Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án)

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1. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn Part 4. For questions 76-85 , read the following passage and write , ,푪, or 푫 in the corresponding numbered boxes provided to indicate the correct answer which fits best according to what is stated or implied in the text. 1. It is widely acknowledged that grammar has played a central role in language teaching. Syllabus design and a wide diversity of approaches to language teaching have relied on this assumption, namely, the fundamental role of grammar in second- or foreign-language learning. In spite of the tremendous impact that recent communicative approaches have had on the way we should tackle language in general, there seems to be a deeply ingrained belief that grammar is, or should be, the teacher's and learner's main concern and goal. A lot of second- or foreignlanguage learners the world over have definitely been exposed to this philosophy of teaching and, notwithstanding the degree of linguistic competence that most of them have attained, it is only when they come in contact with other speakers that the unvarnished truth dawns on them: linguistic competence is only a vehicle for mastering a language. 2. So, what does it mean to "know and speak a language"? There are several factors that we have to take into consideration in answering this question. Let us consider three main variables that are of consequence and vital importance: grammatical competence, communicative competence, and language proficiency. [A] The main exponent of grammatical competence is the eminent linguist Noam Chomsky, who believed that knowing a language is tantamount to knowing "one's grammar," i.e., the ability to form and comprehend "grammatically correct" sentences. In other words, grammatical competence has to do with grammatical rules stipulating the correct usage, formulation, and construction of words and phrases; with grammatical categories, such as subject, complement, and so on; in short, with the ability to create propositions. For instance, when one says The table is black, we have an example of a proposition, since this sentence consists of a subject, a verb, and a complement. It is a complete sentence conveying a complete meaning about a particular state of affairs, in juxtaposition with the sentence The table is, which is incomplete, or The table are black, which is ungrammatical. A teacher adhering to a strict grammar-oriented approach to language teaching is likely to devote a lot of time to teaching grammatical rules, describing language in terms of tenses, syntax, semantics, and lexis, and prescribing the correct usage, although everyday life and experience have given the lie to the efficacy of this approach. Furthermore, grammar-oriented approaches have even led to significant misunderstandings and "misnomers," as in the case of assigning the term tense to progressive or perfect aspect. 3. The punctilious teacher, as I usually say, who sticks to the plan and complies with grammar and clear-cut rules, seems to overlook the circumstances under which the target-language is spoken - for instance, the reasons for applying a communicative strategy instead of another. [B] Knowing, for example, that What I want is a cigarette is a correct English sentence, or to give him the cold shoulder means "to shun him," is not what communication and "knowing a language" are all about. Different situations require different styles. We use formal language when talking to our employers; we tend to be informal when addressing our parents or friends; we talk to children more slowly, trying to make our speech comprehensible enough for them. The innumerable sentences that may be permissible in the grammatical system of a language may not be potential utterances when it comes to communication. A cigarette is what I want may be a grammatically correct sentence, but it is highly unlikely that there will ever be any circumstances under which this sentence will be relegated to the status of an utterance. 4. Obviously, communicative competence is related to the how, when, and why of language use. It is the ability to adjust our language behaviour to the various circumstances and social situations that we normally face in the course of our lives. [C] Knowing a language means knowing the communicative and social strategies appropriate in every single circumstance of interaction; knowing when and how to make requests, apologies, invitations, and so forth; when and how to broach or avoid a topic (topic-avoidance strategies); most importantly, knowing when and how to interpret all these speech acts, in order to avoid misunderstandings. For instance, a second- or DeThi.edu.vn
2. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn foreignlanguage student should know that utterances such as Can you pass the salt? or It's cold in here are not mere questions and statements, respectively. The former is not to be interpreted as a question referring to the hearer's ability to perform the act described, but as an indirect directive requesting the performance of the act, whereas the latter is not to be thought of as an utterance describing a certain state of affairs, but one that should almost always be regarded as a hint, thus implicitly requesting the addressee to, say, close the window or to fetch a blanket. 5. [D] The degree to which a learner has acquired grammatical and communicative or sociolinguistic competence and the skill with which he/she taps into this knowledge for real-life purposes refers to our third variable: language proficiency - a term that encompasses the previous two. Language proficiency extends to cover every single aspect of language awareness and all that this entails; it has less to do with competence than with performance. When we say that a second- or foreign-language learner is proficient, we mean that he/she is, more or less, fluent in the target language. However, fluency may be adversely affected by such factors as fatigue, apprehension, disease, and others. At any rate, language proficiency is the end-product of language learning; this is what everybody aims at and assessment is predicated upon. This discrepancy, though, between grammar-oriented approaches to language teaching and the kind of language proficiency which we have dilated upon and undoubtedly forms the core of language testing is somewhat unwieldy and inexplicable. 6. How can we go about focusing on grammar when our chief concern is to help students become competent speakers who will be able to hold their own in every situation? How can we limit ourselves to teaching tenses and constructions, doing nothing to help our students cope with language in its social context? Herein lies the role of literature in language teaching as a means of giving insights into the culture of the target language. Stripping language of its cultural distinctiveness may lead to unprecedented errors and misunderstandings making inroads into communication. What we could glean from this brief discussion is the fact that grammar does not constitute a valid approach to the development of language proficiency. Grammar should always be sensitive and amenable to all those culture-specific assumptions underpinning language and communication, and it is not necessarily conducive to language proficiency. 76. The phrase the unvarnished truth suggests that second- or foreign-language learners . A. discover the limitations of acquiring linguistic competence alone B. feel substantially more confident in their grammatical knowledge C. realise learning grammar alone is unnecessary for communication D. understand linguistic competence is more important than they thought 77. The author implies that Noam Chomsky's belief is . A. not popular B. not comprehensive C. well-grounded D. long-held 78. Why does the author mention The table is black and The table are black in paragraph 2? A. To highlight the role of semantics over grammar B. To argue that grammar rules sometimes confuse learners C. To illustrate how grammar rules are essential for learning a language D. To demonstrate that grammatical competence focuses on correctness 79. The author mentions The punctilious teacher to . A. emphasise the importance of adhering to grammatical rules B. highlight how teachers adapt their lessons to individual learners C. support traditional teaching methods focusing on grammatical accuracy DeThi.edu.vn
3. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn D. criticise teachers who prioritise grammar rules over their real-life application 80. What can be inferred from paragraph 3 ? A. Language learners must prioritise formal language styles. B. Informal speech is more effective in most real-life situations. C. Social appropriateness is as crucial as grammatical accuracy. D. Communication success primarily depends on grammatical precision. 81. Why does the author mention Can you pass the salt? and It's cold in here in paragraph 4? A. To argue against the necessity of learning polite requests B. To highlight the importance of understanding indirect speech acts C. To illustrate how grammatical competence prevents misunderstandings D. To show how sociolinguistic knowledge develops through grammar rules 82. What can be inferred from the author's discussion of language proficiency? A. Fluency plays a decisive role in guaranteeing successful communication. B. Language proficiency focuses more on written accuracy than spoken fluency. C. Grammatical competence proves much more important than communicative competence. D. Language proficiency is a balance between grammatical knowledge and communication skills. 