Đề thi Olympic môn Tiếng Anh lớp 11 năm 2023-2024 có đáp án - Liên cụm trường THPT Hà Nội

Chia sẻ: _ _ | Ngày: | Loại File: PDF | Số trang:15

Thêm vào BST

Báo xấu

14
lượt xem 2
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

“Đề thi Olympic môn Tiếng Anh lớp 11 năm 2023-2024 có đáp án - Liên cụm trường THPT Hà Nội” sau đây sẽ giúp bạn đọc nắm bắt được cấu trúc đề thi, từ đó có kế hoạch ôn tập và củng cố kiến thức một cách bài bản hơn, chuẩn bị tốt cho kỳ thi sắp. Mời các bạn cùng tham khảo nội dung chi tiết.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Đề thi Olympic môn Tiếng Anh lớp 11 năm 2023-2024 có đáp án - Liên cụm trường THPT Hà Nội

SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI KỲ THI OLYMPIC DÀNH CHO HỌC SINH LIÊN CỤM TRƯỜNG THPT LỚP 10, LỚP 11 NĂM HỌC 2023 – 2024 Môn thi: Tiếng Anh – LỚP 11 Thời gian làm bài: 120 phút; (Đề thi có 12 trang) Điểm Cán bộ chấm thi Phách Bằng số Bằng chữ Họ và tên Chữ ký 1. 2. - Thí sinh làm bài trực tiếp vào đề thi và không được sử dụng bất cứ tài liệu nào, kể cả từ điển. - Cán bộ coi thi không giải thích gì thêm. PART A: PHONETICS (2.0 points) I. Choose the word whose underlined part is pronounced differently from that of the others. Write your answers in the corresponding numbered boxes provided. 1. A. moustache B. cache C. bachelor D. ricochet 2. A. jazzing B. pizza C. puzzle D. fizzy 3. A. advised B. pleased C. housed D. released 4. A. cook B. shoot C. look D. foot 5. A. expedite B. satirical C. stifle D. climax II. Choose the word whose main stressed syllable is placed differently from that of the others. Write your answers in the corresponding numbered boxes provided. 6. A. contact B. combat C. consume D. compost 7. A. infect B. strengthen C. fitness D. heartbeat 8. A. exercise B. athletic C. digestive D. contagious 9. A. papaya B. zucchini C. persimmon D. pineapple 10. A. pollutant B. emission C. generate D. inhabit Your answers: 1. 2. 3. 4. 5. 6 7. 8. 9. 10. PART B: LEXICO-GRAMMAR (5.0 pts.) I. Choose the best answer A, B, C, or D. Write your answers in the corresponding numbered boxes provided. 1. As we sailed further into the ocean, we encountered mesmerizing _______ of fish beneath the clear water. A. swarms B. pods C. shoals D. packs 2. Despite being the youngest sibling, Sarah always seemed to have the _______ in family decisions. A. whip hand B. right arm C. hollow leg D. lead foot 3. My partner left me _______ when the business collapsed. A. keeping the needle B. holding the baby C. getting the groove D. robbing the light 4. He is a performer who consistently _______ the envelope of TV comedy. A. draws B. pushes C. sticks D. stamps 5. The seats on the top floor of this restaurant are _______ for special guests. A. preserved B. conserved C. reserved D. subserved 6. _______ in hospital for several weeks, she was delighted to be home. A. Staying B. Stayed C. Having stayed D. Being stayed 7. The students didn’t study hard for their exam, _______ did they know how important this exam was. A. for B. but C. yet D. nor
2 8. The meeting will begin _______. A. as soon as everyone has arrived B. after everyone had arrived C. when everyone have had arrived D. by the time everyone arrived 9. Nobody was hurt during the incident, _______? A. weren’t they B. wasn’t it C. was it D. were they 10. It _______ Mr. Smith that you saw earlier, because he is in Paris and won’t be back until next week. A. mustn’t have been B. can’t have been C. mightn’t have been D. shouldn’t have been Your answers: 1. 2. 3. 4. 5. 6 7. 8. 9. 10. II. Complete these sentences, using the suitable form of the words in capitals. Write your answers in the corresponding numbered boxes provided. 1. I’m taking an _______ course in computer programming to learn the basic concepts first. (INTRODUCE) 2. They were _______ determined to keep going and were briefly in the lead. (GRIT) 3. He has a positive _______ on life even after going through so many hardships. (LOOK) 4. DVD was originally used as an _______ for the unofficial term “digital videodisk”. (INITIAL) 5. Her outburst at the meeting was _______ of her normally calm and composed demeanor. (CHARACTER) Your answers: 1. 2. 3. 4. 5. III. Complete the sentences with the correct form of a verb in A, and a preposition/ particle in B. There is one extra preposition that you do not need to use. Write your answers in the corresponding numbered boxes provided. A B drink stake fire go boil up off in at down out 1. Feeling _______ after the motivational speech, the team was eager and ready to start the match. 2. Teenagers usually get into conflicts with parents, but it all _______ to a lack of communication. 3. We just stood there, _______ the magnificent scenery. 