Kỳ thi chọn đội tuyển thi học sinh giỏi quốc gia môn Tiếng Anh năm học 2015-2016 tỉnh Lào Cai

SỞ GIÁO DỤC VÀ ĐÀO TẠO LÀO CAI
KỲ THI CHỌN ĐỘI TUYỂN THI HỌC SINH GIỎI QUỐC GIA ĐỀ THI CHÍNH THỨC NĂM HỌC: 2015-2016 Môn thi: TIẾNG ANH
Thời gian thi: 180 phút (không kể thời gian giao đề) Ngày thi: 20/10/2015 Số phách Đề thi có 13 trang
 Thí sinh không được sử dụng tài liệu, kể cả từ điển.
 Giám thị không giải thích gì thêm. I. LISTENING (50 POINTS)
Part 1: You wil hear a conversation between two students and their professor who is asking them to
organize a panel discussion from upcoming conference. Listen careful y and answer the questions from 1 to 10.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
1. What period of English literature wil the conference cover?
. . . . . .. .. .. . . .. . . . .. .. . . . . . . . . . . .. .. . . .. . . . ..
2. How many panel discussions have been arranged?
. . . . . .. .. .. . . .. . . . .. .. . . . . . . . . . . .. .. . . .. . . . ..
3. What is the aim of a panel discussion?
To present. . . .. .. . . . .. . .. . . . . .. .. . . . . . .. .. .. . . Complete the notes below
Write NO MORE THAN THREE WORDS for each answer.
Procedure (dealt with by prof.)
 Identify topic of interest involving 4. . . . . . .. .. .. . . . . . . .  Invite panelists
 Select a 5. . . . . . .. . . .. .. . . . .
 Decide on 6. . . . . . . . .. .. . . . . Guidelines
 Introduction of topic & speakers – get 7. . . . . .. .. .. . . . . .information from prof.
 Each panelist speaks for 2 mins – make a hand 8. . . .. . . .. .. .. . . . .to show time is up
 Primary function = panel discussion (about 40 mins)
 Close discussion & give 9. . . . .. . . . .. .. . .
 Secondary function = question time (about 15-20 mins)
 At the end of question time, panel is thanked and audience shows appreciation by 10.
. . . . . .. .. .. . . .. . . . Your answers: 1. 6. 2. 7. 3. 8. 4. 9. 5. 10.
Part 2: You wil hear a radio documentary about myths. For questions 1-10, complete the sentences with a short phrase.
Myths were created as a means of explaining 1. . . . . . . .. . . . .. .. . . .. . .
Man expressed his feelings about himself and his world in stories with 2. . . .. .. . . . . .. .. that we cal myths.
The first Greek myths were stories 3. . . . . . .. .. .. . . . . . from parent to child.
Man’s 4. . . . . . . . . . . . . . . . was control ed by a group of 5. . . . . .. . . .. .. . . . . . .
The Greeks used the behaviour of the gods to show them the way to have a 6. . .. . . .. .. . . . . . .. .. ..
The 7. . . . . .. . . . . . .. . . . . . . . of the world thought nothing existed beyond the earth.
Because of its ability to give life, Earth was represented as 8. . . .. .. .. . . . . . .. .. .
Only later did 9. . . . . . .. .. . . . . . . . . .. . gods appear. 1
Names of mythological figures stil familiar today were discovered writ en on 10. . . . . .. .. .. . . .. . . . . Your answers: 1. 6. 2. 7. 3. 8. 4. 9. 5. 10.
Part 3: You wil hear an interview with Margery Paige, a specialist in alternative medicine. For
questions 1-5, choose the answer (A. B, C or D) which best fits what you hear.
1. Margery tel s us that the convention was held because …
A. previous events had been too informal.
B. more il nesses had come to light in the recent past.
C. an international meeting was long overdue.
D. alternative medicine had been slow to catch on among lay people.
2. According to Margery, what was dif erent about this particular event?
A. It was more widely advertised.
B. Members of the public were able to at end.
C. People from opposing schools of thought were welcome.
D. Medical practitioners were barred.
3. The fact that non-specialists were present meant that …
A. more money was col ected in registration fees.
B. no one could be recognized as being an expert.
C. the proceedings were more interesting.
D. clarity became indispensable.
4. The response received by the ideas presented at the convention was… A. too enthusiastic. B. rather subdued. C. general y favourable. D. very skeptical.
