime ice continues to shrink at its
present rate, the Arctic Ocean could soon become virtually ice-free in summer. The knock-on effects are
likely to include more warming, cloudier skies, increased precipitation and higher sea levels. Scientists
are increasingly keen to find out what’s going on because they consider the Arctic the ‘canary in the
mine’ for global warming – a warning of what’s in store for the rest of the world.
B For the Inuit the problem is urgent. They live in precarious balance with one of the toughest
environments on earth. Climate change, whatever its causes, is a direct threat to their way of life. Nobody
knows the Arctic as well as the locals, which is why they are not content simply to stand back and let
outside experts tell them what’s happening. In Canada, where the Inuit people are jealously guarding their
hard-won autonomy in the country’s newest territory, Nunavut, they believe their best hope of survival in
this changing environment lies in combining their ancestral knowledge with the best of modern science.
This is a challenge in itself.
C The Canadian Arctic is a vast, treeless polar desert that’s covered with snow for most of the year.
Venture into this terrain and you get some idea of the hardships facing anyone who calls this home.
Farming is out of the question and nature offers meagre pickings. Humans first settled in the Arctic a
mere 4,500 years ago, surviving by exploiting sea mammals and fish. The environment tested them to the
limits: sometimes the colonists were successful, sometimes they failed and vanished. But around a
thousand years ago, one group emerged that was uniquely well adapted to cope with the Arctic
environment. These Thule people moved in from Alaska, bringing kayaks, sleds, dogs, pottery and iron
tools. They are the ancestors of today’s Inuit people.
D Life for the descendants of the Thule people is still harsh. Nunavut is 1.9 million square kilometres of
rock and ice, and a handful of islands around the North Pole. It’s currently home to 2,500 people, all but a
handful of them indigenous Inuit. Over the past 40 years, most have abandoned their nomadic ways and
settled in the territory’s 28 isolated communities, but they still rely heavily on nature to provide food and
clothing.
Provisions available in local shops have to be flown into Nunavut on one of the most costly air networks
in the world, or brought by supply ship during the few ice-free weeks of summer. It would cost a family
around £7,000 a year to replace meat they obtained themselves through hunting with imported meat.
Economic opportunities are scarce, and for many people state benefits are their only income.
E While the Inuit may not actually starve if hunting and trapping are curtailed by climate change, there
has certainly been an impact on people’s health. Obesity, heart disease and diabetes are beginning to
appear in a people for whom these have never before been problems. There has been a crisis of identity as
the traditional skills of hunting, trapping and preparing skins have begun to disappear. In Nunavut’s
‘igloo and email’ society, where adults who were born in igloos have children who may never have been
out on the land, there’s a high incidence of depression.
F With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries of climate
change in the Arctic. Having survived there for centuries, they believe their wealth of traditional
knowledge is vital to the task. And Western scientists are starting to draw on this wisdom, increasingly
referred to as ‘Inuit Qaujimajatugangit’, or IQ. ‘In the early days scientists ignored us when they came up
here to study anything. They just figured these people don’t know very much so we won’t ask them,’ says
John Amagoalik, an Inuit leader and politician. ‘But in recent years IQ has had much more credibility and

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weight.’ In fact it is now a requirement for anyone hoping to get permission to do research that they
consult the communities, who are helping to set the research agenda to reflect their most important
concerns. They can turn down applications from scientists they believe will work against their interests,
or research projects that will impinge too much on their daily lives and traditional activities.
G Some scientists doubt the value of traditional knowledge because the occupation of the Arctic doesn’t
go back far enough. Others, however, point out that the first weather stations in the far north date back
just 50 years. There are still huge gaps in our environmental knowledge, and
despite the scientific onslaught, many predictions are no more than best guesses. IQ could help to bridge
the gap and resolve the tremendous uncertainty about how much of what we’re seeing is natural
capriciousness and how much is the consequence of human activity.

Questions 27-32 Reading Passage 3 has seven paragraphs, A-G. Choose the correct heading for
paragraphs B-G from the list of headings below. Write the correct number i-ix for questions 27-32 .
Paragraph A has been done as an example
List of Headings
i The reaction of the Inuit community to climate change
ii Understanding of climate change remains limited
iii Alternative sources of essential supplies
iv Respect for Inuit opinion grows
v A healthier choice of food
vi A difficult landscape
vii Negative effects on well-being
viii Alarm caused by unprecedented events in the Arctic
ix The benefits of an easier existence
Example: Paragraph A Answer: viii
27 Paragraph B
28 Paragraph C
29 Paragraph D
30 Paragraph E
31 Paragraph F
32 Paragraph G
Questions 33-40 Complete the summary of paragraphs C and D below. Choose NO MORE THAN TWO
WORDS from paragraphs C and D for each answer. Write your answers for questions 33-40 .
If you visit the Canadian Arctic, you immediately appreciate the problems faced by people for whom this
is home. It would clearly be impossible for the people to engage in 33 ______ as a means of supporting
themselves. For thousands of years they have had to rely on catching 34 ______ and 35 ______ as a
means of sustenance. The harsh surroundings saw many who tried to settle there pushed to their limits,
although some were successful.
The 36 ______ people were an example of the latter and for them the environment did not prove
unmanageable. For the present inhabitants, life continues to be a struggle. The territory of Nunavut
consists of little more than ice, rock and a few 37 ______ . In recent years, many of them have been
obliged to give up their 38 ______ lifestyle, but they continue to depend mainly on 39 ______ for their
food and clothes. 40 ______ produce is particularly expensive.

KEYS
27. I. The paragraph is about how seriously the locals have taken the news. They are full of resolve to
handle the situation themselves rather than leaving it to be taken care of by “outside experts”.
28. VI. The paragraph describes the features of territory inhabited by the Inuit and the hardships they have
to endure living there.

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29. III. The paragraph focuses on difficulty in obtaining the essentials that the nature can’t provide. Note
that title VI doesn’t fit — even though there is some description of stern conditions they live in, it is not
the main idea of the paragraph.
30. VII. This paragraph names the many difficulties the indigenous population have faced because of the
changes in climate. Namely hunting becoming less popular as a result of rising temperatures.
31. IV. Sentences four to six of paragraph F talk about how the locals’ opinion gradually became more
valued by the scientists.
32. II. In the last paragraph the author acknowledges that there are “gaps” in our understanding of the
Arctic.
33. Farming. Paragraph C, third sentence states that “farming is out of the question”. Means of
supporting themselves is another way of saying “to make one’s living”.
34. Sea mammals. This and the next questions are answered in the next, fourth sentence of paragraph C.
35. Fish. See previous question. It is important to give answers in this order — the order of the original
text.
36. Thule. Paragraph C, sentence number five. By “latter” the author means “successful”. Spelled with
capital T, will be counted as a mistake otherwise.
37. Islands. Paragraph D, second sentence. “Few” in the task is synonymized as “a handful” in the text.
Note that the answer has to be in plural because of the adjective “few” before the gap.
38. Nomadic. Paragraph D, sentence four. “Lifestyle” is a synonym of “way”.
39. Nature. Paragraph D, sentence four. “Depends” in the task is a synonym for “rely” in the text.
40. Imported. “Produce” here means food, or meat specifically if we are talking about the text.
“Imported meat” can be found in paragraph D, sentence beginning with “It would cost …”.

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