Đề thi học sinh giỏi cấp tỉnh môn Tiếng Anh lớp 12 năm 2024-2025 - Sở GD&ĐT Bà Rịa - Vũng Tàu

ĐỀ THỊ CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024
Mã đề thi 101
PHÂN TRẮC NGHIỆM (14 pts.) (Học sinh làm bài trên phiếu trả lời trắc nghiệm)
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
Mairk the letter A, B, © or D on your answer sheet to indicate the word that differs from the other three ín the position of stress ín each of the following questions. Question 1:
(A)Íudicature B. remifiscence C. memofándum D. perseverance Question 2: Z, N2 22 v2 £ ⁄ Ä. vegetarian (B)infoxicating €. deleterious D. adulatory
Read the following passage and mark the letter A, B, C or Doơn your answer sheet to indicate the correct word or phrase that best fĩts each of the numbered blanks from 3 to 8.

xSCHOOL BOARD NOTICE& We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools.
New Facilities and Renovations
Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and 3) their skills further.
Curriculum Innovation
From next semester, the school board will introduce a redesigned curriculum that focuses on problem- solving, critical thinking, and creativity. Students will be encouraged to think (4) memorization and engaqe in active, hands-on learning.
Community Engagement
We also plan to strengthen (5) with the local community by hosting open forums and workshops. These initiatives will engage parents in their children“s education and help us gather valuable feedback.
Sustainability Practices
As part of our commitment to environmental responsibility, we will (6) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (7)
reduce waste production over time.
Teacher Training
To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons.
We believe these measures will have a (8) impact on both our students and the broader Community. Your cooperation and enthusiasm are vital to the success of these plans.
Thank you for your continued support.

Question 3:
A, nurture @) enhance C. harness D. cultivate Question 4:
Ä. over B. within 6 beyond D. towards
Mã đề thi 101 - Trang 1/ 8
Question 5:
A. gaps ()ties C. strings D. bridges Question 6:
Ä, rip apart B. wear down €. phase out D. fade away Question 7:
Ä. vigorously B. legitimately €. inextricably D. drastically Question 8:
A. long-awaited B. long-lasting €. long-lost D. longed-for
Read the following passage and mark the letter A, B, ©C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 9 to 16.
THE RISE OF PICKLEBALL AND PADEL Only a decade ago, (9) ; tennis was almost guaranteed to have been a common answer. Its popularity is predominant (10) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to tennis, (11) requiring expensive resources and high levels of physical fitness. Padel and pickleball, (12) Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exdlusivity, which can seem intimidating, padel and pickleball clubs are (13) . Ts unlikely that (14) in the coming decades, but one thing that (15) both padel and pickleball are changing the landscape of racket sports, and (16)____.




(Adapted from &eady For C2)
Question 9:
AÄ, had you asked someone what is their favourite leisure pursuit
B. should you ask someone to name their favourite pursuit leisure
C. were you to have asked someone to name their favourite leisure pursuit
D. were you to ask for the name of somebody“s favourite leisure pursuit Question 10:
A. owing to its social norms
€. due to it being very social Question 11:
A. which is often seen as a more complex and uncompromising sport
B. of which the skill is more complex and uncompromising sport
C. whose complexity makes it an uncompromising sport
D. if seen as a more complex and compromising sport Question 12:
A. in addition, somewhat are less technically demanding
B. however, demand somewhat less technically
C. thus, are technically somewhat less demanding
D. in contrast, are somewhat less technically demanding Question 13:
A. suitable only for the most affluent members of the community
B. not so unattainable to less affluent members of the community
€. not affordable to less affluent members of the community
D. widely popular with either rich community members or poor ones Question 14:
A. demands in tennis which will be satisfied
€. tennis will pale into insignificance Question 15:
A. is in the air is that
€. can be said without question, that is
B. insofar as it is very social D. despite the fact that its very social
B. tennis will regain its popularity D. a growth in demands to be seen in tennis
B. we can say with some certainty is that D. are bound to say is that
Mã đề thi 101 - Trang 2/ 8  Question 16: A. look set to continue €. set to look continued
B. continue to set look D. continue to look set
Read the following passage and mark the letter A, 8, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 17 to 24.
THE CONCEPT OF EVOLUTION
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 18201, evolution was already the (17) of the town. But evolution was rejected by the establishment. Those who (18) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (19) to new species. Lamarck had offered this (20) in a book published in 1809. He did not, however, propose a correct mechanism for (21) species change into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the consequences of (22) growing populations. Once resources become limiting only a (23) of individuals can survive. Darwin was also an (24) observer of animal breeders. He analysed their methods
and studied their results. Slowly he understood that nature like a gigantic breeder. (Adapted from j/42s⁄⁄www,endlisbrevealed.co.uk/CPE)
Question 17:
A. story B. gossip C. talk D. tale Question 18:
A. cohered B. adhered €. combined D. referred Question 19:
A. ride B. rise C. race D. raise Question 20:
Ä. prospect B. incentive €. perception D. perspective Question 21:
A. all B. once C. how D. now Question 22:
A. exquisitely B. exclusively C. exponentially D. expressly Question 23:
A. fraction B. friction €. section D. division Question 24:
Ä. amorous B. arduous C. ardent D. amiable
Read the folflowing passage and mark the tetter A, B, © or D on your answer sheet to indicate the best answer to each of the questions from 25 to 32.
THE CASE FOR MIXED-ABILTTY CLASSES
[1] Picture this scene. It's an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare's Romeo and Juliet with a class of 15-year-olds. Hes given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the Original. For three students, even these literacy demands are beyond them. Another girl simply can't focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert.
[2] As a teacher myself, Id think my lesson would be going rather well if the discussion went as described above. Bưt wouldnf this kind of class work better if there weren't such a huge gap between the top and
Mã đề thi I01 - Trang 3/8
the bottom? Tf we put all the kids who needed literacy support into one class, and all the students who want to discuss the virtue of moderation into another?
[3] The practice of `streaming, or 'tracking, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a `stream of general ability, or `sets' of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] ï have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. Whats worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wonft enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a students specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with Support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this `scaffolding “until they are autonomous. If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
[7] Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimal effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lụucky clever students in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hattie's infiuential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers” estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a student/s ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — `'more-knowledgeable other' — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that I would never think of. They operate with different language tools and differert social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is also something exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between 'teacher“ and 'learner that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skills. And today, more than ever, we need the many to flourish — not suffer at the ©expense of a few bright stars. Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 101 - Trang 4/ 8  fittest students realise they need to encourage the reluctant. There are lookouts who report back, and
extra items to carry for others. We make it — together. (Adapted from Czmr/dge IELTS 18)
Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate A. how few students are interested ¡in literature B. how a teacher handles a range of learning needs C. how weaker students can disrupt their classmates/ learning D. how unsuitable Shakespeare is for most teenagers Question 26: What does the writer say about streaming in the third paragraph? A. It favours cleverer students. B. It has a very broad appeal. C. It is relatively simple to implement. D. It works better in some schools than others. Question 27: The word 'wanes“” in the fourth paragraph is OPPOSTTE in meaning to_ —_—_ A. attenuates B. dwindles C. burgeons D. descends Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph? A. students not achieving their full potential B, students attempting interesting tasks €. students not being aware of their limitations D. students following unsuitable paths Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5? A. People are burdened by the expectations of the group, resulting in the obscurity. B. The more stress people have from the group, the more prevalent the normaiity will be. €. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. D. The most common form of mediocrity happens when students who are put in a group dont feel happy. Question 30: What does the word "scaffolding” in the sixth paragraph refer to? A. the assistance given to a student in their initial stages of learning B. the setting of appropriate learning targets for a students aptitude C. the factors which prevent a student from learning effectively D. the environment where most of a students learning takes place Question 31: The word "*zeal” in paragraph 10 is CLOSEST in meaning to

A. honor B. pleasure C. euphoria D. vigor Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 8 B. Paragraph 7 C. Paragraph 9 D. Paragraph 11
K&ead the following passage and mark the leHder A, B, € or D ơn your answer sheet to índicate the best answer to each of the questions from 33 to 40.
TNDUSTRIALIZATTION IN THE NETHERLANDS AND SCANDINAVIA
[1] While some European countries, such as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later. (I) All four of these countries lagged considerably behind in the early nineteenth century. (TT) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (TTT) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (IV)
[2] All had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark Wwas in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and 1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the
Mã đề thi 101 - Trang 5/ 8
Netherlands was well above the European average. This fact was of enormous value in helping the national ©economies find their niches in the evolving currents of the international economy.
L4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of Overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable Corruption or grandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factori in the success of these -counitries (along. with high literacy, which contributed

industrializers and to stake out areas of specialization in International markets for which they were especially well suited. This meant a great dependence on international commerce, which had
noftorious fiuctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. It exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent
of British butter imports. (Adapted from 8u/đing Skils for the TOEFI /BT)
Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A. (T) B. (IV) C. (T1) D. (TT) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the successful economic development of the Netherlands and of Scandinavia? A. The rapid rate at which their populations were growing B. The high proportion of their citizens who were educated C. The large amount of capital they had available for investment D. The relatively small size of their populations Question 35: Which of the following is TRUE about Denmark according to paragraphs 2 and 32 A. Demark had approximately 2 million people by the beginning of the 20" century. B. Denmark was as densely populated as the Netherlands. C. Denmark showed the highest growth rate among four within a period of 1000 years. D. Denmark had a lower literacy rate than the Netherlands did.
Mã đề thi 101 - Trang 6/ 8  Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT A. military control of the seas B. low-cost transportation of goods
C. access to fish D. shipbuilding industries Question 37: The word "*grandiose” in the passage 5 is OPPOSITE in meaning to . A. extravagant B. monotonous €. uncomplicated D. overwhelming
Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT
A. huge projects undertaken by the state B. little social or political disruption
€. a lack of obstacles to foreign trade D. relatively uncorrupt government Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
A. High literacy rates enabled these countries to take over international markets and adapt the International division of labor to suit their strengths.
B. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
C. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
D. The early industrializers controlled most of the international economy, leaving these countries to stake Out new areas of specialization along the margins.
Question 40: Which of the following best summarizes the passage?
A. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governments, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
B. Because they were never fully dependent on international commerce, these countries were able to sSurvive notorious fluctuations in international markets.
€. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
D. Although these countries all started with small, uneducated populations, industrialization led to significant population growth and higher literacy rates.

Mai£ the letter A, B, € or D ơn your answer sheet to indicate the best answer to each of the followirng questiorns.




Question 41: After a series of meetings, the banks were forced to the company's debts. A. shake up B. chip in C. write off D. cụt back Question 42: Theres nothing to as is a general knowledge quiz. Ä. walk in on B, tie in with €C. come on to D. swot up on Question 43: She such an inspiring teacher that shes got her pupiis A. getting her own back B. shaking her leg €. eating out of her hand D. feathering her nest Question 44: She keeps forgetting where she's put her glasses; shes got a memory like A. a sieve B. a plate €. a bucket D. a whisk Question 45: It was with a heart that she said goodbye to all her classmates. A. mournful B. solemn C. dismal D. sinking Question 46: The school“s inspectors function is not merely to judgemert, but also to suggest improvemert. A. renounce B. denounce €C. announce D. pronounce Question 47: In the human body, blood flows from heart through arteries, and it returns through Veins.

Ä. no article/ the/ the/ the B, the/ the/ the/ the
Mã đề thi 101 - Trang 7/ 8
C. the/ a/ the/ the D. no article/ a/ the/ the
Question 48: The manufacturer will probably make a proposal that the product .
A. be withdrawn B, is withdrawn €. to be withdrawn D. being withdrawn Question 49: The idea that only an Italian is capable of making the world's greatest cup of coffee seems to have been around forever,___ _
A. so universally is it accepted today B. yet is it universally accepted today
€. as if it is universally accepted today D. though universally accepted it is today Question 50: _ — — by her last letter to him yesterday, they are having a wonderful time.
A. Judged B. To judge C. Judging D. Being judged
Mark the letter A, B, C or D ơn your answer sheet to fndicate the word whose undertined part điffers from the other three ín pronuncíation in each of the following questions
Question 51:
Ä. reassurance B. guarantee C. abstemious D. apparition Question 52:
A. epoch B. lichen C. ochre D. chemise
Mark the letter A, 8, © or D on your answer sheet to indicate the sentence that ís closest ín meaning or best cormmbines the pairs of sentences given ín each of the following questions. Question 53: It does not seem very probable that Eric will be able to find a new apartment before he has to leave his old one.
A. It is hardly likely that Eric will be unable to find a new apartment before he is out on the streets.
B. That Erics search for a new apartment will be successful before he has to vacate his old one appears highly unlikely.
€. Eric doesnft think he will be able to find a new apartment before he is thrown out of his old one.
D. Erics search for a new apartment while there is still time may well succeed, bụt only if he works really hard at it. Question 54: She was a little late in meeting her husband at the airport. ït resulted from her trying to run a few errands before going there.
A. It was not until she had run a few errands that she went to the airport to meet her husband, which was a little late.
B. It was her attempt to run a few errands at the last moment that she arrived at the airport a little late to meet her husband.
C. A few errands had to be run after she had met her husband at the airport, and so they arrived home a little late.
D. Trying to run a few errands just before she went to the airport caused her to be a little late in meeting her husband there.
Mark the letter A, B, C or D on your answer sheet to indicate the underlined part that needs Correction ín each of the following questions. Question 55: Much to their surprise, a defeat in the second round marked the ends of the line for last year“s champion.
A. Much to B. marked C. ends D. last year's Question 56: Tropical cyclones, like extratropical cyclones, which derive mụch of their energy from the jet stream, originate from far the polar front.
A. like B. which C. much of D. from far



