Đề thi học sinh giỏi Quốc gia môn Tiếng Anh THPT năm 2024-2025 có đáp án - Sở GD&ĐT Bắc Giang

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Nội dung Text: Đề thi học sinh giỏi Quốc gia môn Tiếng Anh THPT năm 2024-2025 có đáp án - Sở GD&ĐT Bắc Giang

SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN ĐỘI TUYỂN BẮC GIANG HỌC SINH GIỎI QUỐC GIA THPT NĂM HỌC 2024-2025 Môn: TIẾNG ANH Đề thi có: 15 trang Thời gian: 180 phút (không kể thời gian giao đề) Ngày thi: 10/9/2024 Bằng số: ĐIỂM Chữ ký giám khảo 1: .......................................................... BÀI THI Bằng chữ: ................................ Chữ ký giám khảo 2: .......................................................... - Thí sinh làm bài trực tiếp vào đề thi. LƯU Ý: - Thí sinh không được sử dụng bất cứ tài liệu nào. I. LISTENING (5.0 points) The listening section is in FOUR parts. You will hear each part TWICE. At the beginning of each part, you will hear a sound. There will be a piece of music at the beginning and at the end of the listening section. You will have TWO minutes to check your answers at the end of the listening section. All the other instructions are included in the recording Part 1. For question 1-5, listen to a recording about Apple Pay and decide whether the following statements are True (T) or False (F) or Not Given (NG). Write your answers in the corresponding numbered boxes provided. 1. The primary advantage of Apple Pay compared to other digital wallets lies in its own ecosystem it operates on. 2. Banks have to allocate large portions of their own budget upon the rise of Apple Pay. 3. Traditionally, banks would receive profits via the use of bank cards from product sellers. 4. However, with the business model of Apple Pay, banks can only retain one fourth of the fees charged to sellers. 5. Losing its own identity as a bank is the butterfly effect that banks are fearful of when letting Apple Pay rise to its status. Your answers: 1. 2. 3. 4. 5. Part 2. For questions 6-10, listen to the recording and answer the questions. Write NO MORE THAN TWO WORDS for each answer. 6. What human activity generates around 15% of the greenhouse gas emissions contributed by people? ____________________________________ 7. As well as cutting down on meat consumption, what else should we endeavor to reduce? ____________________________________ 8. Which important ecosystem is beef farming contributing to the loss of on a large scale? ____________________________________ 9. There can be benefits to biodiversity from long-established farming practices of what? ____________________________________ 10. Large volumes of water are needed for the cultivation of which type of nut? ____________________________________ Part 3. For questions 11-15, you will hear part of a radio interview with Adrian Jones, who has special responsibility for overseas students at the University of Bridgeport. Choose the answer (A, B, C or D) which fits best according to what you hear. 11. According to Adrian, most overseas students ___________ A. are on science and engineering postgraduate courses. B. have never studied subjects in the humanities.
C. are studying for a business degree. D. did not complete their first-degree course. 12. What does Adrian stress about overseas students at the university? A. They all suffer from essentially the same problems. B. The language problems they have are the hardest for them to overcome. C. They are different from each other in many respects. D. They are all from similar social backgrounds. 13. According to Adrian, the most serious problem for the majority of overseas students at Bridgeport is ___________ A. learning to work with people from other countries. B. finding a suitable place to live. C. getting to grips with the way things are organized and run in Britain. D. learning the university's rules and regulations. 14. Adrian makes the point that ___________ A. most overseas students lack self-confidence. B. in the long term, we've all got to help ourselves. C. it isn't uncommon for somebody's studies to be affected by family problems. D. five overseas students had to leave because they couldn't cope with their coursework. 15. What statement from the interviewer does Adrian disagree with? A. British students pay less to attend the university than foreigners. B. Overseas students can get a place at the university even if they did relatively poorly at school. C. The university would like to increase the number of overseas students. D. Accepting more overseas students may damage the university's reputation. Your answers: 11. 12. 13. 14. 15. Part 4. You will listen to a piece of news. For questions 16-25, complete the summary by writing NO MORE THAN THREE WORDS in each gap. Write your answers in the corresponding numbered boxes provided. 16. In December 2015, China issued a red alert warning for their capital, Beijing due to its excessive smog and ____________________. 17. Many ____________________ occupied top spots in terms of cleanliness according to the Green City Index report. 18. While Denmark and Switzerland impose heavy restrictions on high polluting vehicles, there is also a ____________________ to use public transit, bicycling and walking. 19. Curitiba in Brazil was the first city to introduce _____________in 1974. 20. Singapore keep the city clean through ____________________ and infrastructure investment. 21. ____________________ recycling and water treatment plants in Singapore are designed around supplying the uniquely compact city. 22. Recycling a significant amount of waste, San Francisco is described as a ________________ city. 23. A way to maintain low use of energy in San Fransico is to require ____________________ to submit energy usage reports on a regular basis. 24. Accra in Ghana get high scores for establishing a __________________ with the government. 25. In general, it is ____________________ to be involved that fundamentally contributes to the protection of the environment. Your answers: 16. 21. 17. 22. 18. 23. 19. 24.
