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KỲ THI OLYMPIC TRUYỀN THỐNG 10-3 TỈNH ĐẮK LẮK NĂM 2021
ĐỀ THI ĐỀ NGHỊ MÔN: TIẾNG ANH LỚP 10 0
A. MULTIPLE CHOICE. (80 PTS)
I. GRAMMAR AND STRUCTURES (5 PTS)
1. _______in the atmosphere is the temperature falling below freezing. A. Frost is produced B. Frost produces C. What produces frost D. What is frost produced
2. He said that the plane had already left and that I_______an hour earlier. A. must have arrived B. had to arrive C. should have arrived D. was supposed to arrive
3. _________ ten minutes earlier, you would have got a better seat. A. Had you arrived B. If you arrived C. Were you arrived D. If you hadn’t arrived
4. Peter has been studying for almost three years and he will have his degree and return to his country in_______ six months. A. others B. another C. other D. the other
5. Many of pictures_______ from outer space are presently on display in the public library. A. that sent B. sending C. sent D. to sending
6. I was tired when you saw me because I_______for the exam. A. studied B. have been studying C. had been studying D. would study
7. Some scientists say that it is still not too late to minimize the effects of climate change_______
enough money and effort are invested in correct projects. A. in case B. so that C. even if D. provided that
8. The more he insisted he was innocent, _______they seemed to believe him A. the less B. the least C. the little D. the most
9. Indiana University, one of the largest in the nation, is located in a _______ town. A. small beautiful Midwestern B. beautiful Midwestern small C. Midwestern beautiful small D. beautiful small Midwestern
10. It is recommended that he_______ this course. A. took B. take C. takes D. taking
ANSWERS: 1. C 2. C 3. A 4. B 5. C 6. C 7. D 8. A 9. D 10. B
II. PHRASAL VERBS AND PREPOSITIONS. (5 PTS)
1. He will appoint a five-member board that serves _______his pleasure to oversee development of the island for city use. A. at B. on C. for D. in
2. When they die, plants _______gases such as carbon dioxide and methane. A. give off B. give out C. give up D. give down
3. Grandma broke_________ in tears when we told her about Dad and Mum’s divorce. A. off B. up C. forth D. down
4. Whenever problems________, we discuss frankly and find solutions quickly. A. make up B. come up C. put up D. turn up
5. Vietnamese parents normally do not let their children make a decision________ their own future career. A. in B. of C. on D. for
6. Make sure you ______ up the data on your computer, because you might get a virus. A. back B. store C. save D. copy
7. The hotel was terrible, but the wonderful beach_______our disappointment. A. came down with B. made up for C. got through to D. faced up to
8. Garvin is_________ a new computer application to see whether it works. A. looking after B. putting on C. trying out D. turning up
9. Peter is not a modest boy since he often shows________ his prizes. A. around B. up C. off D. through
10. I don't think he'll ever_______ the shock of his wife's death. A. get off B. get by C. get through D. get over
ANSWERS: 1. A 2. A 3. D 4. B 5. C 6. A 7. B 8. C 9. C 10. D 1 III. VOCABULARY (10 PTS)
Choose the best options to complete the following sentences.