Mã đề thi 101 - Trang 8/ 8 
SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỀ THI CHỌN HỌC SINH GIỎI TỈNH BÀ RỊA — VŨNG TÀU LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024 Mã đề thi 102
PHẦN TRẮC NGHIỆM (14pts) (Học sinh làm bài trên phiếu trả lời trắc nghiệm) Mark the letter A, B, Ó or D on your answer sheet to indicate the word that differs from the othier three ín the position of stress ín each of the following questions.
Question 1:
A. belligerent B. ubiquitous C. centenary D. intramural Question 2:
A. egomania B. sanatorium €. hypnotherapy D. athleticism
Read the following passage and mark the letter A, B, © or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 3 to 8.
XxSCHOOL BOARD NOTICE%+ We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools. New Facilities and Renovations Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and 3) their skills further. Curriculum Innovation From next semester, the school board will introduce a redesigned curriculum that focuses on problem-solving, critical thinking, and creativity. Students will be encouraged to think (4) memorization and engaqe in active, hands-on learning. Community Engagement We also plan to strengthen (5) with the local community by hosting open forums and workshops. These initiatives will engage parents in their children's education and help us gather valuable feedback. Sustainability Practices As part of our commitment to environmental responsibility, we will (6) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (7) reduce waste production over time. Teacher Training To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons. We believe these measures will have a (8) impact on both our students and the broader Community. Your cooperation and enthusiasm are vital to the success of these plans. Thank you for your continued support.
Question 3:
A. nurture B. harness C. enhance D. cultivate Question 4:
Ä. towards B. over C. beyond D. within Question 5:
A. ties B. strings C. bridges D. gaps
Mã đề thi 102 - Trang 1/ 8

Question 6:
A. wear down B. rip apart €. fade away D. phase out Question 7:
A. inextricably B. vigorously €. legitimately D. drastically Question 8:
A. long-lost B. long-awaited €. long-lasting D. longed-for
Read the following passage and mark the letter A, B, G or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 9 to 16. THE RISE OF PICKLEBALL AND PADEL
Only a decade ago, (9) „ tennis was almost guaranteed to have been a common answer. Its popularity is predominant (10) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicty compared to tennis, (11) requiring expensive resources and high levels of physical fitness. Padel and pickleball, 2...
Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickleball clubs are (13) . IS ưnlikely that (14) in the coming decades, but one thing that (15) both padel and pickleball are changing the landscape of racket sports, and (16)

(Adapted from £eađy For C2)
Question 9:
Ä. were you to have asked someone to name their favourite leisure pursuit
B. should you ask someone to name their favourite pursuit leisure
C. were you to ask for the name of somebody“s favourite leisure pursuit
D. had you asked someone what is their favourite leisure pursuit Question 10:
A. owing to its social norms
€. due to it being very social Question 11:
A. which is often seen as a more complex and uncompromising sport
B. whose complexity makes it an uncompromising sport
C. of which the skill is more complex and uncompromising sport
D. if seen as a more complex and compromising sport Question 12:
A. however, demand somewhat less technically
B. in contrast, are somewhat less technically demanding
C. in addition, somewhat are less technically demanding
D. thus, are technically somewhat less demanding Question 13:
AÄ. suitable only for the most affluent members of the community
B. widely popular with either rich community members or poor ones
€. not so unattainable to less affluent members of the community
D. not affordable to less affluent members of the community Question 14:
A. tennis will regain its popularity B. tennis will pale into insignificance
C. demands in tennis which will be satisfied D. a growth in demands to be seen in tennis Question 15:
A. is in the air is that B. can be said without question, that is
C. we can say with some certainty is that D. are bound to say is that
B. insofar as it is very social D. despite the fact that is very social
Mã đề thi 102 - Trang 2/ 8  Question 16: Ä. continue to look set €. look set to continue
B. continue to set look Ð. set to look continued
Read the folflowinng passage and mark the letter A, B, C or Don your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 17 to 24. THE CONCEPT OF EVOLUTION
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 18201, evolution was already the (17) of the town. But evolution was rejected by the establishment. Those who (18) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (19) to new species. Lamarck had offered this (20) in a book published in 1809. He did not, however, propose a correct mechanism for (21) species change into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the consequences of (22) growing populations. Once resources become limiting only a (23) Of individuals can survive. Darwin was also an (24) observer of animal breeders. He analysed their methods and studied
their results. Slowly he understood that nature like a gigantic breeder. (Adapted from 2#42s:⁄⁄⁄ww.englishrevealed.co.uk/CPE)
Question 17:
A. talk B. gossip C. story D. tale Question 18:
A. referred B. combined C. cohered D. adhered Question 19:
Â. raise B. rise C. race D. ride Question 20:
Ä. perception B. incentive C. prospect D. perspective Question 21:
A. once B. now C. how D. all Question 22:
A. exclusively B. expressly C. exponentially D. exquisitely Question 23:
Ä. section B. friction €. division D. fraction Question 24:
A. amiable B. amorous C. ardent D. arduous
Read the following passage and mark the letter A, 8, © or D on your answer sheet to indicate the best answer to each of the questions from 25 to 32. THE CASE FOR MIXED-ABILTTY CLASSES [1] Picture this scene. Its an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare's Romeo and Juliet with a class of 15-year-olds. He's given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply cant focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert. [2] As a teacher myself, ƒd think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there werent such a huge gap between the top and
Mã đề thi 102 - Trang 3/ 8
the bottom? Tf we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of `streaming, or `'trackingƒ, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a 'stream/ of general ability, or `sets” of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] I have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. Whats worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wonft enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student's specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with Support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this `scaffolding “until they are autonomous. If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
[7] Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimal effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomiic class. Less significant is the small benefit for those lucky clever students in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hatties influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers” estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a student's ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — 'more-knowledgeable other” — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that I would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is also something exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between `teacher” and 'learner that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of diferent abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skills. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 102 - Trang 4/ 8  fittest students realise they need to encourage the reluctant. There are lookouts who report back, and extra items to carry for others. We make it — together. (Adapted from C2zmbr/dge TELTS 18)
Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate
A. how few students are interested in literature
B. how a teacher handles a range of learning needs
C. how weaker students can disrupt their classmates” learning
D. how unsuitable Shakespeare is for most teenagers Question 26: What does the writer say about streaming in the third paragraph?
A. It is relatively simple to implemert. B. It has a very broad appeal.
C. It favours cleverer students. D. It works better in some schools than others. Question 27: The word *wanes” in the fourth paragraph is OPPOSTTE in meaning to
A. burgeons B. descends C. attenuates D. dwindles Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph?
A. students attempting interesting tasks B. students not achieving their full potential
€. students following unsuitable paths D. students not being aware of their limitations Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5?
AÄ. People are burdened by the expectations of the group, resulting in the obscurity.
B. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality.
C. The most common form of mediocrity happens when students who are put in a group don feel happy.
D. The more stress people have from the group, the more prevalent the normality will be. Question 30: What does the word "scaffolding” in the sixth paragraph refer to?
A. the environment where most of a student“s learning takes place
B. the setting of appropriate learning targets for a student's aptitude
C. the factors which prevent a student from learning effectively
D. the assistance given to a student in their initial stages of learning Question 31: The word "zeal” in paragraph 10 is CLOSEST in meaning to

Ä. Vigor B, euphoria C. honor D. pleasure Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 11 B. Paragraph 7 C. Paragraph 8 D. Paragraph 9
Read the following passage and mark the letter A, B, € or D on your answer sheet to indicate the best answer to each of the questions from 33 to 40. INDUSTRTIALTZATION IN THE NETHERLANDS AND SCANDINAVIA [1] While some European countries, such as England and Germany, began to industrialize in the eighteenth
century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed .
later. (1) All four of these countries lagged considerably behind in the early nineteenth century. (I1) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (TIT) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (IV)
[2] All had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark Wwas in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and
Mã đề thi 102 - Trang 5/ 8
1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable corruption or grandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factor Ï in the Success of these -countries (along. with high literacy, which contributed

Wwere especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations; however, ¡it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. Ït exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.
(Adapted from 8U/ing Skf6 for the TOEFL /BT) Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A. (T) B. (T) C. (T111) D. (IV) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the successful economic development of the Netherlands and of Scandinavia? A. The relatively small size of their populations B. The large amount of capital they had available for investment €. The rapid rate at which their populations were growing D. The high proportion of their citizens who were educated Question 35: Which of the following ¡is TRUE about Denmark according to paragraphs 2 and 3? A. Denmark had a lower literacy rate than the Netherlands did. B. Denmark showed the highest growth rate among four within a period of 1000 years. C. Demark had approximately 2 million people by the beginning of the 20* century.
Mã đề thi 102 - Trang 6/ 8  D. Denmark was as densely populated as the Netherlands.
Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the follòwing advantages when they began to industrialize EXCEPT .
A. shipbuilding industries B. access to fish
C. low-cost transportation of goods D. military control of the seas Question 37: The word "grandiose” in the passage 5 is OPPOSTTE in meaning to
A, extravagant B. overwhelming C. monotonous D. uncormplicated Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT .
A. little social or political disruption B. a lack of obstacles to foreign trade
C. huge projects undertaken by the state D. relatively uncorrupt government Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
Ä. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
B. High literacy rates enabled these countries to take over international markets and adapt the international division of labor to suit their strengths.
C. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
D. The early industrializers controlled most of the international economy, leaving these countries to stake Out new areas of specialization along the margins.
Question 40: Which of the following best summarizes the passage?
A. Because they were never fully dependent on international commerce, these countries were able to survive notorious fluctuations in international markets.
B. Although these countries all started with small, uneducated populations, industrialization led to significant population growth and higher literacy rates.
C. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governmernts, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
D. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
Matik the letter A, B, C or Don your answer sheet to índicate the best answer to each of the

followinng questions.
Question 41: ïn the course of economic depression, such big companies need to survive the crisis. A. cutting back B. shaking up C. writing off D. chipping in
Question 42: The outcomes of the chemical experiments closely what the scientists have expected. A. come on to B. walk in on C. swot up on D. tie in with
Question 43: Theres twenty minutes left; A. feather your nest
or you Wort catch that train. B. eat out of your hand


C. get your own back D. shake your leg Question 44: Its important for worlid leaders to step up to the and honor their commitments on global warming. A. whisk B. sieve C. plate D. bucket Question 45: All members had to swear a(n) oath never to reveal the secrets of the organization A. solemn B. sinking C. earnest D. dismai Question 46: Government forces have succeeded in issuing a joint declaration the use of violence in the region. A. denouncing B. pronouncing C. renouncing D. announcing
Mã đề thi 102 - Trang 7/ 8
Question 47: American obsession with Santa Claus and tradition of gift-giving merriment have more complicated background than one might think. A. The/ the/ the/ a B. An/ a/ no article/ the €. no article/ the/ the/ a D. The/ the/ no article/ a Question 48: The UN has made an urgent demand that all troops A. are withdrawn B. to be withdrawn C. be withdrawn D. being withdrawn Question 49: The idea that only an Ttalian is capable of making the world“s greatest cup of coffee seems to have been around forever, A. so universally is it accepted today B. though universally accepted it is today C. as if Ít is universally accepted today D. yet is it universally accepted today Question 50: _ by what he said, he was bitterly disappointed about her not coming. A. Judging B. Judged C. Being judged D. To judge Mark the letter A, B, C or D ơn your answer sheet to índicate the word whose underlined part differs from the other three ín pronuriciation ín each of the following questions Question 51:




A. dopamine B. chrysalis C. fatuous D. admonish Question 52: A. gauche B. chenille C. cliché D. chemo
Matk the letter A, B, Œ or D on your answer sheet to indicate the serntence that ¡s cÍlosest ín meaning or best cornbines the pairs of sentences given ïn each of the following questions. Question 53: It is virtually impossible for beginning students of Turkish to comprehend certain words due to their length.
A. Many Turkish words are very long and cannot be pronounced easily by beginning students of the language.
B. If a beginning Turkish student doesnt want to be discouraged, he or she should avoid learning long Words at first.
€. Words in Turkish are generally so long that beginning students of the language fail to understand them completely.
D. Some Turkish words are so long that understanding them is barely possible for the beginning learners. Question 54: Pedro had looked forward to living on his own. He missed his family so much that he soon moved back in with them.
A. In spite of his initial wish to live on his own, Pedro suffered so mụch from homesickness that he quickly moved back in with his family.
B. Pedro would never have tried living on his own had he realized how much he missed his family and moved back in with them.
C, Pedro wanted to stop living on his own so much that he decided to move back in with his family although he didnt miss them.
D. Pedro had not wanted to live on his own, but when he found out he missed his family, he didnt move back in with his family.
Mark the letter A, B, ©C or D on your answer sheet to indicate the underlined part that needs cơrrectiơn ín each of the foflowirnng questions.
Question 55: The last scene when the man said hefd go to the end of the world to see her again was deeply moving.
A. when B. end €. to see D. deeply moving Question 56: Tropical cyclones, like extratropical cyclones, which derive much of their energy from the jet stream, originate from far the polar front.
A. like B. which C. much of D. from far
-—mmm==m== THE END -----------~-=-



Mã đề thi 102 - Trang 8/ 8  ĐỀ THI CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024
103 PHẦN TRẮC NGHIỆM (14 pts.) (Học sinh làm bài trên phiếu trả lời trắc nghiệm)
Mark the letter A, B, C or D on your answer sheet to índicate the word that differs from the other three ín the position of stress in each of the following questiorns.
Question 1:
Â. perseverance B. reminiscence C. memorandum D. judicature Question 2:
A. intoxicating B. vegetarian C. deleterious D. adulatory
Read the following passage and mark the letter A4, B, C or D ơn your answer sheet to indicate the correct word or phrase that best fits each of the nuinbered blanks from 3 to 8.
XSCHOOL BOARD NOTICES& We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools. New Facilities and Renovations Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and @) their skills further. Curriculum Innovation From next semester, the school board will introduce a redesigned curriculum that focuses on problem- solving, critical thinking, and creativity. Students will be encouraged to think (4) memorization and engaqe in active, hands-on learning. Community Engagement We also plan to strengthen (5) with the local community by hosting open forums and workshops. These initiatives will engage parents in their children“s education and help us gather valuable feedback. Sustainability Practices As part of our commitment to environmental responsibility, we will (6) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (7) reduce waste production over time. Teacher Training To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons. We believe these measures will have a (8) impact on both our students and the broader Community. Your cooperation and enthusiasm are vital to the success of these plans. Thank you for your continued support.