20. 25. II. LEXICO AND GRAMMAR (3.0 pts) Part 1: Choose the answer A, B, C, or D that best completes each of the following sentences. Write your answers in the corresponding numbered boxes. 26. Everybody present knows each other well enough for us to ________ formalities. A. dispense with B. lay off C. write off D. rule out 27. It was a well-kept, ________ garden, stocked with exotic trees and fragrant flowering shrubs. A. overgrown B. luscious C. luxurious D. luxuriant 28. The government needs to _____ businesses that have been trying to evade the tax. A. put the screws on B. get into gear C. put one over on D. wipe off the map 29. Their decision on whether I get the job or not will be based mostly on my academic ________. A. reputation B. credits C. credentials D. standing 30. Over half of the population of this earthquake-stricken area are living ________. A. on the house B. on the breadline C. on the tenterhooks D. on the cards 31. The bank robber was given two five-year sentences, one for each robbery, but luckily for him they were to run ________. A. consequently B. consecutively C. concurrently D. conspicuously 32. For the first few months, the babies looked so alike I couldn’t tell ________. A. who is whom B. which from which C. which is which D. whom with whom 33. The small-scale demonstration later escalated into a ________ battle with the police, involving more than 800 protesters and causing serious traffic congestion across the city. A. pitched B. racked C. heaped D. scrap 34. Although the company seems very successful and popular, it has ________ actual money. Everything is built off loans and debts. A. less or no B. little or no C. many or not D. not any or little 35. I thought I had made it ________ that I didn’t want to discuss this matter any more. A. distinct B. frank C. straight D. plain Your answers: 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. Part 2: Write the correct form of each bracketed word in the space provided. There is an example at the beginning (0). Positive thinking The body of evidence suggesting that positive thinking is an (0) _essential- factor in success continues to grow. Many scientists are convinced that that optimism constitutes a more important (36. PREDICT) ______ of academic achievement than IQ test Psychologists define optimism not merely as a sunny (37. LOOK) ______ on life, but as the belief that you can achieve your goals. The ability to attribute failure (and success) to factors outside yourself is a crucial (38. CHARACTER) ______ of optimism, and results in more (39. MANAGE) ______ emotional reaction to events. The optimist sees failure as caused by something temporary and changeable, and therefore her (40. INCLINE) ______ is to focus on how to avoid making the same mistakes in the future. Optimists have a variety of attributes which enable them to (41. STAND) ______ the setbacks they encounter, like confidence in their (42. RESOURCE) ______ and the sense to break up sizable goals into attainable (43. OBJECT) ______. The pessimist, by contrast, blames himself for his failure, and concludes that he is simply incapable of accomplishing a given task. He is comparatively (44. LIKE) ______ to look for external factors to explain it and is more likely to sink into depression. Obviously, that has (45. IMPLY) ______ in all areas of endeavor. Your answers:
36. 37. 38. 39. 40. 41. 42. 43. 44. 45. III. READING (6.0 POINTS) Part 1. For questions 46-55, read the passage and fill in each of the following numbered blanks with ONE suitable word. Write your answers in the corresponding numbered boxes provided. Beyond genetics exploring the world of epigenetics Epigenetics is an enthralling field of study that delves (46) ______ the inner workings of gene regulation, unlocking the secrets of how genes are (47) ______ the shots in shaping our biological destinies. The intricate mechanisms of epigenetics go (48) ______ the tip of the iceberg, revealing the profound impact of environmental influences on our genetic expression. At its core, epigenetics explores the heritable changes in gene function that (49) ______ in the family, yet transcend traditional genetic inheritance. These modifications affect the nitty-gritty of gene activity, dictating (50) ______ genes are turned on or off, thus influencing an organism’s development and overall health. (51) ______ of the most remarkable aspects of epigenetics is its adaptability, as genes respond to our ups and downs in life, mirroring experiences and environmental exposures. These dynamic interactions (52) ______ genes and the environment unveil the captivating dance of gene expression In conclusion, epigenetics is a captivating frontier that (53) ______ the key to understanding the delicate interplay between (54) ______ and nurture. By joining forces with traditional genetics, epigenetics enriches our understanding of the intricate symphony of life and empowers us to unlock the mysteries of our biological makeup. The profound implications of epigenetics extend beyond the (55) ______, promising a new era of personalized medicine and a deeper appreciation of our shared human journey. Your answers: 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. Part 2. Read the following passage and do the task that follow. The unrest behind the romance According to Sydney Waterlow, the era of the romantic movement was a turbulent time in Britain, politically and socially. The greatest of Britain’s