1. Children should be ________ by their parents on the first day of school. A. accompanied B. followed C. involved D. associated
2. He can’t ________ ignorance as his excuse; he should have known what was happening in his own department. A. insist B. plead C. refer D. defend
3. Of course, we don’t need this dictionary at present, but in the long _______it may prove useful. A. run B. time C. future D. perspective
4. The woman was________ from hospital only a week after her operation. A. discharged B. expelled C. evicted D. ejected
5. When facing problems, it is important to keep a sense of_______ A. proportion B. introspection C. relativity D. comparison
6. If it hadn’t been for the hint that the professor_______, nobody would have found out the correct answer. A. dropped B. cast C. threw D. flung
7. His parents have always wanted Philip to set a good _______to his younger brothers both at school and at home. A. form B. model C. pattern D. guidance
8. There was no one in the house, but the _______of the meal lay on the table. A. remains B. remainders C. ruins D. records
9. In an effort to increase his newspaper’s_______, the editor introduced a weekly competition. A. propagande B. distribution C. circulation D. dispersion
10. Their discussion quickly developed into a _______ argument over who should receive the money. A. burning B. heated C. hot D. scorching
11. Soldiers were warned that anyone caught _______ the shops in the deserted town would be severely punished. A. stealing B. raiding C. embezzling D. looting
12. The BBC has _______ a young composer to write a piece of music for the Corporation’s centenary. A. ordered B. consulted C. commissioned D. decided
13. Police have warned people to be _______ when strangers call at the door and to ask to see proof of identity. A. choosy B. cagey C. wary D. scary
14. She gave up nursing training when she found she had no _______ for looking after the sick. A. vocation B. mission C. service D. ambition
15. It _______ me as strange that my front door was open when I got home. A. seemed B. occurred C. appeared D. struck
16. As a result of careless washing, the jeans had _______ to a child’s size. A. shrunk B. faded C. reduced D. dwindled
17. He told the court that it was his desperate poverty that had _______ him to crime. A. driven B. brought C. induced D. compelled
18. The villa has excellent _______ for cooking and for washing clothes. A. facilities B. amenities C. utilities D. conveniences
19. I’m afraid I had to have _______ to a dictionary in order to complete the translation. A. application B. avail C. resort D. recourse
20. The windows don’t very well and it makes the room awfully _______ A. airy B. draughty C. breezy D. ventilated 2
ANSWERS: 1. A 2. B 3. A 4. A 5. A 6. A 7. C 8. A 9. C 10. B
11. D 12.C 13.C 14.A 15. D 16.A 17.A 18.A 19.D 20. B IV. GUIDED CLOZE (10 PTS) PASSAGE A:
Read the text below and decide which answer best fits each space. BREAKING INTO FILM
Hollywood holds out the promise of fame, fortune and glamour. Every year, thousands of young hopefuls (1)
________there, hoping that a producer will spot them and think they have that special something that
(2)________want to see. Unfortunately, most of them are setting off on a journey that leads to
disappointment. Take a (3)________round Los Angeles and ask any waiter or waitress and they will tell you
that they are only working there for the time (4)________until they get their break in films. A combination of
failure and economic problems usually means that they eventually (5)________up their minds to leave and
return to the small town they came from, without having made their (6)________ . Before you come to the
conclusion that a life in film is for you, ask yourself carefully if you are ready for that change of (7)________.
You’ll have to travel and live for a long time at your own (8)________, working in jobs that provide you with
a low income with only the occasional (9)________of a star to remind you where you want to be. If you do
decide to make your (10)________to America with stars in your eyes, don’t expect it all to be luxury cruises and Oscar nights. 1. A. send up B. turn up C. come up D. play up 2. A. crowds B. mobs C. groups D. audiences 3. A. voyage B. tour C. parade D. circuit 4. A. staying B. waiting C. coming D. being 5. A. do B. make C. reach D. come 6. A. profit B. cash C. fee D. fortune 7. A. way B. route C. direction D. journey 8. A. money B. finance C. payment D. expense 9. A. glance B. glimpse C. outlook D. view 10. A. route B. direction C. progress D. way
ANSWERS: 1. B 2. D 3. B 4. D 5. B 6. D 7. C 8. D 9. B 10. D PASSAGE B:
Read the text below and decide which answer best fits each space.
WHAT WE KNOW ABOUT MUSIC AND THE BRAIN
Work on the human brain has indicated how different parts are centres of activity for different skills, feelings,
perceptions and so on. It has also been shown that the left and right halves, or hemispheres, of the brain are
(1)________for different functions. While language is processed in the left, or analytical hemisphere, music is
processed in the right, or emotional hemisphere. (2)________of music like tone, pitch and melody are all
probably processed in different parts of the brain. Some features of musical experience are processed not just
in the (3)________parts of the brain, but in the visual ones. We don’t yet fully understand the (4)________of this.