83. Separating language from its cultural uniqueness is likely to . . A. cause communication errors and misinterpretations to take place B. make language learning more accessible for non-native speakers C. enhance communication efficiency by removing misunderstandings D. sacrifice the universal nature of language structures for the sake of diversity 84. With which of the following does the author mostly agree? A. Acquiring grammar rules is at the heart of achieving language proficiency. B. Mastering grammar rules can facilitate learners' comprehension of literary works. C. Strict adherence to grammar rules may disregard the practical aspects of communication. D. Intensive learning of grammar rules is of no consequence to achieving language proficiency. 85. Which of the following square brackets [ ],[ ],[ ], or [ ] best indicates where in the passage the sentence " significant component of communicative competence is what has been called sociolinguistic or pragmatic competence." can be inserted? A. [A] B. [B] C. [C] D. [D] Your answers: 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. Part 5. For questions 86-95, read the following passage and choose from the sections (A - E). The sections may be selected more than once. Write the letter 퐀,퐁,퐂,퐃, or E in the corresponding numbe red boxes provided. ADDRESSING THE PROBLEM OF WATER SCARCITY A. Despite 70% of the world's surface being covered with water, less than 3% of that is actually drinkable and, based on factors ranging from agricultural practices to climate change and daily habits, water scarcity is fast becoming a serious problem in many countries around the globe. The problem of scarcity - in other words, having DeThi.edu.vn
4. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn insufficient water - is categorised as being physical (happening in places where supply cannot meet demand) or economic (occurring in areas that have plenty of water but don't have good management systems). Broadly speaking, the causes of water scarcity are related to the rapid rise of the global population and the associated issues that this has brought, and the predictions in many parts of the world are that the population will continue to rise for several decades. This suggests that rather than lamenting the journey to this point, we would be better off focusing on solutions, especially given that the causes have been written about extensively and are very well understood, which is not the case for the solutions. B. Solutions for water scarcity should primarily be context-specific if they are to work, and must include experts, organisations and charities that can provide insight into the particular challenges. For example, there is no point in poorer nations engaging expert engineers from overseas to help with the infrastructure for water management systems if the resulting system is not affordable or able to withstand the climatic conditions of the region. Too often collaborations on projects like this turn into vanity projects for the foreign companies in much the same way as highend commercial projects, such as the building of a luxury hotel or impressive bridge. Workable solutions will need to understand the influences of geology, the environment and the influences of local culture to be successful and will likely be a combination of technology and a change in human behaviour. One immediate approach is to provide incentives for people to upgrade more old-fashioned machines to water-efficient ones, such as toilets and showers that use considerably less water. Another is to adjust the cost based on consumption by installing water meters in homes, something that has not been widely reported in the press. It appears that there is little incentive for governments to encourage uptake among households as any change would negatively affect voters on low incomes and families. C. A better alternative to punishing such bad consumer behaviour is for governments to invest in educating their populations. For example, many are unaware of the amount of water used to produce the food we consume. The meat industry is a case in point in which vast quantities of water are required, yet the general public is largely ignorant of this. Education on water conservation methods should come from a commitment to ensuring people have the relevant scientific evidence presented to them, otherwise they will be unable to make informed decisions. There is already enough fake science floating around on the internet and it is important not to add to it. D. An additional approach