lyric poets, the culmination of the romantic movement in English literature, appeared in an age which, following on from a series of successful military campaigns that had established British power all over the world, was one of the gloomiest in the country’s history. If in some ways the Britain of 1800-20 was ahead of the rest of Europe, in others it lagged far behind. The industrial revolution, which in time transformed a nation of peasants and traders into a nation of manufacturers, have begun; but its chief fruits as yet were increased materialism and greed, and politically the period was far from calm. Alone of European peoples, the British had been untouched by the tide of Napoleon’s conquest, which, when it receded from the Continent at least left behind a framework of enlightened institutions, while Britain’s success in the Napoleonic wars only confirmed the grip of ruling aristocratic families on the nation which they had governed since the reign of Queen Anne. This despotism crushed the humble and stimulated the high spirited to violence, and is the reason why poets such as Byron, Landor, and Shelley, though by birth and fortune members of the ruling class, were pioneers of political, as much as of spiritual, rebellion. Unable to breathe the atmosphere of England, they were driven by the sensibilities to live in exile. In their home country there was exhaustion after war; workmen being thrown out of employment; high taxes, rents and corn prices; and a sense of fear arising from the French Revolution,
which had sent a wave of panic through the country which would last until about 1830. Suspicion of republican principles – which, is seemed, led straight to organized slaughter - frightened many good men, who would otherwise have been reformers, into supporting the establishment. The elder generation of poets had been republicans in their youth. Wordsworth, for example had said of the revolution that it was “bliss to be alive” in that dawn. Southey and Coleridge had even planned to found a communist-style society in the New World. Now all three were committed to the defense of order and property, as well as the Church and the throne. From their seclusion in the Lake District, Southey and Wordsworth praised the royal family and celebrated England as the home of freedom. However, England had ruthlessly stamped out the Irish rebellion of 1798, forced Ireland by fraud into the union of 1800 and was strangling that island’s industry and commerce. Catholics could neither vote nor hold office. In fact, at a time when the population of the United Kingdom was some 30 million, the right to vote was possessed by no more than a million, and the majority of the seats in parliament were the private property of rich men. Representative government did not exist, and whoever agitated for some measure of it was deported to Australia or forced to flee to America. Glasgow and Manchester weavers starved and rioted, but anyone not directly involved in such incidents didn’t necessarily hear about them, as news publishers were tightly controlled. In 1812, bands of poor people were driven by hunger to steal to feed themselves, placing themselves in mortal danger, for death was still publishment for the theft of a loaf or a sheep. The social organism had come to a deadlock, on the one hand a starved and angry populace, on the other a vast, powerful Church- and- king party, made up of all who had a stake in the country. In 1820 Shelly wrote what might be described as a not quite successful piece of satirical drama, Oedipus Tyrannus or Swellfoot The Tyrant, inspired by the quarrel between the Prince Regent and his wife. When the Princess of Wales, Caroline of Brunswick-Wolfenbüttel, after having left her husband to leave in Italy, returned soon after the prince became George IV to claim her position as queen, the royal differences became an affair of high national importance. The divorce case which followed encapsulated the distempers of the age. Shelley felt that sort of disgust which makes a man rave and curse under the attacks of some oppressive disease; if he laughs. it is the laugh of frenzy. In the play, which was suppressed soon after publication, he represents the men of England as starving pigs content to lap up whatever scraps their tyrant, the priest and the soldiers will allow them. At the end, when the pigs, rallying around that triumphant princess, hunt down their oppressors, the reader cannot help feeling a little sorry that Shelley does not permit a gentler mood into the work: there is an unrelentingly cruel quality in his rumor even if it is justified. Questions 56-58. Choose the correct letter, A, B, C or D 56. According to the text, in the early 19th century, people in Britain began doing what? A. making goods B. joining the army C. growing food D. travelling abroad 57. The poets Byron, Landor and Shelley A. supported Napoleon B. came from poor background C. received an order to leave Britain D. were members of powerful families 58. Why did Wordsworth, Southey and Coleridge change their political views? A. because of ordinary people’s poverty B. because they were losing money C. because they feared the rise of violence D. because of their experiences overseas Questions 59-62. 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 59. Ireland and Britain agreed to a temporary union. 60. The British population was decreasing. 61. Newspapers made unrest seem more frequent than it was.