The tempo of music seems to be directly related to its emotional impact, with fast music often (5)________as
happier and slower music as sadder. It is the same with the major (6)________rhythm of the body: our heart
rate quickens when we’re happy, but slows when we’re sad. Military music may have (7)________from
attempts to get us ready for battle by using fast drumming to (8)________our hearts into beating faster. Music
is perhaps one of the most complex experiences the brain copes with and it has become an absolutely
(9)________part of our rituals and ceremonies. It has power (10)________language to communicate mood
and co-ordinate our emotional states. 3 1. A. amenable B. dependable C. responsible D. reliable 2. A. Views B. Aspects C. Factors D. Pieces 3. A. hearing B. olfactory C. auditory D. sensory 4. A. expectations B. implications C. assumptions D. propositions 5. A. felt B. endured C. encountered D. touched 6. A. biology B. biological C. music D. musical 7. A. evolved B. extended C. advanced D. elevated 8. A. activate B. motivate C. stimulate D. animate 9. A. vital B. important C. compulsory D. dominant 10. A. with B. above C. beyond D. over
ANSWERS: 1. C 2. A 3. C 4. B 5. A 6. B 7. A 8. C 9. A 10. C
V. READING COMPREHENSION: (10 PTS) PASSAGE A:
Read the text below and choose the best answer to each question.
The Veneration of Trees
In The Golden Bough, his classic catalog of mythologies, Sir James George Frazer extensively documents the
significance of trees in world religion. His chapters on tree spirits roam from Northern Europe to the Eastern
Seaboard of what is now the United States to the islands of the Pacific. Despite the lack of contact among
these regions, the veneration of trees united them. The woods that covered large areas of Europe and North
America, in particular, were difficult to penetrate and dangerous to cross. It was not a great mental leap for
people to see the trees that populated them as embodiments of the natural forces that governed their lives.
On the basis of Frazer’s classification, one can derive three loose stages of tree worship. In the first, a society
sees the tree as the physical body of the spirit that inhabits it, much as the human body can be seen as housing
the mind. It is known that both the Celtic and the Germanic tribes that inhabited ancient Northern Europe
regarded certain trees as sacred, setting them apart by species (as the Druids worshipped oaks) or by location
(the way certain natural groves were regarded as natural temples or sacred spaces in what is now Germany).
Early on, each of these trees was regarded as an animate being with both spirit and body. It had a distinct
identity, like an individual person. This suggests that it was believed to have the same impulses and reactions
as the people who venerated it.
Accordingly, ancient peoples had elaborate taboos designed to avoid causing offense to trees. These taboos
were taken very seriously. In some places, one could be punished severely for injuring the bark of a tree or
stealing its fruit. Before a tree was felled for human use, woodcutters in many world cultures would offer it
both apologies and thanks for the resources it was about to provide them. This was necessary to avoid
insulting the tree and inviting bad fortune. It was also the case, however, that injuries were said to cause
suffering to trees as they did to people. In some societies, it was claimed that trees cry out in pain when struck
or cut into. A tree’s spirit and body are considered inseparable in this first stage.
A society makes a leap in sophistication and reaches Frazer’s second stage when it begins to regard them as
separate. That is, the spirit exists independently of the physical tree, even if it chooses to dwell there most of
the time. The same spirit may thus take up residence in any tree of a forest; it is not killed when
an individual tree is cut down. It is not bound to a single tree but rather stands for a group. The distinction
may seem small, but it is a significant first step toward symbolic thinking. A forest, after all, is more than the
sum of its parts. It encompasses not only its trees but also the animals and brush that flourish among them.
The dangers of the forest are hidden; a traveler may or may not encounter them on a given journey. To think
about a tree spirit identified with the forest as a whole, therefore, people had to think about phenomena that 4
were removed from them in time and space - ideas rather than things. Such a tree spirit represented the
potential and abstract rather than the concrete and immediate.