5. Margery’s conclusion was that the convention had been…
A. an indication of a smal er gap between traditional and alternative views
B. a way of improving the professional standing of alternative healers.
C. an exercise in public relations.
D. important in strengthening international col aboration. Your answers: 1. 2. 3. 4. 5. I . LEXICO-GRAMMAR (30 POINTS)
Part 1: Choose the word or phrase which best completes each sentence.
1. Victoria went to great . . . .. . . . . .. .. .. . . to complete a high quality presentation A. pains B. torment C. ef orts D. dif iculty
2. Julia’s work is not a . . .. . . . . .. .. . on Natalie’s. A. spot B. patch C. scratch D. scrap
3. Somebody as conceited as Ron needs bringing down a . . .. .. .. . . ..or two. A. step B. notch C. peg D. rung
4. New technology is being . . . . . .. .. .in at work. A. shown B. phased C. instal ed D. filtered
5. Many people are feeling the . . . . . .. .. .. . now that there is an economic recession. A. strain B. prod C. pinch D. pain
6. I have no appetite and I am lethargic. I’ve been feeling under . . . . . . .. .. for ages. A. pair B. par C. stress D. threat
7. The economic situation makes many people unwil ing to take the . . . . . .. . . . .and open their own business. A. initiative B. bul C. plunge D. opportunity
8. I don’t know how I can . . .. . . .. .. .. . up the courage to tel him the awful news. 2 A. pick B. pluck C. store D. set
9. The new soap opera on Channel 3 . . . . .. .. . . . . ..new depths in terms of tastelessness. A. plumbs B. reaches C. fil s D. achieves
10. We’l keep you . . . . . . . .. .of any further changes in the examination specifications. A. noticed B. announced C. mailed D. posted Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 2: The passage below contains 6 errors in spel ing, grammar, word form, and punctuation. For
questions 1-6, underline the errors and write the correction in the corresponding numbered boxes.
Dyslexia is a disorder that af ects mil ions of people al over the world. It is one type of specific
learning ability that af ects literacy and which can manifest itself in a number of ways. In adults,
dyslexia may not have been identify and individuals often believe they have a literacy problem
or related dif iculties which make it hard for them to function ef iciently in the workplace. An indicator
of whether these problems are due to dyslexia or to other reasons can be gained by running through
an adult dyslexia checklist, fol owed by an initial interview to gain background information about the
individuals and their educational history. If an adult is assessed as dyslexic, a report would then
provide a ful description of the individual’s strengths and weaknesses and of er recommendations
for action. The concrete evidence of the presence of dyslexia provided in the report can be used in
a variety of ways, for example, when apply for support on courses and receiving apropriate support within the workplace.
Experience suggests that the majority of dyslexic adults are relieved to discover their dyslexia.
It enables dyslexic adults to understand their educational history and put past experiences into
context; this relieves some of the frustration they wil inevitably have felt. When dyslexic adults
understand their dyslexia, they are able to participate in continuing education and succeed in the
areas of their choice; some people wil need specific details about dyslexia and advice in how
they can improve their skil s ef ectively. In a sympathetic environment, dyslexic adults are able to fulfil their potential. Your answers: No Mistakes Correction 1 2 3 4 5 6
Part 3: For questions 1-8, read the text below. Use the word given in capitals to form a word that fits
in the space in the same line.
There is an example at the beginning (0). WITH MANY THANKS
Many people have given (0) . .assistance… to me during the writing of this book, but it is to Miss
Leigh Keith, senior editor of Ramsay and Brown that I am most deeply 1. . . . . . ... .. . . . (DEBT) for
her loyalty and devotion during the four years the project lasted. She gave her time and advice 2.
. . . . . . .. . . . . . (STINT) in order for this work to be completed, giving both moral and practical support for the lengthy research into social conditions the project
3. . . . .. .. . . .. . . . .. (NECESSARY). Her 4. . . .. .. . . . . . . .(SURE) and encouragement sustained
me in my belief that this was valuable work and it was 5. . .. . . . . .. . . .. . . . . (DOUBT) what
enabled me to continue in the face of often 6. . . . .. . . . . . . .. .. (COURAGE) circumstances.