4. Detectives have been _______ the house for several weeks. 5. The milk smells a bit funny - do you think it has _______? Your answers: 1. 2. 3. 4. 5. IV. Complete the following passage by filling each blank with ONE suitable word. Write your answers in the corresponding numbered boxes provided. Many of us want (or should I say need?) our morning coffee to give us our “get up and go.” Altogether, the people of the world drink more than two billion cups of coffee each day. You might think coffee gives you the energy to get (1) _______ the day — but coffee might not be giving you as much as you think. The main stimulant in coffee is caffeine and the main way caffeine works is by changing the way the cells in our brain interact with a compound (2) _______ adenosine. Adenosine is part of the system that regulates our sleep and wake cycle and part of why high levels of activity lead to tiredness. Caffeine works by binding to the adenosine receptor, which it can do because it is a similar shape. But it is not so similar that it triggers the drowsy slow-down signal like adenosine does. (3) _______, it just fills the spots and stops the adenosine from binding there. This is what staves off the drowsy feeling. But there is a catch. While it feels energising, this little caffeine intervention is more a loan of the awake feeling, rather than a creation of any new (4) _______. So eventually the caffeine breaks down, lets go of the receptors and all that adenosine that has been waiting and building up latches on and the drowsy feeling comes back — sometimes (5) _______ at once. So, the debt you owe the caffeine always eventually needs to be repaid, and the only real way to repay it is to sleep.
3 Your answers: 1. 2. 3. 4. 5. PART C: READING (8.0 points) I. Read the following passage and choose the best answer A, B, C, or D to each of the questions. Write your answers in the corresponding numbered boxes provided. Stone Age Agriculture While the use of stone tools began 2.5 million years ago, it wasn’t until about 10,000 BCE that Homo sapiens applied these tools to the deliberate cultivation of plants and animals. The adoption of sustained agriculture – what anthropologists call the “Neolithic revolution” – signifies an important turning point in the development of human societies, as it led directly to population growth, permanent or semi-permanent settlement, as well as technological and social development. Neolithic agriculture developed at different times in different parts of the world, beginning with the Levant and Mesopotamia, followed by Northern Africa, Southeast Asia, and Europe. But while we often call it a “revolution,” it would be a mistake to believe that agriculture was a sudden and complete development, an all or nothing proposition that societies adopted wholesale at the first opportunity. Instead, it developed slowly, beginning as a supplement to more traditional hunting and gathering lifestyles in which people relied on plants and animals gathered or hunted in their natural environment. Over time, as people learned more about and relied more greatly on domesticated plants and animals, they settled more permanently and cultivated the land more intensively. Neolithic farmers collected and planted seeds that they learned would produce palatable grains, selectively breeding plants that were deemed healthy and delicious, and avoiding those that were not. [A] Early agriculture was restricted to a limited number of plants, namely Emmer wheat, Einkorn wheat, and barley. [B] Later, people learned to cultivate pulses, including lentils, peas, chickpeas, and bitter vetch, as well as the multi-purpose flax plant. [C] Together, these eight plant species are known as the Neolithic founder crops or primary domesticates. [D] People’s success in planting, cultivating, and harvesting these plants came about as a result not only of their increased knowledge of the plants themselves but also of the conditions for growth. They explored innovative irrigation techniques, which enabled even greater production and, eventually, food surpluses. Of course, food surpluses are useless unless people have the ability and facilities to store them, which people did in granaries. And food surpluses, in turn, enabled a host of other social developments, like occupational specialization (since not everyone had to be involved in food production), trade, and social stratification. These advances in agriculture went hand in hand with technological development. People fashioned stone tools such as hoes for working soil, sickle blades for harvesting the crops, and grinding stones for processing the grains. More important than such agricultural implements, however, was the polished stone axe, which allowed the Neolithic farmers to clear