That transition is completed in the third stage. Liberated from each other, trees and their spirits can begin to be
seen as symbols and embodiments of other natural processes of significance to primitive life: the power of
weather and seasons to produce good or bad harvests, the mysteries of childbirth and disease. At that point,
the veneration of trees reaches its stage of greatest complexity. Societies in both Eastern Europe and the South
Pacific presented ceremonial offerings to trees in the hopes that they would furnish rain and sunshine. Women
who hoped to bear children might be instructed to embrace special trees thought to give fertility. The
appearance of these beliefs, in which the fruitfulness of trees suggests the fruitfulness of harvests and family-
building, indicates that a society has made its first steps toward symbolic and abstract thinking.
1. It can be inferred from paragraph 1 of the passage that the peoples of Europe and North America associated trees with A. travel to distant places
B. the religions of older tribes C. dangerous forces of nature
D. the common culture of humanity
2. The author mentions the Druids in paragraph 2 as an example of a people that
A. exhibited all three stages of tree worship
B. punished people for stealing fruit
C. worshipped a particular species of tree
D. cut down many trees as its civilization expanded
3. Which of the following is NOT mentioned as evidence that ancient peoples believed trees had individual spirits?
A. They apologized to a tree before cutting it down. B. They had rules against injuring tree bark.
C. They thought trees could express pain.
D. They gave each tree a personal name.
4. The second stage of tree worship discussed in the passage involves a distinction between
A. sacred trees and ordinary trees
B. the spirit and the body of a tree
C. trees with and without spirits
D. single trees and trees in forests
5. The author implies that the most complex phase of tree worship involves
A. the belief that all trees are sacred
B. distinguishing between male and female tree spirits
C. different ceremonies for different seasons
D. the use of trees as symbols
ANSWERS: 1. C 2. C 3. D 4. D 5. D PASSAGE B
Read the text below and choose the best answer to each question. Mercury Pollution
When most people think or talk about dangers to our environment, they focus on general terms like
“pollution,” “smog,” and “acid-rain.” Also, they often focus on the impact of supposedly man-made chemicals
and compounds. But to truly understand the risks to our environment, it’s helpful to focus on the danger of
specific chemicals, which are often otherwise naturally-occurring elements that have been spread
harmfully by man. One of the largest threats to our environment is mercury: Hg on the periodic table of elements.
At room temperature, mercury, a metal, exists as a silvery-white liquid. However, it vaporizes readily when
heat is applied, and can stay suspended in the air for more than a year. The largest sources of mercury
pollution in the United States are coal-fired power plants. Emissions from these plants account for 70 percent
of the mercury that enters our oceans, lakes, and streams. Air currents carry these particles far from the source
and are capable of polluting bodies of water thousands of miles away. 5
Mercury particles released into the air fall into these waterways and quickly enter aquatic food chains. First,
mercury attaches to sediments (fragments of organic and inorganic material that settle to the bottom
of the body of water). Second, bacteria change the mercury into methyl mercury, a highly toxic substance.
Third, phytoplankton feed on the organic matter in sediments and absorb the methyl mercury. Fourth, fish
then eat the mercury-contaminated phytoplankton; the larger the fish and the longer it lives, the more
concentrated the methyl mercury in its system becomes. The mercury can then move higher up the food chain
when humans eat fish that have absorbed high amounts of mercury. Studies indicate that mercury levels in
U.S. waterways have increased anywhere from 100 to 400 percent over the course of the last century, and no
river, lake, or ocean seems immune. It is important to note that, thanks to the U.S. Clean Air Act and efforts
by industry to curb unnecessary discharges as well as better sewage treatment methods,
the levels have been in slow decline since the 1970s. However, this minor decline is relatively miniscule in
comparison to the major increase in the years prior.
If you’ve ever experienced that “rotten egg” smell during low tide at a coastal area, you’ve seen (or smelled)
methylation in action. Methylation is the conversion of mercury in sediments to methyl
mercury by sulfate-reducing bacteria. While this methylation is a natural process, the industrial discharge of
mercury has greatly accelerated the process beyond what the ecosystem is able to absorb safely. This
methylation not only impacts aquatic species, but also harms humans and other land-based wildlife.