I must also thank my father, who has been a wil ing col aborator in al my efforts and who spent long
hours in libraries and on trains to distant parts of the country in search of material. I know that he wil
say that he enjoyed it, but without his 7. .. . . ... .. . . . . . (FLAG) enthusiasm this book would never
have been written. Final y, I would like to thank my friends and family, who have had to put up with
what must have seemed to them an 8. . . .. . . . . . . . . . (EXCEPT) long drawn out piece of writing.
Thank you, al of you, very much. 3 Your answers: 1. 5. 2. 6. 3. 7. 4. 8.
Part 4: For questions 1-6, fil in the gaps in the fol owing sentences with suitable particles. Write your
answers in the corresponding numbered boxes.
1. The secretary was asked to run . . . .. . . .. .. .. .copies of the report for the employees.
2. I’l see you . . . .. . . . .; you may not be able to find your way to the lift.
3. They set led . . . .. .. .. .. the Rits as the best place for the reception.
4. We went to the Modern Art Gal ery but I honestly didn't know what to make …………. half the
pictures. Just seemed very strange to me!
5. She is so thirsty . . . .. . . . . . . ..success that she would do anything.
6. He triumphed . . . . . .. .. . . . .his competitors by flooding the market place with advertising. Your answers: 1. 2. 3. 4. 5. 6. I I. READING (50 POINTS)
Part 1: For questions 1-10, read the text below and think of the word which best fits each space.
Use only one word in each space. There is an example at the beginning (0). Example: 0 – as CHANGING SEASONS
If we measure the seasons, (0). . as . in the past they have 1. . . . . . . . , by ordinary natural
events such as the departure of migrating birds or the appearance of the first flower, then
spring now begins in November and autumn ends in December. This may seem an unlikely
situation to us, but in 2. . . . . . . . . fact, data shows that spring now occurs ten to thirty days earlier
than it did, while recent research bears 3. .. . . . . .. .... . that autumn is arriving later.
Traditional data on phonology - the study of the timing of natural events - goes 4. . . . .. .. . . .. . .
to 1736 in Britain. Taken 5. . . . . . . . . . isolation, phonological data may not mean 6.
................... ., but the received wisdom from ecology is about interconnectedness. 7. . . . . . . . . . .,
with higher temperatures in winter, some species wil breed earlier and then find that their food
source has been destroyed when winter final y arrives. Competition for winter food wil probably
increase too, as birds stop migrating south in winter, as has 8. ............. .......... happened in a 9.
. . . . . .. .. .. . . . of cases.
10. ..... ........ ...... . it is often dif icult to be certain that seasonal trends are progressive and not
cyclical, those involved in analyzing the information see the fingerprints of global warming in this
blurring of the seasons’ edges. Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Part 2: For questions 1-12, read the three texts below and decide which answer (A, B, C or D) best
fits each gap. Mark your answers on the separate answer sheet. GOLD
Almost every culture throughout history has valued gold in its various 1. . . .. . .. . and sought it as a
precious material, either to worship or 2. . . .. . .. . in. A symbol of power and success, the desire to
own it tends to provoke greed and lust. Its very presence can make or break a nation. The esteem
associated with it has 3. . .. . .. . .. mankind to great lengths to obtain it and the great gold rushes th
of the 19 century saw hundreds of thousands die in their at empt to 4. .. . . .. .. . it rich.
Despite declining gold prices and uncertainties in the market, as countries such as Australia
and the UK sel of large 5. . . . .. .. . of their gold reserves, the desire to find gold is as
strong as ever. In the US, panning for gold has become a huge leisure industry, where once men
6. . . .. . . . . and slaved for the glitter of gold, families now take their gold pans and picnics for a day 4
out. However, for most, gold is stil only the stuf of dreams. 1. A. kinds B. forms C. states D. designs 2. A. bargain B. engage C. trade D. handle 3. A. sent B. thrown C. forced D. driven 4. A. hit B. discover C. strike D. make 5. A. helpings B. fractions C. portions D. servings 6. A. exerted B. toiled C. strained D. ground BEARS
Bears are famous for waking up with sore heads, at least according to the popular 7. . . . . . . .
