Đề thi lập đội tuyển học sinh giỏi cấp tỉnh Quảng Ninh có đáp án môn: Tiếng Anh - Lớp 12 (Năm học 2012-2013)

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Nhằm đánh giá lại thực lực học tập của các em học sinh trước khi tham dự kì thi. Mời các em và giáo viên tham khảo đề thi lập đội tuyển học sinh giỏi cấp tỉnh Quảng Ninh môn "Tiếng Anh - Lớp 12" năm học 2012-2013 dưới đây. Hy vọng đề thi giúp các bạn đạt kết quả cao trong kỳ thi sắp tới.

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Nội dung Text: Đề thi lập đội tuyển học sinh giỏi cấp tỉnh Quảng Ninh có đáp án môn: Tiếng Anh - Lớp 12 (Năm học 2012-2013)

Së GD&§T Qu¶ng Ninh KỲ THI LẬP ðỘI TUYỂN HỌC SINH GIỎI CẤP TỈNH LỚP 12 THPT NĂM HỌC 2012-2013 §Ò thi chÝnh thøc (ðề thi có 11 trang) Họ, tên và chữ ký M«n: TiÕng Anh của hai giám thị Thêi gian lµm bµi: 180 phót, kh«ng kÓ thêi gian giao ®Ò SBD: 1: Ngµy thi: 16/11/2012 Hä, tªn thÝ sinh: Sè ph¸ch: Ngµy sinh: 2: N¬i sinh: Häc sinh trường: -------------------------------------------------------------------------------------------------------- Số phách: ðiểm bài thi: Bằng số: ………………. (Bằng chữ: ………………………………..…........………… ) Họ, tên và chữ ký của hai giám khảo: 1: ……………………… 2: ………....…….………. Ghi chú: Thí sinh trả lời ngay vào bài thi này. Nếu viết sai phải gạch bỏ rồi viết lại. I. LISTENING (5,0 points) Activity 1: You are going to hear some massages people left on Sylvia’s answerphone while she was away one weekend. Listen and complete the information on Sylvia’s notepad. 1. From: Mr Ian Rogers About: (1)……………………………………………………………………… Action to take: ring him to explain Number: (2) ……………………………………………….…………….…….. 2. From: Mum About: (3) ……………………………………………….……………..………. Action to take: (4) ………………………………………………………..……. Number (mobile): (5) …………………………………………………..……… 3. From: Jenny Smith About (6) ………………………………………………………………..……... Action to take: (7) ………………………………………………………..……. 4. From: (8) ………………………………………………………………..……… About: charity work Action to take: (9) ………………………………………………………..……. Number: (10) …………………….………………………………………..…… Activity 2: You are going to hear five speakers, using formal and informal language. Listen and choose one correct statement for each speaker. Write number 1, 2, 3, … next to the statement you choose. There are 3 extra statements. 1
Speaker 1 A. _____ is leaving his/ her job. Speaker 2 B. _____ has photocopied the wrong report. Speaker 3 C. _____ has forgotten to book some tickets. Speaker 4 D. _____ is asking for advice. Speaker 5 E. _____ is giving a talk. F. _____ wants to change some concert tickets. G. _____ thinks someone isn’t doing his/ her job properly. H. _____ has not met this person before. Activity 3: You are going to hear some airport announcetments. Listen carefully and complete the information below. Departure Flight number Destination Gate Advice time BA2724 Stockholm (1) ………… (2) ……..… Boarding (3) …….……. Pisa 10.22 32 Boarding AF8728 Riga (4) ………… 11 (5) ……………………. KGC934 Madrid (6) ………… (7) …..…... Boarding (8) …….……. Lisbon 11.10 (9) ……………………. CA5541 Athens (10) ……..… Wait in lounge (11) …….……. Bonn (12) ……..… Wait in lounge Activity 4: Listen to the recording and answer the questions below by circling the letter A, B or C next to the answer you choose. 1. What country was Marco Polo from? A. Italy B. Europe C. China 2. Did he travel alone? A. Yes, he travelled alone. B. No, he travelled with his father and uncle. C. No, he travelled with a group of Europeans. 3. How long did Marco Polo stay in China? A. for three years B. for 20 years C. since 1275 4. How did people in China heat their homes in 1275? A. by coal B. by wood C. by electricity 5. Why were Europeans amazed that China had paved highways? A. Because Europe had paved roads, too. B. Because Europe had dirt roads. C. Because Europe didn’t need paved roads. 6. What animal did Marco Polo see in the south of China? A. elephants B. tigers C. crocodiles 7. Did everyone believe Marco Polo’s stories? A. Yes, everyone did. B. No, no one did. C. Some people did and some people didn’t. II. LEXICO-GRAMMAR (2,0 points) Activity 1: Circle the letter A, B, C, or D next to the right word to complete the sentences below. 2
