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SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ TĨNH KỲ THI CHỌN HỌC SINH GIỎI TỈNH LỚP NĂM HỌC: 2010 - 2011 ĐỀ CHÍNH THỨC MƠN: TIẾNG ANH THỜI GIAN LÀM BÀI: 150 PHÚT Lưu ý: Thí sinh làm vào tờ giấy thi Đề thi gồm trang A PHONETICS I Select A, B, C or D only to indicate the word whose bold and underlined part is pronounced differently from the rest in the following questions of to 5 A thin A onion A shirt A height A greet B thick B coffee B pork B eight B again C this C lot C world C weight C arrange D think D what D university D freight D gold II Select A, B, C or D only to indicate the word whose stress pattern is different from the rest in the following questions of to 10 A education B community A prepare B repeat A literature B entertainment A chocolate B structural 10 A cinema B position B LEXICO-GRAMMAR C development C purpose C recreation C important C family D unbreakable D police D information D national D popular I Choose the best option A, B, C or D to complete the following questions of 11 to 20 11 Of course, all those who can apply again A have not listed B didn’t list C will not list D have not been listed 12 Mary wishes she her uncle this coming weekend A will visit B had visited C visits D could visit 13 _ the beginning of the story the two main characters meet in the lift A At B On C To D In 14 The book contained a lot of about how little petrol the car used A examination B fact C news D information 15 She said I _ learn harder _ pass the exam A had/in order to B should/so as to C must/in order D will/so as to 16 The sun gives vast amounts of gases A off B on C up D down 17 There’s no fixing that toy He’ll just break it again A point B worth C harm D good 18 I have three brothers, _ are businessmen A that all of them B who they all C all of whom D who all of them 19 It is important that he with Dr Baker immediately A speak B spoke C will speak D speaks 20 When the visitors arrived, the company gave them the _ carpet treatment A blue B red C orange D green II Complete the following questions from 21 to 30 with the correct preposition 21 Actors have to learn their lines heart 22 Is Nurse Smith _ duty tonight? 23 Coffee shops will always be popular retired people 24 It’s typical Jim to forget his keys 25 my astonishment, I won $1,000 26 Plans for the trip are still _ discussion 27 We’re schedule, so hurry up! 28 The injured man had to be taken to hospital delay 29 Schools in Vietnam are different those in the USA 30 I’m going to treat myself _ an ice-cream when I’ve finished work III Fill the blanks from 31 to 40 with the right form of the CAPITAL words provided in the right column Learning a foreign language Most people have the (0.) ability to learn a foreign language They simply need constant (31.) in order to overcome their fears (32.) seems to be the most difficult aspect for some students, while for others it is the (33.) _ of the spoken words This feeling is not (34.) _ to those who feel least (35.) _, as even the most outgoing students are sometimes (36.) _ to speak One reason for this reluctance may be (37.) _ Students may be (38.) of their accent We could say that the root of this problem might be the student’s desire for (39.) but no one can have perfect (40.) _ without practice ABLE 31 ENCOURAGE 32 CONVERSE 33 COMPREHEND 34 EXCLUDE 35 CONFIDENCE 36 RELUCTANCE 37 SHY 38 SHAME 39 PERFECT 40 PRONOUNCE IV Complete the following questions from 41 to 50 with the right from of the verb given in brackets 41 From the clink of dishes one can tell that supper (prepare) 42 If you _ (not change) your wet clothes, you may catch a cold 43 Mrs Brown came to inform her that dinner _ (serve) already 44 His phrase was greeted by a strange laugh from a student who (sit) near the wall 45 The house where the robbery took place is guarded by the police to prevent it from _ (enter) 46 Anne has not seen Harry since the party _ (seat) 47 - You have just missed the bus - All right I (walk) 48 This time next week, I (lie) on a beautiful beach in Miami 49 You have read this book already? What you _ (think) of it? 50 They (get) _ married, but in the end they changed their minds C READING COMPREHENSION I Complete the following passage by choosing the best option, A, B, C or D for questions from 51 to 60 Energy Saving Saving energy doesn’t have to be expensive or time consuming But what can you to save energy? There is (51.) _ that you can to help the process of energy conservation You can save energy by doing things like making sure that the kettle doesn’t (52.) more water than is needed, always washing a full load in the washing machine rather than a half load or turning down your central heating by 1oC – this could cut your (53.) bill by 10% Making sure that hot water taps are not left (54) and replace washers if your taps drip (55.) work you can turn off (56.) _ lights and your computer if you are not using them (57.) _ to energy saving light bulbs – these use around a quarter of the electricity, and often last eight times (58.) than an ordinary bulb Close your curtains at (59.) to keep the warm air from escaping through the windows Switching off (60.) appliances when they are not in use makes a big contribution to energy saving too 51 A plenty 52 A consist 53 A hot 54 A run 55 A By 56 A any 57 A Change 58 A higher 59 A morning 60 A electricity B lot B contain B heat B ran B At B all B Consume B shorter B evening B electronic C little C compose C heating C running C In C those C Buy C less C dusk C electric D few D include D heated D flowing D On D no D Sell D more D afternoon D electrical II Read the following passage and answer the following questions from 61 to 70 by choosing one answer A, B, C or D only Students read for a variety of reasons, but probably the most important reason students read is to gain academic knowledge Their goal is to learn and comprehend what they read To be successful, they must develop certain reading skills However, some students meet difficulty in comprehending and processing information taught by their teachers This may be for a variety of reasons Often it is that they have never developed the proper learning strategies necessary for comprehension Therefore, their ability to read, learn, memorize and recall information is impaired Students then become discouraged from learning There are, however, a number of effective measures for those with reading comprehension difficulties Visual Students respond well when oral or written information is presented to them in a visual way For example, when a skill or topic is both described and demonstrated at the same time, it provides students with the means to associate the demonstration with the description When students are provided with a combination of visual, written and oral instruction, they can better comprehend and process the information Participation Passive listening and reading often result in the inability to process information because students are not engaged or stimulated One of the best remedies for this is for students to participate in the topics they read about Teachers can ask students to demonstrate what they have learned, and give them feedback and praise Thinking Aloud Students are encouraged in reading comprehension skills when they "think aloud." The think-aloud strategy helps them to vocally express the material they are reading or the subject they are learning about It helps if students go through each step or take the subject one step at a time Talking while they think helps them to verbalize and better process the information Students can move from thinking aloud to whispering softly, and eventually they will no longer require thinking aloud to comprehend This is a gradual process that equips students with the ability to think and process silently through a series of gradual techniques Practice Practice will help students give meaning to what they have been hearing or reading Once the teacher has provided them with the information, students can demonstrate what they have learned through homework and in-class assignments It is up to the teacher to assess the difficulty of these assignments for students Start off with easy assignments to complete so students are encouraged, then gradually increase the complexity and difficulty over time Encourage students to read over their work and process what they have read to ensure they are grasping all the pertinent information 61 Which of the following is true of readers who are reading to gain academic knowledge? A Reading increases their alertness B Their goal is to learn and understand the materials they are reading C They physically learn what they are reading D They read for a variety of reasons 62 The phrase ‘a variety of reasons’ in the passage is closest in meaning to _ A some reasons B few reasons C many reasons D no reasons 63 The word “goal” in the passage is closest in meaning to _ A score B desire C guide D choice 64 Many students have difficulty in reading comprehension because A they not have enough time to read B they haven’t practiced reading enough C they not have the appropriate approaches to reading D they not have the right attitudes 65 In helping students better comprehend the reading, visual reading _ A combines the oral, visual and written information B associates the meanings with the descriptions C processes the information for students D provides a description of the learning process 66 One possible reason why students not read well is that _ A they can not visualize the information B they listen and read passively C they cannot demonstrate what they have