Most of the fish and shellfish that humans eat live solely in coastal areas or frequent coastal areas and feed on
the fish that live there. At the same time, most methylation takes place in coastal areas. Therefore, methyl
mercury moves up the food chain from plankton to lobster, bluefish, winter flounder, tuna, and many other
species eaten extensively by man. The methyl mercury binds to the protein in fish,
residing in the muscle of the fish. This muscle is exactly what we eat: the fillet.
The short-term impact of digestion of toxic methyl mercury is obviously a concern. More troubling, however,
is its long-term impact on species up and down the food chain. In Wisconsin, scientists have
studied the decline of chick production in loons (aquatic birds). They have made a positive link to mercury
concentration in eggs which exceeds the concentration found to be toxic in laboratory studies. Thus, the
harmful effects of methyl mercury are passed from adult to young and will impact the health of the species for
years to come. Through that example, the lasting impact of methyl mercury far from the source of the pollution can be seen.
One of the great wonders of the Earth is the interconnectivity of all the world’s ecosystems. This
interconnectivity gives us the range and diversity of wildlife that we all enjoy and it also allowed life on the
planet to endure through cataclysmic events, such as asteroid impacts and the ice ages. However, it is this very
interconnectivity that makes our ecosystems so vulnerable. Mercury pollution is unfortunately
one of many examples of an environmental impact far removed from the source of the pollution;
understanding the process by which the pollution spreads up the food chain is one of many steps to ameliorate the impact of such pollution.
2. According to paragraph 2, what accounts for 70% of toxic mercury pollution? A. Air currents B. Vaporization C. Coal-fired power plants D. A silvery-white liquid
3. In paragraph 3, what does the author say about the role of phytoplankton in the spread of mercury throughout the food chain?
A. It transforms mercury to methyl mercury.
B. It provides the link between the methyl mercury in sediments and fish.
C. It reduces the impact of methyl mercury on the coastal ecosystem.
D. It concentrates the mercury making it less toxic.
5. Which of the following can be inferred from paragraph 4 about the U.S. Clean Air Act? 6
A. It was aimed to increase air pollution.
B. It existed prior to the effects of pollution on the environment were known.
C. It was part of the reason industries reduced harmful emissions into the air.
D. It has been unsuccessful in slowing air pollution.
6. All of the following are mentioned in the passage as reasons why mercury levels in the environment have
been in slow decline since the 1970s EXCEPT A. the Clean Air Act
B. reduction in sulfate-producing bacteria C. better sewage treatment
D. changes in industrial practice
7. According to paragraph 6, coastal areas are the locations for most A. tuna B. methylation C. mercury pollution sources D. ecosystems
ANSWERS: 1. C 2. B 3. C 4. B 5. B PASSAGE C
MAKING EVERY DROP COUNT A.
The history of human civilization is entwined with the history of the ways we have learned to
manipulate water resources. As towns gradually expanded, water was brought from increasingly remote
sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman
Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants
of Rome with as much water per person as is provided in many parts of the industrial world today. B.
During the industrial revolution and population explosion of the 19th and 20th centuries, the demand
for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering
projects designed to control floods, protect clean water supplies, and provide water for irrigation and
hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with
soaring populations mainly because of the expansion of artificial irrigation systems that make possible the
growth of 40% of the world's food. Nearly one fifth of all the electricity generated worldwide is produced by
turbines spun by the power of falling water. C.
Yet there is a dark side to this picture: despite our progress, half of the world's population still suffers,
with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report
on access to water reiterated in November 2001, more than one billion people lack access to clean drinking
water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases
kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling
behind in efforts to solve these problems. D.
The consequences of our water policies extend beyond jeopardizing human health. Tens of millions of
people have been forced to move from their homes - often with little warning or compensation - to make way
for the reservoirs behind dams.' More than 20% of all freshwater fish species are now threatened or
endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they
thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater
aquifers are being pumped down faster than they are naturally replenished in parts of India, China, the USA 7
and elsewhere. And disputes over shared water resources have led to violence and continue to raise local,
national and even international tensions. E.
