SỞ GD&ĐT NGHỆ AN KỲ THI KHẢO SÁT CHẤT LƯỢNG HỌC SINH GIỎI

CỤM TRƯỜNG THPT TP VINH LỚP 12 CẤP THPT, NĂM HỌC 2021 - 2022
Môn thi: TIẾNG ANH
Đề chính thức
Thời gian: 150 phút (không kể thời gian giao đề)

(Đề thi có 14 trang)

ĐIỂM HỌ TÊN, CHỮ KÍ GIÁM KHẢO SỐ PHÁCH

Bằng số:…………………… Giám khảo 1: ………………………
Bằng chữ:………………..… Giám khảo 2: ………………………

SECTION A. LISTENING (50 points)

Part 1: You will hear someone talking about the sport of elephant polo. For questions 1-15,
complete the sentences.

Elephant Polo
Elephants are (1)………………animals and so they enjoy elephant polo tournaments. And
of course they get fed extremely well – better than in their (2)……………. life. They use up a lot
of energy and get through masses of sugar cane, especially at half-time.
The players sit on elephants and hit a white (3)…………… ball, using a long bamboo stick
that has a polo (4)……………….. head on the end of it. The pitch is about three-quarters the
length of a football pitch, the (5) ………………. of a goal in elephant polo is the same as in
football. A player and an elephant (6)……………….. both sit on each elephant. It is against the
rules for the elephants to use their trunks to (7)…………….. the ball. A total of (8)
……………….. elephants are required for a game to take place. The participants are in action for a
total of (9)……………… during each game. The stick used in the game is both (10)
……………….. The elephants sometimes want to (11)………………… in front of a goal. An
elephant with a bad (12)………………. will be taken out of a game. You get big elephants that are
a bit older and wiser, and we use a lot of small ones that can be exceptionally quick. We try to
remove what you might call the elephant factor by (13)………….. elephants and mahouts with the
other team at half-time. If you’ve got elephants that don’t normally live together, there can be
some (14)……………… African elephants are not used because (15)…………….. cause a
problem.

Your answers:

1. 3. 5. 7. 9.
2. 4. 6. 8. 10.
11. 12. 13. 14. 15.

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Part 2:
Questions 16 - 20
Choose the correct letter, A, B or C.
MANHAM PORT
16. Why did a port originally develop at Manham?
A. It was safe from enemy attack
B. It was convenient for river transport
C. It had a good position on the sea coast

17. What caused Manham’s sudden expansion during the Industrial Revolution?
A. the improvement in mining techniques
B. the increase in demand for metals
C. the discovery of tin in the area

18. Why did rocks have to be sent away from Manham to be processed?
A. shortage of fuel
B. poor transport systems
C. lack of skills among local people

19. What happened when the port declined in the twentieth century?
A. The workers went away
B. Traditional skills were lost
C. Buildings were used for new purposes

20. What did the Manham Trust hope to do?

A. discover the location of the original port
B. provide jobs for the unemployed
C. rebuild the port complex

Questions 21-25
Write NO MORE THAN TWO WORDS for each answer.
Complete the table below.

Tourist attractions in Manham

Place Features and activities Advice

copper mine Specially adapted the mine is 22 …………. and
miners’21………….. take visitors enclosed -unsuitable for
into the mountain children and animals
village school classrooms and a special exhibition a 24…………………………. is
of 23 ………............. recommended
“The George” (old the ship’s wheel (was lost but has children shouldn’t use the 25
sailing ship) now been restored) ………………………………..

Your answers:
16. 18. 20. 22. 24.
17. 19. 21. 23. 25.