read D they not receive praise and feedback from teachers 67 Thinking aloud is a A quick and noisy process of comprehension B step by step process towards reading C conversational method of reading comprehension D process in which students express their thoughts in spoken words 68 One advantage of thinking aloud is A students not have to write down their thoughts B students’ ability to think and process information silently is developed C students can whisper softly in this technique D students can talk while studying in class 69 In order to demonstrate students’ comprehension, A homework and in-class assignments should be given B students must hear and read the information well beforehand C the tasks’ level of difficulty must be maintained consistently D all the related information must be provided 70 It can be inferred that in order to improve students’ ability in reading _ A only one technique is enough B the teachers have to work very hard C the students have to read a lot D one technique is not enough, a combination is recommended III Read the following passage and complete the numbered blanks from 71 to 80 with one suitable word only Valentine is celebrated on (71.) _ February 14 It is a festival (72.) romantic love as many people give cards, letters, flowers or presents to their lover They may also arrange a romantic (73.) _ in a restaurant People who would like to have a romantic relationship with somebody may use the occasion to make (74.) _ known, often anonymously Valentine's Day is not a public holiday Government offices, stores, schools and other organizations are (75.) _ as usual Public transit systems run on their regular (76.) Restaurants may be busier than usual as many people go (77.) _ for an evening with their spouse or partner Valentine's Day is also a very (78.) date for weddings The most (79.) _ Valentine's Day symbols are the heart, particularly in reds and pinks, and pictures or models of Cupid Cupid is usually portrayed as a small winged figure with a bow and arrow In mythology, he uses his arrow to strike the hearts of people People who have (80.) _ in love are sometimes said to be 'struck by Cupid's arrow D WRITING I Choose the underlined word or phrase in each sentence that needs correcting 81 I’m very glad that you’ve done lots of progress this semester A B C D 82 Every Sunday, the Petersons eat bacon and eggs of breakfast A B C D 83 When the man crossed the street, he did notice that the traffic light has turned green A B C D 84 There was wind and snow outside, but he could not see far at all A B C D 85 Dresses, skirts, shoes, and children’s clothing are advertised at great reduced prices this A B C D weekend II Rewrite the sentence so that it has the same meaning as the first given 86 I had expected the weather to be worse The weather was 87 The train couldn’t run because of the storm The storm prevented 88 She never seems to succeed, even though she works hard Hard _ 89 The storm blew the roof off the house The house _ 90 Vitamin intake and intelligence are not connected There is _ III It is widely recognized that we have to protect the environment, not only for our own sake but for our next generations’ as well Write a composition of around 200 words to say what you would and would not in order to keep the world unpolluted, fresh and green _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ==== The End ==== SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ TĨNH KỲ THI CHỌN HỌC SINH GIỎI TỈNH LỚP NĂM HỌC: 2010 - 2011 ĐỀ CHÍNH THỨC MƠN: TIẾNG ANH THỜI GIAN LÀM BÀI: 150 PHÚT ĐÁP ÁN VÀ BIỂU ĐIỂM A PHONETICS I C A B A C II A C A C 10 B B LEXICO-GRAMMAR I 11 D II 12 D 13 A 14 B 15 B 16 A 17 A 18 C 19 A 20 B 21 by 22 on 23 with 24 of 25 To 26 under 27 behind 28 without 29 from 30 to 31 encouragement 32 Conversation 33 comprehension 34 exclusive 35 confident 36 reluctant 37 shyness 38 ashamed 39 perfection 40 pronunciation III IV 41 43 45 47 49 is being prepared had been served being entered will walk (you) think C READING COMPREHENSION 51 A 52 B 56 A 57 A 61 B 62 C 66 B 67 D 71 every 72 of 42 44 46 48 50 53 58 63 68 73 C D B B date/ not change was sitting were seated will be lying were going to get 54 59 64 69 74 C C C A it 55 60 65 70 75 B D B D open 76 schedule 77 out meal 78 popular 79 common 80 fallen/ been D WRITING I 81 B 82 D 83 D 84 B 85 D II Rewrite the sentence so that it has the same meaning as the first given 86 The weather was not so/as bad as I had expected 87 The storm prevented the train from running 88 Hard as/though she works, she never seems to succeed 89 The house got/had its roof blown off by the storm 90 There is no connection between vitamin intake and intelligence III Essays are assessed according to the following criteria: idea; coherence and cohesion; syntax, spelling and vocabulary