At the Outset of the new millennium, however, the way resource planners think about water is
beginning to change. The focus is slowly shifting back to the provision of basic human and environmental
needs as top priority - ensuring 'some for all,' instead of 'more for some'. Some water experts are now
demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is
increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally
accepted, and it comes with strong opposition from some established water organizations. Nevertheless, it
may be the only way to address successfully the pressing problems of providing everyone with clean water to
drink, adequate water to grow food and a life free from preventable water-related illness. F.
Fortunately - and unexpectedly - the demand for water is not rising as rapidly as some predicted. As a
result, the pressure to build new water infrastructures has diminished over the past two decades. Although
population, industrial output and economic productivity have continued to soar in developed nations, the rate
at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen. G.
What explains this remarkable turn of events? Two factors: people have figured out how to use water
more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-
quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA,
water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water
consumed per person has actually decreased, thanks to a range of ' new technologies that help to conserve
water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons of water to
produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting
for inflation) - almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more
than 20% from their peak in 1980. H.
On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built,
particularly in developing countries where basic human needs have not been met. But such projects must be
built to higher specifications and with more accountability to local people and their environment than in the
past. And even in regions where new projects seem warranted, we must find ways to meet demands with
fewer resources, respecting ecological criteria and to a smaller budget.
Choose the correct heading for paragraph B - H from the list of the headings below. Write your
answers in the corresponding numbered boxes. There has been an example at the beginning. 8
List of headings i.
1. Scientists' call for a revision of policy ii.
2. An explanation for reduced water use iii.
3. How a global challenge was met iv.
4. Irrigation systems fall into disuse v.
5. Environmental effects vi.
6. The financial cost of recent technological improvements vii.
7. The relevance to health viii.
8. Addressing the concern over increasing populations. ix.
9. A surprising downward trend in demand for water x.
10. The need to raise standards xi.
11. A description of ancient water supplies Your answers Ex: Paragraph A: 11 1. Paragraph B: 2. Paragraph C: 3. Paragraph D: 4. Paragraph E: 5. Paragraph F: 6. Paragraph G: 7. Paragraph H:
Do the following statements agree with information given in the Reading Passage? In the corresponding numbered boxes, write YES
if the statement agrees with the claims of the writer NO
if the statement contradicts the claims of the writer NOT GIVEN
if it is impossible to say what the writer thinks about this
8. Water use per person is higher in the industrial world than it was in Ancient Rome.
9. Feeding increasing populations is possible due primarily to improved irrigation systems
10. Modern water systems imitate those of the ancient Greeks and Romans. Your answer: 8. 9. 10. ANSWERS: Ex: Paragraph A: 11 1. Paragraph B: 3 2. Paragraph C: 7 3. Paragraph D: 5 4. Paragraph E: 1 5. Paragraph F: 9 6. Paragraph G: 2 7. Paragraph H: 10 8. NO 9. YES 10. NOT GIVEN 9 B. WRITTEN TEST (70 PTS) I. CLOZE TEST: ( 20 PTS)
Read the text below and think of the word which best fits each space. Use only ONE WORD for each space. PASSAGE A. (10 PTS)
They should have been safe. The Titanic’s wireless began receiving warnings from other ships as early as
Friday, April 12, to beware of “bergs, growlers and Held ice”. (1)_______________ Sunday the weather had
grown chillier and the warnings had increased in frequency. (2)_______________ the sky was clear and the
Atlantic calm as a pond. At 9.20 in the evening, the Titanic’s captain, Edward J. Smith, went to bed, (3)
_______________left instructions to be roused if the situation (4) _______________“at all doubtful". At (5)
_______________the same time, the crow's nest was ordered to “keep a sharp lookout for ice.” But (6)
_______________Frederick Fleet and Reginald Lee climbed to their post 40 minutes later, they had no
binoculars. (7) _______________the Titanic’s officers did not issue binoculars to the men in the crow’s nest
is (8) _______________that has never been satisfactorily explained. Forty minutes later, as the Titanic’s
46,328 tons bore over the water at more than 21 knots, lookout Fleet stared in horror at a black phantom on
the horizon. This was the ship’s doom: (9) _______________a snow-dusted white iceberg, as often imagined,
but a dark, colourless hulk. Fleet clanged desperately three times on the crow’s nest bell and phoned the ship’s
bridge: “Iceberg right (10)_______________ !”. ANSWERS 1. By/On 2. But 3. having 4. became/were/was 5. about 6. when 7. Why 8. something 9. not 10. ahead PASSAGE B. (10 PTS)
A great deal has been written about the origins of modern chess, and there is still considerable debate about
the subject. (1) _______________ theory most widely accepted is that its earliest ancestor was Shaturanga, a
game played in India from around AD 600. (2)_______________ with modern chess, Shaturanga was played
on a board with 64 squares. Pieces such as Kings, Queens and Knights were able to move in different ways
with (3)_______________ aim of capturing other pieces and, at the end of the game, the opponent’s King.