Someone who’d disagree with 8. . . . . . . is Professor Hook Harlow of the University of
Wyoming. He has found that hears wake up raring to go after their winter sleep. ‘After 130
days of hibernation, a bear can come 9. . . . . . . . . out of its den and climb a mountain." he says.
His team is investigating how bears manage to 10. ………………. this trick, in the hope of helping
humans with muscle-wasting conditions. There are a number of possible explanations of how
bears 11. . . .. . . . . their strength during hibernation. One possibility is that bears sacrifice their less
essential muscles to keep ‘fight or flight’ muscles up to 12. .. . . . . . . . which is a useful idea
for anyone trying to get back to normal after a plaster cast is removed. 7. A. knowledge B. belief C. judgment D. awareness 8. A. pledge B. fal acy C. claim D. avowal 9. A. away B. far C. clear D. straight 10. A. pul off B. set of C. take of D. start off 11. A. keep B. maintain C. hoard D. uphold 12. A. scratch B. level C. score D. mark Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Part 3: For questions 1-14, read the text and do the task that fol ows.
For the questions from 1 – 7, read the passage and choose the correct heading for each paragraph
from the list of headings below. Write the correct number i-xi i in the corresponding numbered boxes. List of headings i/ 165 mil ion years i / The body plan of archosaurs i i/
Dinosaurs – terrible lizards iv/
Classification according to pelvic anatomy v/ The suborders of Saurischia vi/
Lizards and dinosaurs – two distinct superorders vi /
Unique body plan helps indentify dinosaurs from the other animals vi i/ Herbivore dinosaurs ix/ Lepidosaurs x/ Fril s and shelves xi/
The origins of dinosaurs and lizards xi / Bird-hipped dinosaurs xi i/
Skul bones distinguish dinosaurs from the other archosaurs 1. Paragraph A 5. Paragraph E 2 . Paragraph B 6. Paragraph F 3. Paragraph C 7. Paragraph G 4. Paragraph D Example: Answer: Paragraph H x What is a dinosaur? A.
Although the name dinosaur is derived from the Greek for “terrible lizard”, dinosaurs were not, in
fact, lizards at al . Like lizards, dinosaurs are included in the class Repitlia or reptiles, one of the five 5
main classes of Vertebrata, animals with backbones. However, at the next level of classification,
within reptiles, significant dif erences in the skeletal anatomy of lizards and dinosaurs have led
scientists to place these groups of animals into two dif erent superorders. Lepidosaurria or
lepidosaurs, and Archosauria or archosaurs. B.
Classified as lepidosaurs are lizard and snakes and their prehistoric ancestors. Included among the
archosaurs or “ruling reptiles” are prehistoric and modern crocodiles, and the now extinct
thecodonts, pterosaurs and dinosaurs. Palaeontologists believe that both dinosaurs and crocodiles
evolved, in the late year of the Triassic Period (c248-208 mil ion years ago), from creatures cal ed
pseudosuchian thecodonts. Lizards, snakes and different types of thedocont are believed to have
evolved earlier in the Triassic Period from reptiles known as eosuchians. C.
The most important skeletal dif erences between dinosaurs and other archosaurs are in the bones of
the skul , pelvis and limbs. Dinosaur skul s are found in a great range of shapes and sizes, reflecting
the dif erent eating habits and lifestyles of great range and varied group of animals that dominated
life on Earth for an extraordinary 165 mil ion years. However, unlike the skul of any other known
animals, the skul s of dinosaurs had two long bones known as vomers. These bones extended on
either side of the head, from the front of the snout to the level of the holes in the skul known as the
antorbital fenestra, situated in front of the dinosaur’s orbits, or eyes sockets. D.
Al dinosaurs, whether large or smal , quadrupedal or bipedal, fleed-footed or slow-moving, shared a
common body plan. Indentification of this plan makes it possible to dif erentiate dinosaurs from any
other types of animal, even other archosaurs. Most significantly, in dinosaurs, the pelvis and femur
had evolved so that the hind limbs were held vertical y beneath the body, rather than sprawling out
to the sides like the limbs of a lizard. The femur of a dinosaur had a sharply in-turned neck and a
bal -shaped head, which slot ed into a ful y open acetabulum or hip socket. A supra-acetabular crest
helped prevent dislocation of the femur. The position of the knee joint, aligned below the
acetabulum, made it possible for the whole hind limb to swing backwards and forwards. This unique
combination of features gave dinosaurs what is known as a “ful y improved gait”. Evolution of this
highly ef icient mothod of walking also developed in mammals, but among reptiles it occurred only in dinosaurs. E.