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 SECTION B. LEXICO – GRAMMAR (20 points)
Part 1: Choose the best answer to complete each of the following sentences. Write A, B, C or D
in your answer: (12pts)
1. It isn’t that woman’s turn. Don’t let her push _______.
A. in B. through C. into D. up
2. We heard her _________ in agony as she dropped the saucepan on her toe.
A. boil over B. cry out C. let off D. ring out
3. Tom won’t buy that old car because it has too much ________ on it.
A. ups and downs B. odds and ends C. wear and tear D. white lie
4. His English teacher recommends that he _______ a regular degree program.
A. begin B. begins C. will begin D. is beginning
5. As a citizen, it is natural to _______ to the laws and rules made by the society.
A. conform B. resist C. hinder D. obey
6. The inconsiderate driver was _______ for parking his vehicle in the wrong place.
A. inflicted B. condemned C. harassed D. fined
7. Look, will you stop _______ in and let me finish my sentence!
A. moving B. pushing C. butting D. plugging
8. It’s the ________ of stupidity to go walking in the mountains in this weather.
A. height B. depth C. source D. matter
9. Tax ________ deprives the state of several million pounds as a year.
A. retention B. desertion C. escapism D. evasion
10. Mark the letter A, B, C, or D on your answer sheet to indicate the option that best completes
each of the fol-lowing exchanges.
- A: “Would you like me to send this package for you?” - B: “______”
A. That would be nice. Any problems? B. Yes, please, if you don’t mind.
C. I’m sorry, but here you are. D. No, thanks. I’m really busy.
11. Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) OPPOSITE in
meaning to the underlined word(s) in each of the following questions.
It is very difficult to tell him to give in because he is so big-headed.
A. wise B. generous C. modest D. arrogant
12. Mark the letter A, B, C or D to indicate the word(s) CLOSEST in meaning to the underlined
word(s) in each of the following questions.
The protesters were angry with the council’s plan to do away with a lovely old building and put a
car park there instead.
A. destroy B. replace C. remain D. keep

Your answers:

1. 2. 3. 4. 5. 6.

7. 8. 9. 10. 11. 12.

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Part 2: The passage below contains 8 mistakes. Underline the mistakes and write the correct
words in the space provided in the column on the left. (8pts)
1 Known as the “Birth of Venus”, the composition actually shows the goddess of
2 love and beauty arrival on land, on the island of Cyprus, born of the sea spray
3 and blown there by the winds, Zephyr and, perhaps, Aura. The goddess is
4 standing on a giant scallop shell, as pure and as perfect as a pearl. She met by a
5 young woman, who is sometimes identifying as one of the Graces or as the Hora
6 of spring, and who holds out a cloak covered on flowers. Even the roses, blown
7 in by the wind are a remind of spring. The subject of the painting, which
8 celebrates Venus as symbol of love and beauty, was perhaps suggested by the
poet Agnolo Poliziano.
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10 It is high probable that the work was commissioned by a member of the Medici
11 family, although there is anything written about the painting before 1550, when
12 Giorgio Vasari describes it in the Medici’s Villa of Castello, owned by the cadet
13 branch of the Medici family since the mid-15th century. This hypothesis would
14 seem to be born out by the orange trees in the painting, which are considered an
15 emblem of the Medici dynasty, in account of the assonance between the family
name and the name of the orange tree, which at the time was ‘mala medica’.

Your answers:
Line Mistake Correction Line Mistake Correction
1. 5.
2. 6.
3. 7.
4. 8.

PART III: READING (70 POINTS)

Part 1 : For questions 1–15, read the following passage and decide which answer (A, B, C, or D)
best fits each gap. Write your answers in corresponding numbered boxes. (15pts)
Gerard Mercator: The Man Who Mapped the Planet
When Gerard Mercatorwas was born in 1512, the geography of the globe still remained a mystery.
It was unclear whether America was part of Asia, if there was a vast (1) __________ of sea at the
top of the world or if Australia was (2) __________ to Antarctica.
Mercator's childhood was spent chiefly in Rupelmonde, a Flemish trading town on the river, and it
was here that his geographical imagination was (3) __________ by the ships which passed to and
from the rest of the world. Alongside imagination, he developed two very different skills. The first
was the ability to gather, (4) __________ and co-ordinate the geographical information (5)
__________explorers and sailors who frequented the margins of the known. He also had to be able
to imagine himself (6)__________from the heavens, to achieve the visionary (7) ____________of
gods in the skies, (8) ____________down on the world. The main reason why Mercator's name is
(9) ___________ to us is because of the Mercator Projection: the solution he (10) ___________ to
represent the spheroidal surface of the globe on a two-dimensional plane. It is less well known that
Mercator was the first man to conceive of mapping the (11)___________ surface of the planet or