Unlike chess, it was played by four people, (4)_______________with their own army, the other main
difference being the use of dice to decide which piece moved each turn. Some chess historians believe that the
game in fact derives (5) _______________a Persian game, Shatranj, the first references to which also (6)
_______________from the sixth century. In Shatranj, the powers of the King to move and capture pieces are
more limited than in Shaturanga. (7)_______________ there may be disagreement about its origins, it is
generally accepted that chess in essentially the form it is played today appeared in southern Europe around the
end of the fifteenth century and quickly spread (8)_______________ the continent. (9)_______________this
time, the Queen had become the most powerful piece of all. Today, chess has become one of the world’s (10)_______________
popular games. It is played by millions of people both informally and in
tournaments, and the number of people playing online is increasing with access to the Internet. ANSWERS: 1. The 2. As/ Along 3. the 4. each 5. from 6. come/stem/date 7. Although/While
8. across/through/throughout/around 9. By 10. most
II. WORD FORMATION (20 PTS)
PART 1: Complete each sentence, using the correct form of the word in parentheses.
1. We saved about $1000 for our trip but we ___________________and may have to wait until next year to go. (ESTIMATE)
2. He argued forcefully and ___________________ that they were likely to bankrupt the budget. (CONVINCE)
3. He was mesmerised, breathless with the ___________________ feel of mortal violence. (SPEAK)
4. This was the last opportunity for major ___________________ to be corrected. (ACCURATE)
5. For some people the morning is a time of ___________________tackling things which have to be done. (ENERGY) 10
6. The bathroom is situated at the top of a
flight of stairs, making it ___________________to the disabled. (ACCESS)
7. ___________________has brought very little real benefit to developing countries. (GLOBE)
8. He wrote a warm, ___________________letter, thanking her for everything she had done. (APPRECIATE)
9. All countries are being asked to cut down on their use of ___________________resources. (NEW)
10. The disease can spread from one ___________________species to another. (MAMMAL) ANSWERS: 1. UNDERESTIMATED 6. INACCESSIBLE 2. CONVINCINGLY 7. GLOBALIZATION 3. UNSPEAKABLE 8. APPRECIATIVE 4. INACCURACIES 9. NON-RENEWABLE 5. ENERGETICALLY 10. MAMMALIAN
PART 2: Complete the passage with appropriate forms of the words given in the box. GLOBE ADD ATTEND HIGH AFFLICT FACE INCLUDE PHYSICAL GO DAY
THE NEW CORONAVIRUS EXPLAINED
On December 31, 2019, Chinese officials announced that 27 people in Wuhan, the capital of Central China’s
Hubei province, had been infected with a new strain of the coronavirus. Since then, the number of cases of
the contagious (1) ______________ labeled 2019-nCoV, or Wuhan virus, have rapidly increased, with new
cases being reported (2) ______________. On Thursday, January 30, 2020, The World Health Organization (WHO) declared the outbreak a global emergency, (3)______________ the urgency for a
rapid coordinated international response to curb this (4)______________ health risk.
As of January 31, 2020, 7,711 instances of the infection, (5)______________ 200 deaths, had been reported
in China. (6)______________ , about 100 people in 19 countries, including the United States, Germany,
France, South Korea, and Singapore, have also tested positive for the virus. Here is everything you need to
know about the Wuhan virus, which has gripped the world's (7)______________ since the beginning of 2020. What is a coronavirus?