that is well worth thinking about is tackling the problem through multiple small lifestyles changes rather than national or international projects. After all, the situation affects millions of people, so anything that ordinary people can do without disrupting their lives too much would be a bonus. Research from behavioural science has shown that when people have to opt into a system, the likelihood of their doing so is reduced because of the increased effort involved. Rainwater collection for uses such as cleaning and washing clothes is an example of a small change. It is both low-cost and easily implementable since local councils could supply households with containers, allowing them to begin water conservation immediately. E . We must also remember that better management of the environment plays a large part in maintaining the water supplies on the planet. There are certain ecosystems, such as forests, marshes and wetlands, that naturally process, collect and filter water, and preserving these natural systems is essential. Unfortunately, the practices of many commercial industries are at odds with conservation strategies for these ecosystems and so continue to be widespread. Making laws to protect these natural systems is another cost-effective way to change both attitudes and behaviour to water, and it's high time that governments stepped up and took control of the situation if we are to succeed in protecting our most precious resource. In which section are the following mentioned? 86. Political factors have a role to play. 87. There is a lack of relevant literature. 88. Interdisciplinary insights are needed. DeThi.edu.vn
5. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn 89. Digital literacy proves to be important. 90. A subtle link exists that few recognise. 91. An ongoing conflict needs to be resolved. 92. Analogies are made among joint programmes. 93. Solutions that don't cost the earth are preferred. 94. National leaders are expected to play their parts. 95. Individuals are reluctant to take action in collective efforts. Your answers: 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. III. WRITING (5.0 points) Part 1. Read the following extract and use your own words to summarise it. Your summary should be between 120 and 150 words. Einstein supposedly said that if the bee disappeared off the surface of the globe, man would only have four years to live. This may be an exaggeration, and he also probably did not actually say it, but it is true that if the bees disappear, they will take much of our ecosystem with them. Indeed, it is a serious issue that, last winter 33% of all the honeybee colonies in the US died, which is double the acceptable natural amount, and entomologists are warning that we are getting dangerously close to the point where we do not have enough bees to meet our country's pollination demands. Honeybees actually pollinate 80% of all the flowering crops in the US which works out to be a third of everything we eat. Bees pollinate 90% of our apples, our cherries, our tangerines. They are responsible for all of our almonds. They pollinate 50% of our soy beans. In the long term, it could begin to affect the beef and dairy industries because bees are responsible for 60% of our alfalfa, and that could make us run dangerously low on feed for cattle. We have been tracking the bee colony collapse for a few years now, and we have not really been able to figure out why it is happening. The EU have voted to ban three different pesticides called neonicotinoids, which are supposedly causing bees to die, but those pesticides came into play in 1990, and the colony collapse technically started in the 80s. Bees are often transported long distances to pollinate crops in other areas, and there is a theory that it causes stress on their immune systems and exposes them to pathogens that are not normally in their environment, making their colonies collapse, but the ones that are not moved are also collapsing. Then, this does not entirely hold up, and a recently released study suggests that a major problem is when honey is harvested from a bee colony, their food supply is usually replaced with corn syrup. The fact is when bees make honey from local plants, there are chemicals and enzymes in those plants that help the bee immune system protect them from the environment. However, although corn syrup obviously does not have those enzymes, not all beekeepers feed their bee colonies corn syrup. Then, what is doing this? A report has suggested that all these terrible things are working together to destroy the bee colony. Entomologists are saying that this is systemic, and we need to take multiple actions to either ban or limit pesticides, keep bees in their home environments, and keep their food supply healthy. This must be done fast because this March the California almond crop almost did not happen because there were barely enough bees, which is a warning sign that this problem is about to hit critical mass: the bees are dying, the fields will be low, and we will be fighting each other for tangerines! DeThi.edu.vn
6. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... Part 2. Write an essay of at least 300 words on the following topic. One's true happiness should derive from their own achievements that benefit others. To what extent do you agree or disagree with this statement? Provide specific reasons and examples to support your answer. . ... . ... . ... . ... . ... . ... . ... . ... DeThi.edu.vn
7. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... . ... ----------HẾT-------- DeThi.edu.vn
8. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn ĐÁP ÁN KỲ THI CHỌN HỌC SINH GIỎI QUỐC GIA TRUNG HỌC PHỔ THÔNG NĂM HỌC 2024-2025 Môn: Tiếng Anh Ngày thi: 25-26/12/2024 I. LISTENING (5,0 điểm) Part 1. (0,2 điểm cho 1 câu trả lời đúng) 1. F 2. B 3. M 4. F 5. M Part 2. (0,2 điểm cho 1 câu trả lời đúng) 6. G 7. C 8. F 9. I 10. A Part 3. (0,2 điểm cho 1 câu trả lời đứng) 11. D 12. C 13. C 14. B 15. A Part 4. (0,2 điểm cho 1 câu trả lời đúng) 16. lazy, entitled (1 từ đúng: 0,1 điểm) 17. a demographic 18. bell curve 19. having it all 20. financial stability 21. quiet quitting 22. quirks 23. personal attributes 24. resilience 25. communicate with II. READING (8,0 điểm) I. 1. LANGUAGE IN USE (3,0 điểm) Part 1. (0,1 điểm cho 1 câu trả lời đứng) 26. D 27. A 28. B 29. B 30. D 31. A 32. B 33. C 34. C 35. D Part 2. (0,2 điểm cho 1 câu trả lời đúng: Xác định đứng từ: 0,1 điểm; viết đứng dạng thức của tì: 0,1 điểm) 36. double- 40. 37. disengage 38. stimulation 39. unintended edged disconnection Part 3. (0,2 điểm cho 1 câu trả lời đúng: Gạch chân đúng lỗi: 0,1 điểm; sửa chính xác lỗi: 0,1 điểm) - theo bất cú trật tự nào 41. exclusive → 42. another → 43. occurrence 44. confound 45. his → their exclusively the other → occurrences → confounding II.2. READING COMPREHENSION (5,0 điểm) Part 1. (0,1 điểm cho 1 câu trả lời đúng) DeThi.edu.vn
9. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn 46. infectious / 47. expression 48. most 49. expect 50. few contagious 51. itself 52. same 53. that 54. ambiguous 55. viewer(s) Part 2. (0,1 điểm cho 1 câu trả lời đúng) 56. F 57. T 58. NG 59. NG 60. NG 61. T Part 2. (0,1 điểm cho 1 câu trả lời đúng) 62. interlocking 65. 63. original ethos 64. unknown areas bricks projects 69. share 66. like and dislike 67. popularity 68. crowd sourcing designs Part 3. (0,1 điểm cho 1 câu trả lời đúng) 70.F 71.C 72.B 73.G 74.A 75.E Part 4. (0,1 điểm cho 1 câu trả lời đúng) 76. A 77. B 78. D 79. D 80. C 81. B 82. D 83. A 84. C 85. C Part 5. (0,1 điểm cho 1 câu trả lời đúng) 86. B 87. A 88. B 89. C 90. C 91. E 92. B 93. D 94. E 95. D III. WRITING (5,0 điểm) Part 1. (2,0 điểm) Contents (1,5 điểm) The summary should: • introduce the topic of the passage, • present the main ideas of the passage. Language use (0,5 diểm) The summary should: • demonstrate a wide variety of vocabulary and grammatical structures, • have correct use of words and mechanics, • maintain coherence, cohesion, and unity throughout. Part 2. (3,0 điểm) Task achievement (1,0 điểm) The essay should: • sufficiently address all requirements of the task, • develop relevant supporting ideas with explanations, examples, evidence, etc. DeThi.edu.vn
10. Tuyển tập 14 Đề thi Học sinh giỏi Quốc gia THPT môn Tiếng Anh (Có đáp án) - DeThi.edu.vn Organization (1,0 điểm) The essay should have: • an introduction presenting a clear thesis statement introducing the points to be developed, • body paragraphs developing the points mentioned in the introduction, • a conclusion summarising the main points discussed in the essay. Language use ( 1,0 điểm) The essay should: • demonstrate a wide variety of vocabulary and grammatical structures, • have correct use of words and mechanics, • maintain coherence, cohesion, and unity throughout. IV. SPEAKING (2,0 điểm) A. Marking criteria 1. Content (0.9/2.0 points) The talk should • sufficiently address all requirements of the test question, • develop supporting ideas with relevant reasons and examples, • display a range of original and practical ideas. 2. Accuracy (0.6/2.0 points) The talk should • demonstrate a wide variety of vocabulary and grammatical structures, • make correct use of words, grammatical structures and linking devices, • demonstrate correct pronunciation with appropriate intonation. 3. Delivery (0.5/2.0 points) The talk should • maintain fluency throughout, • demonstrate effective use of presentation skills. B. Total: 2.0/2.0 points DeThi.edu.vn