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that he (12) ___________the idea of multiple maps being presented in bound books, to which he
gave the name 'Atlas'.
It is difficult for us now to be surprised by maps, so many are there, and of such detail and
coverage, but we should (13) ___________ in mind that Mercator lived at a time when such
knowledge was far from (14) ____________ He was the man who (15)____________ our
worldview forever.
1. A. territory B. distance C. range D. expanse
2. A. connected B. coupled C. united D. integrated
3. A. raise B. reared C. supplied D. nourished
4. A. congregate B. amass C. assimilate D. construct
5. A. granted B. conferred C. contributed D. provided
6. A. suspended B. located C. situated D. attached
7. A. inspection B. observation C. perspective D. assessment
8. A. glimpsing B. scrutinizing C. watching D. gazing
9. A. familiar B. famous C. memorable D. recognizable
10. A. invented B. contrived C. devised D. schemed
11. A. sheer B. full C. entire D. utter
12. A. pioneered B. initiated C. lead D. prepared
13. A. carry B. hold C. take D. bear
14. A. typical B. common C. routine D. normal
15. A. converted B. substituted C. distorted D. altered

Your answers:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Part 2. Read the text below and think of the word which best fits each space. Use only ONE
word in each space. Write your answers in the corresponding numbered boxes. (15pts)
I was reading an article last week in which the writer described ___(16)___ her children has
changed ____(17)____ they grow up. When they were small she had to ___(18)____ up with
noisy games in the house or _____(19)_____in interminable games of football in the garden
which wore her out. If the house went quiet, she wondered what the monsters were
getting_____(20)____ to, or what crisis she would have to ____(21)_____ with next. She dreaded
the fact that they might ____(22)____ after her husband, who admitted having ___(23)____ an
uncontrollable child who ____(24)_____ most of time showing off to his friends by breaking
things or getting into fights. What was worse was that everyone else thought he was ___
(25)____sweet child, and he got ____(26)______ with the most terrible things. However, she had
experienced an even greater shocked with her children. They had ___(27)____ out as chess and
playing the piano. They never did anything ___(28)____ talking it over first, and coming to a
serious decision. She had to face up to the fact that they made her feel rather childish as they got
___(29)____, and that in some ways she preferred them _____(30)______they were young and
noisy.
Your answers:
16. 19. 22. 25. 28.

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 17. 20. 23. 26. 29.

18. 21. 24. 27. 30.