1. To the best of my........................, that dentist’s name was Thomas Gareth. A. thinking B. recollection C. mind D. remembrance 2. We realized our visit in their house was unwelcome by the.....................smile on the woman’s face. A. artificial B. fictional C. simulating D. forged 3. Perhaps, the fresh scarp of evidence will throw some new.....................on the murder case in Wiltshire. A. light B. vision C. flash D. spark 4. Jimmy gave up his work in the hotel kitchen and became....................soldier in the army. A. an intentional B. a deliberate C. an optional D. a voluntary 5. Paul’s been in Alice’s bad.........................ever since he offended her at the party. A. eyes B. books C. lilies D. treats 6. A military junta has taken over power in the country after the democratic administration .................. A. collapsed B. stumbled C. vanished D. abandoned 7. The new situation has.....................a lot of anger and dissatisfaction. Our duty now is to encounter it in the most sensible way. A. devised B. established C. originated D. provoked 8. Mr. Hopkins is going to have his old family mansion....................... The building lost its glamour after his ancestors died several years ago. A. recovered B. resumed C. restored D. revived 9. .......................by her brilliant appearance, she must be very affluent. A. Considering B. Seeing C. Supposing D. Judging 10. Feel free to come to us at all.........................if you need our advice. A. whiles B. moments C. hours D. occasions Activity 2: Write the correct form of each bracketed word in the numbered space provided in the column on the right. (0) has been done as an example. ROMFORD COLLEGE INTERNATIONAL FRIENDSHIP CLUB Hello all members! Welcome to another edition of the club newsletter. A list of (0) (COME) ___________ events for the autumn is 0. forthcoming being prepared. It will be displayed on the club’s noticeboard. Sadly, our intended celebrity guest, the actor George Wells, has had to (1) (DRAW) ___________ from the summer fair. 1.................................. However, we are pleased to announce that we have lined up a (2) (PLACE) ___________ in the shape of Bethan Rogers, the 2.................................. folk-singer. Meanwhile, we are looking for (3) (VOLUNTARY) ___________ to help run both the cloakroom and the (4) 3................................... (FRESH) ___________ stall. If you are interested, please let me 4................................... know as soon as possible. The cost of admittance to the fair for (5) (MEMBERSHIP) ___________ has been agreed at ₤2.50. 5.................................... Members will, of course, be free. Activity 3: The passage below contains 5 mistakes. Underline the mistakes and write the correct forms in the space provided in the column below the passage. (0) has been done as an example. 3
Rock climbing is one of the UK’s fastest grow sports. Nowadays, however, it’s not necessary to head to the fields when you decide to get it up as a hobby. Indoor climbing is a great way to discover whether or not you have a head for heights. Whatever you may have been told, size and strength aren’t that importance in climbing. Climbers just need to be fit, with a good sense of balance. Man-made climbing walls have footholds and handholds at different shapes and sizes. Beginners can choose walls with holds near to each other. More difficult routes up the wall will have small handholds quite close apart. 0. grow→ growing 1. ............................. 2. ............................. 3. ............................. 4. ............................. 5. ............................. III. READING (5,0 points) Activity 1: Fill each of the following numbered blanks with ONE suitable word. Of all the accounts of premonitions, one of the most dramatic and most easily verifiable concerns the sinking of the Titanic in 1912. In 1898, author Morgan Robertson wrote a novel called Futility, which bore many striking (1) .............................. to the loss of the Titanic 14 years later. Robertson’s ship, the Titan, was the largest ship afloat, and had the most modern equipment and the most highly qualified (2) .............................. members. The only thing that she (3) .............................. was a sufficient number of lifeboats to accommodate everyone on board. However, this did not seem to (4) .............................. as the Titan was believed to be unsinkable. It was April