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Dành cho thí sinh thi vào các trường: THPT Chuyên Hoàng Lê Kha

ĐỀ THI CHUYÊN ANH TỈNH TÂY NINH NĂM HỌC 2021-2022

TIẾNG ANH (CHUYÊN) — Hoàng Lê Kha — 150 phút — 08/6/2021

Thời gian làm bài: 150 phút

Kết quả

II Lexico MCQ (21–30)

Sprout.

After the harvest, the _____ wheat was sold for export.

Mary always irons and _____ her clean clothes carefully.

The new law forbade them from _____ of their waste in those containers.

In an _____ move, the new headteacher announced that teachers would stop giving students homework.

The region has _____ supply of water due to high annual rainfalls.

I didn't know you were asleep. Otherwise, I _____ so much noise when I came in.

_____ in his yearly review, Mark was certain of getting a raise or perhaps even a promotion.

His letter is full of mistakes. He _____ the mistakes carefully before sending it.

Employees are now aware of their rights and are prepared to _____ employers who violate workplace laws.

_____ we will lose clients due to the current financial climate, the company is still expected to reach its target for the quarter.

II Error correction (31–35)

Sprout. Ví dụ: gradual → gradually.

The Role of the Media
Social change is brought about gradual and happens with the consent of the media. If an idea is worthwhile, the media will jump for the bandwagon and popularise it. They can help to formulated public opinion by focusing on issues what they deem 'worthy', drawing the attention of the person-in-the-street to an issue which she might never have considered; for example, lack of suitable access for the disabled in public buildings. Such campaigns can embarrass politicians on a local and national level and, as a result, the situation can be effectively addressed. Social dramas on television and the silver screen also serve highlighting problems which exist in our society, and deal with issues such as racism, sexism and ageism, challenging perceptions and received wise.

the media will jump for the bandwagon

They can help to formulated public opinion

focusing on issues what they deem

also serve highlighting problems

challenging perceptions and received wise

II Word form (36–45)

Sprout.

A day without plastic
Many people simply can't imagine a life without plastic and the fact is that this (36. REMARK) ______ material has really made its (37. PRESENT) ______ felt since its invention. In a relatively short period of time, plastic has gone from novelty to dominator. Part of what makes the story of plastic so (38. COMPEL) ______ is that it now surrounds us in all areas of our lives. Some people, however, have had enough of plastic, and one (39. HISTORY) ______ has proposed that for one day every year we should all (40. TAKE) ______ not to touch anything made of plastic.
This means (41. VARY) ______ countries would not be able to buy anything, except by means of coins, because their bank notes are printed on plastic, and another (42. SEQUENCE) ______ would be that no one would be able to use their credit cards. People would have to write in pencil rather than pen, and nothing could be handled that was wrapped in plastic. It is hoped that this (43. INITIATE) ______ would be a major (44. BREAK) ______ in making people realise how much of an (45. INTRUDE) ______ plastic is on our lives.

without plastic Many people simply can't imagine a life without plastic and the fact is that this (36. REMARK) ______ material has really made its (37. PRESENT) ______ felt since its invention. In a relatively

a life without plastic and the fact is that this (36. REMARK) ______ material has really made its (37. PRESENT) ______ felt since its invention. In a relatively short period of time, plastic has gone from novelt

of time, plastic has gone from novelty to dominator. Part of what makes the story of plastic so (38. COMPEL) ______ is that it now surrounds us in all areas of our lives. Some people, however, have had enough

surrounds us in all areas of our lives. Some people, however, have had enough of plastic, and one (39. HISTORY) ______ has proposed that for one day every year we should all (40. TAKE) ______ not to touch anythi

we should all (TAKE) ______ not to touch

day every year we should all (40. TAKE) ______ not to touch anything made of plastic. This means (41. VARY) ______ countries would not be able to buy anything, except by means of coins, because their bank no

anything, except by means of coins, because their bank notes are printed on plastic, and another (42. SEQUENCE) ______ would be that no one would be able to use their credit cards. People would have to write in

rather than pen, and nothing could be handled that was wrapped in plastic. It is hoped that this (43. INITIATE) ______ would be a major (44. BREAK) ______ in making people realise how much of an (45. INTRUDE) __

handled that was wrapped in plastic. It is hoped that this (43. INITIATE) ______ would be a major (44. BREAK) ______ in making people realise how much of an (45. INTRUDE) ______ plastic is on our lives.

