Đề thi học sinh giỏi cấp tỉnh môn Tiếng Anh THCS năm 2023-2024 - Sở GD&ĐT Tiền Giang

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Nội dung Text: Đề thi học sinh giỏi cấp tỉnh môn Tiếng Anh THCS năm 2023-2024 - Sở GD&ĐT Tiền Giang

SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN HỌC SINH GIỎI CẤP TỈNH TỈNH TIỀN GIANG TRUNG HỌC CƠ SỞ Năm học 2023-2024 ĐỀ THI CHÍNH THỨC Môn thi: TIẾNG ANH Thời gian làm bài: 150 phút, không kể thời gian phát đề (Đề thi có 09 trang) Ngày thi: 27/3/2024 _______________________________________________ PART I: QUESTION 1 - LISTENING COMPREHENSION: (1 – 20) (2.0 pts) (Thí sinh nghe 02 đoạn ghi âm mỗi đoạn 02 lần. Bắt đầu và kết thúc phần nghe đều có nhạc. CD đã được ghi đủ số lần, giám thị mở cho máy chạy từ đầu tới cuối không cần trả CD. Tổng thời lượng của CD là: khoảng 25 phút. Giữa các đoạn có khoảng im lặng để thí sinh làm bài) SECTION 1: You will hear a conversation between a student looking for her family and a housing adviser. Complete the notes below (1-10). Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. HOST FAMILY APPLICANT Example Answer Name: Jenny Chan Present address: Sea View Guest House, (1) _______ Daytime phone number: 2237676 (NB Best time to contact is (2) _______) Age: 19 Intended length to stay: (3) _______ Occupation while in the UK: student General level of English: (4) _______ Preferred location: in the (5) _______ Particular requirement for diet: (6) _______ Other requirements: own facilities own television (7) _______ to be (8) _______ Maximum price: (9) £______ a week Preferred starting date: (10) ______ Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 1/9
SECTION 2: (11-20) You will hear a talk about scientific research in the continent of Antarctica. Complete the notes below WRITE NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. ANTARCTICA GEORGRAPHY world’s highest, coldest and windiest continent more than (11) _______ times as big as the UK Most of the area is classified as (12) _______ RESEARCH STATIONS international teams work together (13) _______ is integrated with technical support stations contain accommodation, work areas, a kitchen, a (14) _______ and a gym. supplies were brought to Zero One station by sledge from a (15) _______ at the edge of the ice 15 km away problem of snow build-ups solved by building stations on (16) _______ with adjustable legs FOOD AND DIET average daily requirement for an adult in Antarctica is approximately (17) _______ kilocalories rations for field work prepared by a process of freeze-drying RESEARCH the most important research focuses on climate change, including - measuring changes in the icecaps (because of effects on sea levels and (18) _____ - monitoring the hole in the ozone layer - analyzing air from bubbles in ice to measure the (19) _______ caused by human activity. WORK OPPORTUNITIES Many openings for (20) _______ people including - research assistants - administrative and technical positions PART II: READING COMPREHENSION: (6.0 pts) QUESTION 2. READING 1: Read the passage below, then choose ONE option that best answers or completes each of the questions (21-33): Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 2/9
If You Can Get Used to the Taste There is a formal word for it: entomophagy. It means the consumption of insects by us, human beings. Okay, we are not insectivores (eaters of insects), although, it must be admitted, our primate cousins regularly feast on insects. Sure, but those relatives live in trees, and swing from branches, and we don’t. Okay, you say, snails, those slimy garden pests, are relished as a gourmet food, most famously by the French, who are otherwise not interested in garden life. But, I counter, snails are not insects. They are mollusks, and I’d like to think that makes a difference. What I’m talking about is eating true insects, those with six legs, three body parts, hard exoskeleton, and two antennae. We can extend this definition to our eight-legged arachnids (spiders and scorpions), as well. These are creatures people just don’t eat. At least, that was what I thought, until I met a personally as well as ecologically-friendly young man, Peter Ferguson, who advocates insects as the ultimate in culinary delight. Why? Peter explains, ‘For a start, there are many insects, about 10 million species, and a huge biomass of high quality calories, and we just ignore them. In a world having trouble feeding itself, that doesn’t make sense.’ Ignore them we do, at least in Western culture, where we have long had much better alternatives. Animal husbandry has characterised our societies, giving us pork, poultry, and cattle, upon which we regularly feast. Yet other cultures don’t have it so lucky, in Africa, in Asia, and among aboriginal or ethnic groups in Oceania, insects have an equally long history as an important dietary supplement, from butterflies and moths, to bees and wasps, cockroaches and ants, beetle grubs or larvae, caterpillars and worms, scorpions (a delicacy in southern China) and tarantulas. Even the Christian Bible states that John the Baptist lived on locusts and wild honey, locusts being grasshoppers in their swarming stage. These same insects, incidentally, are commonly eaten in Thailand, where a visit to a market there will reveal multitudes, deep-fried in glistening piles for the delectation of passing shoppers. Consider the African mopane worm, for example. To begin with, the name is a misnomer. The creature is actually a large colourful caterpillar, which, in the fullness of time, turns into a rather dull-looking moth, although most never reach that stage. The hairy yellow- striped creatures are eagerly sought after, hand-picked from trees in the wild, pinched by the tail end to squeeze out the slimy green intestinal tract, after which they are most often sun-dried or smoked, thereafter ready for consumption. Tins of mopane worms in brine, or in tomato or chili sauce are common in supermarkets. They can be eaten straight from the can. fried into crunchy snacks, or added as an ingredient to conventional dishes. The harvest and sale of wild mopane worms is now a multi-million dollar industry, feeding millions of people, mostly indigenous Africans. Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 3/9
Peter is enthusiastically telling me why he does it. ‘Insects have protein, and all the vitamins, minerals, and fat you could want.’ When I remain skeptical, Peter holds up a fried grasshopper. ‘This has lots of calcium’. Then comes the (you guessed it) termite paste, a black smear with the look, smell, and consistency, of an industrial solvent. ‘Iron. Very rich.’ Then comes the grublike larvae of some form of moth. ‘Essential trace elements such as zinc and copper.’ Anything else? ‘Insects don’t produce greenhouse gases, and don’t need antibiotics.’ Peter even cites my mopane worm example. ‘Three kilograms of mopane leaves will feed a kilogram of worms — a 30% payback. With cattle, it’s less than 10%. Insects are cheap to buy, cheap to breed, and easy to manage.’ One can’t argue with that. The phenomenal rate at which insects breed is well known, and more than makes up for their small size. A female cricket might be a fraction of the weight of a huge beef cow, but lays up to 1,500 eggs a month, converted into food at 20 times the rate of beef, whilst using only a fraction of the space and water. The ecological argument for entomophagy is undeniable, although there are significant concerns about internal parasites, and the accumulation of pesticides and toxins inside many wild insects. Allergic reactions have also been reported. Cooking insects well is recommended, and their consumption should, of course, be avoided, after intensive pesticide use or commercial spraying of local agricultural lands. But what about the taste? Here, Peter hesitates. He finally comes out with a suspicious, ‘You get used to it.’ When I nod skeptically, he comes out with a far more confident, ‘Actually, you’re eating insects already, all the time.’ Yes, apparently, insects find their way into the human food chain, whether we like it or not. For example, most of those who eat rice (as I do) are inadvertently eating not just a few rice weevil larvae, and probably benefited by this, given the additional vitamins these larvae supply. Whole insects, insect parts, insect detritus, larvae, and excrement, appear in all our food, but in such small quantities that they are basically unnoticed and insignificant. Peter smiles. ‘In that sense, we’re already insectivores. We’ve just got to take the next logical step.’ Do the following statements agree with the information given in the Reading Passage? Write TRUE if the statement agrees with the information. FALSE If the statement contradicts the information. NOT GIVEN If there is no information on this. 21. The French are well known for eating insects. 22. Peter Ferguson is a nature-friendly person. 23. Insect eating by people is a modern phenomenon. 24. Some insects are used for religious purposes. Complete the table CHOOSE NO MORE THAN TWO WORDS from the passage for each answer. Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 4/9
Insect One fact Another fact grasshoppers contain (25)_______ popular in (26) _______ mopane worms primarily eaten by eat (28) _______ (27_______ scorpions are popular in (29) _______ are a type of (30) _______ 31. Mopane worms A. are appropriately named. B. usually reach their moth form. C. are extensively raised for profit. D. are usually treated before being eaten. 32. Insects A. multiply quickly. B. are best eaten raw. C. are mostly safe to eat. D. produce small amounts of greenhouse gas. 33. The author A. likes snails. B. probably eats mopane worms. C. believes insects can taste good. D. probably eats rice weevil larvae. QUESTION 3. READING 2: (34-37) The Reading passage has 4 paragraphs (A- D). Choose the correct heading for each paragraph from the list of headings below. There are 3 extra ones that we do not need to use. List of headings i. A possible explanation ii. Why names of objects are unhelpful iii. Checking out the theory iv. A serious state of affairs v. The need to look at how words are formed vi. How age impacts on learning colors vii. Some unsurprising data LEARNING COLOR WORDS Young children struggle with color concepts, and the reason for this may have something to do with how we use the words that describe them. A. In the course of the first few years of their lives, children who are brought up in English- speaking homes successfully master the use of hundreds of words. Words for objects, actions, emotions, and many other aspects of the physical world quickly become part of their infant repertoire. For some reason, however, when it comes to learning color words, the same children perform very badly. At the age of four months, babies can distinguish between basic color categories. Yet it turns out they do this in much the same way as blind children. “Blue” and “yellow” appear in older children‘s expressive language in answer to questions such as “What color is this”, but their mapping of objects to individual colors is haphazard and interchangeable. If shown a blue cup and asked about its color, typical two- year-olds seem as likely to come up with “red” as “blue”. Even after hundreds of training Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 5/9