62. Stealing bread could lead to someone’s execution. Questions 63-68. Complete the summary below. Choose NO MORE THAN TWO WORDS from the text for each answer. The subject of a Satirical Drama Oedipus Tyrannus was (63) ______ disagreement between the Prince Regent and the Princess of Wales which drew the attention of the nation. Although the couple had been living apart, Caroline came back to England to (64) ______ her place as the queen. This soon led to their divorce. Shelly felt extreme (65) ______ in response to the events, which he expressed in the play. The play was not successful; it didn’t have a chance because it was (66) ______ right away. This was not surprising since he portrayed the English as pigs who finally rose up against their (67) ______. It has been suggested that the play would have benefited from a (68) ______ and less cruelty in its style of satire. Your answers: 56. 57. 48. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. Part 3. In the passage below, 7 paragraphs have been removed. For questions 69-75, read the passage and choose from paragraphs A-H the one which fits each gap. There is ONE extra paragraph which you do not need to use. Write a letter A-H in the corresponding numbered boxes provided. Methods of teaching culture 69. ________________________ There are another two interesting methods: culture assimilators and cultoons. Cultural assimilators comprise short description of various situations where one person from the target culture interact with persons from the home culture. Then follow for possible interpretations of the meaning of the behavior and speech of the interactants, especially those from the target culture. Once the students have read the description, they choose one of the four options they think it’s the correct interpretation of the situation. When every single student has made his choice, they discuss why some options are correct or incorrect. The main thrust of culture assimilators is that they are good methods of giving students understanding about cultural information and may even promote emotional empathy or affect if students have strong feelings about one or more of the options. 70. ________________________ Apart from the two aforementioned methods, cultural problem solving is yet another way to provide cultural information. In this case learners are presented with some information, but they are on the horns of a dilemma, so to speak. For example, in analyzing, say, a TV conversation or reading a narrative on marriage ceremonies, they are expected to assess manners and customs, or appropriate or inappropriate behavior, and to employ various problem-solving techniques - in short, to develop a kind of cultural strategic competence. For instance, students are in a restaurant and are expected to order a meal. In this way, learners are given the opportunity to step into the shoes of a member of the target culture. 71. ________________________ Besides, there are significant differences across cultures regarding the ways in which the teacher is addressed; when a student is supposed to raise her hand; what topics are considered taboo or “off the mark”; how much leeway students are left with in achieving learners’ autonomy and so forth. 72. ________________________ Another activity would be to invite learners to role-play emotions: the teacher writes a list of several words indicating emotions (happiness, fear, anger, joy, pain, guilt, sadness) and then ask the students to use facial expressions and gestures to express these emotions. Then follows a discussion on the different ways in which people from different cultures express emotions as well as interpret gestures as
“indices” to emotions. By understanding how cultures and subcultures or co-cultures use these signs to communicate, we can discover a person’s social status, group membership, and approachability. 73. ________________________ First of all, literary texts are an untapped resource of authentic language that learners can avail themselves of. Exposure to little works can help them to expand their language awareness and develop their language competence. Moreover, trying to interpret an account for the values, assumptions and beliefs infusing the literary texts of the target culture is instrumental in defining and redefining those obtaining in the home culture. Of course, literature can extend to cover the use of film and television in the FL classroom, for they have the capacity to present language and situation simultaneously, that is, language in fully contextualized form. 74. ________________________ The literature on culture teaching methodology is vast and a great many techniques have been employed, in an attempt to strip away the layers of obfuscation the term culture has been cloaked in and show that a basic competence in the English language proper, with a minimum of cultural references not only is of little value, but can also lead to misunderstanding, culture shock, even animosity among nations. What should be made explicit is that cultural references can only act as facilitating devices, so to speak, in the process of socialization into the target community. Knowing a second of foreign language should open windows on the target culture as well as on the world at large. 75. ________________________ Missing paragraphs A A major shortcoming, though, is that the viewer can only be an observer, not a participant. There is only reaction but no interaction on her part. What is more, there are some difficulties regarding to the methodology of teaching literature. A limited knowledge of linguistics could blindfold teachers and students to the fact that literary texts are holistic artefacts which are situated within cultural traditions, and historically shaped, and grow out of the lived experiences of the writer B Indisputably, conventional behavior in common situations is a subject with which students should acquaint themselves. For instance, in the USA or the United Kingdom, it is uncommon for a student who is late for class to knock on the door and apologize to the teacher. Rather, this behavior is most likely to be frowned upon and have the opposite effect, even though it is common behavior in the culture many students come from. C By the same token, speaking English or Chinese should give the learner the opportunity to see the world through “English or Chinese’s eyes”, without making him relinquish his own grip of reality, his personal identity, which can step back and evaluate to both home and target cultures. In a sense, cultural knowledge and experience should make us aware that, far from becoming members of the same monocultural global village, we can actually become observers and participants at the same time, registering what is transpiring in every culture and trying to find third places, a third niche, from which to divine pernicious dichotomies and bridge cultural gaps. After all, as regards language teachers, we cannot teach an understanding of the foreign, as long as the family has not become foreign to us in many respects. D It is important to encourage learners to speculate on the significance of various styles of clothing, the symbolic meanings of colors, gestures, facial expressions, and the physical distance people unconsciously put between each other, and to show in what way is these non-verbal cues are similar to, or at variance with, those of their culture. Herein lies the role of literature in a foreign language classroom. Rather than being a fifth adjunct to the four skills (reading writing speaking and listening), culture can best find its expression through the medium of literature. E On the other hand, cultoons are visual culture assimilators. Students are provided with a series of four pictures highlighting points of misunderstanding or culture shock experienced by person in contact with the target culture. Here, students are asked to evaluate the characters’ reactions in terms of