(43. INITIATE) ______ would be a major (44. BREAK) ______ in making people realise how much of an (45. INTRUDE) ______ plastic is on our lives.

III Reading — mobile phones (46–51)

Sprout.

Young People's Love Affair with Mobile Phones
Roger Paire is a specialist researcher who looks at why young people seem addicted to mobile phones.
One thing Roger Paire cannot stand to listen to is the old excuse that young people were brought up with mobile phones and know no different. 'This is simply not true. They weren't born with a mobile phone in their hand.' He is steadfast in his belief that young people are no more instinctively adroit at using a mobile phone than any other age group. 'All they're basically doing is socialising. Add to this peer pressure to have the latest phone and the know-how to use all the apps on it and you have the main reasons they appear to be more proficient - they use them more often!'
It's understandable that Paire gets annoyed about this. He was the first to study the effect of mobile phones on people, especially the young. He's been known to speak out vociferously against certain fictions that have grown up around the use of them. He's concentrated particularly on clarifying the many reasons why the young rely on mobile phones so heavily, having taken a much closer look at the situation than any other researcher.
His most recent research has been about why youngsters send so many text messages, especially in the evening, to people they have been with all day. 'It's not just a case of communicating information,' explains Roger, 'It's more subtle than that.' For example, six out of ten girls text their female friends, just to say 'Hello', whereas less than half of boys do the same. Some kids send up to fifty text messages a day because they see them as functional and efficient. It's the whole convenience of them - they sort of fit into those small gaps you have in your day when you have a few minutes with nothing to do!
Paine also investigated how teenagers manage to send so many text messages a day when they are in school for so many hours. 'That's easy to explain. Teenagers always try to get round the rules and defy teachers, despite the ban on mobile phones in the classroom; a ban I might add, that's imposed by adults. It confirmed for me how important texting is to teens, and really it's still passing notes in class, but via digital means.'
Roger's research also confirmed that teenagers make and receive far fewer phone calls than text messages. Older people are more likely to do the opposite, with an actual call being seen as more personal than a text message. Youngsters mainly make or receive calls from their parents, but texts rule when it comes to contacting their peers.
Most young people are constantly connected to the Internet and Facebook through their mobile phone. The constant updating of their friends' status seems to be irritating and unnecessary to many, but for teens it's vital, especially as regards their close friends. 'They also see their mobile phone as a constant companion,' says Roger. It's become an extension of their body. Meet a teenager and you'll meet their mobile phone! It's sort of glued to them. Most teenagers I spoke to sleep with it on their pillow or right next to the bed, they eat with it on their lap or by the plate, it goes to the bathroom with them and it must be visible when they have a shower. You'll find that older people aren't this enamoured of their phone, and will, for example, leave it downstairs when they go for a shower.
Next time you're in a café or restaurant where there are young people, have a good look at them to see how they're interacting. Every one of them will be playing with their mobile phone, either reading or sending a text message, playing a game on it, checking their online status or just playing with and touching the phone. 'They seem to be totally oblivious to the fact that they're doing it,' Paire observes, 'and they do it while they're communicating with the people they're sitting with. Nobody seems to get upset by the fact that the others are paying more attention to their mobile phones instead of living in the present!'
Paire adds, 'I did start to wonder if they ever turn their mobile phones off, and thus socialise in real time, so to speak. There doesn't appear to be any sort of code amongst them as to when the mobile phone is intrusive or when it is rude or inappropriate to use it. In fact, teenagers refer to their mobile phone as 'a device'; a device not only for communication, but also a clock, a music player, a camera, a link to the Internet and social media, and a vital and indispensable part of their life!