Question 3:
A. nurture B. enhance C. cultivate D. harness Question 4:
A. within B. towards C. over D. beyond
Mã đề thi 103 - Trang 1/ 8
Question 5:
A. gaps B. ties €. bridges D. strings Question 6:
A. rip apart B. fade away €. phase out D. wear down Question 7:
A. legitimately B. drastically C. vigorously D. inextricably Question 8:
A. longed-for B. long-lasting €. long-lost D. long-awaited
®&ead the following passage and mark the letter A, B, C or D ơn your answer sheet to indicate the correct word or phrase that best fItFs each of the nuinbered blanks from 9 to 16.
THE RISE OF PICKLEBALL AND PADEL Only a decade ago, (9) , tennis was almost guaranteed to have been a common answer. ïts popularity is predominant (10) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to tennis, (11) requiring expensive resources and high levels of physical fitness. Padel and pickleball, (12)___ __ Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickieball clubs are (13) - ITEs unlikely that (14) in the coming decades, but one thing that (15) both padel and pickleball are changing the landscape of racket sports, and (16)_ __.



(Adapted from K&ead For C2)
Question 9:
Ä. were you to ask for the name of somebody“s favourite leisure pursuit
B. had you asked someone what is their favourite leisure pursuit
C. were you to have asked someone to name their favourite leisure pursuit
D. should you ask someone to name their favourite pursuit leisure Question 10:
Ä. owing to its social norms
C. despite the fact that it's very social Question 11:
Ä. if seen as a more complex and compromising sport
B. which is often seen as a more complex and uncompromising sport
C. whose complexity makes it an uncompromising sport
D. of which the skill is more complex and uncompromising sport Question 12:
A. in addition, somewhat are less technically demanding
B. in contrast, are somewhat less technically demanding
C. thus, are technically somewhat less demanding
D. however, demand somewhat less technically Question 13:
A. not affordable to less affluent members of the community
B. suitable only for the most affluent members of the community
C. widely popular with either rich community members or poor ones
D. not so unattainable to less affluent members of the community Question 14:
A. tennis will regain its popularity B. a growth in demands to be seen in tennis
C. demands in tennis which will be satisfied D. tennis will pale into insignificance Question 15:
A,. are bound to say is that B. is in the air is that
C. we can say with some certainty is that D. can be said without question, that is
Mã đề thi 103 - Trang 2/ 8
B. insofar as it is very social D. due to it being very social  Question 16: A. continue to look set €. set to look continued
B. look set to continue D. continue to set look
Read the following passage and mark the letter A, B, C or D ơn your answer sheet to indicate the correct word or phrase that best fĩts each of the numbered blanks from 17 to 24.
THE CONCEPT OF EVOLUTTON
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 1820, evolution was already the (17) of the town. But evolution was rejected by the establishment. Those who (18) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (19) to new species. Lamarck had offered this (20) in a book published in 1809. He did not, however, propose a correct mechanism for (21) species change Into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the consequences of (22) growing populations. Once resources become limiting only a (23) of individuals can survive. Darwin was also an (24) observer of animal breeders. He analysed their methods
and studied their results. Slowly he understood that nature like a gigantic breeder.
(Adapted from /00s:/ww.engtishrevealed.co.uk/CPE) Question 17:
A. tale B. story €. gossip D. talk Question 18:
A. referred B. combined C. adhered D. cohered Question 19:
Ä. raise B, rise C. race D. ride Question 20:
Â. prospect B. perspective C. perception D. incentive Question 21:
A. all B. once C. now D. how Question 22:
A. exclusively B. exponentially C. exquisitely D. expressly Question 23:
A. division B. section C. fraction D. friction Question 24:
A. arduous B. ardent C. amorous D. amiable
Read the following passage and mark the letter A, B, © or D on your answer sheet to indicate the best answer to each of the questions from 25 to 32.
THE CASE FOR MIXED-ABTILTTY CLASSES
[1] Picture this scene. It's an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeares Romeo and Juliet with a class of 15-year-olds. He's given some of the students copies Of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply can't focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagement.
[2] As a teacher myself, Ứd think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there werent such a huge gap between the top and
Mã đề thi 103 - Trang 3/ 8
the bottom? If we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of `streaming', or 'tracking, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a 'stream/ of general ability, or 'sets” of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] ï have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. What's worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wont enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student“s specific zone of proximal development' (ZPD). This is the gap between what they can achieve only with support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this 'scaffolding “until they are autonomous. If we accept this model, it follows that streaming students with similar ZPDs would be an efficent and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
[7] Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that `tracking has minimal effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lucky clever studerts in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hattie's influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers” estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a studenfs ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory ¡s the role of the MKO — `more-knowledgeable other” — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that ï would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is also something exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between `teacher” and `learner that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social Skills. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, ï go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 103 - Trang 4/ 8  fittest students realise they need to encourage the reluctant. There are lookouts who report back, and extra items to carry for others. We make it — together. (Adapted from (2/nr/dge IELTS 18)
Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate
A. how unsuitable Shakespeare is for most teenagers
B. how a teacher handles a range of learning needs
C. how few students are interested in literature
D. how weaker students can disrupt their classmates“ learning Question 26: What does the writer say about streaming in the third paragraph?
A. It is relatively simple to implemernt. B. ít favours cleverer students.
C. It has a very broad appeal. D. ït works better in some schools than others. Question 27: The word *wanes” in the fourth paragraph is OPPOSTTE in meaning to__ —_
A. descends B. dwindles €. attenuates D. burgeons Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph?
A. students attempting interesting tasks B. students not being aware of their limitations
C. students following unsuitable paths D. students not achieving their full potential Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5?
A. The more stress people have from the group, the more prevalent the normality will be.
B. The most common form of mediocrity happens when students who are put in a group don feel happy.
C. People are burdened by the expectations of the group, resulting in the obscurity.
D. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. Question 30: What does the word "scaffolding” in the sixth paragraph refer to?
A. the assistance given to a student in their initial stages of learning
B. the factors which prevent a student from learning effectively
C. the environment where most of a students learning takes place
D. the setting of appropriate learning targets for a student“s aptitude Question 31: The word "zeal” in paragraph 10 is CLOSEST in meaning to
Ä. Vigor B. pleasure C. euphoria D. honor Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 11 B. Paragraph 7 C. Paragraph 9 D. Paragraph 8
Read the following passage and mark the letter A, B, © or D on your answer sheet to indicate the best answer to each of the questions from 33 to 40.
TNDUSTRIALIZATION IN THE NETHERLANDS AND SCANDINAVTIA
[1] While some European countries, sụch as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later. (1) All four of these countries lagged considerably behind in the early nineteenth century. (TT) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (TT) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (IV)
[2] All had smaill populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark Wwas in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and
Mã đề thi 103 - Trang 5/ 8
1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. Thỉs fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for.a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place ¡in all of them. They were reasonably well governed, without notable Corruption or qrandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factori in the Success of these -countrles (along with high literacy, which contributed

Wwere especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. It exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.
(Adapted from 8u/đng SKiils for the TOEFL /BT)
Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second.
A. (TT) B. (TT) C. (T) D. (IV) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the successful economic development of the Netherlands and of Scandinavia?
A. The large amourt of capital they had available for investment
B. The high proportion of their citizens whoø were educated
C. The rapid rate at which their populations were growing
D. The relatively small size of their populations Question 35: Which of the following is TRUE about Denmark according to paragraphs 2 and 3?
A. Demark had approximately 2 million people by the beginning of the 20° century.
B. Denmark showed the highest growth rate among four within a period of 1000 years.
C. Denmark was as densely populated as the Netherlands.
D. Denmark had a lower literacy rate than the Netherlands did.
Mã đề thi 103 - Trang 6/ 8  Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT
A. access to fish B. military control of the seas
C. low-cost transportation of goods D. shipbuilding industries Question 37: The word "*grandiose” in the passage 5 is OPPOSITE in meaning to
A. monotonous B. overwheiming C. extravagant D. uncomplicated Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT .
A. huge projects undertaken by the state B. a lack of obstacles to foreign trade
C. relatively uncorrupt government D. little social or political disruption Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
A. The early industrializers controlled most of the international economy, leaving these countries to stake out new areas of specialization along the margins.
B. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
C. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
D. High literacy rates enabled these countries to take over international markets and adapt the international division of labor to suit their strengths.
Question 40: Which of the following best summarizes the passage?
A. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
B. Although these countries all started with small, uneducated populations, industrialization led to significant population growth and higher literacy rates.
C. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governments, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
D. Because they were never fully dependent on international commerce, these courtries were able to Survive notorious fluctuations in international markets.
Mark the letter A, 8, C or D ơn your answer sheet to indicate the best answer to each of the

followinng questions. Question 41: After a series of meetings, the banks were forced to the company's debts. A. cut back B. write off C, shake up D. chip in Question 42: Theres nothing to aS is a general knowledge quiz. A. tie in with B. come on to €. swot up on D. walk in on Question 43: Shes such an inspiring teacher that she“s got her pupils A. feathering her nest B. shaking her leg
€. eating out of her hand D. getting her own back Question 44: She keeps forgetting where she's put her glasses; she's got a memory like






A. a plate B. a sieve C. a whisk D. a bucket Question 45: It was with a heart that she said goodbye to all her classmates.
A,. solemn B. mournful C. dismal D. sinking Question 46: The school's inspector's function is not merely to Judgement, but also to suggest improvemert.
A. denounce B. renounce €. announce D. pronounce Question 47: In the human body, blood flows from heart through arteries, and it returns through veins.
A. the/ a/ the/ the B. the/ the/ the/ the
Mã đề thi 103 - Trang 7/ 8
C. no article/ a/ the/ the D. no article/ the/ the/ the Question 48: The manufacturer will probably make a proposal that the product
Ä. is withdrawn B. being withdrawn €. be withdrawn D. to be withdrawn Question 49: The idea that only an Italian is capable of making the world's greatest cup of coffee seems to have been around forever,
A. as if it is universally accepted today B. yet is it universally accepted today
C. though universally accepted it is today D. so universally is it accepted today Question 50:_ — — by her last letter to him yesterday, they are having a wonderful time.
A. To judge B. Being judged C. Judging D. Judged
Mar the letter A, B, C or D on your answer sheet to indicate the word whose underlined ĐDart differs frorn the other three ín pronunciation in each of the following questions Question 51:
Ä. reassurance B. apparition C. guarantee D. abstemious Question 52: A. chemise B., epoch C. lichen D. ochre
Mark the letter A, 8, C or D on your answer sheet to indicate the sentence that ís closest ín meaning or best combines the pairs of sentences given in each of the following questions. Question 53: ït does not seem very probable that Eric will be able to find a new apartment before he has to leave his old one.
A. That Erics search for a new apartment will be successful before he has to vacate his old one appears highly unlikely.
B. Eric doesnt think he will be able to find a new apartment before he is thrown out of his old one.
€. It is hardly likely that Eric will be unable to find a new apartment before he is out on the streets.
D. Erics search for a new apartment while there is still time may well succeed, but only if he works really hard at it. Question 54: She was a little late in meeting her husband at the airport. It resulted from her trying to run a few errands before going there.
A. Trying to run a few errands just before she went to the airport caused her to be a little late in meeting her husband there.
B. It was her attempt to run a few errands at the last moment that she arrived at the airport a little late to meet her husband.
C. A few errands had to be run after she had met her husband at the airport, and so they arrived home a little late.
D. ít was not until she had run a few errands that she went to the airport to meet her husband, which was a little late.
Mark the letter A, B, CÓ or D on your answer sheet to indicate the underlined part that needs correction ín each of the following questions. Question 55: Much to their surprise, a defeat in the second round marked the ends of the line for last Year“s champion. A,. Much to B. marked C. ends D. last year“s Question 56: Tropical cyclones, like extratropical cyclones, which derive much of their energy from the jet stream, originate from far the polar front. A. like B. which



C. mụch of D. from far
Mã đề thi 103 - Trang 8/ 8  ĐỀ THỊ CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024 Mã đề thi 104
PHÂN TRẮC NGHIỆM (14pts) (Học sinh làm bài trên phiếu trả lời trắc nghiệm) Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from the otiter three ín the position of stress ín each of the following questions.
Question 1:
Ä. intramural B. ubiquitous €. belligerent D. centenary Question 2:
A. egomania B. sanatorium C. hypnotherapy D. athleticism
Read the following passage and mark the letter A, B, Œ or Don your answer sheet to indicate the correct word or phrưase that best fits each of the numbered blanks from 3 to 10. THE CONCEPT OF EVOLUTION
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 1820, evolution was already the (3) of the town. But evolution was rejected by the establishment. Those who (4) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that Species are not static, but change over time and give (5) to new species. Lamarck had offered this (6) in a book published in 1809. He did not, however, propose a correct mechanism for (7) Species change into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the Consequences of (8) growing populations. Once resources become limiting only a (9) of individuals can survive. Darwin was also an (10) observer of animal breeders. He analysed their methods and studied
their results. Slowly he understood that nature like a gigantic breeder. (Adapted from “0s://www.englishrevealed.co.uk/CPE)
Question 3:
A. story B. gossÏp €. talk D. tale Question 4:
A. combined B. cohered C. referred D. adhered Question 5:
A. race B. raise C. ride D. rise Question 6:
Ä. incentive B. perspective C. perception D. prospect Question 7:
A. how B. once C. all D. now Question 8:
Ä. ©xpressly B. exclusively C. exquisitely D. exponentially Question 9:
A. friction B. division C. fraction D. section Question 10:
A. ardent B. arduous C. amiable D. amorous
Read the following passage and mark the letter A, B8, QC or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 11 to 18.
Mã đề thi 104 - Trang 1/ 8
THE RISE OF PTICKLEBALL AND PADEL
Only a decade ago, (11) tennis was almost guaranteed to have been a common answer. Its popularity is predominant (12) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to temnis, (13) requiring expensive resources and high levels of physical fitness. Padel and pickleball, q4)
Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickleball clubs are (15) . IS unlikely that (16) in the coming decades, but one thing that (17) both padel and pickleball are changing the landscape of racket sports, and (18)


(Adapted from “#ezdy For C2)
Question 11:
A. were you to ask for the name of somebody“s favourite leisure pursuit
B. were you to have asked someone to name their favourite leisure pursuit
C. had you asked someone what is their favourite leisure pursuit
D. should you ask someone to name their favourite pursuit leisure Question 12:
A. owing to its social norms
€. due to it being very social Question 13:
A. which is often seen as a more complex and uncompromising sport
B. if seen as a more complex and compromising sport
C. whose complexity makes it an uncompronmising sport
D. of which the skill is more complex and uncompromising sport Question 14:
A. thus, are technically somewhat less demanding
B. in contrast, are somewhat less technically demanding
C. however, demand somewhat less technically
D. in addition, somewhat are less technically demanding Question 15:
A. not affordable to less affluent members of the community
B. widely popular with either rich community members or poor ones
C. suitable only for the most affluent members of the community
D. not so unattainable to less affluent members of the community Question 16:
A. a growth in demands to be seen in tennis B. tennis will regain its popularity
€. tennis will pale into insignificance D. demands in tennis which will be satisfied
B. despite the fact that it's very social D. insofar as it is very social
Question 17:
A. can be said without question, that is B. is in the air is that
C. we can say with some certainty is that D. are bound to say is that Question 18:
B. set to look continued D. continue to look set
A. look set to continue €. continue to set look
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 19 to 24. SCHOOL BOARD NOTICE&
We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools.