when the voyage in question took (5) .............................., and the Titan was steaming at (6) .............................. speed. On each of her two masts, the crew had hoisted great triangular (7) ............................... to help the ship make a record crossing. So intent on breaking this record were the crew that when they rammed a windjammer they did not stop to pick up anyone who might have (8) .............................. A curse was shouted by one of the sailors in the water, calling down the wrath of God on the doomed vessel. Later, on a foggy (9) .............................. moonlit night, theTitan encountered an iceberg. She did not strike it squarely, but slid up a gradual slope of ice until she was almost completely out of the water; the severely damaged ship then slid backwards into the water, after also (10) .............................. her starboard lifeboats smashed in the process. Out of 3,000 people on board, only 13 survived when the Titan sank. Activity 2: Read the following passage and choose the most suitable from A to G on the list and write it in each gap from 1 to 5. STAYING HEALTHY IN SPACE The range of foods available to astronauts is vast, and great care is taken to ensure that it looks and smells appetising. Meals are organised to provide an average of 3,000 calories a day, which seems high for living in an enclosed environment in which there is no gravity. But astronauts can expend a great deal of energy in doing the simplest things. For example, if they try to turn a handle, they turn themselves as well. If they bend down to do up a shoelace, (1)......................... Finding unusual ways of doing such ordinary things uses up the excess calories. The space diet is balanced rather differently from a terrestrial diet. This is to try and compensate for changes that take place in the body during space flight. Bodily changes begin as soon as astronauts go into space (2) .......................... Among the most serious is calcium loss, which causes a marked reduction in the mass and strength of bones. There is also a progressive loss of red blood cells. What causes these effects is not known, (3) .......................... The heart muscles, 4
with no gravity to battle against, start to waste away. The leg muscles start to waste away too, since walking, as done on Earth, (4) .......................... Exercise also helps to reduce muscle wastage (5) .......................... No one yet knows the limit of human endurance in space. If astronauts can withstand two years or more of continuous weightlessness, the mankind’s dream of visiting other planets could become reality in the early decades of the next century. A. and the question must be answered before long- duration space-flight is really safe B. and are quite noticeable after even a week C. they start turning somersaults D. and will never be known E. which is rather more than astronauts really need F. and is vital on very long flights G. can only be done if astronauts put on their heavy spacesuits Activity 3: Questions 1 - 4: Read the following passage and circle the letter A, B, C, or D next to the right answer to each of the following questions. EDUCATING PSYCHE Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion. Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details- the colour, the binding, the typeface, the table at the library where we sat while studying it- than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecture’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever. This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, including fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain. The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with intention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal 5
speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material. Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction. Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciuosly, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom. Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind- control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this while capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designed, by trained and accredited suggestopedic teachers. While suggestopedic has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning. 1. The book Educating Psyche is mainly concerned with A. the power of suggestion in learning. B. a particular technique for learning based on emotions. C. the effects of emotion on the imagination and the unconscious. D. ways of learning which are not traditional. 2. Lozanov’s theory claims that, when we try to remember things, A. unimportant details are the easiest to recall. B. concentrating hard produces the best results. C. the most significant facts are most easily recalled. 6
D. peripheral vision is not important. 3. In this passage, the author uses the examples of a book and a lecture to illustrate that A. both of these are important for developing concentration. B. his theory about methods of learning is valid. C. reading is a better technique for learning than listening. D. we can remember things more easily under hypnosis. 4. Lozanov claims that teachers should train students to A. memorise details of the curriculum. B. develop their own sets of indirect instructions. C. think about something other than the curriculum content. D. avoid overloading the capacity of the brain. Questions 5 – 10: Do the statements below agree with the information in the reading passage? Write your answers in the corresponding numbered boxes. Y if the statement agrees with the information in the passage, N if the statement contradicts the information in the passage, or NG if there is no information about the statement in the passage. 5. In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music. 6. Prior to the suggestopedia class, students are made aware that the language experience will be demanding. 7. In the follow-up class, the teaching activities are similar to those used in conventional classes. 8. As an indirect benefit, students notice improvements in their memory. 9. Teachers say they prefer suggestopedia to traditional approaches to language teaching. 10. Students in a suggestopedia class retain more new vocabulary than those in ordinary classes. 5. 6. 7. 8. 9. 10. Activity 4: Questions 1 - 9: Read the following passage and circle the letter A, B, C, or D next to the right answer to each of the following questions. For many students, the college years are a trying time. While academic challenges are an expected part of higher learning, students can face personal challenges as well. One common problem is that of isolation. ■ A) To feel isolated is to feel absolutely alone, with no feelings of connection to others. Of course, in a literal sense, students are not alone, as they are surrounded by other students all the time. ■ B) It is very easy to feel lost among a large group of many different sorts of people. This can intensify the normal barriers between people, making them seem much larger and more complicated. For students that are naturally introverted or overly attached to their families, it can be a very complicated problem. ■ C) If a student does not take part in any student activities, spends most or all of his or her time alone, and has no meaningful relationships with other students, that student can be considered isolated. Of course, there are certain students who may prefer this sort of condition. ■ D) Some may feel more comfortable having few or no relationships at school so that they can focus more intensively on their studies. However, studies show that the vast majority of students who find themselves isolated do not enjoy this condition. Freshmen normally experience the most extreme feelings of isolation. They are suddenly in an unfamiliar environment away from relatives and friends, where everyone seems to be a stranger. Naturally shy students or those with strong family ties may not 7
