(Đáp án) Kỳ thi chọn hsg lớp 12 THPT tỉnh Ninh Thuận môn Tiếng Anh năm học 2013-2014

SỞ GIÁO DỤC VÀ ĐÀO TẠO
KỲ THI CHỌN HỌC SINH GIỎI CẤP TỈNH NINH THUẬN
NĂM HỌC 2013 – 2014
(Đề thi chính thức)
Khóa thi ngày 10 / 11 / 2013
ĐÁP ÁN, HƯỚNG DẪN CHẤM VÀ BIỂU ĐIỂM (ĐỀ XUẤT)
Môn: TIẾNG ANH - Cấp: THPT Câu hỏi
Đáp án và hướng dẫn chấm Điểm
SECTION I: LISTENING (50 points), mỗi câu đúng: 2 điểm PART 1 1 A 2 2 C 2 3 B 2 4 C 2 5 B 2 6 A 2 7 B 2 8 A 2 PART 2 9 every other week 2 10 Peter Wisrough 2 11 168 Bridge Road 2 12 helpline@blackcat.com 2 13 BS97PU 2 14 yellow 2 15 Central Park 2 16 metal 2 17 magazines 2 18 Savvy 2 PART 3 19 B 2 20 A 2 21 C 2 22 A 2 23 B 2 24 C 2 25 C 2
SECTION II: LEXICO – GRAMMAR (40 points), mỗi câu đúng: 2 điểm PART 1 1 A 2 2 D 2 3 C 2 4 B 2 5 A 2 6 B 2 7 D 2 8 C 2 9 B 2 10 D 2 1 PART 2 11 kingdom 2 12 unspoiled/ unspoilt 2 13 enthusiasts 2 14 practical 2 15 colorful/ colourful 2 16 about average → on average 2 17 Increasing → increasingly 2 18 parts → part 2 19 believe → find 2 20 back to → up to 2
SECTION III: READING (50 points) mỗi câu đúng: 2 điểm PART 1 1 D 2 2 C 2 3 A 2 4 B 2 5 D 2 6 A 2 7 B 2 8 C 2 PART 2 9 K 2 10 D 2 11 E 2 12 I 2 13 H 2 14 B 2 15 G 2 PART 3 16 library 2 17 every/any 2 18 for/by/from/ through 2 19 published 2 20 yet/ but/ although/ though 2 21 works 2 22 reader 2 23 than 2 24 professional 2 25 which 2
SECTION IV: WRITING (60 points)
PART 1 (10 points) mỗi câu đúng: 2 điểm 1
……long as there isn’t/ is not ….. 2 2
……accused Peter of leaving / having left …… 2 3
……..he wouldn’t / would not have lost ………. 2 4
……. thought to be unable to keep …….. 2 5
…….be (very) grateful if you would/could/’d ………. 2 2 PART 2 (20 points)
Suggested answer for reference (MODEL ANSWER)
This model has been prepared by an examiner as an example of a very good answer. However, please
note that this is just one example out of many possible approaches.
The graph shows the increase in the ageing population in Japan, Sweden and the USA. It indicates that
the percentage of elderly people in all three countries is expected to increase to almost 25% of the
respective populations by the year 2040.
In 1940 the proportion of people aged 65 or more stood at only 5% in Japan, approximately 7% in
Sweden and 9% in the US. However, while the figures for the Western countries grew to about 15% in
around 1990, the figure for Japan dipped to only 2.5% for much of this period, before rising to almost 5% again at the present time.
In spite of some fluctuation in the expected percentages, the proportion of older people will probably
continue to increase in the next two decades in the three countries. A more dramatic rise is predicted
between 2030 and 2040 in Japan, by which time it is thought that the proportion of elderly people will
be similar in the three countries. - 2 : introductory sentence
- 6 : description of three cases (2 for each case) - 3 : using conjunctions
- 3 : using suitable verbs and accompanied adverbs
- 3 : length ( 3: 150 words; 2: 120 words; 1: 100 words)
- 3 : giving reasons for any increase or decrease. PART 3 (30 points)
Suggested answer for reference MODEL ANSWER
This model has been prepared by an examiner as an example of a very good answer. However, please
note that this is just one example out of many possible approaches.
Traditionally, children have begun studying foreign languages at secondary school, but introducing
them earlier is recommended by some educationalists. This policy has been adopted by some
educational authorities or individual schools, with both positive and negative outcomes.