forests on a large scale and open up new lands for cultivation. Along with the adze, the axe also enabled them to work the trees they felled into wood that was usable for building shelter and other structures. Besides cultivating plants, these stone age farmers also domesticated animals. At first, it was sheep, goats, and dogs whose temperament, diet, and mating patterns made them good candidates for domestication. Later, cows and pigs were added to the mix. Besides meat, these animals provided people with milk (a renewable source of protein), leather, wool, and fertilizer. Cows became valued for their labor, as they assisted with plowing and towing, and dogs provided protection (not only to humans but also to their crops and livestock) as well as companionship. That agriculture enabled hitherto unknown population growth is undeniable. Food surpluses and an agricultural lifestyle brought a security and safety that nomadic hunter-gatherers did not enjoy. And it may be argued that the subsequent advances in all realms of society – not only the aforementioned technology but also knowledge, art, writing, astronomy – would not have emerged without a sedentary lifestyle. But the impact of the Neolithic revolution, often heralded as a giant step forward for humankind, was not all positive. Sedentary agriculture narrowed the diet of Neolithic peoples: they consumed greater amounts of starch and plant protein and fewer types of food overall. An increasing number of researchers are claiming that human nutrition became worse with the Neolithic revolution. In addition, disease increased, as humans lived in closer contact with each other and with domesticated animals; sanitation didn’t advance quite as quickly
4 as agricultural methods. It also turns out that agriculture required significantly more labor than hunting and gathering. The combined result of these facts was a life expectancy that was most likely shorter than that of the apparently more primitive hunter-gatherers. 1. Which of the following best expresses the essential information in the underlined sentence in paragraph 2? Incorrect answer choices change the meaning in important ways or leave out essential information. A. The word “revolution” is somewhat misleading because agriculture was not adopted all at once. B. Agriculture was an opportunity for sudden and rapid development, which is why we call it a “revolution.” C. Although agriculture is called a “revolution,” it turned out to be a mistake for those societies that adopted it quickly and completely. D. Traditional beliefs about the adoption of agriculture have been recently transformed in what is known as a “revolution.” 2. Four squares ([ ]) indicate where the following sentence can be added to the passage. Early farming came about as people observed and experimented with plant reproduction. Where would the sentence best fit into paragraph 2? A. [A] B. [B] C. [C] D. [D] 3. The word ‘them’ in paragraph 4 refers to: A. People B. Facilities C. Techniques D. Food surpluses 4. Which of the following can be inferred from the information in paragraph 4? A. Pre-agricultural societies tended to have less division of labor than farming peoples. B. Food surpluses led to considerable conflict both within and between agricultural societies. C. Success in farming was dependent on materials and knowledge obtained from outside one’s own region. D. Granaries were owned and controlled by the farmers themselves, despite social stratification. 5. According to the author, which of the following was most critical in the development of intensive agriculture? A. The adze B. The axe C. The sickle D. The hoe 6. The word ‘they’ in paragraph 5 refers to: A. Structures B. Forests C. Lands D. Farmers 7. According to paragraph 6, which of the following is true about domesticated animals? A. They served a variety of purposes for Neolithic farmers. B. They were limited to animals which could produce milk, leather, wool, or fertilizer. C. Their domestication predates the domestication of plant species. D. They consumed much of the food surpluses generated through the cultivation of plants. 8. The primary purpose of paragraph 7 is to: A. Summarize previously mentioned benefits of the Neolithic revolution. B. Introduce the negative impacts of the advent of agriculture. C. Provide examples of other important developments that rivalled the Neolithic revolution in importance. D. Outline the necessary preconditions for the development of agriculture. 9. The word ‘heralded’ in paragraph 7 is closest in meaning to: A. criticized B. dismissed C. celebrated D. defined 10. All of the following are mentioned as negative impacts of the Neolithic revolution EXCEPT: A. People suffered from more illness as a result of poor sanitation B. Farming required harder work than previous modes of food production. C. There was more competition in society for certain types of resources. D. People lacked diversity in the foods they ate. Your answers:
5 1. 2. 3. 4. 5. 6 7. 8. 9. 10. II. The passage below consists of 4 jeweller interviewees marked A, B, C, and D. Read the passage and do the task that follows. Write your answers in the corresponding numbered boxes provided. Shining lights: the new independent jewellery designers Highly individual jewellery pieces are in demand, and a new generation of independent designers is putting heart and soul into making them A. The zoological jeweller: Emma Franklin ‘It has always been about animals,’ Emma Franklin says. ‘My friend’s grandmother had an amazing stag brooch with huge antlers and that’s where it started. Everyone has a relationship with an animal in my collection. When people ask me about an animal I haven’t done, I then introduce it to the collection.’ Her favourite? ‘The ram. It’s so strong.’ Franklin, 29, hand-makes each necklace, bangle, ring, cufflink and pin, featuring any of 14 animal heads, from a pig to a triceratops, as well as a shotgun. All her pieces are made in solid silver, plated in 22ct yellow gold or black rhodium, with black diamonds and freshwater pearls. Bespoke commissions, predominantly engagement rings, not all animal-related, are becoming more frequent. Her clients are all ages, women and men with a bold sense of style. Franklin’s robust designs are instantly recognisable, as she has discovered. ‘I see a surprising number of people wearing my designs in the street, mainly in east London,’ she says. ‘Recently in a pub this girl was wearing one of my rings at the bar so I introduced myself. She was completely star-struck and fetched over her dad, who had bought it for her. I had to explain that it was really me who was excited.’ B. The arty jeweller: Alexandra Jefford ‘My design style constantly evolves,’ Alexandra Jefford says. ‘It started out as a throwback to the 1940s, but even though I try new things I can’t kick my art background. I’m really inspired by art, architecture, design, furniture design.’ Jefford, 42, graduated in 1992 with a degree in fine art, began designing jewellery in 2003 and sold her first piece, a gold ring, on its first outing, at dinner with a friend. Her designs, produced on a project-by-project basis rather than as collections, include her signature Alphabet series for which she designed a slim font. Her recent O project interprets that letter in various typefaces. Jefford also makes one- off high-end pieces that are more sculptural. Fans range from her daughter’s friends to her mother’s friends, although she doesn’t always want to sell. ‘I become emotionally involved with all my pieces so I find it really hard to let go. There are still some pieces that I hide “for the family museum”. My husband says that I work as a shopper rather than a seller.’ C. The ethical jeweller: Hattie Rickards Hattie Rickards’ first collection of 12 rings, entitled Revealed, was an instant success. Her second, Geo, a collection of 15 tactile, geometric necklaces, bracelets, rings, earrings and a brooch, came out to even greater acclaim. ‘The ethos behind Geo is connection and relationships, bringing tessellating or geometrical shapes together making one, for example the Kindred ring where two puzzle pieces fit neatly together.’ Hampshire- born Rickards, 28, graduated in jewellery design at Central Saint Martins in 2005, then worked for Solange Azagury-Partridge, helping to launch her Madison Avenue store in New York, before setting up on her own. ‘I wanted to create a high-end, luxury jewellery brand with an ethical backbone, which coincided with a gap in the market.’ All Hattie Rickards Jewellery is made using Fairtrade precious stones from Thailand and India and 18ct Fairtrade, fair-mined gold from Colombia. HRJ is one of the first 20 companies to become a certified user of this type of gold, many of its pieces having the premium ‘ecological’ label, which ensures no cyanide is used during extraction, which is harmful to the environment. There are no plans for e- commerce, as Rickards believes this detracts from the meaning behind the piece. ‘I am passionate that people understand the symbolism behind my work. I don’t want it to just be a ring on a website. The story is so important.’ D. The statement jeweller: Mawi Keivom Mawi Keivom, 39, is known for her architectural statement jewellery: chunky box chains with coloured pearls, spiked gold rings and brightly coloured gems. Born in the north-east of India, 40 miles from the Burmese border, into the Mahr tribe, Keivom draws her influences from a peripatetic childhood with her