only feel homesick, but also threatened. There is also the added pressure to perform well academically. A student may feel judged by his or her peers as well as professors. He or she may feel like everyone is watching and evaluating, ready to criticize or accuse. All of this may cause a student to emotionally and socially withdraw as a defense mechanism. Instead of thinking of other students as potential friends, they imagine them as potential enemies. Those freshmen who deeply miss their friends from before college may cling to those old friendships. This makes establishing new friendships all the more difficult and the feelings of isolation more pronounced. To make matters worse, isolation can lead to other emotional problems, primarily depression. Loneliness and other negative feelings are only deepened and reinforced by the fact that there is no one with whom the isolated student can share his or her feelings. Depression can drain a student’s energy and initiative, resulting in poor academic performance. In addition, it can damage what relationships the student may already have. Finally, it can also lead to more serious problems such as alcoholism and, in some cases, suicidal feelings. Universities can take various initiatives to prevent students from becoming isolated. One of the most effective and common methods is to require students to share a dormitory room. ■ A) Having a roommate makes it very difficult to be isolated since a student must interact with this person regardless of how shy he or she may be. Although a determined student can still manage to be isolated, even in such a situation, few students have both the will and the desire to do so. ■ B) Another method is to encourage a student to join in some sort of activity immediately after entering university. This can include joining a club, a student association, or a study group. ■ C) There are also student groups designed to ease freshmen into university life, giving them opportunities to meet other new students through various social activities, such as lunches or day trips. ■ D) Finally, a university can provide professional counseling for students with personal problems. However a university attempts to help, the fact remains that the cause of isolation among students is personal. Unlike health and academic problems, there are few resources to conclusively treat the problem of isolation, since much of the problem lies in the individual student’s personality. This does not mean that, in the end, the student is the one who has the ultimate power to improve the situation. 1. The expression “more pronounced” in paragraph 2 is closest in meaning to A. cleaner. B. louder. C. more talked about. D. more intense. 2. The phrase “defense mechanism” in paragraph 2 is closest in meaning to A. tool for distraction. B. reason for withdrawing. C. method of protection. D. device for resolving disputes. 3. In paragraph 1, the author explains the concept of isolation by A. giving examples of how schools can help isolated students. B. characterizing the type of students who cause isolation in their classmates. C. providing a definition of the concept and examples of those prone to it. D. discussing factors affecting the barriers between students. 4. According to the passage, what types of students most typically experience isolation? A. Students who prefer to focus on their studies rather than socialize. B. Students who are surrounded by large numbers of other students. C. Students who view others as potential enemies or accusers. D. Freshmen students who are shy or overly attached to their families. 5. Which of the following sentences best expresses the essential information of the first sentence in paragraph 4? 8
A. There are several ways in which universities can initiate feelings of isolation in the students. B. There are several strategies that universities can implement in order to reduce the chances of students becoming isolated. C. Isolated students can be prevented from entering certain universities. D. Students can start the process of avoiding isolation by suggesting strategies to their university. 6. Look at the four squares [■] in paragraph 1 and circle the letter A, B, C or D where the following sentence should be added to the passage: “However, this can actually aggravate one’s sense of isolation.” A. Line 3 B. Line 5 C. Line 9 D. Line 12 7. The word “higher” in paragraph 1 could best be replaced by which of the following? A. taller B. more expensive C. longer D. advanced 8. What does the third paragraph mainly discuss? A. The reasons why students should make an effort to meet new people. B. Things the students can do to free themselves from isolation. C. The negative effects of isolation on the student. D. Ways in which the university contribute to isolation. 