Part 3: You are going to read a passage and choose the answer (A, B, C or D) which you think
fits best according to the text. (20pts)
In many developing countries, literacy skills are under siege. This is true even in societies
where access to primary education is universal and governments invest heavily in education. New
Zealand, for example, was leading the world in literacy rates in 1970, but tumbled to thirteenth
place in 2001 and then again to twenty- fourth just a few years later. Test scores in the USA also
slumped 10 per cent during the 1990s despite the country riding an economic boom for much of
the decade. In some cases, these statistics reverse the trends there were in motion for over a century
and a half. The steady, gradual expansion of literacy across social groups and classes was one of
the greatest successes of the period of industrialization that began in the mid- 1850s.
This reversal of fortunes has led to widespread contention over the pedagogy of teaching
literacy. What was once a dry and technical affair - the esoteric business of linguists and policy
analysts - rapidly escalated into a series of skirmishes that were played out in high- visibility
forums: Newspapers ran special features, columns, and letters to the editor on the literacy crisis;
politicians successfully ran their national campaigns on improving reading test scores; and parents
had their say by joining Parent- Teacher Associations (PTAs) and lobby groups.
The arguments around reading pooled into two different classroom methodologies:
constructivism and behaviorism. The constructivist methodology grew from a holistic conception
of knowledge creation that understood reading and writing to be innate, humanistic, and
interpretative practices that suffered when they were spliced and formalized within rigid doctrines,
strict rules, and universal skill- sets. Constructivists associate words with meanings; each word
might be thought of as a Chinese ideogram. Students are encouraged to learn individual words and
skip over and guess words they do not understand, or learn to interpret those words by situating
them within the lexical infrastructure of the sentence and the story’s wider narrative. These
practices materialize as learning processes centered on guided group reading and independent
reading of high- quality, culturally diverse literature or textual composition that emphasizes pupils
conveying their own thoughts and feelings for real purposes such as letters for pen pals or journal
entries.
Behaviorism sees the pedagogical process in a less dialectical fashion- words are initially
taught not lexically, as vehicles to convey meaning, but rather sub- lexically, as a combination of
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features that can be separated and learned in a schematic process. The behaviorist approach does
not focus on words at all in the early stages of learning. Rather, it is centered on a universally
applicable method of teaching students to isolate graphemes and phonemes with the intention that
students will eventually lean to synthesize these individual parts and make sense of spoken words
textually. In this way, individual components are not equated with the strokes of a brush on a
Chinese ideogram, but rather as the focal pieces of interpretation - as in, for example, learning to
read musical notation or Morse Code. Because of its emphasis on universal rules, behaviorism is
much more conductive to formal examination and the consolidation of results across regions and
countries. The ability to master language is to considered to rest in the acquisition of a set of skills
that exist independently of individuals. Classroom learning is, therefore, based upon the
transmission of knowledge from tutors to students, rather than seen as an internalized process that
erupts within the students themselves.
So, who comes out on top? It is not easy to say. Champions of behaviorism have claimed
victory because constructivists learning took over in the late 1800s, just before the test scores on
literacy began sinking across the West. Constructivist, however, can make the valid claim that the
behaviorist approach has a heavy methodological bias towards testing and examination, and that
test results do not represent the ability of individuals to use and interpret language freely and
creatively. Furthermore, different socio- economic groups respond in different ways to each
method. Those from wealthier families tend to do well regardless of the method, but thrive on the
constructivist approach implemented in the 1900s. Children from poorer families, however, are
better served by behaviorism. These outcomes have ramped up levels of socio- economic- based
educational disparities in educational systems that have pushed the constructivist methods.
It is unlikely that either constructivism or behaviorism will be permanently sidelined from
curricula in the near future. Most teachers will find it easier to incorporate aspects of each
approach. Constructivism may ultimately hold the triumph card because of its proven success
with pupils who come from families where they are introduced to reading and writing in various
forms from a young age - this process of “living and learning” and immersing oneself in language
is a sound principle. In a world rife with social inequities, households with illiterate parents and a
scarcity of funding for education, however, the behaviorist approach may have the upper hand in
teaching children to access the basic skills of literacy skills quickly and efficiently, even if some
linguistic creativity is crushed in the process.
31. Which of the following topics is the passage primarily concerned with?
A. The rise and fall of literacy in countries around the world.

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B. Reasons why language teaching has been on firm ground.
C. Main features of two languages teaching approaches.
D. Best classroom methodologies in literacy approaches.
32. Which describes one attitude towards a teaching method mentioned in the text?
A. Too many rules and regulations can hinder natural knowledge mastery.
B. Dependence on learning assistants is no longer praiseworthy now.
C. Understanding deserves much more emphasis that putting knowledge to use.
D. Universal rules must be appreciated if individual interpretation of ideas is to be achieved.
33. By “was once a dry and technical affair”, the writer means that _______.
A. Literacy education was less flexible and cultural than it is.
B. There was one time when language teaching was very technological.
C. Nobody but linguists and politicians found literacy was a matter of interest.
D. Literacy teaching methods used to be entitle to specialists only.
34. Which is one feature of constructivism?
A. People are naturally inclined to develop language abilities.
B. Students learn best by working on their own.
C. It is vital that a disciplined and regulated approach is used.
D. Everyone learns to read and write in a similar manner.
35. Which is one feature of behaviorism?
A. There is hardly a common set of conventions.
B. Meaning is created by connecting word fragments.
C. Linguistic capacities are built into people.
D. Self- study is crucial in acquiring language knowledge.
36. Which is NOT a feature of constructivism?
A. Context can provide helpful cues to understanding words.
B. Language is best learned as a single, organic process.
C. Practical means are used to encourage individual and self- expression.
D. It is crucial that students understand every words they encounter.
37. The phrase “hold the triumph card” mostly means___________.
A. achieve dominance B. be described in documents
C. maintain its originality D. overcome challenges
38. Which is NOT a feature of behaviorism?
A. Students often learn by receiving information from teachers.