For the purpose of further classification, dinosaurs are divided into two orders: Saurischia or
saurischian dinosaurs, and Ornithischia or ornithischian dinosaurs. This division is made on the
basic of their pelvic anatomy. Al dinosaurs had a pelvic girdle with each side comprised of three
bones: the pubis, ilium and ischium. However, the orientation of these bones fol ows one of two
pat erns. In saurischian dinosaurs, also known as lizard-hipped dinosaurs, the pubis points forwards,
as is usual in most types of reptile. By contrast, in ornithischian or bird-hipped dinosaurs, the pubis
points backwards towards the rear of the animal, which is also true of birds F.
Of the two orders of dinosaurs, the Saurischia was the larger and the first to evolve. It is divided into
two suborders: Therapoda or therapods, and Sauropodomorpha or sauropodomorphs. The
therapods or “beast feet” were bipedal, predatory carnivores. They ranged in size from the mighty
Tyrannosaurus rex, 12m long, 5.6m tal and weighing an estimated 6.4 tonnes, to the smal est
known dinosaur, Compsognathus, merely 1.4m long and estimated 3 kg in weight when ful y grown.
The sauropodomorphs or “lizard feet forms” included both bipedal and quadrupedal dinosaurs.
Some sauropodomorphs were carnivorous or omnivorous, but later species were typical y
herbivorous. They included some of the largest and best known of al dinosaurs, such as
Diplodocus, a huge quadruped with an elephant-like body, a long, thin tail and neck that gave it a
total length of 27m and a tiny head. G.
Ornithischian dinosaurs were bipedal or quadrupedal herbivores. They are now usual y divided into
three suborderes: Ornithopoda. Thyreophora and Marginocephalia. The ornithopods or “bird-feet”,
both large and smal , could walk or run on their long hind legs, balancing their body by holding their
tails stif ly of the ground behind them. An example is Iguanodon, up to 9m long, 5m tal and
weighing 4.5 tonnes. The thyreophorans or “shield bearers”, also known as armoured dinosaurs, 6
were quadrupeds with rows of protective bony spikes, studs or plates along their backs and tails.
They included Stegosaurus, 9m long and weighing 2 tonnes. H.
The marginocephalians or “Margined head” were bipedal or quadrupedal ornithischian with a deep
bony fril or narrow shelf at the back of the skul . An example of Triceratops, a rihnoceros-like
dinosaur, 9m long, weighing 5.4 tonnes and bearing a prominent neck fril and three large horns.
For questions from 8-10, complete the sentences below with NO MORE THAN THREE WORDS
from the passage for each answer. Write the answer in the corresponding numbered boxes.