What point does Roger Paire make in the first paragraph about mobile phones?

In the second paragraph, what is said about Paire's research into the use of mobile phones?

The sentence 'It's more subtle than that.' in paragraph 3 refers to Paire's view that

The phrase 'glued to them' in paragraph 6 means that Paire

What point is Paire making about young people in social situations?

Paire uses the word 'device' in the last paragraph to emphasise the view that

III Matching — children (52–60)

A–E. Sprout.

A. Tears and Fears — Parent focused on own feelings about school start; daughter's sense of place; children's reactions still primitive; world seems permanent to small children.
B. Growing up — Famous parents; embarrassment fitting in; dark corners parents/children cannot see each other's perspective; marvellous moments and inescapable pains.
C. Early Literacy Development — Stages of literacy; delay/at-risk factors; facilitation strategies; literacy activities; working with parents; picture books.
D. Post-Traumatic Stress — Child maltreatment; trauma increases psychiatric vulnerability; abuse linked to depression, panic, personality disorder; clarifying trauma may improve treatment.
E. Child Development — First-time parents daunted; developmental questions; no absolute rules for walking/talking; stages affected by nutrition, home, stimulation, genetics.

the insecurity created by being inexperienced at child rearing

finding ways to improve therapies for adults mistreated in childhood

someone who only considered their own feelings about an upcoming event

recognising levels of educational ability

the susceptibility of neglected children to particular disorders

how external conditions can relate to maturation

having to accept an inability to see things from others' perspective

the variety of ways to ensure educational development

how rudimentary a child's perspective can be

III Cloze — writing (61–65)

Sprout.

The most important sign system ever invented on our planet is writing. Some may disagree and point out that speech, (61) ______, is a sign system too, and one which is clearly more important than writing. Such an objection, however, (62) ______ the point. Whether or not speech is a product of nature or of the human mind has been (63) ______ debated since early times, but there is general agreement that writing is an artefact. Many linguists believe that people are born to speak. A belief strongly supported by the fact that there is no (64) ______ society which lacks speech. If we ever find one, which has (65) ______ anthropologists' attention so far, then we would be forced to alter our conception of humanity drastically, or else to exclude that society from our species.

III Open cloze — grammar (66–75)

Sprout.

A word in a dictionary is very much like a car in a mammoth motor show - full of potential but temporarily inactive. To put the car on the road a complex of things is required including fuel, a controller at the wheel and knowledge of the rules of the road. To get a word moving we (66) ______ the things that come (67) ______ the heading of grammar. Grammar describes words in action. It classifies words into parts of speech, lists the changes of form that words can undergo when (68) ______ contact with other words and examines the placing of the totality of words needed for the expression of thought. Because grammar (69) ______ like a science and yet does not behave like one (words often jump (70) ______ of their classificatory cages), teachers and textbook-writers have been accused of digging too (71) ______ into it. A lot of out-of-date conceptions become fossilised in grammar-books, and their writers do not like to admit this. Nor does the inertia of teachers or the examiner's love of (72) ______ unambiguous encourage them to revise the thirty-third edition. It is best to let things carry (73) ______ as they are; let sleeping dogmas lie. The pupil-examinees do not want (74) ______ light on grammar; they merely want to (75) ______ rid of it.

IV Transformations (76–80)

Sprout.

There's a chance Alan will be there; if so, I'll ask him.
→ Should ______, I'll ask him.

Your only hope of making the train is if you take a taxi.
→ Only by ______ the train.

They think that Stone Age man inhabited these caves.
→ These caves ______

If the power fails, there are some candles in the hall cupboard. (EVENT)
→ There are some candles in the hall cupboard ______ a power failure.

The dog stole the sausages while the butcher was busy. (OFF)
→ The butcher was too busy ______ the sausages.

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