Mã đề thi 104 - Trang 2/ 8 
New Facilities and Renovations Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and (19) their skills further.
Curriculum Innovation
From next semester, the school board will introduce a redesigned curriculum that focuses on problem-solving, critical thinking, and creativity. Students will be encouraged to think (20) memorization and engage in active, hands-on learning.
Community Engagement
We also plan to strengthen (21) with the local community by hosting open forums and Workshops. These initiatives will engage parents in their children“s education and help us gather valuable feedback.
Sustainability Practices
As part of our commitment to environmental responsibility, we will (22) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (23)
reduce waste production over time.
Teacher Training
To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons.
We believe these measures will have a (24) impact on both our students and the broader Community. Your cooperation and enthusiasm are vital to the success of these plans.
Thank you for your continued support. Question 19:



A. harness B. enhance C. cultivate D. nurture Question 20:
A. towards B. beyond C. within D. over Question 21:
A. gaps B. bridges C. strings D. ties Question 22:
A. wear down B. fade away €. rip apart D. phase out Question 23:
A. inextricably B. vigorously C. drastically D. legitimately Question 24:
A. long-awaited B. long-lasting €. longed-for D. long-lost
Read the following passage and mark the letter A, B8, Πor D on your answer sheet to indicate the best answer to each of the questiorns frormn 25 to 32. THE CASE FOR MIXED-ABILTTY CLASSES [1] Picture this scene. Its an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare's Romeo and Juliet with a class of 15-year-olds. He's given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply cant focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert. [2] As a teacher myself, Fd think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there werent such a huge gap between the top and
Mã đề thi 104 - Trang 3/ 8
the bottom? Tf we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of `streaming”, or 'trackingƒ, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a `stream' of general ability, or `sets” of subject-specific ability. The practice ¡s intuitively appealing to almost every stakeholder.
[4] I have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. Whats worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
E5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wonft enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: ¡is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student's specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this `scaffolding “until they are autonomous. If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
[7] Despite all this, there is limited empirical evidence to suggest that streaming resutts in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimail effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomiic class. Less significant is the small benefit for those lucky clever students in the higher sets. The overail result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hatties influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhiile, in a mixed environment, teachers” estimates need to be more diverse and flexible.
[91] While streaming might seem to help teachers effectively target a student's ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — 'more-knowledgeable otherˆ — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that I would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselives, they possess similar cognitive structures to their struggling classmates. There is also something exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between `teacher“ and `learner that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skills. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, ï go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 104 - Trang 4/ 8  fittest students realise they need to encourage the reluctant. There are lookouts who report back, and
extra items to carry for others. We make it — together. (Adapted from amr1dge IELTS 18)
Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate A. how unsuitable Shakespeare is for most teenagers B. how few students are interested in literature C. how weaker students can disrupt their classmates' learning D. how a teacher handles a range of learning needs Question 26: What does the writer say about streaming in the third paragraph? A. It is relatively simple to implemert. B. It has a very broad appeal. €. It works better in some schools than others. D. It favours cleverer students. Question 27: The word *wanes” in the fourth paragraph is OPPOSITE in meaning to_ — _ A. attenuates B. dwindles C. burgeons D. descends Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph? A. students following unsuitable paths B. students attempting interesting tasks €. students not being aware of their limitatons D. students not achieving their full potential Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5? A. The more stress people have from the group, the more prevalent the normality will be. B. The most common form of mediocrity happens when students who are put in a group dont feel happy. €. People are burdened by the expectations of the group, resulting in the obscurity. D. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. Question 30: What does the word "scaffolding” in the sixth paragraph refer to? A. the factors which prevent a student from learning effectively B. the assistance given to a student in their initial stages of learning C. the environment where most of a student's learning takes place D. the setting of appropriate learning targets for a student's aptitude Question 31: The word "zeal” in paragraph 10 is CLOSEST in meaning to

A. euphoria B. pleasure C. vigor D. honor Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 8 B. Paragraph 7 C. Paragraph 11 D. Paragraph 9
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the questions from 33 to 40. ITNDUSTRTIALTZATION IN THE NETHERLANDS AND SCANDTINAVTA
[1] While some European countries, such as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later. (I) All four of these countries lagged considerably behind ¡in the early nineteenth century. (TT) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (TIT) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (TV)
[2] All had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark was in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and
Mã đề thi 104 - Trang 5/ 8
1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of Overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 milllon kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable Corruption or grandiose state projects, although in all of them the government gave some aid to railWays, and in Sweden the state buiit the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricuitural reforms took plaœ gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factor Ï in the success of these -countries (along with hiqh literacy, whiich contributed

were especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. It exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.
(Adapted from 8uU/ing SkI6 for the TOEFL iñBT) Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A. (T) (110) C. (T) D. (IV) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the Successful economic development of the Netherlands and of Scandinavia? A. The rapid rate at which their populations were growing B. The large amount of capital they had available for investment C. The high proportion of their citizens who were educated D. The relatively small size of their populations Question 35: Which of the following ¡is TRUE about Denmark according to paragraphs 2 and 3? A. Denmark had a lower literacy rate than the Netherlands did. B. Denmark was as densely populated as the Netherlands. C. Denmark showed the highest growth rate among four within a period of 1000 years.
Mã đề thi 104 - Trang 6/ 8  D. Demark had approximately 2 million people by the beginning of the 20° century. Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT
A. military control of the seas B, access to fish
€. low-cost transportation of goods D. shipbuilding industries Question 37: The word *grandiose” in the passage 5 is OPPOSTITE in meaning to
A. uncomplicated B. extravagant C. overwhelming D. monotonous Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT _ _ .
A. a lack of obstacles to foreign trade B. little social or political disruption
C. relatively uncorrupt government Ð. huge projects undertaken by the state Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
A. The early industrializers controlled most of the international economy, leaving these countries to stake out new areas of specialization along the margins.
B. High literacy rates enabled these countries to take over international markets and adapt the International division of labor to suit their strengths.
C. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
D. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets. Question 40: Which of the following best summarizes the passage?
A. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
B. Because they were never fully dependent on international commerce, these countries were able to survive notorious fluctuations in international markets.
C. Although these countries all started with smaill, uneducated populations, industrialization led to significant population growth and higher literacy rates.
D. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governments, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
Matrk the letter A, B, C or D on your answer sheet to indicate the best answer to each of the followinng questions.





Question 41: In the course of economic depression, such big companies need to survive the crisis. A. shaking up B. chipping in C. writing off D. cutting back Question 42: The outcomes of the chemical experiments closely Wwhat the scientists have expected. A. tie in with B. walk in on €. come on to D. swot up on Question 43: Theres twenty minutes left; Or you wont catch that train. A. shake your leg B. get your own back €. feather your nest D. eat out of your hand Question 44: IUs important for world leaders to step up to the and honor their commitments on global warming. A. sieve B. whisk €. bucket D. piate Question 45: All members had to swear a(n) oath never to reveal the secrets of the organization Ä. sinking B, dismai C. carnest D. solemn Question 46: Government forces have succeeded in issuing a joint declaration the use of violence in the region. Ä. pronouncing B.announcng - €. renouncing D. denouncing
Mã đề thi 104 - Trang 7/ 8
Question 47: American obsession with Santa Claus and tradition of gift-giving merriment have more complicated background than one might think.
A. The/ the/ no article/ a B. no article/ the/ the/ a
€. An/ a/ no article/ the D. The/ the/ the/ a Question 48: The UN has made an urgent demand that all troops
A. are withdrawn B. be withdrawn C. to be withdrawn D. being withdrawn Question 49: The idea that only an Italian is capable of making the world's greatest cup of coffee seems to have been around forever, -
A. yet is it universally accepted today B. so universally is it accepted today
€. though universally accepted it is today D. as if it is universally accepted today Question 50: _ — _ by what he said, he was bitterly disappointed about her not coming.
A. Judging B. Judged C. Being judged D. To judge Mark the letter A, B, C or D on your answer sheet to índicate the word whose underlined part differs from the other three in pronunciation ín each of the following questions Question 51:



A. admonish B. chrysalis €. fatuous D. dopamine Question 52: A. cliché B. chenille C. chemo D. gauche
Mark the letter A, B, ÓC or D ơi your answer sheet to indicate the sentence that ¡is closest ín meaning or best combines the pairs of sentences given in each of the following questions. Question 53: ït is virtually impossible for beginning students of Turkish to cormprehend certain words due to their length.
A. ïf a beginning Turkish student doesnt want to be discouraged, he or she should avoid learning long Wwords at first.
B. Many Turkish words are very long and cannot be pronounced easily by beginning students of the language.
C. Words in Turkish are generally so long that beginning students of the language fail to understand them completely.
D. Some Turkish words are so long that understanding them is barely possible for the beginning learners. Question 54: Pedro had looked forward to living on his own. He missed his family so much that he soon moved back in with them.
A. Pedro wanted to stop living on his own so mụuch that he decided to move back in with his family although he didnTt miss them.
B. Pedro had not wanted to live on his own, but when he found out he missed his family, he didnt move back in with his family.
€. In spite of his initial wish to live on his own, Pedro suffered so much from homesickness that he quickly moved back in with his family.
D. Pedro would never have tried living on his own had he realized how much he missed his family and moved back in with them.
Mark the letter A, B, © or D on your answer sheet to índicate the underlined part that needs correction ín each of the following questiorns.
Question 55: The last scene when the man said hed go to the end of the world to see her again was deeply moving.
A. when B. end €. to see D. deeply moving Question 56: Tropical cyclones, like extratropical cyclones, which derive mụch of their energy from the jet stream, originate from far the polar front.
A. like B. which C. much of D. from far



Mã đề thi 104 - Trang 8/ 8  ĐỀ THỊ CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VỮNG TÀU
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024
105 PHẦN TRẮC NGHIỆM (14 pts.) (Học sinh làm bài trên phiếu trả lời trắc nghiệm)
Mark the letter A, B, Œ or D on your answer sheet to índicate the word that differs from the other three ín the position of stress in each of the following questions.
Question 1:
A. reminiscence B. judicature C. memorandum D. perseverance Question 2:
A, deleterious B. adulatory C. vegetarian D. intoxicating
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct word or phrase that best fïts each of the nuinbered blanks from 3 to 8.
XXSCHOOL BOARD NOTICE® We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools. New Facilities and Renovations Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and 3) their skills further. Curriculum Innovation From next semester, the school board will introduce a redesigned curriculum that focuses on problem- solving, critical thinking, and creativity. Students will be encouraged to think (4) memorization and engaqe in active, hands-on learning. Community Engagement We also plan to strengthen (5) with the local community by hosting open forums and workshops. These initiatives will engage parents in their children“s education and help us gather valuable feedback. Sustainability Practices As part of our commitment to environmental responsibility, we will (6) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (7) reduce waste production over time. Teacher Training To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons. We believe these measures will have a (8) impact on both our students and the broader Community. Your cooperation and enthusiasm are vital to the success of these plans. Thank you for your continued support.

Question 3:
A. harness B. cultivate €. nurture D. enhance Question 4:
Ä. towards B. over C. within D. beyond Question 5:
A. bridges B. strings C. ties D. gaps
Mã đề thi 105 - Trang 1/ 8
in the coming decades, but one thing that (15)
Question 6:
A. wear down B. fade away C. phase out D. rip apart Question 7:
A. vigorously B. legitimately €. inextricably D. drastically Question 8:
A. long-lasting B. long-lost €. long-awaited D. longed-for
Read the following passage and mark the letter A, B8, © or D ơn your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 9 to 16.
THE RISE OF PICKLEBALL AND PADEL
Only a decade ago, (9) , tennis was almost guaranteed to have been a common answer. Its popularity is predominant (10) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to tennis, (11) requiring expensive resources and high levels of physical fitness. Padel and pickleball, (12)
Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickleball clubs are (13) - Ts unlikely that (14) both padel and pickleball are changing the