appropriateness (within the target culture). Once misunderstandings are dissipated, learners read short text explaining what was happening in the cultoons and why there was misunderstanding. Nevertheless, much as cultoons generally promote understanding of cultural facts, they do not usually give real understanding of emotions involved in cultural misunderstandings. F Through exposure to the foreign civilization, students inescapably draw some comparisons between the home and target culture. Cultural capsules, also known as culturagrams, attempt to help in this respect, presenting learners with isolated items about the target culture while, using books and other visual aids. Yet, a more useful way to provide cultural information is by dint of cultural clusters, which are a series of cultural capsules. For example, this could be a narrative on the etiquette during a family meal. With this narrative as a springboard for discussion and experimentation, students can practice how to eat, learn how, and to what extent, the members of the target culture appreciate a meal with friends, and so forth. A word of caveat is called for, though. Students must not lose sight of the fact that not all members of the community think and behave in the same way. G On a more technical note, pertaining to the rhyme scheme, it is obvious that the poem is written in open form or in a free verse (from the French vers libre), as indicated by the lack of a regular rhyme pattern, by analogy with “prancing poetry” or the power of a book to carry you to foreign “lands” where no man has ever trod before. Liberated from the confines and shackles of rhyme. Emily Dickinson’s “There is no frigate like a book” contrives to make an indelible impression on the reader as is it “entangles … a part of the Devine essence,” to quote W.B.Yeats. H Alongside linguistic knowledge, students should also familiarize themselves with various forms of non-verbal communication, such as gesture and facial expression, typical in the target culture. More specifically, learners should be cognizant of the fact that such seemingly universal signals á gestures and facial expressions - as well as emotions – are actually cultural phenomena, and may as often as not lead to miscommunication and erroneous assumptions. An interesting activity focusing on nonverbal communication is as follows: The teach hands out twelve pictures showing gestures and then invites the students to discuss and answer some questions. Which gestures are different from those in the home culture? Which of the gestures shown should be used in different situations or even avoided in the home culture? Your answers: 69. 70. 71. 72. 73. 74. 75. Part 4. For questions 76-85, read a passage on the far north and write A, B, C or D in the corresponding numbered boxes provided to indicate the correct answer which fits best according to what is stated or implied in the text. WRITING FICTION Because I am a novelist myself, I am always faintly fussed by the idea of creative writing courses. I completely accept that you can teach the craft, that you can give instruction on how to structure a book, how to vary space and tension, how to write dialogue. But what you can’t teach, it seems to me is the right kind of interpretation of what has been observed. It worries me to think of all those earnest pupils who have diligently mastered the mechanics, wondering with varying degrees of misery and rag why the finished recipe just hasn’t somehow worked. The great writer Samuel Coleridge explained it. He said that there are two kinds of imagination, the primary and the secondary. We all, he said, possess the primary imagination, we all have the capacity to perceive, to notice. But what only poets (loosely translated as all truly creative people, I suppose) have - the secondary imagination is the capacity to select, and then translate and illuminate everything that has been observed so that it seems to the audience something entirely new, something entirely true, something exciting, wonderful and terrible.
There is, after all, nothing new to say about the human condition. There is nothing to say that Shakespeare or Sophocles hasn’t already, inimitably, brilliantly, said. Codes of product, fashions in morality and ethics, all may come and go. But what the human heart has desired - and feared – down the ages goes on being very much the same. The novelist’s task is to follow the well-trodden, time- worn path of human hopes and terrors. Never forget: betrayal may be as old as time, it may happen every nanosecond of every minute that’s ever been, but the first time it happens to you feels like the first time in the history of the world. A cliché is a cliché only if it is comfortably taking place in someone else’s life. This empathy is vital in the writing of fiction. Coleridge’s view of the poet as prophet to the hungry hordes is, in truth, a bit grand for me. I admire it, but I am not, personally, quite up to it. I am happier seeing the novelist, sleeves rolled up, in the thick of it alongside the reader, bleeding when pricked, in just the same way that the reader does. The only capacity I would claim is that I have an instinct to select, from everything I have noticed in half a century’s beady-eyed people-watching, the telling detail, the apt phrase. I seem to be good at the rhythms of dialogue. I seem to know how not to overwrite. But that is it really. Except that the older I get, the more prepared I am to surrender and trust to the power of the unconscious mind. Maybe this is a modest form of the secondary imagination, maybe not. Whatever it is, it produces a level and intensity of communication that causes people to buy my books and write to me about them in numbers that I still can’t get over. What I do believe, fervently, is that we are all in this boat together – writer, reader, critic. I have a tattered little quotation that lies on my desk and becomes more valuable to me as time goes on. It comes from the autobiography of the celebrated nineteenth-century writer Anthony Trollope. He said many remarkable things in this book, but my own personal favorite is on the subject of the novelist’s central preoccupation. Trollope is not so much concerned with the landscape of the grand passions as with something else, something less glamorous perhaps, but just as intense and certainly more universal: ‘My task’, he wrote, ‘is to chronicle those little daily lacerations upon the spirit.’ I feel a thrill of recognition every time I read that, or even think about it. That is what the writer’s life is all about for me. The point of it is to emphasize that we are none of us immune to longing, or disappointment (much under-rated, in my view, as a source for distress), or frustration, or idiotic hope, or bad behavior. What fiction does, in this difficult world, is to reassure us that we are not alone, nor we are (most of us) lost causes. There is a theory that suffering strengthens and elevates us in a way that joy can never somehow do. I’m not so sure about that. Isn’t it just that we have, on the whole, so much more suffering than joy that we have resolved, out of our great surviving instinct, to insist that something worthwhile must be made of it? And isn’t fiction a handrail, of a kind, which we can all grasp while we blunder about in the dark? Isn’t fiction written by people for people about people? And is there a subject more fascinating or more important? 76. What view does the novelist express about creative writing courses? A. A few good books emerge from them. B. It would be inappropriate for her to teach on them. C. Students are frustrated by the poor teaching on them. D. Some aspects of writing skills can be successfully taught on them. 77. The novelist implies that a writer’s most valuable asset is ______. A. an instinct for the unusual B. a gift for meticulous observation C. the ability to put a fresh interpretation on the everyday world D. the ability to highlight sensational aspects of our existence 78. What is stated about writers in the third paragraph? A. They should not exploit their readers’ fears. B. They should revisit well-established themes. C. They should be prepared to exaggerate their personal experience.