Coronaviruses are a common cause of colds and other upper respiratory infections in humans and certain other
mammals and birds. The microbes, which get their name from the crown-like ("corona" in Latin) spikes on
their (8)______________ , are zoonotic, which means they can easily spread from one animal to another.
Every now and again, an animal coronavirus mutates to infect humans, leading to contagious respiratory
infections that have never been encountered before. This makes it harder for (9)______________ to diagnose
and cure, and results in outbreaks similar to the one the world is currently (10)______________ ANSWERS: 1. affliction 2. daily 3. highlighting 4. global 5. including 6. Additionally 7. attention 8. surface 9. physicians 10. undergoing
III. ERROR CORRECTION (10 PTS)
The following passage contains 10 errors. Identify and correct them. 11
It is hard for most everyone, but especially the young, to 0. most → almost
imagine a world with television. We have come to expect
that all the important news of the day, worldwide will be 1. …………………………….........
there by the touch of a button. In times going by, only the 2. …………………………….........
literate knew what was going on in the world, and then only
after a long delay. But now it is possible for any of us to 3. …………………………….........
watch world event as they occur. Nothing has shortened the 4. ……………………………….....
distance that divides our private lives from the outside world
to such an extent as television. Time and again, television 5. ……………………………….....
transports us to the habitats of rare animals, and we may 6. ……………………………….....
identify among them. Concern for damage to the
environment extends far and away. We worry about the 7. ……………………………….....
influence of technology not just in our cities but on us like 8. ……………………………….....
people. Increasingly, we see us as part of the planet rather
than in isolation. There was once the prerogative of scholars 9. ………………………………....
is now accessible to countless people through the medium of 10. ……………………………….....
television. Because this form of popular education can be
regarded as superficial, it represents a broadening of knowledge. ANSWERS: 1. with => without 6. away => wide 2. by => at 7. like => as 3. going => gone 8. us => ourselves 4. event => events 9. There => What 5. among => with
10. Because => Although/ Though
IV. SENTENCE TRANSFORMATION. (20 PTS)
Rewrite the following sentences using the words given.
1. We were very impressed by the new camera but found it rather expensive.
Impressed _____________________________________________________________________________
2. Something must be done quickly to solve the problem of homelessness.
Urgent ________________________________________________________________________________
3. The government guidelines really do emphasize the importance of starting education early.
A lot of emphasis _______________________________________________________________________
4. The soap opera was so exciting that I forgot to do my exercises.
Such ________________________________________________________________________________
5. He declared his disapproval of the behaviour of some of his supporters.
He let ________________________________________________________________________________
6. It’s not certain whether I’ll be able to pay the bills this month. TOUCH
______________________________________________________________________________________
7. Every possible effort was made by the orphanage to find the boy’s parents. STONE
The orphanage__________________________________________________________________________
8. Martin was very happy to be selected for the hockey team. DELIGHT
Much ________________________________________________selected for the hockey team.
9. Suzanne is far superior to me in terms of technical knowledge. MATCH
When it comes _________________________________________________________________________
10. Being inexperienced was a disadvantage to her when she applied for promotion. COUNTED
Her ________________________________________________when she applied for promotion. 12 ANSWERS:
1. Impressed (by the new camera) as / though we were / might be (by the new camera), we found it rather expensive.
2. Urgent action must be taken to solve the problem of homelessness.
3. A lot of emphasis is put/paid/placed on/upon government guidelines on the importance of starting education early.
4. Such was the excitement of the soap opera that I forgot to do my exercises.
5. He let it be known that he disapproved of the behaviour of some of his supporters.
6. It’s touch and go whether I’ll be able to pay the bills this month.
7. The orphanage left no stone unturned in efforts to find the boy’s parents.
8. Much to Martin’s delight, he was selected for the hockey team.
9. When it comes to technical knowledge I'm/I am no match for Suzanne.
10. Her lack of experience/inexperience counted against her when she applied for promotion. 13