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B. The whole word is less important than its parts.
C. It is difficult to judge how well students are doing collectively.
D. Test results, rather than real abilities, are more likely to be achieved.
39. What is one disadvantage of behaviorism teaching and learning?
A. It is only suitable to children with a good financial background.
B. It may discourage learners’ creative abilities in language acquisition.
C. It seems to overemphasize the needs for tests and examinations.
D. It lessens the possibility of equality in education between social classes.
40. Which best summarizes the writer’s general conclusion?
A. Constructivism is better, while behaviorism leads to negative social effects.
B. Ideally, constructivism would be used, but behaviorism is more pragmatic.
C. Neither is particularly useful, and there needs to be new alternative.
D. Each method complements the other, and their application should be integrated.

Your answers:
31. 32. 33. 34. 35.
36. 37. 38. 39. 40.

Part 4: Read the text and do the following tasks. (20pts)

For questions 41-50, choose the correct heading for paragraphs A- H from the list of headings
below. Write your answers in the corresponding numbered boxes.

PAINTERS OF TIME
‘The world’s fascination with the mystique of Australian Aboriginal art.’
Emmanuel de Roux
A The works of Aboriginal artists are now much in demand throughout the world, and not just
in Australia, where they are already fully recognised: the National Museum of Australia, which
opened in Canberra in 2001, designated 40% of its exhibition space to works by Aborigines. In
Europe their art is being exhibited at a museum in Lyon, France, while the future Quai Branly
museum in Paris – which will be devoted to arts and civilisations of Africa, Asia, Oceania and the
Americas – plans to commission frescoes by artists from Australia.
B Their artistic movement began about 30 years ago, but its roots go back to time
immemorial. All the works refer to the founding myth of the Aboriginal culture, ‘the Dreaming’.
That internal geography, which is rendered with a brush and colours, is also the expression of the
Aborigines’ long quest to regain the land which was stolen from them when Europeans arrived in
the nineteenth century. ‘Painting is nothing without history,’ says one such artist, Michael Nelson
Tjakamarra.
C There are now fewer than 400,000 Aborigines living in Australia. They have been swamped
by the country’s 17.5 million immigrants. These original ‘natives’ have been living in Australia for
50,000 years, but they were undoubtedly maltreated by the newcomers. Driven back to the most
barren lands or crammed into slums on the outskirts of cities, the Aborigines were subjected to a