trials, children as old as four may still end up being unable to accurately sort objects by color. B. In an effort to work out why this is, cognitive scientists at Stanford University in California hypothesized that children’s incompetence at color-word learning may be directly linked to the way these words are used in English. While word order for color adjectives varies, they are used overwhelmingly in pre-nominal position (e.g. “blue cup”); in other words, the adjective comes before the noun it is describing. This is in contrast to post- nominal position (e.g. “The cup is blue”) where the adjective comes after the noun. It seems that the difficulty children have may not be caused by any unique property of color, or indeed, of the world. Rather, it may simply come down to the challenge of having to make predictions from color words to the objects they refer to, instead of being able to make predictions from the world of objects to the color words. To illustrate, the word “chair” has a meaning that applies to the somewhat varied set of entities in the world that people use for sitting on. Chairs have features, such as arms and legs and backs, that are combined to some degree in a systematic way; they turn up in a range of chairs of different shapes, sizes, and ages. It could be said that children learn to narrow down the set of cues that make up a chair and in this way they learn the concept associated with that word. On the other hand, color words tend to be unique and not bound to other specific co-occurring features; there is nothing systematic about color words to help cue the meaning. In the speech that adults direct at children, color adjectives occur pre-nominally (“blue cup”) around 70 percent of the time. This suggests that most of what children hear from adults will, in fact, be unhelpful in learning what color words refer to. C. To explore this idea further, the research team recruited 41 English children aged between 23 and 29 months and carried out a three-phase experiment. It consisted of a pre- test, followed by training in the use of color words, and finally a post-test that was identical to the pre-test. The pre- and post–test materials comprised six objects that were novel to the children. There were three examples of each object in each of three colors-red, yellow, and blue. The objects were presented on trays, and in both tests, the children were asked to pick out objects in response to requests in which the color word was either pre-nominal (“which is the red one?”) or a post-nominal (“which one is red?”). In the training, the children were introduced to a “magic bucket” containing five sets of items familiar to 26-month-olds (balls, cups, crayons, glasses, and toy bears) in each of the three colors. The training was set up so that half the children were presented with the items one by one and heard them labelled with color words used pre-nominally (“This is a red crayon”), while the other half were introduced to the same items described with a post- nominal color word (“This crayon is red”). After the training, the children repeated the selection task on the unknown items in the post-test. To assess the quality of children’s understanding of the color words, and the effect of each type of training, correct choices on items that were consistent across the pre- and post-tests were used to measure children’s color knowledge. D. Individual analysis of pre- and post-test data, which confirmed parental vocabulary reports, showed the children had at least some knowledge of the three color words: they averaged two out of three correct choices in response to both pre-and post-nominal question types, which, it has been pointed out, is better than chance. When children’s responses to the question types were assessed independently, performance was at its most consistent when children were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Only children who Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 6/9
had been trained with post-nominal color-word presentation and then tested with post- nominal question types were significantly more accurate than chance. Comparing the pre- and post-test scores across each condition revealed a significant decline in performance when children were both pre- and post-tested with questions that placed the color words pre- nominally. As predicted, when children are exposed to color adjectives in post-nominal position, they learn them rapidly (after just five training trials per color); when they are presented with them pre-nominally, as English overwhelmingly tends to do, children show no signs of learning. 