6 diplomat parents that took them to Africa, the Middle East, south-east Asia and Europe. ‘I come from a tribal background and having that heritage has influenced me greatly; the colours, the chunky jewels, the sparkle.’ Keivom designs two collections a year. ‘My style of jewellery is very individual and not for the faint-hearted. I have a very strong vision that translates into an industrial, graphic aesthetic offset with crystals and pearls that are a little bit feminine. I don’t try to do something that is for the moment. My pieces are classics in their own right, not trend-specific.’ According to the passage, which jeweller: Your answers:  is concerned about the sourcing of her materials? 1.  is claimed to have the wrong attitude to business? 2.  uses the same combination of metals and precious stones in each piece of jewellery? 3.  creates designs that feature different versions of the same symbol? 4.  intends her jewellery to stand the test of time? 5.  designs pieces to reflect her beliefs that everything is linked by patterns? 6.  uses inspirations from experiences when she was young? 7.  makes jewellery that is easily attributable to her? 8.  does not work exclusively on making jewellery? 9.  was originally inspired by a social connection? 10. Your answers: 1. 2. 3. 4. 5. 6 7. 8. 9. 10. III. Read the following passage and do the tasks that follow. Write your answers in the corresponding numbered boxes provided. T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State University’s Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. “My father had owned a ranch when he was younger, in Montana,” he says. “He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasn’t a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school, excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way.” Horner spent seven years at university, but never graduated. “I have a learning disability, I would call it a learning difference - dyslexia, they call it - and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didn’t really pass English. So I couldn’t get a degree, I just wasn’t capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just don’t have the piece of paper,” he says. “We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States - Georgia, Florida - and mixing it with the moors of England and flattening it out,” he says. “Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, haven’t been found.”
7 That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. “Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you don’t have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, you’d expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen,” he says. A 12-tonne T-rex is a lot of vulture, but he doesn’t see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the “hunter T-rex theory”. The Velociraptor’s teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rex’s teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its “prey” after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. For questions 1-7, decide whether the following statements are True (T), False (F), or Not Given (NG). Write your answers in the corresponding numbered boxes provided. 1. Jack Horner knew exactly the bone picked up in his father’s ranch belonged to a certain dinosaur when he was at the age of 8. 2. Jack Horner achieved a distinctive degree in university when he graduated. 3. Jack Horner believes that the number of prey should be more than that of predators. 4. T-rex’s number is equivalent to the number of vulture in the Serengeti. 5. The hypothesis that T-rex is top predator conflicts with the fact of predator-prey ratio which Jack found. 6. Jack Horner refused to accept any other viewpoints about T-rex’s theory. 7. Jack Horner is the first man that discovered T-rex’s bones in the world. For questions 8-13, choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in the corresponding numbered boxes provided. Jack Horner found that T-rex’s (8) _______ is shorter than the thigh bone, which demonstrated that it was actually a (9) _______, unlike other swift animals such as ostrich or (10) _______ that was built to (11) _______. Another explanation support his idea is that T-rex’s teeth were rather (12) _______, which only allowed T-rex to (13) _______ hard bones instead of tearing flesh like Velociraptor. Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. IV. Seven paragraphs have been removed from the extract. Choose from the paragraphs A–H the one which fits each gap. There is ONE extra paragraph which you do not need to use. Write your answers in the corresponding numbered box provided. Becoming You Are you the same person you were when you were a child?