9. Look at the four squares [■] in paragraph 4 and circle the letter A, B, C or D where the following sentence should be added to the passage: “These organizations give the students a sense of belonging and self-worth.” A. Line 3 (paragraph 4) B. Line 6 (paragraph 4) C. Line 8 (paragraph 4) D. Line 10 (paragraph 4) Questions 10 – 15: Directions: Select the appropriate phrases from the answer choices and match them to the category by writing the letter A, B, C or D next to the number under each category . TWO of the answer choices will NOT be used. Causes of Isolation Effects of Isolation Ways to Prevent Isolation 10...................................... 12...................................... 14...................................... 11...................................... 13...................................... 15...................................... A. Join a club E. Being away from family and friends B. Live with family F. Live with a roommate C. Alcoholism G. Talk to professors D. Poor academic performance H. Being around large groups of people IV. WRITING (6,0 points) Activity 1: Read the following extract and use your own words to summarize it (in about 80 words). You MUST NOT copy or re-write the original. Everyone should try to stay physically fit through exercise. Fitness means being able to do every activities without feeling pain or getting too tired. There are three main parts of physical fitness: heart and lung fitness, muscular fitness, and flexibility. Every time you move your body, you use oxygen. Good exercises for the heart and lungs include walking, jogging, or in-line skating. In-line skating first became popular in the 1990s. You should do one of these activities for 30 minutes, three to five times a week. You need strong, healthy muscles for walking up stairs, lifting groceries, and so on. Build strong muscles by lifting weights at least twice a week for 15 minutes. 9
Flexibility means being able to move and tretch your body easily in different ways. Activities like yoga and tai chi are great for improving flexibility. Another way is to do stretching exercises three or four times a week. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... Activity 2: The graph below shows the changes of population of different ages in Japan. Write a report describing the changes of population in Japan from 1950 to 2005 and forcasting in 2025. Write about 150 words. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 10
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Activity 3: Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to top students. Discuss these views. Which view do you agree with? Explain why. You should write your essay in about 400 words. .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... ----------------- the end ----------------- Thí sinh có thể viết tiếp phần IV, Activity 3 vào sau trang 11. 11
SỞ GD&ðT QUẢNG NINH HƯỚNG DẪN CHẤM THI LẬP ðỘI TUYỂN HSG CẤP TỈNH LỚP 12 THPT NĂM HỌC 2012 - 2013 ðỀ THI CHÍNH THỨC Môn: Tiếng Anh (ðáp án này có 02 trang) I. LISTENING (5,0 ñiểm) Activity 1: 2,0 ñiểm. Mỗi chỗ trống ñiền ñúng 0,2 ñiểm. 1. a missed (dentist’s) appointment 2. 359821 3. checking on Sylvia’s health 4. go to bed early (tonight), ring her (as soon as possible) tomorrow 5. 0976360524 6. arriving late (at work and) leaving early 7. see Jenny (her) first thing on Monday 8. Edward Fowles morning 9. ring him back (if interested) 10. 0181 748 1341 Activity 2: 0,75 ñiểm. Mỗi câu ñúng 0,15 ñiểm. Speaker 1. C Speaker 2. H Speaker 3. E Speaker 4. G Speaker 5. D Activity 3: 1,2 ñiểm. Mỗi câu ñúng 0,1 ñiểm. Departure Flight number Destination Gate Advice time (1). 10.20 (2). 29 (3). EAF3310 (4). 12.15 (5). Wait in lounge (6). 11.05 (7). 15 (8). MON692 (9). Wait in lounge (10). 11.25 (11). LH973 (12). 11.30 Activity 4: 1,05 ñiểm. Mỗi câu ñúng 0,15 ñiểm. 1. A 2. B 3. B 4. A 5. B 6. C 7. C II. LEXICO-GRAMMAR (2,0 ñiểm) Activity 1: 1,0 ñiểm. Mỗi câu ñúng 0,1 ñiểm. 1. B 2. A 3. A 4. D 5. B 6. A 7. D 8. C 9. D 10. C Activity 2: 0,5 ñiểm. Mỗi câu ñúng 0,1 ñiểm. 1. withdraw 2. replacement 3. volunteers 4. refreshment 5. non-members Activity 3: 0,5 ñiểm. Mỗi câu ñúng 0,1 ñiểm. 1. Line 2: fields hills 4. Line 6: at with/of 2. Line 2: get take 5. Line 8: close far 3. Line 4: importance important III. READING (5,0 ñiểm) Activity 1: 1,0 ñiểm. Mỗi câu ñúng 0,1 ñiểm. 1. similarities 2. crew 3. lacked 4. matter 5. place 6. great/ full/ top 7. sails 8. survived 9. but 10. having 12
