Đề thi học sinh giỏi tỉnh môn tiếng anh năm 21 - 22 có đáp án

ĐỀ THI CHÍNH THỨC

SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH TIỀN GIANG

KỲ THI CHỌN HỌC SINH GIỎI CẤP TỈNH TRUNG HỌC CƠ SỞ

Năm học 2021-2022 Môn: TIẾNG ANH

Thời gian: 150 phút (không kể thời gian giao đề) Ngày thi: Ngày 22/3/2022

(Đề thi có 10 trang, gồm 11 câu)​

LINK TẢI FILE ĐẦY ĐỦ CÓ PHẦN NGHE

PART I: LISTENING COMPREHENSION (2.0 PTS)

(Thí sinh nghe 02 đoạn ghi âm, mỗi đoạn 02 lần. Bắt đầu, kết thúc phần nghe thứ nhất và kết thúc phần nghe đều có nhạc. CD đã được ghi đủ số lần, giám thị mở cho máy chạy từ đầu đến cuối không cần trả băng. Giữa các đoạn ghi âm có khoảng im lặng để thí sinh làm bài)

Question 1: You will hear a conversation and then write ONE WORD OR A NUMBER in each gap. You will hear the conversation twice. (1.0 pt)

Sport Center Membership

Application venue: At____ (1) _______

Required documents: One photo of _____ (2) _______ student card

Register time: 10.00 am to 4.00 pm Friday to ___ (3) ______

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- The center supply an assessment to new members.

- The joining fee for new members at present is ______ (8) ______.

Question 2: You will hear people talking different situations. For questions from 1 to 4, choose the best answer (A, B, or C) (1.0 pt)

1. Apoliceofficerisquestioningawitnessaboutburglary. Whatwasstolen?
   
   A. Watches B. Vases C. Items of jewellery
   
2. You will hear a doctor examining a patient. What is the patient suffering from?
   
   A. A throat infection B. A skin infection C. A serious cut
   
3. MrDavidisaskingacolleague. MsStevenstodosomethingforhim. What does he want her to do?
   
   A. To send a fax B. To attend a meeting C. To make some photocopies
   
4. Listen to this couple discussing holiday plans. When are they going to leave?
   
   A. Monday B. Wednesday C. Thursday

PART II: READING COMPREHENSION (6.0 PTS)

Question 3: Reading the article below, then choose ONE option that best answer or completes each of the questions (1-8) (2.0 pts)

STRICTLY ENGLISH​

British newspaper columnist Simon Heffer talks about his new book, Strictly English: The Correct Way to Write.. and Why It Matters, aimed a native speakers. For the last couple of years I have sent a round-robin email to my colleagues at this newspaper every few weeks pointing out to them mistakes that we make in our use of the English language. Happily, these are reasonably rare. The emails have been circulated on the Internet - and are now available on the paper's website - and one of them ended up in the inbox of a publisher at Random House about this time last year, He asked me whether I would write a book not just on what constituted correct English, but also why it matters. The former is relatively easy to do, once one has armed oneself with the Oxford English Dictionary (OED) and some reputable grammar books by way of research materials. The latter, being a matter for debate, is less straightforward. I suppose my own interest in language started at school. Having studied French, Latin and Greek, I saw clearly how those languages had exported words into our own. When I studied German later on. I could see even more clearly why it was the sister tongue and what an enormous impact it had had on English. I saw that words had specific meanings and that, for the avoidance of doubt, it was best to use them in the correct way. Most of all, I became fascinated by grammar, and especially by the logic that drove it and that was common to all the other languages I knew. I did not intend in those days to earn a living by writing, but I was keen to ensure that my use of English was, as far as possible, correct.