landscape of racket sports, and (16)_ ___. (Adapted from &eadýy For C2)
Question 9:
A. had you asked someone what is their favourite leisure pursuit
B, were you to ask for the name of somebody“s favourite leisure pursuit
C. were you to have asked someone to name their favourite leisure pursuit
D. should you ask someone to name their favourite pursuit leisure Question 10:
A. insofar as it is very social
C. despite the fact that it's very social Question 11:
A. which is often seen as a more complex and uncompromising sport
B. of which the skill is more complex and uncomprorising sport
C. whose complexity makes it an uncompromising sport
D. if seen as a more complex and compromising sport Question 12:
A. thus, are technically somewhat less demanding
B. however, demand somewhat less technically
C. in contrast, are somewhat less technically demanding
D. in addition, somewhat are less technically demanding Question 13:
A. widely popular with either rich community members or poor ones
B. not so unattainable to less affluent members of the community
C. not affordable to less affluent members of the community
D. suitable only for the most affluent members of the community Question 14:
A. demands in tennis which will be satisfied B. a growth in demands to be seen in tennis
€. tennis will regain its popularity D. tennis will pale into insignificance Question 15:
A. is in the air is that B. can be said without question, that is
C. we can say with some certainty is that D. are bound to say is that
B. due to it being very social D. owing to its social norms
Mã đề thi 105 - Trang 2/ 8  Question 16: A. look set to continue €. continue to look set
B. set to look continued D. continue to set look
Read the following passage and mark the letter A, B, G or D on your answer sheet to índicate the correct word or phrase that best fits each of the numbered blanks from 17 to 24.
THE CONCEPT OF EVOLUTTION
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 1820's, evolution was already the (17) of the town. But evolution was rejected by the establishment. Those who (18) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (19) to new species. Lamarck had offered this (20) in a book published in 1809. He did not, however, propose a correct mechanism for (21) Species change into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the Consequences of (22) growing populations. Once resources become limiting only a (23) Of individuals can survive. Darwin was also an (24) observer of animal breeders. He analysed their methods
and studied their results. Slowly he understood that nature like a gigantic breeder.
(Adapted from /#2s://www.endglishrevealed.co.Uk/CPE) Question 17:
A. talk B. gossip C. tale D. story Question 18:
A. referred B. combined C. cohered D. adhered Question 19:
Ä. rise B. race €. raise D. ride Question 20:
A. incentive B. prospect €. perception D. perspective Question 21:
A. how B. now €. all D. once Question 22:
A. exclusively B. exponentially C. exquisitely D. expressly Question 23:
A. section B. division C. fraction D. friction Question 24:
A. arduous B. amorous C. ardent D. amiable
Read the folloWing passage and mark the letter A, B, € or D on your answer sheet to indicate the best answer tơ each of the questions from 25 to 32,
THE CASE FOR MIXED-ABILTTY CLASSES
[1] Picture this scene. It's an English literature lesson in a UK school, and the teacher has Just read an extract from Shakespeare's Romeo and Juliet with a class of 15-year-olds. He“s given some of the students Copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply can't focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert.
[2] As a teacher myself, 1d think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there werent such a huge gap between the top and
Mã đề thi 105 - Trang 3/ 8
the bottom? If we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of 'streaming, or 'tracking, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a 'stream' of general ability, or 'sets' of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] ï have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. What's worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wonTt enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a students specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this 'scaffolding /until they are autonomous. If we accept this model, ït follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
[7] Despite all this, there is limited empirical evidence to suggest that streaming resuits in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimal effects on learning outcomes'. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the smali benefit for those lucky clever students in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hattie's influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers” estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a student“s ZPD, it can underestimate the Importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — 'nore-knowledgeable otherˆ — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that ï would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is also sormething exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between 'teacher and 'learner/ that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skils. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, ï go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 105 - Trang 4/ 8  fittest students realise they need to encourage the reluctant. There are lookouts who report back, and
extra items to carry for others. We make it — together. (Adapted from Camridge IELTS 18)
Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate A. how weaker students can disrupt their classmates” learning B. how unsuitable Shakespeare is for most teenagers C. how a teacher handles a range of learning needs D. how few students are interested in literature Question 26: What does the writer say about streaming in the third paragraph? A. It works better in some schools than others. B. It favours cleverer students. C. ït is relatively simple to implement. D. It has a very broad appeal. Question 27: The word 'wanes” in the fourth paragraph is OPPOSTTE in meaning to____ A. burqgeons B. dwindles €. attenuates D. descends Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph? A. students not achieving their full potential B. students not being aware of their limitations €. students following unsuitable paths D. students attempting interesting tasks Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5? A. The more stress people have from the group, the more prevalent the normality will be. B. People are burdened by the expectations of the group, resulting in the obscurity. C. The most common form of mediocrity happens when students who are put in a group dont feel happy. D. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. Question 30: What does the word *scaffolding” in the sixth paragraph refer to? A. the factors which prevent a student from learning effectively B. the setting of appropriate learning targets for a student“s aptitude C. the assistance given to a student in their initiai stages of learning D. the environment where most of a student“s learning takes place Question 31: The word "zeal” in paragraph 10 is CLOSEST in meaning to

A. pleasure B. euphoria C. vigor D. honor Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 8 B. Paragraph 11 C. Paragraph 7 D. Paragraph 9
Read the following passage and mark the letter A, B, €C or D ơn your answer sheet to indicate the best answer to each of the questions from 3-3 to 40,
TNDUSTRIALTIZATTION TN THE NETHERLANDS AND SCANDINAVTIA
[1] While some European countries, such as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later. (TI) All four of these countries lagged considerably behind in the early nineteenth century. (1T) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (III) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (IV)
._ [2] All had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark Wwas in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and 1914, the Scandinavian countries had the highest literacy rates in Europe, or ¡in the world, and the
Mã đề thi 105 - Trang 5/ 8
Netherlands was well above the European average. This fact was of enormous value in helping the national econonmies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important ¡implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of Overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had coliected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable corruption or qrandiose state projects, although in all of them the government gave some aid to railWays, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factori in the Success of these -countries (along. with high literacy, which contributed
industrializers and to stake out areas of specialization in international markets for which they were especially well suited. This meant a great dependence on international commerce, which had
notorious fluctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. Ït exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.

(Adapted from 8u/đng Skis for the TOEFL ¡BT) Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A. (IV) B. (TJ) C. (I1) D. (T1) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the successful economic developmernt of the Netherlands and of Scandinavia? A. The high proportion of their citizens who were educated B. The large amount of capital they had available for investment C. The relatively small size of their populations D. The rapid rate at which their populations were growing Question 35: Which of the following is TRUE about Denmark according to paragraphs 2 and 3? A. Denmark was as densely populated as the Netherlands. B. Demark had approximately 2 million people by the beginning of the 20 century. C. Denmark showed the highest growth rate among four within a period of 1000 years. D. Denmark had a lower literacy rate than the Netherlands did.
Mã đề thi 105 - Trang 6/ 8  Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT A. military control of the seas B. low-cost transportation of goods

C. access to fish D. shipbuilding industries Question 37: The word "grandiose” in the passage 5 is OPPOSTTE in meaning to . A. monotonous B. uncomplicated C. overwhelming D. extravagant
Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT .
A. little social or political disruption B. a lack of obstacles to foreiqgn trade
C. huge projects undertaken by the state D. relatively uncorrupt government Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
A. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
B. The early industrializers controlled most of the international econorny, leaving these countries to stake out new areas of specialization along the margins.
C. High literacy rates enabled these countries to take over international markets and adapt the international division of labor to suit their strengths.
D. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success. Question 40: Which of the following best summarizes the passage?
A. Although these countries all started with smaill, uneducated populations, industrialization led to significant population growth and higher literacy rates.
B. Because they were never fully dependent on international commerce, these countries were able to Survive notorious fluctuations in international markets.
C. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
D. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governments, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
Mark the letter A, 8, Œ or D ơn your answer sheet to indicate the best answer to each of the


followirng questiorns. Question 41: After a series of meetings, the banks were forced to the company's debts. A. chip in B. write off C. shake up D. cụt back Question 42: Theres nothing to as its a general knowledge quiz. Ä. swot up 0n B, tie in with €C. come on to D. walk in on Question 43: She's such an inspiring teacher that she's got her pupils A. shaking her leg B. getting her own back
€. eating out of her hand D. feathering her nest Question 44: She keeps forgetting where she's put her glasses; shes got a memory like




A. aplate B. a bucket €. a sieve D. a whisk Question 45: It was with a heart that she said goodbye to all her classmates.
A. dismal B. mourrnful Œ. sinking D. solemn Question 46: The school“s inspector“s function is not merely to judgemert, but also to suggest improvemert.
Ä. renounce B. denounce €C. pronounce D. announce Question 47: In the human body, blood flows from heart through arteries, and it returns through veins.
Mã đề thi 105 - Trang 7/ 8
A. the/ the/ the/ the B. no article/ the/ the/ the
C. the/ a/ the/ the D. no article/ a/ the/ the Question 48: The manufacturer will probably make a proposal that the product A. being withdrawn B. to be withdrawn C. be withdrawn D. is withdrawn
Question 49: The idea that oniy an Italian is capable of making the world's greatest cup of coffee seems to have been around forever, :
A. yet is it universally accepted today B. though universally accepted it is today
€. so universally is it accepted today D. as if it is universally accepted today Question 50: by her last letter to him yesterday, they are having a wonderful time.
A. Judged B. Judging C. To judge D. Being judged
Matk the letter A, B, C or D ơn your answer sheet to indicate the word whose underlined part differs from the other three in pronunnciation ín each of the following questions Question 51:
A. abstemious B. reassurance €. guarantee D. apparition Question 52: A. chemise B. epoch C. lichen D. ochre
Mark the letfter A, B, C or D on your answer sheet to indicate the sentence that is closest ín meaniing or best combines the pairs of sentences given ín each of the following questions. Question 53: It does not seem very probable that Eric will be able to find a new apartment before he has to leave his old one.
A. It is hardly likely that Eric will be unable to find a new apartment before he is out on the streets.
B. That Erics search for a new apartment will be successful before he has to vacate his old one appears highly unlikely.
C. Erics search for a new apartment while there is still time may well succeed, but only if he works really hard at it.
D. Eric doesnt think he will be able to find a new apartment before he is thrown out of his old one, Question 54: She was a little late in meeting her husband at the airport. It resulted from her trying to run a few errands before going there.
A. It was not until she had run a few errands that she went to the airport to meet her husband, which was a little late.
B. It was her attempt to run a few errands at the last moment that she arrived at the airport a little late to meet her husband.
C. Trying to run a few errands just before she went to the airport caused her to be a Iittle late in meeting her husband there.
D. A few errands had to be run after she had met her husband at the airport, and so they arrived home a little late.
Matk the letter A, B, C or D on your answer sheet to indicate the underlíned part that needs cơrrection ín each of the following questions. Question 55: Mụch to their surprise, a defeat in the second round marked the ends of the line for last Years champion.
A. Much to B. marked C. ends D. last yearS Question 56: Tropical cyclones, like extratropical cyclones, which derive mụch of their energy from the jet stream, originate from far the polar front.
A. like B. which C. much of D. from far





Mã đề thi 105 - Trang 8/ 8  SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
ĐỀ THI CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024 Mã đề thi 106
PHÂN TRẮC NGHIỆM (14pts) (Học sinh làm bài trên phiếu trả lời trắc nghiệm) Mark the letter A, B, ©Œ or D on your answer sheet to indicate the word that differs from the other three ín the position of stress ín each of the following questions.
Question 1:
Ä, ubiquitous B. centenary C. intramural D. belligerent Question 2:
Ä. sanatorium B. athleticism C. egomania D. hypnotherapy
Read the following passage and mark the letter A, B, CÓ or D on yOoUr answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 3 to 10. THE RISE OF PICKLEBALL AND PADEL
Only a decade ago, (3) tennis was almost guaranteed to have been a common answer. Its popularity is predominant (4) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to tennis, (5) requiring expensive resources and high levels of physical fitness. Padel and pickleball, (6)
Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickleball clubs are (7) - TEs unlikely that (8) in the coming decades, but one thing that (9) both padel and pickleball are changing the landscape of racket sports, and (10)


(Adapted from &eađý/ For C2)
Question 3:
A. should you ask someone to name their favourite pursuit leisure
B. were you to have asked someone to name their favourite leisure pursuit
C. were you to ask for the name of somebody“s favourite leisure pursuit
D. had you asked someone what is their favourite leisure pursuit Question 4:
Ä. owing to its social norms
C. despite the fact that it's very social Question 5:
A. which is often seen as a more complex and uncompromising sport
B. of which the skill is more complex and uncompromising sport
C. if seen as a more complex and compromising sport
D. whose complexity makes it an uncomprormising sport Question 6:
Ä. in addition, somewhat are less technically demanding
B. however, demand somewhat less technically
C. in contrast, are somewhat less technically demanding
D. thus, are technically somewhat less demanding Question 7:
A. not so unattainable to less affluent members of the community
B. due to it being very social D. insofar as it is very social
Mã đề thi 106 - Trang 1/ 8
B. widely popular with either rich community members or poor ones C. suitable only for the most affluent members of the community D. not affordable to less affluent members of the community Question 8: Ä. tennis will regain its popularity B. a growth in demands to be seen in tennis €. demands in tennis which will be satisfied D. tennis will pale into insignificance Question 9: A. we can say with some certainty is that €. is in the air is that Question 10: A. continue to set look C. look set to continue
B. can be said without question, that is D. are bound to say is that
B. continue to look set D. set to look continued
Read the following passage and mark the letter A, B, € or D ơn your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 11 to 18. THE CONCEPT OF EVOLUTTION
Charles Darwin did not invent the concept of evolution. When he was a studert in Edinburgh in the late 18201, evolution was already the (11) of the town. But evolution was rejected by the establishment. Those who (12) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (13) to new species. Lamarck had offered this (14) in a book published in 1809. He did not, however, propose a correct mechanism for (15) Species change into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the consequences of (16) growing populations. Once resources become limiting only a (17) Of individuals can survive. Darwin was also an (18) observer of animal breeders. He analysed their methods and studied
their results. Slowly he understood that nature like a gigantic breeder. (Adapted from ñf?s;//www.englishrevealed.co.U/CPE) Question 11:
A. gossip B. talk C. tale D. story Question 12:
A. referred B. combined C. cohered D. adhered Question 13:
Ä. rise B. ride €. raise D. race Question 14:
A. incentive B. perception €. prospect D. perspective Question 15:
A. once B. how €. all D. now Question 16:
A. exponentially B. expressly C. exclusively D. exquisitely Question 17:
A. friction B. fraction €. division D. section Question 18:
A. amorous B. amiable €. arduous D. ardent
Read the following passage and mark the letter A, B, € or D ơn your answer sheet to indicate the correct word or phrase that best fits each of the numnbered blanks from 19 to 24. 4SCHOOL BOARD NOTTICE®
We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools.

