SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN HỌC SINH GIỎI LỚP 12 THPT

TỈNH BÀ RỊA – VŨNG TÀU NĂM HỌC 2019 - 2020

Môn thi: Tiếng Anh – Thời gian làm bài: 180 phút
HƯỚNG DẪN CHẤM Ngày thi: 11/12/2018
ĐỀ CHÍNH THỨC
(Gồm 07 trang) (Lưu ý: Học sinh làm bài vào đề thi)

Số điểm Giám khảo 1 Giám khảo 2 Số phách

(Ký, ghi rõ họ và tên) (Ký, ghi rõ họ và tên)
Bằng chữ

I II III IV TỔNG ĐIỂM

(3 pts) (7 pts) (7 pts) ( 3 pts) (20 pts)

I. LISTENING. (0.25 x 12 = 3 pts)

PART 1: You will hear an interview with two people who took part in the experiment which
involved living as people did 2,500 years ago. For questions 1 to 6, choose the the answer
which fits best according to what you hear.
1. One thing Janet never got used to on the project was ______.
A. the food B. the cold C. the dark D. the popular drinks
2. Daniel thinks that Iron Age people ate ______.
A. an insufficient amount of food B. only nuts, fruit and things like that
C. only one big meal a day D. snacks as well as big meals
3. Janet says that while they were working, the people on the project did not ______.
A. find it easy to follow a routine B. have enough time to do everything
C. worry about what they were wearing D. do the same kind of jobs
4. Danie says that in the evenings, the participants ______.
A. made their own entertainment B. talked about the day‟s problems
C. sometimes missed having TV D. listened to the radio
5. How did Janet feel about colour while she was taking part in the project?
A. She appreciated small differences in colour.
B. She was interested in the coloured clothes the participants were wearing.
C. She missed having bright colours.
D. She liked seeing how colours changed during the day.
6. What did Janet realise when she took a hot bath at the end of the project?
A. The project was really over. B. She preferred living in the modern world.
C. She couldn‟t wait to join the next project. D. The project had been a wonderful experience.
(Source: FCE Gold Plus)
PART 2: You will hear a lecturer talking about DUST STORM. Fill in the missing information
in the numbered space using NO MORE THAN THREE WORDS for each answer.
Main focus of lecture: the impact of (1) _HUMAN ACTIVITIES_____ on the occurrence of dust storms.
Two main types of impact: A. break up ground surface, e.g. off – road vehicle use
B. remove protective plants, e.g. (2) ____FARMING ______and _____DRAINAGE_______
Name of area Details
USA “dust bowl” Caused by mismanagement of farmland
Decade renamed the (3) __DIRTY THIRTIES________
West Africa Steady rise in dust storms over 20 – year period
Arizona Worst dust clouds arise from (4) DRY THUNDERSTORMS
Dust deposits are hazardous to (5) MACHINE OPERATOR
Sahara Increased wind erosion has occurred along with long – term (6)
__DROUGHT________
(Soure: Ielts Practice Test Plus)

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II. PHONETICS – LEXICO –GRAMMAR (0.25 x 28 = 7 pts)
CIRCLE the letter A, B, C or D to indicate the word whose underlined part is pronounced
differently from others.
1. A. equation B. election C. situation D. attraction
2. A. maritime B. marine C. marriage D. marinate
CIRCLE the letter A, B, C or D to indicate the word with the stress pattern different from
that of the others.
3. A. cinematographer B. parliamentary C. reliability D. disadvantageous
4. A. prerequisite B. dialectics C. necessity D. synonymous
CIRCLE the letter A, B, C or D to show the underlined part that needs correction in each of
the following questions.
5. When a person from a contact culture moves in closer, a person from a non-contact culture may feel
the needy to back off.
A. moves in closer B. non-contact C. needy D. back off
6. Many television newscasters make the public an eyewitness to the news by means of on-the-spot,
alive reports.
A. television newscasters B. an eyewitness C. by means of D. alive
7. Regardless of the homes from which students come, every one of whom usually has at least one
person who cares.
A. the homes B. from which C. whom D. cares
8. Having such different ways of looking at the same things can result in tensions, and a couple of years
ago we actually stopped speaking for a while, but that didn‟t exist long.
A. ways of looking B. result in C. for a while D. exist
CIRCLE the letter A, B, C or D to indicate the word(s) that is CLOSEST in meaning to the
underlined part in each of the following questions.
9. After the heavy rain, the stream became murky; in fact, the water was so muddy that you couldn‟t
see the bottom.
A. cloudy B. bottomless C. grimy D. mucky
10. After careful consideration, the broadcasting corporation will pull the plug on the whole series.
A. add more effort to B. build up C. discontinue D. hesitate about
CIRCLE the letter A, B, C or D to indicate the word(s) that is OPPOSITE in meaning to the
underlined part in each of the following questions.
11. Nothing could efface the memory of the former dictatorship although many years had clapsed.
A. broaden B. erase C. maintain D. prove
12.Unfortunately, most of his observations were wide of the mark.
A. comprehensive B. relevant C. emotional D. acceptable
CIRCLE the letter A, B, C or D to indicate the correct answer to each of the questions.
13. The planes were delayed and the hotel was awful, but _______ we still had a good time.
A. on the contrary B. by the same token C. on top of all that D. for all that
14. The saucepan fell onto the floor with a great _______.
A. clatter B. whoosh C. crunch D. squeak
15. Professional people appreciate ______ when it is necessary to cancel an appointment.
A. you to call them B. that you would call them
C. your calling them D. that you are calling them
16. Her grandfather is getting old. ______, he is experienced and helpful.
A. Be that as it may B. On the top of that
C. In as much as it is D. Consequently
17. The plumber came yesterday to ______ the burst pipes.
A. turn off B. look into C. get over D. see to
18. Could you lend me £50 to ______ until pay day?
A. tide me over B. put me over C. take me over D. run me over
19. _______ language teaching in _______ country is based on _______ idea that the goal of _______
language acquisition is communicative complete.
A. The/ the/ the/ the B. The/ the/ x/ x C. X/ the/ the/ x D. X/ x/ x/ the
20. Unsalted butter is best for this recipe, but _______ that, margarine will do.
A. except B. failing C. for all of D. given