Studying English at university forced me to focus even more intently on what words actually meant: Why would a writer choose that noun rather than another and why that adjective - or, in George Orwell's case, often no adjective at all. Was the ambiguity in a certain order of words deliberate or accidental? The whole question of communication is rooted in such things. For the second part of my degree I specialized in the history of the English language, studying how words had changed their meaning and how grammar had evolved. Language had become not just a tool for me, but something of a hobby, Can English, though, ever be fixed? Of course not: If you read a passage from Chaucer you will see that the meaning of words and the framework of grammar has shifted over the centuries, and both will continue to evolve. But we have had a standard dictionary now ever since the OED was completed in 1928, and learned men, many of whom contributed to the OED, wrote grammars a century ago that settled a pattern of language that was logical and free from the danger of ambiguity. It is to these standards that I hope Strictly English is looking. Our language is to a great extent settled and codified, and to a standard that people recognize and are comfortable with. All my book does is describe and commend that standard, and help people towards a capable grasp of the English tongue. We shall always need new words to describe new things; but we don't need the wrong word to describe the right thing, when the right word exists. Also, English grammar shouldn't be a matter for debate. It has a coherent and logical structure and we should stick to it.

Some groups of people -- state officials, academics, lawyers, certain breeds of scientist - talk to each other in a private language. Some official documents make little sense to lay people because they have to be written in a language that combines avoidance of the politically incorrect with constant use of the contemporary jargon of the profession. Some articles written by academics in particular are almost incomprehensible to those outside their circle. This is not because the outsiders are stupid. It is because the academics feel they have to write in a certain stilted, dense way in order to be taken seriously by their peers. Many officials seem to have lost the knack of communicating with people outside their closed world.

Some academics, however, are bilingual. If asked to write for a publication outside the circle - such as a newspaper - they can rediscover the knack of writing reasonably plain English. They do not indulge themselves in such a fashion when they write for learned journals. It is almost as though the purpose of such writing is not to be clear that the writer is recording research in order to prove to peers or superiors that he has discovered something. It does not seem to bother such people that their style is considered ugly and barbaric by anyone of discernment. It is repetitious, long-winded, abstract and abstruse. Those who write in such a way probably will not easily be discouraged, unless what is considered acceptable within their disciplines changes. The ideal style is one comprehensible to any intelligent person. If you make a conscious decision to communicate with a select group, so be it: But in trying to appeal to a large audience, or even a small one that you wish to be sure will understand your meaning, writing of the sort mentioned above will not do. This sort of writing used to be kept from the general public thanks to the need to find someone to publish it. The advent of the Internet means that it is now much more widespread than it used to be; and the fact that it is now so common and so accessible means that this sort of writing is having a harmful effect on the language and causing it to be corrupted.

Do the following statements agree with the views of the writer in the reading passage (1- 4) ?

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1. The mistakes made by his colleagues are minor ones.

2. It is difficult to explain why using correct English is important.

3. English grammar has a different function from the grammar of other languages.

4. Word order may be as important as the choice of words used.

Choose the correct letter, A, B, C or D. 10 The writer says that some groups of people use (5-8)

5. According to the writer, some academics are capable of.. A. Making sense to people outside their group.

B. Writing very clearly for learned journals.

C. Changing the way they communicate within their own group.

D. Explaining other people's work to the general public.

6 When discussing the writing of academics about their research, the writer emphasizes..

A. His own lack of knowledge of the academic world.

B. His desire to understand what they describe.

C. His sympathy for some of the academics.

D. His dislike for the style used in their writing.

7. The writer says that the kind of language used by academics in journals..

A. Is becoming more widely understood by non-academics. B. Is attracting a lot of criticism from other academics.

C. Will only change if they are forced to change it.

D. Appeals only to highly intelligent people.

8. The writer's opinion of the Internet is that..

A. It is making people more aware of the poor use of language.

B. It is encouraging standards of language use to fall.

C. It is enabling people to compare good and poor use of language. D. It is making it harder for good writing to get published

Question 4: The reading passage has 7 paragraphs: A-G. Choose the correct heading for paragraphs: B-G from the list of headings below (i-x). Three headings are extra. One example is already done for you. (1.5pts)

DOES GLOBALIZATION HELP THE POOR?