Activity 2: 1,0 ñiểm. Mỗi câu ñúng 0,2 ñiểm. 1. C 2. B 3. A 4. G 5. F Activity 3: 1,5 ñiểm. Mỗi câu ñúng 0,15 ñiểm. 1. D 2. A 3. B 4. C 5. N 6. N 7. Y 8. NG 9. NG 10. Y Activity 4: 1,5 ñiểm. Mỗi câu ñúng 0,1 ñiểm. 1. D 2. C 3. C 4. C 5. B 6. B 7. D 8. C 9. C 10. E/ H 11. H/ E 12. C/ D 13. D/ C 14. A/ F 15. F/ A IV. WRITING (6,0 ñiểm) Activity 1: 1,0 ñiểm. Yêu cầu thí sinh viết tóm tắt ñoạn văn gồm 3 phần: Introduction The main idea of the passage. 0,2 point Body What people should do to keep fit. 0,6 point Conclusion The effects of doing exercise regularly. 0,2 point Activity 2: 2,0 ñiểm. Yêu cầu thí sinh viết thành bài văn hoàn chỉnh gồm 3 phần: Introduction What/Where/ When 0,3 point Main idea: changing population of different ages - Under 15: Reduce from 35.4% (1950) to 13.9% Body (2005) and maybe 11.7% (2025) - From 15 - 65: Increase sharply from 59.6% to 69, 1,4 points then reduce to 66.9, maybe to 60.1 in 2025. - Over 65: Increase fast from 5% to 19.2%, maybe 28.2% in 2025 Conclusion Restate the main ideas in other words. 0,3 point Activity 3: 3,0 ñiểm. Yêu cầu thí sinh viết thành bài văn hoàn chỉnh gồm 3 phần: + Mở bài (nêu rõ quan ñiểm ñồng ý hay không ñồng ý với nhận ñịnh: Trường ñại học và cao ñẳng dành cho tất cả học sinh hay chỉ dành cho học sinh tốp ñầu) – 0,5 ñiểm; + Thân bài (nêu các lý do, dẫn chứng cho quan ñiểm của mình và bằng những kinh nghiệm, kiến thức của bản thân chứng minh cho quan ñiểm ñó) – 2,0 ñiểm; + Kết luận (tóm tắt nội dung chính của bài và ý kiến của tác giả về vấn ñề này) – 0,5 ñiểm. Nếu thí sinh viết ñúng chủ ñề, ñúng ngữ pháp, dùng từ chuẩn xác, diễn ñạt mạch lạc, không sai lỗi chính tả, không quá ngắn (khoảng 400 từ) mới cho ñiểm tối ña. TỔNG SỐ: 18 ðIỂM (không làm tròn số) 13
SỞ GD&ðT ðề thi lập ñội tuyển thi học sinh giỏi quốc gia QUẢNG NINH năm học 2012-2013 (Thi nói) §Ò thi chÝnh thøc Môn: Tiếng Anh Ngày thi: 17/11/2012 Ghi chú: - Mỗi thí sinh chuẩn bị 07 phút, nói ghi âm 03 phút. - Trước khi nói về chủ ñề, thí sinh cần nói rõ số câu hỏi và nội dung câu hỏi bằng Tiếng Anh. 1. You have successfully applied for a course of study at an American university. You are preparing for the trip and the time you spend there. Get ready to talk to an audience about your plan. 2. "Private vehicles should be banned in crowded cities." Do you agree or disagree with the proposal? Get ready to talk to an audience about the proposal. 3. Which do you think is better: studying English abroad or studying it in your home country? Get ready to talk to an audience about this issue. 4. Which would you like to choose: working at a private company or at a state-run company? Get ready to talk to an audience about this issue. 5. Overpopulation has become a matter of concern. What do you think are the causes for this problem? Get ready to talk to an audience about this issue. 6. In your opinion, how should endangered species be protected? Get ready to talk to an audience about this issue. 7. What is your opinion of women's roles in the modern society? Get ready to talk to an audience about this issue. 8. To what extent can individuals help to conserve clean water? Get ready to talk to an audience about this issue. 9. It is often claimed that television and films encourage violence. What is your opinion? Get ready to talk to an audience about this issue. 10. To be successful in education, it is more important to be a good student than to have good teachers. What is your opinion about this? Get ready to talk to an audience about this issue. 11. What are the major problems associated with living in big cities? Get ready to talk to an audience about this issue. 12. Speak about the means of transport that you like and explain why you like it. 13. Speak about the subjects that you like at school and explain why you like them. 14. What place do you like to spend your weekend? Speak about that place and explain why you like it. 15. Do you like music? Explain why you like or why you don’t like it. 14
SỞ GD&ðT Hướng dẫn chấm thi lập ñội tuyển học sinh giỏi QUẢNG NINH quốc gia năm học 2012-2013 (Thi nói) §Ò thi chÝnh thøc Môn: Tiếng Anh 1. Bài ñộc thoại ñảm bảo ñúng chủ ñề, lôgíc, ñúng cấu trúc của một bài văn nói (mở bài, thân bài, kết luận), ñúng ngữ pháp, không quá ngắn – tối ña 1,5 ñiểm. 2. ðảm bảo ñúng ngữ âm, ngữ ñiệu, lưu loát (không ngập ngừng) – tối ña 0,5 ñiểm. Tổng số: 2,0 ñiểm 15