34. Paragraph A: _______ 35. Paragraph B: _______ 36. Paragraph C: _______ 37. Paragraph D: _______ QUESTION 4. READING 3: (38-44): Fill in each numbered blank with ONE item chosen from the list below to complete the meaning of the passage. There are 11 extra ones that we do not need to use. A. child literacy B. family wealth C. losing numbers D. better-nourished E. mortality F. men and women G. great hope H. maternal literacy I. bad luck J. pets and pests K. hit-and-run L. at all costs M. use numbers N. cause and effect O. adults and dead P. breastfeed Q. survival R. an international research team A National Literacy Crusade in Nicaragua, South America, aimed to teach large numbers of illiterate __(38)__ to read and write. Public health experts have known for many years that there is a connection between child health and maternal literacy. However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by __(39)__ in Nicaragua. As a result, factors such as __(40)__ and attitudes to children have been eliminated, and it has been shown that __(41)__ can in itself improve infant health and survival. By 1985, about 300,000 illiterate adults from all over the country many of who had never attended primary school, had learnt how to read, write and __(42)__. Researches show that the infant __(43)__ rate for the children of literate mothers was significantly lower than of illiterate ones. The research team also found out that the surviving children of newly-literate mothers were also __(44)__ than those of women who could not read. PART III: GRAMMAR & VOCABULARY: (8.0 pts) QUESTION 5: Pick out ONE word that has the underlined syllable pronounced differently from the others in each case: 45. boot, foot, Google, hoof, loop, moon, noon, pool, root, soon, tooth, smooth, zoom 46. orchid, anarchism, chaos, choir, mocha, choral, chorus 47. contraction, application, balance, interaction, nomadic, dangerous 48. zebra, Switzerland, zest, zoo, zoology, zero, zealous, zone, zen, zoom Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 7/9
QUESTION 6: Pick out ONE word that is of different topic or part of speech from the others in each case: 49. terrible, tremble, able, possible, readable, favourable, flexible 50. allergy, truancy, authority, longevity, accompany, speciality, anxiety 51. picturesque, majestic, breathtaking, scenic, hazardous, gorgeous, magnificent 52. accidental, bridal, dental, formal, gradual, mutual, partial, tidal, trial, usual QUESTION 7: Write the verbs in the numbered brackets into its correct tense and form: 53. I (teach) _______ to ride a bike when I was seven. 54. Many educationalists suggest that a child (not/ give) _______ everything he/ she wants. 55. The car broke down. But for that, we (be) _______ in time. 56. He always goes to the supermarket alone, but today he (take) _______ his son with him. 57. His greatest ambition is (choose) _______ to take part in the next Olympic Games. 58. We (try) _______ to open the door for ten minutes when James found her keys. 59. You (do) _______ your homework for two hours. Haven’t you finished yet? 60. there (be) _______ any errors, let me know. QUESTION 8: Fill in each blank in these sentences with the suitable form of the words in brackets: 61. The duty of the police is the _______ of law and order. (MAINTAIN) 62. My most _______ experience was my trip to Hoi An in the summer of 2015. (FORGET) 63. The man living next door is one of the _______ in language. (SPECIAL) 64. The feudal system promotes male- dominated societies, where women obey men _______. (CONDITION) 65. His workmates were very _______ and selfish. (COOPERATE) 66. She is tolerant with her children even when they _______. (BEHAVIOUR) 67. The policeman examined the parcel _______ as he had no idea what it could be. (SUSPECT) 68. Too much of the food we eat nowadays is full of chemicals and other _______. (ADD) QUESTION 9: Rewrite these sentences, using the words given in such a way that they remain the same meaning as the original ones: Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 8/9
69. Everyone was surprised that the famous singer had very little money when she died.  The famous singer had ………………………..…...…………….. . 70. My youngest brother has won two scholarships from two famous universities in Australia. He is so excellent.  It is ……………………………….…………...…………………….….. . 71. People always laugh at his funny face. He doesn't like it.  He dislikes ……………………………...…….……. . 72. It was wrong of you to allow a four-year-old child to walk home alone.  You should …………………………………….….. . 73. Mrs. Taylor regretted buying the second –hand washing-machine.  Mrs. Taylor wished ……………………………….…………... . 74. “Don’t leave the house until I get back, William,” said his mother.  William’s mother told ………………………………. . 75. They cancelled the flight because of the heavy rain.  So heavily ………………………………..….….. . 76. Although Mary was beautiful and intelligent, she didn’t win the Miss World competition.  Despite ………………………………..…...…..………..…...………………. . PART IV: WRITING (4.0 pts) QUESTION 10 (77): Students should not simply learn what to learn, but more importantly, how to learn. Write an essay on this issue. Your writing should be about 200- 250 words. QUESTION 11 (78): You and your classmate are having a discussion on For schools, smart phones have both benefits and drawbacks. Write a conversation in about 15- 20 conversational exchanges. (Don’t let anyone know your names or addresses. Begin with you as Viet and your classmate as Nam.) ------------------------------------------- HẾT ------------------------------------------- Thí sinh không được sử dụng tài liệu. Giám thị không giải thích gì thêm. Họ và tên thí sinh:.........................................Số báo danh:………………………… Môn Tiếng Anh Ngày thi: 27/3/2024 Trang 9/9