A. In recent years, we have heard steady proclamations emanating from the advocates of economic globalization and leaders of the world's leading financial institutions - the World Bank, the International Monetary Fund (IMF), the World Trade Organization (WTO), etc. - that the ultimate purpose in pushing economic globalization is to help the world's poor. More specifically, they contend that removing barriers to corporate trade and financial investments is the best path to growth, which they claim offers the best chance of rescuing the poor from poverty. They also assert that the millions of people who oppose the economic globalization model are harming the interests of the poor. They should back off and leave it to corporations, bankers and global bureaucracies to do the planning and solve the world's problems. Such claims are routinely replayed in the media. One prominent national columnist writes, 'Protesters are choking the only route out of poverty for the world's poor.'In other words, if the protesting stopped, the financial institutions would save the day. Is this believable? Is it the salvation of the poor that really drives global corporations or are their primary motives quite different?

B. Almost all the evidence from the most robust period of economic globalization - 1970 to the end of the 20th century - shows that its outcome is the exact opposite of what its supporters claim. Interestingly, this evidence now comes as much from the proponents of globalization as from its opponents. Clearly, poverty and inequality are rapidly accelerating everywhere on Earth. A 1999 report by the United Nations Development Program found that inequalities between rich and poor within and among countries are quickly expanding, and that the global trading and finance system is a primary cause. Even the US Central Intelligence Agency (CIA) confirms the United Nations' (UN) conclusions, agreeing that globalization brings massive inequalities. "The benefits of globalization do not reach the poor," says the CIA, 'and the process inevitably results in increased unrest and protest.'

C. The ideologies and rules of economic globalization - including free trade, deregulation and privatization - have destroyed the livelihoods of millions of

People, often leaving them homeless, landless and hungry, while removing their access to the most basic public services like health and medical care, education, sanitation, fresh water and public transport. The records show that economic globalization makes things worse for the poor, not better. Economic globalization has actually succeeded in making global corporations and a few elites wildly wealthy. Of the largest 100 economies m the world, 52 are corporations. This is what the UN describes as the 'staggering concentration of wealth among the ultra- wealthy'.

D. Contrary to claims, wealth generated by globalization does not trickle down. Rather, the wealth is locked at the top, removing from governments and communities the very tools necessary to redistribute it, and in doing so protect domestic industries, social services, the environment and sustainable livelihoods. There may be isolated instances where temporary improvement has been achieved in Third World countries, and, of course, the financial institutions love to trumpet these. The truth, however, is that benefit has been very short-lived and the majority of it has gone to the elites in these countries and to the chief executives of the global corporations at the hub of the process.

E. People may point to the 'Asian Tiger' economies like Taiwan, South Korea and Singapore as examples of the success of globalization, but the truth is that improvement has not been achieved by assiduously adhering to the dictates of international financial advisors. These economies initially resisted the prescribed economic model, and managed to stay free of the volatility of export markets. When they did finally succumb to pressure from the IMF and the World Bank, they found their glory days quickly disappearing into the infamous Asian financial crisis of the late 90s.

F. The majority of poor countries have not enjoyed much benefit from globalization, and a growing number of people understand that the system is selling a false promise. The policies of the financial institutions are not designed to benefit them, but to benefit rich industrial countries and their global corporations. The question then is, do these globalizing institutions know what they're doing or do they just blindly follow a failed ideological model? Many commentators fiercely opposed to globalization now firmly believe that the institutions do indeed know exactly what they're doing and that they always have. They have an assignment to remove all obstacles to the free flow of capital as they seek to pry open the world's last natural resource pools, markets and cheap labor. To suggest they do all this to help the poor is high cynicism.

G. Perhaps the most traumatic impact of globalization has resulted from local economies being forced to shift from a small-scale diversified agricultural model towards the industrial export model. Half the world's population still lives directly on the land, growing food for their communities. They grow staples and a mix of diverse crops, and they replant with indigenous seed varieties developed over centuries. They have perfected their own fertilization and pesticide management. Such systems have sustained hundreds of millions of people for millennia.