D. They should not try to keep pace with changes in literary tastes. 79. The phrase ‘the well-trodden, time-worn path’ refers to themes of writing that are ______. A. familiar and long-standing B. extraordinary and profound C. up-to-date and catchy D. simple and soulful 80. The word ‘prophet’ refers to writer as a(n) ______ person. A. conservative B. receptive C. impartial D. emotional 81. The novelist states that one of her own strengths as a writer lies in ______. A. her depiction of character B. her construction of plot C. her command of language D. her knowledge of psychology 82. Why does novelist admire Anthony Trollope? A. He portrays the fact that everyone suffers in some way. B. He realises that all writers need a strong sense of place. C. He understands that everyone craves deep emotion. D. He is aware that all writers have a particular obsession. 83. The word ‘lacerations’ refers to ______ events. A. exhilarating B. epoch-making C. pathetic D. trivial 84. The novelist describes fiction as ‘a handrail, of a kind’ because it ______. A. reflects the negative aspects of emotion B. enables us to deal with failure C. helps us make sense of complex events D. offers reassurance in an uncertain world 85. Which theme recurs in this text? A. The need for novelists to avoid complex philosophical questions B. The need for novelists to develop their writing techniques C. The need for novelists to give an accurate reflection of the spirit of the time D. The need for novelists to identify closely with readers’ preoccupations Your answers: 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. Part 5. The passage below consists of 5 paragraphs marked A, B, C, D and E. For questions 86- 95, read the passage and do the task that follows. Write the letter A, B, C, D or E in the corresponding numbered spaces provided. In the mind of great learners What’s the secret behind history’s greatest self-taught masters? A. History is filled with people called autodidacts, or individuals who teach themselves about a subject or subjects in which they have little to no formal education. Benjamin Franklin was an autodidact. So were Jorge Luis Borges, Eileen Gray, Gustave Eiffel, and Frida Kahlo. Modern-day autodidacts might include Julian Assange, Paul Keating, and Bill Gates. The original “self-directed learners,” autodidacts possess intrinsic motivation, self-determination, and a true passion for learning. “Look around,” says psychologist Annie Murphy Paul. “We all know at least one successfully self- taught expert, and the tech world is teeming with them.” The question is, how’d they get that way? On this topic, Paul says, “the psychological literature is largely silent.” Still, the psychology of motivation and interest suggests that “self-directed learners are not only born, but can be made.” Bearing this in mind, what are the habits of the world’s best learners and how do they do it? B. One important habit is to seek personal renewal. In a speech to a top consulting firm, the celebrated Stanford professor John W. Gardner explored this idea and the urgent need for leaders to
commit themselves to continued learning and growing. “We have to face the fact that most men and women out there in the world of work are staler than they know, more bored than they would care to admit,” he said. So, what is the opposite of boredom, the personal attribute that allows individuals to keep learning, growing, and changing, to escape their fixed attitudes and habits? “Not anything as narrow as ambition,” Gardner explained to the crowd. He then offered a simple maxim to guide the accomplished leaders in the room. “Be interested,” he urged them. “Everyone wants to be interesting, but the vitalizing thing is to be interested. As the proverb says, ‘It’s what you learn after you know it all that counts.” C. Another useful habit is to calculate your motivation-to-inhibition ratio. This was a technique used by Kató Lomb, one of the first simultaneous interpreters in the world. She was able to interpret fluently in nine or ten languages (in four of them even without preparation). She learned these languages mostly by self-effort, as an autodidact. Not believing in the so-called language talent, she tended to express the language skill with a fraction, with motivation in the numerator and inhibition (the fear of starting to speak, of being clumsy, of being laughed at) in the denominator. In her conviction, the stronger the motivation is within us, and the more we can put aside inhibition, the sooner we can take possession of the skill. Lomb also practiced immersion, and one of her favorite study tricks was to try to read a novel in a language completely unknown to her as a way to decipher the language. “We don’t really need to look up each and every word in the dictionary: it only spoils our mood from the joy of reading and discovering the texts. In any case, what we can remember is what we have figured out ourselves.” D. It’s also vital to be open-minded. This trait is exemplified by American musician, song writer, composer, recording engineer and film director Frank Zappa. In a career spanning more than 30 years, Zappa composed rock, jazz and orchestral works. As if all that weren’t impressive enough, he also directed feature-length films. One of the secrets to his success was, ironically, the fact that he began his career with no formal training: “Since I didn’t have any kind of formal training, it didn’t make any difference to me if I was listening to Lightnin’ Slim, or a vocal group called the Jewels … or Webern, or Varèse, or