8 I have few memories of being four—a fact I find disconcerting now that I’m the father of a four-year-old. My son and I have great times together; lately, we’ve been building Lego versions of familiar places (the coffee shop, the bathroom) and perfecting the “flipperoo,” a move in which I hold his hands while he somersaults backward from my shoulders to the ground. 1. These disconnected images don’t knit together into a picture of a life. They also fail to illuminate any inner reality. I have no memories of my own feelings, thoughts, or personality; I’m told that I was a cheerful, talkative child given to long dinner-table speeches, but don’t remember being so. My son, who is happy and voluble, is so much fun to be around that I sometimes mourn, on his behalf, his future inability to remember himself. 2. Some people feel that they’ve altered profoundly through the years, and to them the past seems like a foreign country, characterized by peculiar customs, values, and tastes. (Those boyfriends! That music! Those outfits!) But others have a strong sense of connection with their younger selves, and for them the past remains a home. 3. Her brother holds the opposite view: he looks back on several distinct epochs in his life, each with its own set of attitudes, circumstances, and friends. “I’ve walked through many doorways,” he’s told me. I feel this way, too, although most people who know me well say that I’ve been the same person forever. 4. If you have the former feelings, you’re probably a continuer; if the latter, you’re probably a divider. You might prefer being one to the other, but find it hard to shift your perspective. In the poem “The Rainbow,” William Wordsworth wrote that “the Child is Father of the Man,” and this motto is often quoted as truth. 5. One reason to go to a high-school reunion is to feel like one’s past self—old friendships resume, old in-jokes resurface, old crushes reignite. But the time travel ceases when you step out of the gym. It turns out that you’ve changed, after all. 6. Looking at a photograph of himself as an infant, he wonders what that little person, with “arms and legs spread, and a face distorted into a scream,” really has to do with the forty-year-old father and writer he is now, or with “the gray, hunched geriatric who in forty years from now might be sitting dribbling and trembling in an old people’s home.” 7. My son’s name is Peter. It unnerves me to think that he could someday become so different as to warrant a new name. But he learns and grows each day; how could he not be always becoming someone new? I have duelling aspirations for him: keep growing; keep being you. As for how he’ll see himself, who knows? Missing Paragraphs: A. If we could see our childish selves more clearly, we might have a better sense of the course and the character of our lives. Are we the same people at four that we will be at twenty-four, forty-four, or seventy-four? Or will we change substantially through time? Is the fix already in, or will our stories have surprising twists and turns? B. But how much of our joyous life will he remember? What I recall from when I was four are the red- painted nails of a mean babysitter; the brushed-silver stereo in my parents’ apartment; a particular
9 orange-carpeted hallway; some houseplants in the sun; and a glimpse of my father’s face, perhaps smuggled into memory from a photograph. C. But he couched the idea as an aspiration—“And I could wish my days to be / Bound each to each by natural piety”—as if to say that, though it would be nice if our childhoods and adulthoods were connected like the ends of a rainbow, the connection could be an illusion that depends on where we stand. D. Try to remember life as you lived it years ago, on a typical day in the fall. Back then, you cared deeply about certain things (a girlfriend? Depeche Mode?) but were oblivious of others (your political commitments? your children?). Certain key events—college? war? marriage? Alcoholics Anonymous?—hadn’t yet occurred. Does the self you remember feel like you, or like a stranger? Do you seem to be remembering yesterday, or reading a novel about a fictional character? E. On the other hand, some of us want to disconnect from our past selves; burdened by who we used to be or caged by who we are, we wish for multipart lives. In the voluminous autobiographical novel “My Struggle,” Karl Ove Knausgaard—a middle-aged man who hopes to be better today than he was as a young man—questions whether it even makes sense to use the same name over a lifetime. F. The philosopher Galen Strawson believes that some people are simply more “episodic” than others; they’re fine living day to day, without regard to the broader plot arc. “I’m somewhere down towards the episodic end of this spectrum,” Strawson writes in an essay called “The Sense of the Self.” “I have no sense of my life as a narrative with form, and little interest in my own past.” G. It might be better, he suggests, to adopt a series of names: “The fetus might be called Jens Ove, for example, and the infant Nils Ove... the ten- to twelve-year-old Geir Ove, the twelve- to seventeen- year-old Kurt Ove... the twenty-three- to thirty-two-year-old Tor Ove, the thirty-two- to forty-six- year-old Karl Ove—and so on.” In such a scheme, “the first name would represent the distinctiveness of the age range, the middle name would represent continuity, and the last, family affiliation.” H. My mother-in-law, who lives not far from her parents’ house in the same town where she grew up, insists that she is the same as she’s always been, and recalls with fresh indignation her sixth birthday, when she was promised a pony but didn’t get one. Your answers: 1. 