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policy of ‘assimilation’, which involved kidnapping children to make them better ‘integrated’ into
European society, and herding the nomadic Aborigines by force into settled communities.
D It was in one such community, Papunya, near Alice Springs, in the central desert, that
Aboriginal painting first came into its own. In 1971, a white schoolteacher, Geoffrey Bardon,
suggested to a group of Aborigines that they should decorate the school walls with ritual motifs, so
as to pass on to the younger generation the myths that were starting to fade from their collective
memory. He gave them brushes, colours and surfaces to paint on – cardboard and canvases. He
was astounded by the result. But their art did not come like a bolt from the blue: for thousands of
years Aborigines had been ‘painting’ on the ground using sands of different colours, and on rock
faces. They had also been decorating their bodies for ceremonial purposes. So there existed a
formal vocabulary.
E This had already been noted by Europeans. In the early twentieth century, Aboriginal
communities brought together by missionaries in northern Australia had been encouraged to
reproduce on tree bark the motifs found on rock faces. Artists turned out a steady stream of works,
supported by the churches, which helped to sell them to the public, and between 1950 and 1960
Aboriginal paintings began to reach overseas museums. Painting on bark persisted in the north,
whereas the communities in the central desert increasingly used acrylic paint, and elsewhere in
Western Australia women explored the possibilities of wax painting and dyeing processes, known
as ‘batik’.
F What Aborigines depict are always elements of the Dreaming, the collective history that
each community is both part of and guardian of. The Dreaming is the story of their origins, of their
‘Great Ancestors’, who passed on their knowledge, their art and their skills (hunting, medicine,
painting, music and dance) to man. ‘The Dreaming is not synonymous with the moment when the
world was created,’ says Stephane Jacob, one of the organisers of the Lyon exhibition. ‘For
Aborigines, that moment has never ceased to exist. It is perpetuated by the cycle of the seasons and
the religious ceremonies which the Aborigines organise. Indeed the aim of those ceremonies is also
to ensure the permanence of that golden age. The central function of Aboriginal painting, even in
its contemporary manifestations, is to guarantee the survival of this world. The Dreaming is both
past, present and future.’
G Each work is created individually, with a form peculiar to each artist, but it is created within
and on behalf of a community who must approve it. An artist cannot use a ‘dream’ that does not
belong to his or her community, since each community is the owner of its dreams, just as it is
anchored to a territory marked out by its ancestors, so each painting can be interpreted as a kind of
spiritual road map for that community.
H ‘By exporting their paintings as though they were surfaces of their territory, by accompanying
them to the temples of western art, the Aborigines have redrawn the map of their country, into
whose depths they were exiled,’ says Yves Le Fur, of the Quai Branly museum. ‘Masterpieces
have been created. Their undeniable power prompts a dialogue that has proved all too rare in the
history of contacts between the two cultures’.
Question 41-46: The passage has nine paragraphs, A-H. Choose the correct heading for
paragraphs A-H from the list of headings, i-viii, below.
List of Headings
i Amazing results from a project
ii New religious ceremonies
iii Community art centres
iv Early painting techniques and marketing systems
v Mythology and history combined
vi The increasing acclaim for Aboriginal art
vii Belief on continuity

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 viii Oppression of a minority people

Question 47-50: Complete the flow chart below. Choose NO MORE THAN THREE WORDS
from the passage for each answer.
For (47) __________, Aborigines produced ground and rock paintings.
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Early twentieth century: churches first prompted the use of (48) __________ for paintings.

Mid-twentieth century: Aboriginal paintings were seen in (49) __________.

Early 1970s: Aborigines painted traditional patterns on (50) __________ in one community.

Your answers:
41. 43. 45. 47. 49.
Paragraph A:... Paragraph C:.... Paragraph E:..... ………………... ..........................

42. 44. 46. 48. 50.

Paragraph B:... Paragraph D:.... Paragraph F:.... ........................... ..........................

SECTION D. WRITING (60 pts)

Part 1: For each of the sentences below, write a new sentence as similar in meaning as possible
to the original sentence, using the word given in capital letters. This word must not be altered in
any way. (10 points)
1. You can try to get Tom to lend you his electric bike but you won’t succeed. (POINT)
There is…………………………………………………………his electric bike.
2. Diane was supposed to write to her parents last week. (OUGHT)
Diane ………………………….…….………………to her parents last week.
3. The organizers planned everything as carefully as they could possibly have done. (UTMOST)
Everything was planned…………………………………………….. by the organizers.
4. He is suddenly realized that he was never going to see her again. (DAWNED)
It……………………………………………………………. he was never going to see her again.
5. Tim tried to be like one of his heroes when he was a young musician. (MODELED)
As ……………………………………………………………………one of his heroes.

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Part 2: (20pts)
You have a friend who lives in a city abroad. You would like to apply to do a course at one of
the colleges in this city.
Write a letter (80-100 words) to your friend to explain what you would like to do. Tell
him/her what type of work or studies you have been doing for the past few years and ask for
assistance in contacting an appropriate institution.
You don’t need to write your name and address.
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Part 3: Write a composition at least 350 words on the following topic: (30pts)
Stress is now a major problem in many countries around the world. What are some of the
factors in modern society that cause this stress, and how can we reduce it?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

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