Mã đề thi 106 - Trang 2/ 8  New Facilities and Renovations
Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and (19) their skills further.
Curriculum Tnnovation
From next semester, the school board will introduce a redesigned curriculum that focuses on problem-solving, critical thinking, and creativity. Students will be encouraged to think (20) memorization and engaqe in active, hands-on learning.
Community Engagement
We also pian to strengthen (21) with the local community by hosting open forums and
workshops. These initiatives will engage parents in their children“s education and help us gather valuable
feedback.
Sustainability Practices
As part of our commitment to environmental responsibility, we will (22) single-use plastics in school cafeterias and encourage recycling across all campuses. Thỉs move is expected to (23)
reduce waste production over time.
Teacher Training
To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons.
We believe these measures will have a (24) impact on both our students and the broader commtunity. Your cooperation and enthusiasm are vital to the success of these plans.
Thank you for your continued support.
Question 19:
A. cultivate B. harness €. nurture D. enhance Question 20:
A. beyond B. within C. towards D. over Question 21:
A. strings B. bridges €. ties D. gaps Question 22:
A. fade away B. phase out €. rip apart D. wear down Question 23:
A. inextricably B. drastically €. legitimately D. vigorously Question 24:
A. long-lasting B. longed-for C. long-lost D. long-awaited
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the questiorns frormn 25 to 32, THE CASE FOR MIXED-ABILTTY CLASSES [1] Picture this scene. Its an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare's Romeo and Juliet with a class of 15-year-olds. He's given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply can't focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert. [2] As a teacher myself, Fd think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there weren't such a huge gap between the top and
Mã đề thi 106 - Trang 3/ 8

the bottom? Tf we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of `streamingƒ, or `tracking, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a 'stream' of general ability, or 'sets” of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] 1 have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. What's worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wonft enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer h man f th lective, mediocri revalls. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Wygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student's specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this `scaffolding “until they are autonomous. If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
[7] Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimal effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lucky clever students in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hattie's influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers” estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a students ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — `'nore-knowledgeable otherˆ — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that I would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is also something exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between `teacher” and `learner that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skills. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 106 - Trang 4/ 8  fittest students realise they need to encourage the reluctant. There are lookouts who report back, and extra items to carry for others. We make it — together. (Adapted from Camiridge IEI TS 18)
Question 25: The writer describes the Romeo and 1uliet lesson in order to demonstrate
A. how few students are interested in literature
B. how unsuitable Shakespeare is for most teenagers
C. how a teacher handles a range of learning needs
D. how weaker students can disrupt their classmates“ learning Question 26: What does the writer say about streaming in the third paragraph?
A. It is relatively simple to implemert. B. It has a very broad appeal.
C. It works better in some schools than others. D. It favours cleverer students. Question 27: The word "wanes” in the fourth paragraph is OPPOSITE in meaning to____—_
A. burgeons B. dwindles €. attenuates D. descends Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph?
A. students following unsuitable paths B. students not being aware of their limitations
€. students attempting interesting tasks D. students not achieving their full potential Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5?
A. The more stress people have from the group, the more prevalent the normality will be.
B. The most common form of mediocrity happens when students who are put in a group dont feel happy.
C. People are burdened by the expectations of the group, resutting in the obscurity.
D. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. Question 30: What does the word "`scaffolding” in the sixth paragraph refer to?
A. the environment where most of a student“s learning takes place
B. the factors which prevent a student from learning effectively
C. the setting of appropriate learning targets for a students aptitude
D. the assistance given to a student in their initial stages of learning Question 31: The word "zeal” in paragraph 10 is CLOSEST in meaning to
A. pleasure B. viqgor C. honor D. euphoria Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? Ä. Paragraph 7 B. Paragraph 9 C. Paragraph 8 D. Paragraph 11
Read the following passage and mark the leHer A, B, © or D on your answer sheet to indicate the best answer to each of the questions from 33 to 40. TNDUSTRIALTZATION IN THE NETHERLANDS AND SCANDINAVIA
[1] While some European countries, such as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later. (T) All four of these countries lagged considerably behind in the early nineteenth century. (I1) Howewer, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (TIT) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (IV)
[2] AII had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark Wwas in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and
Mã đề thi 106 - Trang 5/ 8
1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of Overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable corruption or grandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factor Ï in the success of these -countries (along. with high literacy, which contributed

Wwere especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. It exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.
(Adapted from 8U/ding SkfÍ6 for the TOEFL /BT) Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A. (IV) B. (TT) C. (I1) D. () Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the successful economic developmernt of the Netherlands and of Scandinavia? A. The high proportion of their citizens who were educated B. The large amount of capital they had available for investment C. The relatively small size of their populations D. The rapid rate at which their populations were growing Question 35: Which of the following is TRUE about Denmark according to paragraphs 2 and 3? A. Demark had approximately 2 million people by the beginning of the 201 century. B. Denmark had a lower literacy rate than the Netherlands did. C. Denmark showed the highest growth rate among four within a period of 1000 years.
Mã đề thi 106 - Trang 6/ 8  D. Denmark was as densely populated as the Netherlands. Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT
A. shipbuilding industries B. military control of the seas
€. access to fish D. low-cost transportation of goods Question 37: The word "grandiose” in the passage 5 is OPPOSITE in meaning to A. uncomplicated B. monotonous C. extravagant D. overwhelming
Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT "
A. relatively uncorrupt government B. huge projects undertaken by the state.
C. a lack of obstacles to foreign trade D. little social or political disruption Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
A. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
B. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
C. High literacy rates enabled these countries to take over international markets and adapt the International division of labor to suit their strengths.
D. The early industrializers controlled most of the international economy, leaving these countries to stake Out new areas of specialization along the margins.
Question 40: Which of the following best summarizes the passage?
A. Although these countries all started with small, uneducated populations, industrialization led to significant population growth and higher literacy rates.
B. Because they were never fully dependent on international commerce, these countries were able to Survive notorious fluctuations in international markets.
C. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governmerts, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
D. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
Matk the letter A, B, C or D ơn your answer sheet to indicate the best answer to each of the following questions.





Question 41: In the course of economic depression, such big companies need to survive the crisis. A. writing off B. cutting back C. shaking up D. chipping in Question 42: The outcomes of the chemical experiments closely What the scientists have expected. Ä. sWot Up 0n B. walk in on €. tie in with D. come on to Question 43: There's twenty minutes left; or you Wworit catch that train. A. shake your leg B. get your own back €. feather your nest D. eat out of your hand Question 44: IUs important for world leaders to step up to the and honor their commitments on global warming. A. plate B. sieve C. whisk D. bucket Question 45: All members had to swear a(n) oath never to reveal the secrets of the organization A. sinking B. carnest €. solemn D. dismai Question 46: Government forces have succeeded in issuing a joint declaration the use of violence in the region. A. pronouncing B. renouncing C. announcing D. denouncing
Mã đề thi 106 - Trang 7/ 8

Question 47: American obsession with Santa Claus and tradition of gift-giving merriment have more complicated background than one might think.
A. no article/ the/ the/ a B. The/ the/ no article/ a
C. The/ the/ the/ a D. An/ a/ no article/ the Question 48: The UN has made an urgent demand that all troops .
A. to be withdrawn B. be withdrawn C. being withdrawn D. are withdrawn Question 49: The idea that only an Italian is capable of making the worlds greatest cup of coffee seems to have been around forever, .
A. yet is it universally accepted today B. as if ït is universally accepted today
€. so universally is it accepted today D. though universally accepted it is today Question 50: by what he said, he was bitterly disappointed about her not coming.
A. Judging B. To judge €. Judged D. Being judged Mark the letter A, B, C or D ơn your answer sheet to índicate the word whose underlined part differs from the other three ín pronunciation in each of the following questions Question 51:


A. fatuous B. chrysalis C. dopamine D. admonish Question 52: Ä. clché B. chenille C. chemo D. gauche
Matrk the letter A, B, Œ or D on your answer sheet to índicate the sentence that ís closest ín meaning or best combines the pairs of sentences given in each of the following questions. Question 53: ït is virtually impossible for beginning students of Turkish to comprehend certain words due to their length.
A. Many Turkish words are very long and cannot be pronounced easily by beginning students of the language.
B. Words in Turkish are generally so long that beginning students of the language fail to understand them completely.
C. Some Turkish words are so long that understanding them is barely possible for the beginning learners.
D. lf a beginning Turkish student doesnt want to be discouraged, he or she should avoid learning long Words at first.
Question 54: Pedro had looked forward to living on his own. He missed his family so much that he soon moved back in with them.
Ä. In spite of his initial wish to live on his own, Pedro suffered so much from homesickness that he quickly moved back in with his family.
B. Pedro wanted to stop living on his own so much that he decided to move back in with his family although he didnTt miss them.
C. Pedro had not wanted to live on his own, bụt when he found out he missed his family, he didnt move back in with his family. -
D. Pedro would never have tried living on his own had he realized how much he missed his family and moved back in with them.
Mark the letter A, B, € or D ơn your answer sheet to índicate the underlined part that needs Correction ¡n each of the following questions.
Question 55: The last scene when the man said hed go to the end of the world to see her again was deeply movind.
Ä. when B. end C. to see D. deeply moving Question 56: Tropical cyclones, like extratropical cyclones, which derive much of their energy from the jet stream, originate from far the polar front.
A. like B. which C. much of D. from far





Mã đề thi 106 - Trang 8/ 8  ĐỀ THI CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024
107 PHẦN TRẮC NGHIỆM (14pts.) (Học sinh làm bài trên phiếu trả lời trắc nghiệm)
Mar£ the letter A, B, © or D on your arswer sheet to indicate the word that differs from the other three in the position of stress ín each of the following questions.
Question 1:
Ä. reminiscence B. judicature C. memorandum D. perseverance Question 2:
A. vegetarian B. deleterious C. adulatory D. intoxicating
R®ead the following passage and mark the letter A, 8, Œ or D on your answer sheet to indicate the correct word or phrase that best fïFs each of the numnbered blanks from 3 to 8.
⁄:SCHOOL BOARD NOTICE® We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools. New Facilities and Renovations Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and 3) their skills further. Curriculum TInnovation From next semester, the school board will introduce a redesigned curriculum that focuses on problem- solving, critical thinking, and creativity. Students will be encouraged to think (4) memorization and engagqe in active, hands-on learning. Community Engagement We also plan to strengthen (5) with the local community by hosting open forums and Workshops. These initiatives will engage parents in their children“s education and help us gather valuable feedback. Sustainability Practices As part of our commitment to environmental responsibility, we will (6) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (7) reduce waste production over time. Teacher Training To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons. We believe these measures will have a (8) impact on both our students and the broader Community. Your cooperation and enthusiasm are vital to the success of these plans. Thank you for your continued support.
Question 3:
A. harness B, nurture C. enhance D. cultivate Question 4:
Ä. towards B. within C. over D. beyond
Mã đề thi 107 - Trang 1/ 8

Question 5:
Ä. bridges B. gaps C. ties D. strings Question 6G:
A, fade away B, rip apart €. phase out D. wear down Question 7:
A. inextricably B. drastically C. legitimately D. vigorously Question 8:
Ä. longed-for B. long-lost C. long-awaited DĐ. long-lasting
Read the following passage and mar£ the letter A, B, Œ or D on your answer sheet to indicate the correct word or phrase that best fits each of the nuinbered blanks from 9 to 16.
THE CONCEPT OF EVOLUTTION
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 18201, evolution was already the (9) of the town. But evolution was rejected by the establishment. Those who (10) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (11) to new species. Lamarck had offered this (12) in a book published in 1809. He did not, however, propose a correct mechanism for (13) Species change into each other. The mechanism was discovered first by Charles Darwin and independently by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the consequences of (14) growing populations. Once resources become limiting only a (15) of individuals can survive. Darwin was also an (16) observer of animal breeders. He analysed their methods
and studied their results. Slowly he understood that nature like a gigantic breeder. (Adapted from 080sz⁄www.endglishrevealed co.uk/GPE)
Question 9:
A. story B. gossip €. talk D. tale Question 10:
A. adhered B. cohered C. referred D. combined Question 11:
A. raise B. rise C. ride D. race Question 12:
A. perception B. perspective €. incentive D. prospect Question 13:
A. how B. all €. once D. now Question 14:
A. exclusively B. expressly C. exquisitely D. exponentially Question 15:
A. division B. section €. fraction D. friction Question 16:
Ä. arduous B. amorous €. ardent D. amiable
K®ead the following passage and mark the letter A, B, C or D ơn your answer sheet to indicate the correct word or phrase that best fïts each of the nuinbered blanks from 17 to 24.
THE RTISE OF PICKLEBALL AND PADEL Only a decade ago, (17) ; tennis was almost guaranteed to have been a common answer. Its popularity is predominant (18) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to tennis, (19) requiring expensive resources and high levels of physical fitness. Padel and pickleball, (20)

⁄

Mã đề thi 107 - Trang 2/ 8  Another thing in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickleball clubs are (21) . IEs unlikely that (22) — — ỉn the coming decades, but one thing that (23)___ both padel and pickleball are changing the landscape of racket sports, and (24) ____.