2. 3. 4. 5. 6. 7. PART D: WRITING (5.0 points) I. Read the two texts. Complete the ten sentences below to summarise key points from both texts. Use your own words throughout as far as possible. Text 1: Making a case for computer games in the classroom Playing computer games is second nature for today’s children. Teachers can embrace this fact in the classroom in order to enhance their relationship with their students. By focusing on the positive aspects of games, teachers can use them as valuable educational tools. Games such as Restaurant Empire teach students problem-solving and business skills. Other games like Making History get them to role-play historical events, bringing history to life in a way that books cannot, and making it more attractive to less academic children. They face challenges that people of the past faced, and work together to find solutions. Thus, interaction in the classroom is maintained. Text 2: Should computer games be used in the classroom? There is a danger that students who get used to learning via computer games will become intolerant of other learning tools such as boots. Also, the predominance of computer terminals in the classroom may effectively destroy direct physical interaction between students. While children may create certain things on the computer, physical creativity such as handicrafts and play-acting may be lost. For many teachers, these are a fundamental part of classroom life. Virtual interaction via the Internet detracts from real physical interaction,
10 and could adversely affect children’s ability to express themselves orally. We should not lose sight of the social role that the classroom plays in a child’s development. Summary: Both texts consider the controversial issue of (1) _______. The first text advocates (2) _______. On the other hand, the second text claims that (3) _______. The first text outlines (4) _______. It makes particular mention of (5) _______. It gives examples of (6) _______. It points out that (7) _______. The second text argues that (8) _______. It focuses on (9) _______. It concludes that (10) _______. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ II. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. 1. He seems to have outbursts of anger over the slightest thing these days. (FLY) He seems to _______________________________________________ about the slightest thing these days. 2. Nearly every month there is a new environmental disaster. (PASSES) Hardly _______________________________________________ a new environmental disaster. 3. The doctor declared that he was healthy after a series of tests. (CLEAN) The doctor gave _______________________________________________ after a series of tests. 4. Sarah felt energetic and lively after a good night’s sleep. (BEANS) Sarah _______________________________________________ after a good night’s sleep. 5. Richard persuaded me to sign up for the school band. (TALKED) Richard _______________________________________________ for the school band. III. Write an essay of at least 250 words on the following topic. Many think that in today’s world it is very difficult for people to maintain a healthy lifestyle. Others, however, feel that it is easy for people to be healthy and fit if they want to be. Discuss both views and give your opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. _______________________________________________________________________________________ _______________________________________________________________________________________
11 _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________
12 _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ THE END
SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI KỲ THI OLYMPIC DÀNH CHO HỌC SINH LIÊN CỤM TRƯỜNG THPT LỚP 10, LỚP 11 NĂM HỌC 2023 – 2024 Môn thi: Tiếng Anh – LỚP 11 HƯỚNG DẪN CHẤM THI MÔN TIẾNG ANH Ngày thi: 9/ 3/ 2024 – Thời gian làm bài thi: 120 phút Toàn bài có 90 câu + 1 bài viết - Tổng điểm toàn bài: 20 điểm (Trong khi chấm bài nếu học sinh có phương án khác có thể chấp nhận, cán bộ chấm thi thống nhất cho điểm.) PART A: PHONETICS (2.0 pts.) 1. C 2. B 3. D 4. B 5. B 6. C 7. A 8. A 9. D 10. C PART B: LEXICO-GRAMMAR (5.0 pts.) I. Choose the best answer A, B, C, or D. Write your answers in the corresponding numbered boxes provided. (2.0 pts.) 1. C 2. A 3. B 4. B 5. C 6. C 7. D 8. A 9. D 10. B II. Complete these sentences, using the suitable form of the words in capitals. Write your answers in the corresponding numbered boxes provided. (1.0 pt.) 1. introductory 2. grittily 3. outlook 4. initialism 5. uncharacteristic III. Complete the sentences with the correct form of a verb in A, and a preposition/ particle in B. There is one extra preposition that you do not need to use. Write your answers in the corresponding numbered boxes provided. (1.0 pt.) 1. fired up 2. boils down 3. drinking in 4. staking out 5. gone off IV. Complete the following passage by filling each blank with ONE suitable word. Write your answers in the corresponding numbered boxes provided. (1.0 pt.) 