8. Lizards and dinosaurs are classified into two dif erent superorders because of the dif erence in
their _______________________________
9. In the Traissic Period, ___________ evolved into thecodonts, for example, lizards and snakes.
10. Dinosaur skul s dif ered from those of any other known animals because of the presence of vomers: __________
For questions from 11– 14, choose the phrase A- H from the list of features to match with the
dinosaurs listed below. (You may use each let er once only)
11. Dinosaurs dif ered from lizards because ___________________
12. Saurischian and ornithischian dinosaurs ___________________
13. Unlike therapods, sauropodomorphs ______________________
14. Some dinosaurs used their tails to balance, others ____________ List of features
A. are both divided into two orders
B. the former had a “ful y improved gait”
C. were not usual y very heavy
D. could walk or run on their back legs
E. their hind limbs sprawled out to the sides
F. walked or ran on four legs rather than two
G. both had a pelvic girdle comprising six bones H. did not always eat meat Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Part 4: For questions 1-14, read the text and do the task that fol ows. The Columbian Exchange A
Mil ions of years ago, continental drift carried the Old World and New World apart, split ing North and
South America from Eurasia and Africa. That separation lasted so long that it fostered divergent
evolution; for instance, the development of rat lesnakes on one side of the Atlantic and of vipers on
the other. After 1492, human voyagers in part reversed this tendency. Their artificial re-
establishment of connections through the commingling of Old and New World plants, animals, and
bacteria, commonly known as the Columbian Exchange, is one of the more spectacular and
significant ecological events of the past mil ennium. B
When Europeans first touched the shores of the Americas, Old World crops such as wheat, barley,
rice, and turnips had not traveled west across the Atlantic, and New World crops such as maize,
white potatoes, sweet potatoes and manioc had not traveled east to Europe. In the Americas, there
were no horses, cat le, sheep, or goats, al animals of Old World origin. Except for the l ama, alpaca,
dog, a few fowl, and guinea pig, the New World had no equivalents to the domesticated animals
associated with the Old World, nor did it have the pathogens associated with the Old World’s dense
populations of humans and such associated creatures as chickens, cat le, black rats, and Aedes
aegypti mosquitoes. Among these germs were those that carried smal pox, measles, chickenpox,
influenza, malaria, and yel ow fever. C 7
As might be expected, the Europeans who set led on the east coast of the United States cultivated
crops like wheat and apples, which they had brought with them. European weeds, which the
colonists did not cultivate, and, in fact, preferred to uproot, also fared wel in the New World. John
Josselyn, and Englishman and amateur naturalist who visited New England twice in the seventeenth
century, left us a list, “Of Such Plants as Have Sprung Up since the English Planted and Kept Cat le
in New England”, which included couch grass, dandelion, shepherd’s purse, groundsel, sow thistle,
and chickweed. One of these, a plantian (Plantago major), was named “Englishman’s Foot” by the
Ameridians of New England and Virginia who believed that it would grow only where the English
“have trodden, and was never known before the English came into this country”. Thus, as they
intentional y sowed Old World crop fields with weed seeds. More importantly, they were stripping
and burning forests, exposing the native minor flora to direct sunlight, and the hooves and teeth of
New World livestocks. The native flora could not tolerate the stress. The imported weeds could,
because they had lived in large numbers of grazing animals for thousands of years. D
Cat le and horses were brought ashore in the early 1600s and found hospitable climate and terrain
in North America. Horses arrived in Virginia as early as 1620 and in Massachuset s in 1629. Many
wandered free with lit le more evidence of their connection to humanity than col ars with a hook at
the bot om to catch on fences as they tried to leap over them to get at crops. Fences were not
keeping livestock in, but for keeping livestock out. E
Native American resistance to the Europeans was inef ective. Indigenous peoples suf ered from
white brutality, alcoholism, the kil ing and driving of the game, and the expropriation of farmland, but
al these together are insuf icient to explain the degree of their defeat. The crucial factor was not
people, plants or animals, but germs. Smal pox was the worst and the most spectacular of the
infectious diseases mowing down the Native Americans. The first recorded pandemic of that disease
in British North American detonated among the Algonquin of Massachuset s in the early 1630s.
Wil iam Bradford of Plymouth Plantation wrote that the victims “fel down so general y of this disease
as they were in the end not able to help one another, no, not to make a fire nor fetch a lit le water to
drink, nor any to bury the dead”. The missionaries and the traders who ventured into the American
interior told the same appal ing story about smal pox and the indigenes. In 1738 alone, the epidemic
destroyed half of Cherokee; in 1759 nearly half of the Catawbas; in the first years of the next
century, two thirds of the Omahas and perhaps half of the entire population between the Missoursi
River and New Mexico; in 1837-38 nearly every last one of the Mandans and perhaps half the people of the high plains. F
The export of America’s native animals has not revolutionised Old World agriculture or ecosystems
as the introduction of European animals to the New World did. America’s grey squirrels and
muskrats and a few others have established themselves east of the Atlantic and west of the Pacific,
but that has not made much of dif erence. Some of America’s domesticated animals are raised in the
Old World, but turkeys have not displaced chickens and geese, and guinea pigs have proved useful
in laboratories, but have not usurped rabbits in the butcher shops. G
The New World’s great contribution to the Old is in crop plants. Maize, white potatoes, sweet
potatoes, various squashes, chiles, and manioc have become essentials in the diets of hundreds of
mil ions of Europeans, Africans, and Asians. Their influence on Old World peoples, like that of wheat
and rice on New World peoples, goes far to explain the global population explosion of the past three
centuries. The Columbian Exchange has been an indispensable factor in that demographic explosion. H
Al this had nothing to do with superiority or inferiority of biosystems in any absolute sense. It has to
do with environmental contrasts. Amerindians were accustomed to living in one particular kind of
environment, Europeans and Africans in another. When the Old World peoples came to America,
they brought with them al their plants, animals, and germs, creating a kind of environment to which
they were already adapted, and so they increased in number. Amerindians had not adapted to
European germs, and so initial y their numbers plunged. That decline has reversed in our times as
Amerindian populations have adapted to the Old World’s environmental influence, but the 8
demographic triumph of the invaders, which was the most spectacular feature of the Old World’
invasion of the New, stil stands.