Stravinsky,” he said in 1989. “To me it was all good music.” It was his diverse musical influences that led him to create the music he became famous for–music that was often difficult to categorize. E. The last habit is to break up your goals, something pioneered nearly three hundred years ago by Benjamin Franklin, when he came up with an approach to changing habits called the list of thirteen virtues. These were character traits he took to be important, but in which he found himself lacking. He knew that nurturing these habits would bring about positive change in his life. Starting at the top of the list, Franklin spent one week working on each virtue. In the morning, he thought about how he would reinforce the new habit throughout the day. During the day he looked at his notes to remind himself of the new habit. At the end of the day, he counted how many times he fell back into the old habit. To accomplish his virtues, he broke them into small units of work, thinking only about one unit at a time. “Spend most of your time working on the task in front of you,” he wrote, “and avoid dreaming too much about the big goal.” Now that’s sound advice, still valid even today! In which section does the writer mention Your answers 86. an approach that likens learning to an equation? 86. 87. the importance of a wide frame of reference? 87. 88. a positive effect of a lack of conventional education? 88. 89. the subtle difference between two similar principles? 89. 90. the need to focus on individual tasks? 90. 91. the nature of self-taught learners? 91.
92. a belief that something is not predestined but created? 92. 93. the state that can cause learning to stop? 93. 94. an unusual technique that throws learners in the deep end? 94. 95. an overlooked truth that is often avoided? 95. IV. WRITING (60 points) Part 1. Read the following extract and use your own words to summarize it. Your summary should be between 100 and 120 words. Advertisers tend to think big and perhaps this is why they're always coming in for criticism. Their critics seem to complain about them because they have a talent for self-promotion and because they have so much money to throw around. "Why don't they stop advertising and reduce the price of their goods?" they say. "After all, it's the consumer who pays." The poor old consumer! He'd have to pay a great deal more if advertising didn't create mass markets for products. It is precisely because of the heavy advertising that consumer goods are so cheap. But we get the wrong idea if we think the only purpose of advertising is to sell goods. Another equally important function is to inform. A great deal of the knowledge we have about household goods derives largely from the advertisements we read. Advertisements introduce us to new products or remind us of the existence of ones we already know about. Nowadays it is hardly possible not to read advertisements and enjoy the fun they've brought. Just think what a railway station or a newspaper would be like without advertisements. Would you enjoy gazing at a blank wall or reading railway regulations while waiting for a train? Would you like to read only closely printed columns of news in your daily paper? A cheerful advertisement makes such a difference to a dull wall or a newspaper full of tragedies. Another thing we mustn't forget is the small ads, which are in virtually every newspaper and magazine. What a tremendously useful service they perform for the community! Just about anything can be accomplished through these columns. For instance, you can find a job, buy or sell a house, or announce a birth, marriage or death there. But by far the most fascinating section now is the personal or pain column. No other item in a newspaper provides such entertaining reading or offers such a deep insight into human nature. It's the best advertisement for advertising there is! ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- Part 2. Graph description The chart below shows the different levels of post-school qualifications in Australia and the proportion of men and women who held them in 1999. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- Part 3. Write an essay about 350 words. Many people argue that in order to improve educational quality, high school students should be encouraged to make comments or even criticism of their teachers. Others think it will lead to a loss of respect and discipline in the classroom. Discuss both views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. You should write at least 350 words. ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------- --- THE END --- SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN ĐỘI TUYỂN BẮC GIANG HỌC SINH GIỎI QUỐC GIA THPT NĂM HỌC 2024-2025 Môn: TIẾNG ANH Ngày thi: 10/9/2024 I. LISTENING (5.0 points) Part 1: For question 1-5, listen to a recording about Apple Pay and decide whether the following statements are True (T) or False (F) or Not Given (NG). Write your answers in the corresponding numbered boxes provided. (10 pts) 1. T 2. NG 3. T 4. F 5. F
Part 2. For questions 6-10, listen to the recording and answer the questions. Write NO MORE THAN TWO WORDS for each answer. 6. livestock production 7. (meat) waste 8. Amazon rainforest 9. Grazing 10. almond Part 3. For questions 11-15, you will hear part of a radio interview with Adrian Jones, who has special responsibility for overseas students at the University of Bridgeport. Choose the answer (A, B, C or D) which fits best according to what you hear. 11. A 12. C 13. C 14. B 15. B Part 4. You will listen to a piece of news. For questions 16-25, complete the summary by writing NO MORE THAN THREE WORDS in each gap. Write your answers in the corresponding numbered boxes provided. (20pts) 16. air particle levels 21. state – of – the – art 17. Nordic countries 22. health-conscious 18. societal push 23. commercial building owners 19. bus rapid transit 24. direct bureaucratic link 20. high-density planning 25. society’s willingness