(Adapted from ®#eady For C2)
Question 17:
A, were you to have asked someone to name their favourite leisure pursuit
B. had you asked someone what is their favourite leisure pursuit
C. should you ask someone to name their favourite pursuit leisure
D. were you to ask for the name of somebody“s favourite leisure pursuit Question 18:
A. due to it being very social
C. owing to its social norms Question 19:
A. if seen as a more complex and compromising sport
B. which is often seen as a more complex and uncompromising sport
C. whose complexity makes it an uncompromising sport
D. of which the skill is more complex and uncompromising sport Question 20:
A. thus, are technically somewhat less demanding
B. in addition, somewhat are less technically demanding
€. in contrast, are somewhat less technically demanding
D. however, demand somewhat less technically Question 21:
A. not so unattainable to less affluent members of the community
B. not affordable to less affluent members of the community
€. widely popular with either rich community members or poor ones
D. suitable only for the most affluent members of the Community Question 22:
A. demands in tennis which will be satisfied B. a growth in demands to be seen in tennis
€. tennis will pale into insignificance D. tennis will regain its popularity Question 23:
A. is in the air is that
€. are bound to say is that Question 24:
A. continue to look set
C. set to look continued
B. insofar as it is very social D. despite the fact that is very social
B. can be said without question, that is D. we can say with some certainty is that
B. continue to set look D. look set to continue
®ead the following passage and mark the letter A, 8, C or D ơn your answer sheet to indicate the best answer to each of the questions from 25 to 32. THE CASE FOR MIXED-ABILTTY CLASSES [1] Picture this scene. Its an English literature lesson in a UK school, and the teacher has just read an extract
from Shakespeare's Romeo and Juliet with a class of 15-year-olds. He's given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply canft focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert.
Mã đề thi 107 - Trang 3/ 8
[2] As a teacher myself, Fd think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there werent such a huge gap between the top and the bottom? If we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of `streaming, or 'tracking, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective
- schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a 'stream/ of general ability, or `sets” of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] ï have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. Whats worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wont enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student's specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this 'scaffolding “until they are autonomous. If we accept this model, it follows that streaming students with similar ZPDs would be an efficent and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
E7] Despite all this, there ¡is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimal effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lucky clever studerts in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hattie's influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers' estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a studenfs ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — `rnore-knowledgeable other“ — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] I find it amazing to watch students get over an idea to their peers in ways that I would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is alsOo something exciting about passing on skills and knowledge that you yourself have just mastered — a certain pride and zeal, a certain freshness to the interaction between `teacher” and `learner” that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
E11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social
Mã đề thi 107 - Trang 4/ 8
 skills. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The fittest students realise they need to encourage the reluctant. There are lookouts who report back, and extra items to carry for others. We make it — together. (Adapted from Czmbridge IELTS 18) Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate A. how weaker students can disrupt their classmates/ learning B. how few students are interested in literature C. how a teacher handles a range of learning needs D. how unsuitable Shakespeare is for most teenagers Question 26: What does the writer say about streaming in the third paragraph? AÄ. It is relatively simple to implemert. B. It has a very broad appeal. C. It favours cleverer students. D. It works better in some schools than others. Question 27: The word *wanes” in the fourth paragraph is OPPOSTITE in meaning to_ __. Ä. attenuates B. burgeons C. dwindles D. descends Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph? A. students attempting interesting tasks B. students not being aware of their limitations C. students not achieving their full potential D. students following unsuitable paths Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5? A. The more stress people have from the group, the more prevalent the normality will be. B. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. C. The most common form of mediocrity happens when students who are put in a group dont feel happy. D. People are burdened by the expectations of the group, resulting in the obscurity. Question 30: What does the word "scaffolding” in the sixth paragraph refer to? Ä. the setting of appropriate learning targets for a students aptitude B. the assistance given to a student in their initial stages of learning C. the factors which prevent a student from learning effectively D. the environment where most of a student“s learning takes piace Question 31: The word "zeal” in paragraph 10 is CLOSEST in meaning to

Ä. vigor B. honor €. pleasure D. euphoria Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 8 B. Paragraph 7 C. Paragraph 9 D. Paragraph 11
®ead the following passage and mark the letter A, B, ©Œ or D ơn your answer sheet to indicate the best answer to each of the questions from 33 to 40.
ITNDUSTRIALTIZATION IN THE NETHERLANDS AND SCANDINAVTIA
[1] While some European countries, such as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian courntries of Denmark, Norway, and Sweden developed later. (E) All four of these countries lagged considerably behind in the early nineteenth century. (I1) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (T11) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (TV)
[2] All had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark Was in between but closer to the Netherlands.
Mã đề thi 107 - Trang 5/ 8
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and 1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable Corruption or grandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The £ r_in the success of these countries (along with high liter which ributed to it) was theïr ability to adapt to the International division of labor determined by the earl


were especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. It exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.
(Adapted from 8u/nng Ski6 for the TOEFL /BT) Question 33: Where in paragraph 1 does the follobwing sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A.(D B. (HT) C. (IV) D. (T1) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the Successful economic development of the Netherlands and of Scandinavia? A. The relatively small size of their populations B. The large amourt of capital they had available for investment €. The rapid rate at which their populations were growing D. The high proportion of their citizens who were educated Question 35: Which of the following is TRUE about Denmark according to paragraphs 2 and 3? A. Denmark showed the highest growth rate among four within a period of 1000 years.
Mã đề thi 107 - Trang 6/ 8  B. Demark had approximately 2 million people by the beginning of the 20" century.
C. Denmark had a lower literacy rate than the Netherlands did.
D. Denmark was as densely populated as the Netherlands.
Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT
A. low-cost transportation of goods B. access to fish
€. military control of the seas D. shipbuilding industries Question 37: The word "grandiose” in the passage 5 is OPPOSITE in meaning to .
A. extravagant B. overwhelming C. monotonous D. uncomplicated Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT .
AÄ. huge projects undertaken by the state B. little social or political disruption
C. relatively uncorrupt government D. a lack of obstacles to foreign trade Question 39: Which of the sentences below best expresses the essertial information in the underlined sentence in the passage?
A. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
B. High literacy rates enabled these countries to take over international markets and adapt the international division of labor to suit their strengths.
C. The early industrializers controlled most of the international economy, leaving these countries to stake Out new areas of specialization along the margins.
D. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
Question 40: Which of the following best summarizes the passage?
A. Because they were never fully dependent on international commerce, these countries were able to Survive notorious fluctuations in international markets.
B. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governments, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
C. Although these countries all started with small, uneducated populations, industrialization led to significant population growth and higher literacy rates.
D. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
Mark the letter A, B, C or D on your answer sheet to índicate the best answer to each of the foffowing questions.

Question 41: After a series of meetings, the banks were forced to the company's debts.
A. cụt back B. chip in C. write off D. shake up Question 42: There's nothing to as is a general knowledge quiz.
A. tie in with B. come on to C. swot up on D. walk in on Question 43: She's sụch an inspiring teacher that she“s got her pupils
A. getting her own back B. shaking her leg
C. feathering her nest D. eating out of her hand Question 44: She keeps forgetting where she's put her glasses; she's got a memory like


A. a sieve B. a bucket €. a plate D. a whisk Question 45: It was with a heart that she said goodbye to all her classmates.
A. solemn B. mournful C. sinking Ð. dismal Question 46: The school's inspector“s function is not merely to judgemert, but also to suggest improvemert.
A. renounce B. pronounce C. announce D. denounce
Mã đề thi 107 - Trang 7/ 8



Question 47: In the human body, blood flows from heart through arteries, and it returns through veins. A. the/ the/ the/ the B. the/ a/ the/ the
€, no article/ the/ the/ the D. no article/ a/ the/ the Question 48: The manufacturer will probably make a proposal that the product .
A. to be withdrawn B. is withdrawn C. be withdrawn D. being withdrawn Question 49: The idea that only an Italian is capable of making the world”s greatest cup of coffee seems to have been around forever, .
Ä. yet is it universally accepted today B. though universally accepted it is today
€. as if ít is universally accepted today D. so universally is it accepted today Question 50: by her last letter to hìm yesterday, they are having a wonderful time.
A. Being judged B. Judging C. To judge D. Judged

Mark the letter A, B, C or Don your answer sheet to indicate the word whose underlined part differs from the other three ín pronunciation in each of the following questions Question 51:
A. quarantee B. reassurance C. abstemious D. apparition Question 52: A. epoch B. lichen C. ochre D. chemise
Matrk the letter A, B, C or D on your answer sheet to indicate the sentence that is cÍlosest Ín meaning or best combines the pairs of sentences given ín each of the following questions. Question 53: ït does not seem very probable that Eric will be able to find a new apartment before he has to leave his old one.
A. Erics search for a new apartment while there is still time may well succeed, but only if he works really hard at it.
B. It is hardly likely that Eric will be unable to find a new apartment before he is out on the streets.
C. That Erics search for a new apartment will be successful before he has to vacate his old one appears highly unlikely.
D. Eric doesnt think he will be able to find a new apartment before he is thrown out of his old one. Question 54: She was a little late in meeting her husband at the airport. It resulted from her trying to run a few errands before going there.
AÄ. It was her attempt to run a few errands at the last moment that she arrived at the airport a little late to meet her husband.
B. It was not until she had run a few errands that she went to the airport to meet her husband, which Wwas a little late.
C. A few errands had to be run after she had met her husband at the airport, and so they arrived home a little late.
D. Trying to run a few errands Just before she went to the airport caused her to be a little late in meeting her husband there.
Matrk the letter A, B, C or D ơn your answer sheet to indicate the underlined part that needs Ccorrection in each of the following questions. Question 55: Much to their surprise, a defeat in the second round marked the ends of the line for lạst year's champion.
A. Much to B. marked C. ends D. last year“ Question 56: Tropical cyclones, like extratropical cyclones, which derive much of their energy from the jet stream, originate from far the polar front.
A. like B. which C. mụch of D. from far





Mã đề thi 107 - Trang 8/ 8  ĐỀ THỊ CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 08 trang) Ngày thi: 17/12/2024 Mã đề thi 108
PHẦN TRẮC NGHIỆM (14pts) (Học sinh làm bài trên phiếu trả lời trắc nghiệm)
Mark the letter A, B, C or D on your answer sheet to indicate the word that differs from the other three ín the position of stress ín each of the following questions.
Question 1:
A. centenary B, intramural €. ubiquitous D. belligerent Question 2: Ä. sanatorium B. egomania €. athleticism D. hypnotherapy
Read the followinng passage and mark the letter A, B, Œ or Don your answer sheet to índicate the correct word or phrase that best fits each of the nurbered blanks from 3 to 8.
SCHOOL BOARD NOTICE+® We are pleased to announce several updates and initiatives aimed at improving the quality of education and fostering a positive learning environment at our schools. New Facilities and Renovations Thanks to funding secured earlier this year, our schools will soon see upgrades to libraries, science labs, and sports facilities. These changes aim to create spaces where students can explore their potential and 3) their skills further. Curriculum Tnnovation From next semester, the school board will introduce a redesigned curriculum that focuses on problem-solving, critical thinking, and creativity. Students will be encouraged to think (4) memorization and engaqe in active, hands-on learning. Community Engagement We also plan to strengthen (5) with the local community by hosting open forums and workshops. These initiatives will engage parents in their chiidren“s education and help us gather valuable feedback. Sustainability Practices As part of our commitment to environmental responsibility, we will (6) single-use plastics in school cafeterias and encourage recycling across all campuses. This move is expected to (7) reduce waste production over tìme. Teacher Training To ensure the success of these initiatives, teachers will participate in professional development programs. These sessions aim to equip them with the tools to deliver engaging and effective lessons. We believe these measures will have a (8) impact on both our students and the broader community. Your cooperation and enthusiasm are vital to the success of these plans. Thank you for your continued support.
Question 3:
A. enhance B. cultivate €. nurture D. harness Question 4:
A. beyond B. over C. within D. towards Question 5:
A. bridges B. ties C. gaps D. strings
Mã đề thi 108 - Trang 1/ 8

Question 6:
A. wear down B. fade away €. rip apart D. phase out Question 7:
A. drastically B. inextricably C. legitimately D. vigorously Question 8:
A. long-lost B. long-awaited C. longed-for D. long-lasting
Read the following passage and mark the letter A, 8, € or D on your answer sheet to índicate the correct word or phrase that best fits each of the nuinbered blanks from 9 to 16. THE RISE OF PICKLEBALL AND PADEL
Only a decade ago, (9) ; tennis was almost quaranteed to have been a common answer. Its popularity is predominant (10) as well as a good workout. However, padel and pickleball are fast becoming challengers. Many people attribute this to their relative simplicity compared to tennis, (11) requiring expensive resources and high levels of physical fitness. Padel and pickleball, q2 _————
Another thing ¡in their favour is their accessible nature. While many tennis clubs maintain an air of exclusivity, which can seem intimidating, padel and pickleball clubs are (13) . IEs uniikely that (14) in the coming decades, but one thing that (15) both padel and pickleball are changing the landscape of racket sports, and (16)

(Adapted from &ead For C2)
Question 9:
Ä. were you to have asked someone to name their favourite leisure pursuit
B. should you ask someone to name their favourite pursuit leisure
C. were you to ask for the name of somebody“s favourite leisure pursuit
D. had you asked someone what is their favourite leisure pursuit Question 10:
A. despite the fact that its very social
€. insofar as it is very social Question 11:
A. which is often seen as a more complex and uncompromising sport
B. whose complexity makes it an uncompromising sport
C. if seen as a more complex and compromising sport
D. of which the skill is more complex and uncompromising sport Question 12:
Ä. however, demand somewhat less technically
B, in contrast, are somewhat less technically demanding
C. thus, are technically somewhat less demanding
D. in addition, somewhat are less technically demanding Question 13:
A. not affordable to less affluent members of the community
B. widely popular with either rich community members or poor ones
C. not so unattainable to less affluent members of the community
D. not so unattainable to less affluent members of the community Question 14:
B. due to it being very social D. owing to its social norms
A. a growth in demands to be seen in tennis B. tennis will pale into insignificance C. demands in tennis which will be satisfied D. tennis will regain its popularity Question 15:
B. can be said without question, that is D. is in the air is that
A. are bound to say is that C. we can say with some certainty is that
Mã đề thi 108 - Trang 2/ 8  Question 16: A,. set to look continued €. continue to look set
B. continue to set look D. look set to continue
Read the following passage and mark the letter A, B, C or D ơr your answer sheet to indicate the correct word or phrase that best fits each of the nuinbered blanks from 17 to 24. THE CONCEPT OF EVOLUTION
Charles Darwin did not invent the concept of evolution. When he was a student in Edinburgh in the late 1820's, evolution was already the (17) of the town. But evolution was rejected by the establishment. Those who (18) to evolutionary thinking were called Lamarckists, after the French scientist Jean-Baptiste Lamarck, who was the first to propose that species are not static, but change over time and give (19) to new species. Lamarck had offered this (20) in a book published in 1809. He did not, however, propose a correct mechanism for (21) species change into each other. The mechanism was discovered first by Charles Darwin and independentiy by Alfred Russel Wallace. From reading the economist Thomas Malthus, Darwin was aware of the consequences of (22) growing populations. Once resources become limiting only a (23) of individuals can survive. Darwin was also an (24) observer of animal breeders. He analysed their methods and studied
their results. Slowly he understood that nature like a gigantic breeder. (Adapted from /2sz⁄/www.englishrevealed.co.uk/CPE)
Question 17:
A. goSSÏD B. talk C. tale D. story Question 18:
A. combined B. adhered €. referred D. cohered Question 19:
Ä. raise B. race . ride D. rise Question 20:
Ä. perspective B. incentive C. perception D. prospect Question 21:
A. all B. how C. now D. once Question 22:
A. exquisitely B. expressly €. exponentially D. exclusively Question 23:
A. friction B. section €. division D. fraction Question 24:
A. amiable B. arduous C. ardent D. amorous
Read the following passage and martk the letter A, B, €Œ or D ơn your answer sheet to indicate the best answer to each of the questions from 25 to 32. THE CASE FOR MIXED-ABTLTTY CLASSES [1] Picture this scene. Its an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare's Romeo and Juliet with a class of 15-year-olds. He's given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply cant focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagemert. L2] As a teacher myself, Ứd think my lesson would be going rather well if the discussion went as described above. But wouldnt this kind of class work better if there werent such a huge gap between the top and
Mã đề thi 108 - Trang 3/ 8
the bottom? Tf we put all the kids who needed literacy support into one class, and all the students who wart to discuss the virtue of moderation into another?
[3] The practice of `streamingƒ, or `tracking, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a `stream' of general ability, or `sets” of subject-specific ability. The practice is intuitively appealing to almost every stakeholder.
[4] I have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. What's worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.
[5] Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers wonft enjoy the lovely stroll in the park they are perhaps more suited to. Individual ffer h m fth llective, mediocri revalls. So: is learning like hiking?
[6] The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student“s specific 'zone of proximal development' (ZPD). This is the gap between what they can achieve only with support— teachers, textbooks, worked examples, parents and so on — and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this `scaffolding /“until they are autonomous. Ïf we accept this model, ¡t follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike — regardless of aptitude — would be madness.
L7] Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that 'tracking has minimai effects on learning outcomes”. What is more, streaming appears to significantly — and negatively — affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lucky clever students ¡in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.
[8] In the latest update of Hattie's influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers” estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers' estimates need to be more diverse and flexible.
[9] While streaming might seem to help teachers effectively target a students ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO — `'more-knowledgeable other“ — in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognised either.
[10] ï find it amazing to watch students get over an idea to their peers in ways that T would never think of. They operate with different language tools and different social tools from teachers and, having just learnt it themselves, they possess similar cognitive structures to their struggling classmates. There is alsOo something exciting about passing on skills and knowledge that you yourself have Jjust mastered — a certain pride and zeal, a certain freshness to the interaction between `teacher” and 'learner' that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.
[11] Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skils. And today, more than ever, we need the many to flourish — not suffer at the expense of a few bright stars. Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The