For questions 1-8, which paragraph contains the fol owing information, write the correct let er A-H in
the corresponding numbered boxes
1. A description of an imported species that is named after the English colonists
2. The reason why both the New World and Old World experienced population growth
3. The formation of new continents explained
4. The reason why the indigenous population declined
5. An overal description of the species lacked in the Old World and New World
6. A description of some animal species being inef ective in af ecting the Old World
7. An overal explanation of the success of the Old World species invasion
8. An account of European animals taking roots in the New World
For questions 9 – 12, write in the corresponding numbered boxes YES
if the statement reflects the writer’s claim NO
if the statement contradicts the writer’s claim
NOT GIVEN if it is impossible to say what the writer thinks about this
9. European set lers built fences to keep their cat le and horses inside.
10. The indigenous people had been brutal y kil ed by the European colonists.
11. America’s domesticated animals, such as turkey, became popular in the Old World.
12. Crop exchange between the two worlds played a major role in world population growth.
For questions 13-14, answer the questions below using NO MORE THAN THREE WORDS from the
passage for each answer. Write the answer in corresponding numbered box.
13. Who reported the same story of European diseases among the indigenes from the American interior?
14. What is the stil existing feature of the Old World’s invasion of the New? Your answers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. IV. WRITING (50 POINTS)
Part 1: Summarize in your own words, the advantages and disadvantages of owning a
television. Your account should not be more than 120 words.
With the invention of televisions, many forms of entertainments have been replaced.
Lively programs like television serials and world news, have removed from us the need to read
books or papers, to listen to radios or even to watch movies. In fact, during the 1970s, when
televisions were first introduced, cinema theatres suf ered great losses as many people chose
to stay in the comforts of their homes to watch their favorite programs.
Indeed, the television brings the world into our house. Hence, by staying at home and
pressing some but ons world happenings are immediately presented before us. Children
nowadays develop faster in language, owing to the early exposure to television programs. At
such tender age, it would be dif icult for them to read books or papers. Thus, television
programs are a good source of learning for them. Furthermore, pronunciations by the
newscasters, actors or actresses are usual y standardized, hence young children watching
these programs wil learn the 'right' pronunciations too. Owning a television is also extremely
beneficial to working parents who are usual y too busy or tired to take their kids out for
entertainments. Surrounded by the comforts of their home, the family can have a chance to get
together and watch their favorite television programs.
Of course, we should not be too carried away by the advantages of the television and
overlook its negative points. Watching television programs takes away our need to read. Why
bother to read the papers when we can hear them from the television news reports? Why read
books when exciting movies are screened? The lack of reading is unhealthy especial y to
younger children as they wil grow up only with the ability to speak but not write. I have a
neighbor whose six-year-old child can say complete sentences like "I like cats," but when told to 9
write out the sentence, is unable to do so. Not only are the writing skil s of children af ected,
their thinking capacities are also handicapped. Television programs remove the need to think.
The stories, ideas and facts are woven in the way television planners wanted. Exposure to such
opinions and the lack of thinking opportunities wil hinder the children's analyzing ability.
Despite the disadvantages of watching television programs, personal y, I think that
choosing the 'middle path', which is to do selective television viewing and not over indulging in
the habit should be the best solution to reconcile both the merits and demerits of owning a television. Your answer:
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………. Part 2:
The line graph below gives information about the number of visitors to three London
museums between June and September 2013.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 10 Your answer:
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………. 11
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………. Part 3:
With the increasing use and development of new technology, many machines are now able to do the
work which people used to perform.
What are the advantages and disadvantages of this trend?
Give reasons for your answer and include any relevant examples from your own experience.
Your essay should be about 250 -300 words.