The obvious argument in its favour is that young children pick up languages much more easily than
teenagers. Their brains are still programmed to acquire their mother tongue, which facilitates learning
another language, and unlike adolescents, they are not inhibited by self-consciousness.
The greater flexibility of the primary timetable allows for more frequent, shorter sessions and for a
play-centred approach, thus maintaining learners' enthusiasm and progress. Their command of the
language in later life will benefit from this early exposure, while learning other languages
subsequently will be easier for them. They may also gain a better understanding of other cultures.
There are, however, some disadvantages. Primary school teachers are generalists, and may not have
the necessary language skills themselves. If specialists have -to be brought in to deliver these sessions,
the flexibility referred to above is diminished. If primary language teaching is not standardised,
secondary schools could be faced with a great variety of levels in different languages within their
intake, resulting in a classroom experience which undoes the earlier gains. There is no advantage if
enthusiastic primary pupils become demotivated as soon as they change schools. However, these
issues can be addressed strategically within the policy adopted.
Anything which encourages language learning benefits society culturally and economically, and early
exposure to language learning contributes to this. Young 'children's innate abilities should be
harnessed to make these benefits more achievable. 3
Holistic marking scheme: Maximum: 30 points Bands Criteria 26 - 30
Ideas – very substantial, relevant and logical. All ideas are well developed and supported.
Organization of ideas is very coherent and well-organized. Very adequate paragraphing with
very appropriate topic and supportive sentences. Very smooth flow of ideas with excellent use of cohesive devices.
Language – Excellent command of English. Very frequent use of excellent complex sentences
without errors. An impressive range of appropriate vocabulary and idiomatic language is used.
Evident display of impressive creativity and flair throughout the writing. 21 - 25
Ideas – substantial, relevant and logical. Most ideas are well developed and supported.
Organization of ideas is generally coherent and well-organized. Adequate paragraphing with
appropriate topic and supportive sentences. Smooth flow of ideas with good use of cohesive devices.
Language – Good command of English. Frequent use of excellent complex sentences without
occasional minor errors. A wide range of appropriate vocabulary and idiomatic language is used.
Good display of creativity and flair throughout the writing. 16 - 20
Ideas – reasonably substantial, relevant and fairly logical. Some ideas or arguments are well developed and supported.
Organization of ideas is satisfactorily coherent. Flow of ideas is occasionally hindered by the
paragraphs with inappropriate topic and supportive sentences. Satisfactory use of cohesive devices.
Language – Satisfactory command of English. Frequent use of complex sentences with rather
frequent minor errors and occasional gross errors are evident. A satisfactory range of appropriate
vocabulary and idiomatic language is used.
Satisfactory display of creativity and flair in most part of the writing. 11 - 15
Ideas – fairly substantial, occasionally irrelevant and lack logic. Some ideas or arguments lack elaboration and supported.
Organization of ideas is generally weak. Flow of ideas is evidently impeded with one or two
weak paragraphs. Occasionally inappropriate topic and supportive sentences. Fair use of cohesive devices.
Language – Fair command of English. Frequent use of compound sentences. Complex sentences
are few with frequent minor errors and occasional gross errors. A fair range of appropriate
vocabulary. Limited use of idiomatic language.
Occasional display of creativity and flair in writing. Generally, a conventional way of writing. 6-10
Ideas – inadequate, irrelevant and illogical. Many ideas or arguments – lack elaboration and supported.
Organization of ideas is evidently weak. Flow of ideas is evidently erratic and awkward. Most
paragraphs are poor with frequent inappropriate topic and supportive sentences. Weak use of cohesive devices.
Language – Weak command of English. Mostly compound or simple sentences are used.
Complex sentences are hardly used. Frequent gross errors. A limited range of vocabulary. Hardly
any use of idiomatic language.
Hardly any display of creativity and flair in writing. 0 - 5
Ideas – barely adequate, irrelevant and lack logic. Little/ no evidence of ability to put forth ideas.
Organization: coherence is absent in text.
Language: Very poor command of English. Numerous errors impending fluency of communication. No creativity at all
Lưu ý khi chấm:
- Giám khảo chấm điểm thành phần rồi cộng lại, sau đó chuyển về thang điểm 20 thành Điểm bài thi.
- Nếu thí sinh có cách giải khác mà đúng thì vẫn cho điểm tương ứng với thang điểm của hướng dẫn chấm. ------- HẾT ------- 4