Mã đề thi 108 - Trang 4/ 8  fitest students realise they need to encourage the reluctant. There are lookouts who report back, and
extra items to carry for others. We make it — together. (Adapted from Ca/nbr/dge !E1 7S 18)
Question 25: The writer describes the Romeo and Juliet lesson in order to demonstrate A. how a teacher handles a range of learning needs B. how weaker students can disrupt their classmates” learning €. how unsuitable Shakespeare is for most teenagers D. how few students are interested in literature Question 26: What does the writer say about streaming in the third paragraph? A. It works better in some schools than others. B. It is relatively simple to implemert. €. It favours cleverer students. D. It has a very broad appeal. Question 27: The word *wanes” in the fourth paragraph is OPPOSTTE in meaning to_ _ — A. dwindles B. attenuates C. descends D. burgeons Question 28: What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph? A. students not being aware of their limitations B. students attempting interesting tasks €. students following unsuitable paths D. students not achieving their full potential Question 29: Which of the following best paraphrases the underlined sentence in paragraph 5? A. The more stress people have from the group, the more prevalent the normality will be. B. The most common form of mediocrity happens when students who are put in a group dorrt feel happy. €. People are burdened by the expectations of the group, resulting in the obscurity. D. Students endure the stress of learning in a group, leading to the prevalent state of moderate or low quality. Question 30: What does the word "scaffolding” in the sixth paragraph refer to? A. the assistance given to a student in their initial stages of learning B. the factors which prevent a student from learning effectively €. the setting of appropriate learning targets for a student's aptitude D. the environment where most of a student“s learning takes place Question 31: The word "*zeal” in paragraph 10 is CLOSEST in meaning to


Ä. honor B. euphoria C. vigor D. pleasure Question 32: In which paragraph does the writer mention the benefits of peer-to-peer learning? A. Paragraph 8 B. Paragraph 9 C. Paragraph 7 D. Paragraph 11
Read the following passage and mark the letter A, B, € or D on your answer sheet to indicate the best answer to each of the questions from 33 to 40. TNDUSTRTIALTZATION IN THE NETHERLANDS AND SCANDINAVTIA
[1] While some European countries, sụch as England and Germarny, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later. (I) All four of these countries lagged considerably behind in the early nineteenth century. (II) However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. (TIT) In view of their later start and their lack of coal undoubtedly the main reason they were not among the early industrializers—it is important to understand the sources of their success. (TV)
[2] All had smaill populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatiy. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark was in between but closer to the Netherlands.
[3] Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and
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1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
[4] Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netheriands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of Overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted ¡in a significant increase in traffic through the Sound and in the port of Copenhagen.
[5] The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable corruption or grandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they had few or low barriers to foreign trade in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with a definite market orientation.
[6] The key factor ï in the success of these -countries (along with high literacy, which contributed

were especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations; however, it also meant high returns to those aspects of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, pork products, and eggs. Ït exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.
(Adapted from 8U/ding Skf6Š for the TOEFL /BT) Question 33: Where in paragraph 1 does the following sentence best fit? During this period, Sweden had the highest rate of growth of output per capita of any country in Europe, and Denmark was second. A. (IV) B. (1T) C. (I1T) D. (TT) Question 34: According to paragraphs 2 and 3, which of the following contributed significantly to the Successful economic development of the Netherlands and of Scandinavia? AÄ. The relatively small size of their populations B. The rapid rate at which their populations were growing C. The high proportion of their citizens who were educated D. The large amount of capital they had available for investment Question 35: Which of the following is TRUE about Denmark according to paragraphs 2 and 3? A. Demark had approximately 2 million people by the beginning of the 20” century. B. Denmark was as densely populated as the Netherlands. C. Denmark showed the highest growth rate among four within a period of 1000 years.
Mã đề thi 108 - Trang 6/ 8  D. Denmark had a lower literacy rate than the Netherlands did.
Question 36: According to paragraph 4, because of their location, the Netherlands and the Scandinavian countries had all of the following advantages when they began to industrialize EXCEPT
A. shipbuilding industries B. access to fish
€. military control of the seas D. low-cost transportation of goods Question 37: The word *grandiose” in the passage 5 is OPPOSITE in meaning to .
A. overwhelming B. uncomplicated C. extravagant D. monotonous Question 38: According to paragraph 5, each of the following contributed positively to the industrialization of the Netherlands and Scandinavia EXCEPT .
A. a lack of obstacles to foreign trade B. relatively uncorrupt government
C. huge projects undertaken by the state D. little social or political disruption Question 39: Which of the sentences below best expresses the essential information in the underlined sentence in the passage?
A. High literacy rates enabled these countries to take over international markets and adapt the international division of labor to suit their strengths.
B. The international division of labor established by the early industrializers was well suited to these countries, a key factor in their success.
C. The early industrializers controlled most of the international economy, leaving these countries to stake Out new areas of specialization along the margins.
D. Aided by their high literacy rates, these countries were able to claim areas of specialization within established international markets.
Question 40: Which of the following best summarizes the passage?
A. Because they all had good harbors for steamships, these countries started with an important advantage in the competition for transit trade.
B. Although these countries all started with smail, uneducated populations, industrialization led to significant population growth and higher literacy rates.
C. The Netherlands and Scandinavia successfully industrialized due to their sea access, stable, honest governments, and high literacy rates, which enabled them to fill specialized market niches and promote trade.
D. Because they were never fully dependent on international commerce, these countries were able to Survive notorious fluctuations in international markets.
Mar£k the letler A, B, CŒ or D ơn your ariswer sheet to indicate the best answer to each of the followinng questions.




Question 41: ïn the course of economic depression, such big companies need to survive the crisis.
A. writing of B. chipping in C. cutting back D. shaking up Question 42: The outcomes of the chemical experiments closely Wwhat the scientists have expected.
A. tie in with B. come on to €. walk in on D. swot up on Question 43: Theres twenty minutes left; or you wonft catch that train.
A. shake your leg B. get your own bacầk €. eat out of yourhand D. feather your nest Question 44: IUs important for world leaders to step up to the and honor their commitments on global warmindg.
Ä. sieve B. bucket C. plate D. whisk Question 45: All members had to swear a(n) oath never to reveal the secrets of the organization
Ä. earnest B. solemn C. dismai D. sinking Question 46: Government forces have succeeded in issuing a joint declaration the use of violence in the region.
Ä. renouncing B. denouncing €. announcing D. pronouncing
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Question 47: American obsession with Santa Claus and tradition of gift-giving merriment have_ __ more complicated background than one might think.
A. no article/ the/ the/ a B. An/ a/ no article/ the
€, The/ the/ no article/ a D. The/ the/ the/ a Question 48: The UN has made an urgent demand that all troops___
A. be withdrawn B. being withdrawn €. to be withdrawn D. are withdrawn Question 49: The idea that only an Italian is capable of making the world's greatest cuụp of coffee seems to have been around forever,
A. though universally accepted it is today B. as ïf it is universally accepted today
€. so universally is it accepted today D. yet is it universally accepted today Question 50: by what he said, he was bitterly disappointed about her not comind.
A. Judging B. Judged €. To judge D. Being judged Matrk the letter A, B, C or D ơn your answer sheet to indicate the word whose underlined part differs from the other three ín pronu:ncfation ¡in each of the following questions Question 51:


A. chrysalis B. fatuous C. dopamine D. admonish Question 52: A. chenille B. chemo C. gauche D. cliché
Mark the letter A, B8, ©C or D on your answer sheet to indicate the sentence that ¡s closest ín meaning or best cormbines the pairs of serntences given ¡n each of the following questions. Question 53: It is virtually impossible for beginning students of Turkish to comprehend certain words due to their length.
A. Many Turkish words are very long and cannot be pronounced easily by beginning students of the language.
B. Words in Turkish are generally so long that beginning students of the language fail to understand them completely.
C. If a beginning Turkish student doesnft want to be discouraged, he or she should avoid learning long words at first.
D. Some Turkish words are so long that understanding them is barely possible for the beginning learners. Question 54: Pedro had looked forward to living on his own. He missed his family so much that he soon moved back in with them.
A. Pedro would never have tried living on his own had he realized how much he missed his family and moved back in with them.
B. Pedro had not wanted to live on his own, bụt when he found out he missed his family, he didn't move back in with his family.
C. In spite of his initial wish to live on his own, Pedro suffered so much from homesickness that he quickly moved back in with his family.
D. Pedro wanted to stop living on his own so mụuch that he decided to move back in with his family although he didnTt miss them.
Mark the letter A, 8, © or D on your answer sheet to indicate the underlined part that needs Correctiorn in each of the following questions.
Question 55: The last scene when the man said hed go to the end of the world to see her again was deeply movind.
A. when B. end C. to see D. deeply moving Question 56: Tropical cyclones, like extratropical cyclones, which derive much of their energy from the jet stream, originate from far the polar front.
A. like B. which C. much of D. from far
_—==========e= THE END ---------~====-


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__ ___ Điển | Giám khảol Bằng số Bằng chữ (Kí và ghi rõ họ tên) (Kí và ghi rõ họ tên)
SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH BÀ RỊA — VŨNG TÀU
ĐỀ THI CHỌN HỌC SINH GIỎI LỚP 12 CẤP TỈNH NĂM HỌC 2024-2025 Môn: TIẾNG ANH
ĐỀ CHÍNH THỨC Thời gian làm bài thi: 120 phút (Đề có 04 trang) Ngày thi: 17/12/2024

Giám khảo 2

SỐ ‹ ° Dạ T. Điểm thành phần | Part1 | Part2 |
PHẦN TỰ LUẬN (6 pts.) (Học sinh làm bài trên đê thi) I. LISTENING (3 pts.)
Part 1: You will hear part of a radio interview in which television presenter and volcanologist Callum Gray ïs talking about his work with volcanoes. Choose the answer A, B, Cor D which fits best according to what you hear. You will listen TWICE. 1. How do many people react after hearing Callum is a volcanologist?
A. They expect him to be boring in some way.
B. They are keen to learn more about his work.
C. They want to hear about dangerous incidents.
D. They are unwilling to show how little they know about volcanoes. 2. What does Callum say about his decision to become a volcanologist?
A. Tt occurred spontaneously. B. It was prompted by his father.
C. It had originated ¡n his childhood. D. It has caused him some slight regret. 3. How did Callum feel during the flight over the erupting Hawaiian volcano?
A. fascinated by the force of the eruption
B. frightened that he was not going to survive
C. guilty because he had put the pilot in danger
D. annoyed that there was no warning of bad weather 4. Which aspect of his job does Callum find most difficult?
A. having to handie the media during an eruption
B. being constantly aware of danger while on an active volcano
C. assessing the risk to life that an eruption might cause
D. dealing with people who could be affected by an eruption 5. According to Callum, what surprises students about being a volcanologist?
A. the time that is alloồcated to diferent aspects of the Job
B. the need to have good communication skills
C. the difficulty ¡in finding regular employment
D. the possibility of seeing an entire eruption take place 6. Why does Callum prefer working at volcanoes to being a TV presenter?
A. It gives him a sense of freedom. B. It is possible to see unusual places. C. He finds the work more challenging. D. He enjoys the unpredictability of events. (Source: 4E 7est Builder)
Your answers
Page 1/4  Part 2: You will hear a discussion between two design students and their tutor on a practical assignment. Listen and complete the sentences with NO MORE THAN THREE WORDS and/or A NUMBER for each answer. You wiil listen TWICE.
- The students are going to build a gyroscopic exercise aid.
- Gyroscopes are used in laser devices and are found in many (7)
- The inertial forces created by gyroscope made muscle-strengthening aid cheap and effective.
- The gyroscopic exercise ball can be set in motion by movements of the lower arm and wrist together (8)
- The gyroscopic ball could help people in (9) - The product could also be aimed at (10) - Building the prototype of gyroscopic may cost around £ 3,000.
who have lower-arm injuries.

for whom lower-arm strength is very important.

- The process of designing prototype is estimated to take (11) Wweeks. - Besides professional athietes and gym members, (12) are also in the list of 15 people who help to test the prototype.
Your answers
II. WRITING (3 pts.) Write an essay about the following topic:
With the increasing use and development of new technology, machines and artificial intelligence will be able to replace human workforce in every aspect of life.
Do you agree or disagree with this statement?

Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 300 words.
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