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………. 12
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………. _THE END_ 13
SỞ GIÁO DỤC VÀ ĐÀO TẠO LÀO CAI
KỲ THI CHỌN ĐỘI TUYỂN THI HỌC SINH GIỎI QUỐC GIA HƯỚNG DẪN CHẤM NĂM HỌC: 2015-2016 Môn: Tiếng Anh V.
LISTENING (50 POINTS) 2 pts cho 1 câu đúng Part 1: (20 pts) 1. 17th/ seventeenth century 6. format 2. five/ 5 7. biographical
3. (dif erent) views/ viewpoints/ opinions/ 8. gesture positions 4. conflict 9. summary 5. moderator/ leader 10. applause Part 2: (20 pts) 1. living things 6. virtuous life 2. symbolic content 7. earliest inhabitants 3. passed down (oral y) 8. female (deity) 4. destiny 9. male 5. supreme beings 10. clay tablets Part 3: (10 pts) 1.C 2.B 3.D 4.C 5.A VI.
LEXICO-GRAMMAR (30 POINTS) 1 pt cho 1 câu đúng Question 1:(10 pts) 1. A 2. B 3. C 4. B 5. C 6. B 7. C 8. B 9. A 10. D Question 2: No Mistakes Correction 1 ability disability 2 identify identified 3 indicator indication 4 apropriate appropriate 5 apply applying 6 advice in advice on/about Question 3: 1. indebted 2. unstintingly 3. necessitated 4. assurance 5. undoubtedly 6. discouraging 7. unflagging 8. exceptional y Question 4: 1.off 2.out 3.on 4. of 5.for 6.over VI . READING (50 POINTS) Part 1: 1. been 2. actual 3. out 4. back 5. in 6. much 7. Consequently 8. already 9. number 10. Although Part 2: 1. B 2.C 3.D 4.C 5.C 6.B 7.B 8.C 9.D 10.A 11.B 12.A Part 3: 1. vi 2. xi 3. xii 4. vii 5. iv 6. v 7. vii 8. skeletal 9. eosuchians 10. two long anatomy bones 11. B 12. G 13. H 14. F Part 4: 1. C 2. G 3. A 4. E 5. B 6. F 7. H 8. D 9. False 10. True 14 11. False 12. True
13. missionaries 14. demographic and traders triumph VII . WRITING (50 POINTS) PART 1: 10 Pts Suggested answer:
The television keeps us informed of the world af airs. Early exposure to television programs
helps to develop language skil s of young children. These children can also learn to pronounce
words accurately because of the standardized pronunciation in the programs. In a family where
both the parents are working, the television provides the family an opportunity to get together at
leisure times. One disadvantages of watching television programs is that we do less reading
and hence our writing skil s are af ected. Younger children may learn to speak but not write from
television programs. Furthermore, television programs often spare viewers, especial y the young
ones, from pondering upon opinion s presented before the, which wil in turn handicap their
ability analyze facts. (119 words) 1. Completion: 1 pts 2. Content: 3 pts
- Cover the main information in the chart yet not go into too many details.
- Make general remarks and ef ective comparisons. 3. Organisation: 2 pts - The ideas are wel organized
- The description is sensibly divided into paragraphs 4. Language: 3 pts
- Use a wide range of vocabulary and structure - Good grammar
5. Punctuation and spel ing: 1 pt PART 2: 15 pts 1. Completion: 1 pts 2. Content: 5 pts
- Cover the main information in the chart yet not go into too many details.
- Make general remarks and ef ective comparisons. 3. Organisation: 3 pts - The ideas are wel organized
- The description is sensibly divided into paragraphs 4. Language: 5 pts
- Use a wide range of vocabulary and structure - Good grammar
5. Punctuation and spel ing: 1 pt PART 3: 25 pts 1. Completion: (2 pt.) 2. Content: (8 pts)
Provide relevant and convincing ideas about the topic, supported by specific example and/or reasonable justification. 3. Organisation: (6 pts)
- Ideas are wel organized and presented with unity, cohesion and coherence. 4. Language: (6 pts)
- Demonstrate of a wide range of vocabulary and structures.
- Good use of grammatical structures.
- Present the ideas with clarity.
5. Punctuations and spel ing. (3 pts) _THE END_ 15