1. through 2. called/named 3. Instead 4. energy 5. all PART C: READING (8.0 points) I. Read the following passage and choose the best answer A, B, C, or D to each of the questions. Write your answers in the corresponding numbered boxes provided. (2.0 pts.) 1. A 2. A 3. D 4. A 5. B 6. D 7. A 8. B 9. C 10. C II. The passage below consists of 4 jeweller interviewees marked A, B, C, and D. Read the passage and do the task that follows. Write your answers in the corresponding numbered boxes provided. (2.0 pts.) 1. C 2. B 3. A 4. B 5. D 6. C 7. D 8. A 9. B 10. A III. Read the following passage and do the tasks that follow. Write your answers in the corresponding numbered boxes provided. (2.6 pts.) 1. TRUE 2. FALSE 3. TRUE 4. NOT GIVEN 5. TRUE 6. FALSE 7. NOT GIVEN 8. shin bone 9. slow walker 10. cheetah 11. run fast 12. blunt 13. (only) crush
IV. Seven paragraphs have been removed from the extract. Choose from the paragraphs A–H the one which fits each gap. There is ONE extra paragraph which you do not need to use. Write your answers in the corresponding numbered box provided. (1.4 pts.) 1. B 2. A 3. H 4. D 5. C 6. E 7. G PART D: WRITING (5.0 pts.) I. Read the two texts. Complete the ten sentences below to summarise key points from both texts. Use your own words throughout as far as possible. (2.0 pts.) Marking Criteria 1) Content (1 point) The summary MUST cover the main points of the given extracts:  introduce the topic of the passages  present the main ideas of the passages Both texts consider the controversial issue of playing computer games in the classroom. (0.1 points) The first text advocates bringing computer games into the classroom, and claims that they can be a valuable educational tool. (0.1 points) On the other hand, the second text claims that one of the dangers of encouraging students to learn through computer games is that they may become unwilling to learn in other ways. (0.1 points) The first text outlines the benefits of using computer games in the classroom. (0.1 points) It makes particular mention of an improvement in the relationship between teachers and students. (0.1 points) It gives examples of computer games that it claims can develop learning skills and boost the educational experience. (0.1 points) It points out that the collaboration required to solve problems and find solutions provides motivation for students to work together and interact with each other. (0.1 points) The second text argues that using computer games in class runs the risk of discouraging students from working together. (0.1 points) It focuses on the different quality of interaction provided by computers and warns that physical activities, such as play-acting and crafts may be lost. (0.1 points) It concludes that virtual interaction is not a substitute for talking to other students in the classroom. (0.1 points) 2) Language use (1 point) The summary:  should show attempts to convey the main ideas of the original texts by means of paraphrasing (structural and lexical use)  should demonstrate correct use of grammatical structures, vocabulary, voicing and mechanics (spelling, punctuations, …)  should maintain coherence, cohesion and unity throughout (by means of linkers and transitional devices) Personal opinions are not to be included in the summary. Penalties  Technical errors: minus 0.1 points each (maximum 0.2 points)  Personal opinions: minus 0.4 points Plagiarism (more than 20% of words are copied from the texts): minus 0.5 points II. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. (1.0 pt.) 1. He seems to fly off the handle about the slightest thing these days. 2. Hardly a month passes without there being a new environmental disaster. 3. The doctor gave him a clean bill of health after a series of tests. 4. Sarah was/felt full of beans after a good night’s sleep. 5. Richard talked me into signing up for the school band. 2
III. Write an essay of at least 250 words on the following topic. (2.0 pts.) Many think that in today’s world it is very difficult for people to maintain a healthy lifestyle. Others, however, feel that it is easy for people to be healthy and fit if they want to be. Discuss both views and give your opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Assessment criteria Marking 1. Task fulfillment: (0.4 pts) - Being able to present an argumentative essay with an introduction, body and 0.2 pts. conclusion, - Meeting the word limit requirements. 0.2 pts. 2. Arguments, ideas and evidence: (1.0 pt) - Being able to present a clear position with a logical, well-supported argument; 0.2 pts. organise and link his/her relevant ideas and opinions; develop these into a well-supported argument/ opinion - Being able to support his/her argument with specific reasons, examples, his/her own 0.2 pts. ideas and experience to support the answer. - Being able to focus on the topic and not include anything irrelevant. 0.2 pts. - Being able to write fluently enough to make his/her message clear to the reader. 0.2 pts. - Being able to write cohesive sentences and paragraphs. 0.2 pts. 3. Vocabulary and sentence structure: (0.6 pts) - Being able to use a wide range of vocabulary naturally, appropriately and 0.2 pts. accurately. 0.2 pts. - Being able to spell accurately and using the appropriate word formation. 0.2 pts. - Being able to use a variety of grammatical sentence structures. -- THE END -- 3