Global corporations must resist local self-sufficiency. Profit is generated by increased processing activity and global trading. We have seen companies spend millions of dollars on publicity professing that small farmers are not productive enough to feed the hungry world. This publicity runs in tandem with the investment and trade strategies of the same companies - strategies that aim to replace local, diverse farming for self-reliance with monocultures. The people who once grew their crops are driven off their land. People who once fed themselves become landless, homeless, jobless and hungry. Dependency and starvation replace self-sufficient livelihoods and self-reliant nations, while global corporations maintain their wealth by shipping luxury items thousands of miles to already overfed markets. Clearly, these corporations are not concerned about feeding the hungry. They are concerned about feeding themselves.

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1. Paragraph A.. vi..

2. Paragraph B..

3. Paragraph C..

4. Paragraph D..

5. Paragraph E..

6. Paragraph F..

7. Paragraph G..

Question 5: Fill in each numbered blank with ONE suitable word. (2, 5 pts)

The most common kind of American holiday is simply to get.. (1).. the car and drive to a.. (2).. such as one of many national parks, scenic trails, seashores or memorials.

Outdoor recreation may be to go.. (3).. with a tent, or to drive into the wildness.. (4).. a "recreation vehicle" (a large camper), to comfort the distress of those who like their wood quiet.

Americans have always loved foreign travel.. (5).. in recent years when currency exchange rates are favorable to the American dollar, and cheaper air.. (6).. mean that more people than ever.. (7).. can afford their dream of travelling abroad.

Europe is the favorite destination.. (8).. American travelers. Americans enjoy the beautiful old towns, the atmosphere and culture of.. (9).. cities and the historical buildings far older than.. (10).. in the USA. A record number of 5.6 million Americans came to Europe in 1984. Harrods, the London department store, advertises sales in American newspapers like the New York Times.

PART III: GRAMMAR & VOCABULARY (8.0 PTS) Question 6 :(2.0 pts)

Pick out ONE word that has the underlined syllable pronounced differently from the others in each case:

1. Artisan, safari, architect, marble, particular

2. Bay, quay, clay, delay, gray

3. Digestion, congestion, suggestion, question, production 4. Hungry, bury, chubby, clumsy, sunny

Pick out ONE word that is of different topic or part of speech from the others in each case:

1. Geometry, Algebra, Calculus, Statistics, Astrology 2. Accidental, trial, dental, formal, tidal

3. Designer, soldier, loudspeaker, prisoner, leader

4. Hopeful, successful, useful, helpful, mouthful

Question 7: Write the verbs in the numbered brackets in the correct tense and form (2.0pts)

1. After he had finished breakfast he (sit) down to write some letters. 2. Hardly he (take) up the book when the phone rang.

3. He wishes that he (work) harder but it's too late now.

4. Were I your age, I (do) differently.

5. They get a new house (repair)

6. People always (blame) their circumstances for what they are. 7. Either my sister or I (be) going to visit our uncle.

8. The man who (rescue) had been in the sea for ten hours.

Question 8: For questions 1 - 8, read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line (2.0pts)

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Question 9: Rewrite these sentences, using the words given in such a way that they remain the same meaning as the original ones (2.0pts)

1. Mr. Thomas has a nice accent and a good sense of humor. He is my first English teacher.

Mr Thomas, who.. 2. A change of job would do you good.

If I were.. 3. My younger brother is not old enough to ride a motorbike.

My younger brother.. 4. "Don't swim just after you have eaten" she said to them

She warned.. 5. We arrived late and missed the last bus.

If only we, we would have caught the last bus.

6. They were watched playing basketball

He.. 7. These students talked too much in class.

I wish.. 8. The work was hard and the wages were low. He decided to take the job.

In spite..

PART IV: WRITING (4.0 PTS)

Question 10: Write an essay about the drawbacks of online learning during the

Covid-19 pandemic in about 120-150 words. (2.0 pts)

Question 11: You and your classmate (s) are having a discussion on "How important is self-study to a student?" in about 15-20 conversational exchanges. (Don't let anyone know your names or addresses. Begin with you as Viet and your classmate as Nam) (2.0 pts)

HẾT

Thí sinh không được sử dụng tài liệu. Giám thị không giải thích gì thêm.

Họ và tên thí sinh: . Số báo danh: .​

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