II. LEXICO AND GRAMMAR (2.0 pts) Part 1: Choose the answer A, B, C, or D that best completes each of the following sentences. Write your answers in the corresponding numbered boxes. 26. A 27. D 28. A 29. C 30. B 31. C 32. B 33. A 34. B 35. D Part 2: Write the correct form of each bracketed word in the space provided. There is an example at the beginning (0). 36. predictor 37. Outlook 38. Characteristic 39. Manageable 40. Inclination 41. withstand 42. Resourcefulness 43. Objectives 44. Unlikely 45. Implications III. READING (6.0 POINTS) Part 1. For questions 46-55, read the passage and fill in each of the following numbered blanks with ONE suitable word. Write your answers in the corresponding numbered boxes provided. 46. into 47. calling 48. Beyond 49. Run 50. which 51. one 52. Between 53. Holds 54. Nature 55. horizon Part 2. Read the following passage and do the task that follow 56. A 57. D 58. C 59. F 60. NG 61. F 62. T 63. inspired by 64. Claim 65. Disgust 66. Suppressed 67. Oppressors 68. Gentler mood Part 3. In the passage below, 7 paragraphs have been removed. For questions 69-75, read the passage and choose from paragraphs A-H the one which fits each gap. There is ONE extra paragraph which you do not need to use. Write a letter A-H in the corresponding numbered boxes provided. 69. F 70. E 71. B 72. H 73. D 74. A 75. C Part 4. For questions 76-85, read a passage on the far north and write A, B, C or D in the corresponding numbered boxes provided to indicate the correct answer which fits best according to what is stated or implied in the text. 76. D 77. B 78. B 79. A 80. D 81. C 82. A 83. C 84. C 85. D Part 5. The passage below consists of 5 paragraphs marked A, B, C, D and E. For questions 86- 95, read the passage and do the task that follows. Write the letter A, B, C, D or E in the corresponding numbered spaces provided. 86. C 87. D 88. D 89. B 90. E 91. A 92. A 93. B 94. C 95. B IV. WRITING (60 points) Part 1. Read the following extract and use your own words to summarize it. Your summary should be between 100 and 120 words. (15 pts) The mark is based on the following scheme: 1. Content: (5 points) A provision of all main ideas and details as appropriate 2. Organization & Presentation: (5 points) Page 17/15
Ideas are organized and presented with coherence, style, and clarity appropriate to the level of English language gifted upper-secondary school students. 3. Use of language: (5 points) Appropriate linking words and phrases as well as a good level of grammar have been used. Also, a wide range of vocabulary is accurately used. PART 2. 15 points 1. Content (10 points) - The report MUST cover the following points: Introduce the chart and the table (2 points) and state the striking features (1 points) Summarize the main features with relevant data from the chart and the table and make relevant comparisons (7 points) - The report MUST NOT contain personal opinions. (A penalty of 1 point to 2 points will be given to personal opinions found in the answer). Penalties The report MUST NOT contain personal opinions. (A penalty of 1 point to 2 points will be given to personal opinions found in the answer.) A penalty of 1 point will be given to data in the overview. A penalty of 1 point will be given to lack of data in every supporting sentence. A penalty of 1 point will be given to inaccurate reporting. A penalty of 1 point will be given to lack of the sentence comparing within categories in the overall. A penalty of 1 point will be given to any summary longer than 160 words or shorter than 140 words. 2. Language use (5 points) - The report should: demonstrate a wide variety of lexical and grammatical structures, have correct use of words (verb tenses, word forms, voice,…); and mechanics (spelling, punctuation,...), maintain coherence, cohesion, and unity throughout (by means of linkers and transitional devices). Penalties A penalty of 0.5 point will be given for a word choice/ a grammatical structure error/ a repeated word. . PART 3. 30 points The mark given to part 3 is based on the following criteria: 1. Task achievement (10 points) a. All requirements of the task are sufficiently addressed. b. Ideas are adequately supported and elaborated with relevant and reliable explanations, examples, evidence, personal experience, etc. 2. Organization (10 points) a. Ideas are well organized and presented with coherence, cohesion, and unity. b. The essay is well-structured: Introduction is presented with a clear thesis statement introducing the points to be developed. Body paragraphs develop the points introduced 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. Page 18/15
3. Language use (5 points) a. Demonstration of a variety of topic-related vocabulary b. Excellent use and control of grammatical structures 4. Punctuation, spelling, and handwriting (5 points) a. Correct punctuation and no spelling mistakes b. Legible handwriting 5. Penalties A penalty of 2 points to 3 points will be given to any essay longer than 400 words or shorter than 300 words. Note: Markers should discuss the suggested answers and the marking scale thoroughly before marking the papers. Page 19/15