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21. Don‟t go any further! You've made ______ already.
A. enough mess B. enough a mess C. enough of mess D. enough of a mess
22. If __________, it is more difficult to understand or involves more things than you thought at the
beginning.
A. there is more to something than meets the eye B. there are more things than meet the eye
C. there is too much of something to meet the eye D. there is much something to meet the eye
23. - Mr. David Jones: "I am feeling so glad that our project has been finished."
- Mr. George Smith: _______
A. And what B. And how C. How come D. How about
24. If you scratch _______ the surface, you'll find she's really a very nice person.
A. beneath B. below C. under D. underneath
CIRCLE the letter A, B, C or D to indicate the sentence that is closest in meaning or best
combines the pair of sentences given in each of the following questions.
25. Although she said otherwise, I felt certain that she‟d been offended by my remark.
A. Even though my remark was offensive, she assured me that it hadn‟t bothered her.
B. I was sure my words had caused her no offence; otherwise, she‟d have told me.
C. I was in doubt, because of her later attitude to me, that she was insulted by my comment.
D. I was convinced that she’d taken my comment as an insult despite her claim to the
contrary.
26. I shudder to think what my parents will say when I tell them I‟ve failed my exams.
A. I’m very fearful about what my parents will say when I tell them I haven’t passed my
exams.
B. I can‟t stand what my parents would say if I couldn‟t pass my exams with flying colors.
C. I find it very difficult to imagine what my parents will say when I tell them I‟ve failed my exams.
D. I feel worried about my exams because if I fail, my parents will say something unpleasant to me.
27. Now people think that lifelong learning is the key to success. Today‟s labour market is competitive
and demanding.
A. Today‟s labour market is competitive and demanding because people believe that lifelong
learning is the key to success.
B. Believing that lifelong learning is the key to success, people now live in a competitive and
demanding labour market.
C. Lifelong learning is believed to be the key to success in today’s competitive and
demanding labour market.
D. Competitive and demanding people believe that lifelong learning is the key to success in today‟s
labour market.
28. It isn‟t just that the level of education of this school is high. It‟s that it‟s also been consistent for
years.
A. The level of education in this school, which is usually quite high, shows only slight variations
from year to year.
B. The standard of education is not high in this school, but at least all the students are at the same
level.
C. Not only are the standards of education good in this school, but it has maintained
those standards over the years.
D. It isn‟t fair to deny that this school is successful, as it has had the same high standards for many
years now.
III. READING (0.25 x 28 = 7 pts)
PART 1: Read the passage and CIRCLE the letter A, B, C or D to indicate the correct word or
phrase that best fits each of the space numbered from 1 to 10.
Freelance writing
When you are a freelance writer, there are many (1)______ opportunities open to you. You may
be working on a great work of fiction and know that within a couple of years you‟ll be regarded as a
hugely successful (2)______, but until then there are bills to be paid. The Sunday colour (3)______ are
filled with feature articles. They all have to be written, and they are often written by freelancers. Offer
your services. Know two languages? Consider doing the (4)______ for foreign films and TV
programmes. They are usually commissioned on a film-by-film basis. Enjoy politics? Offer to help a
political party to produce its next (5)______- for a small fee, of course. Like technology? Someone has
to write the (6)______ or handbook that comes with every piece of equipment we buy. It could be you!
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Set yourself up as a gossip columnist, film (7)______ or book reviewer for a small local newspaper.
(8)_______ you‟ve got some pieces behind you, you can move on to a bigger paper, or even a national
tabloid. And when you‟ve made a few contacts and had a few things (9)_______, there‟s a fair amount
of work out there for (10)______-people who write celebrities‟ autobiographies for them.
(Source: Destination C1 & C2-Malcolm Mann/ Steve Taylore-Knowles)
1. A. various B. varied C. numerous D. countless
2. A. poet B. critic C. novelist D. reviewer
3. A. supplements B. extracts C. appendixes D. brochures
4. A. titles B. subtitles C. translators D. commentators
5. A. slogan B. motto C. manifesto D. caption
6. A. instructions B. guidance C. epigrams D. slogans
7. A. critic B. viewer C. commentator D. interpreter
8. A. As long as B. Once C. Moment D. Since
9. A. displayed B. published C. broadcast D. spread
10. A. ghostwriters B. practitioners C. scriptwriters D. masterminds
Part II. Read the passage and CIRCLE the letter A, B, C or D to indicate the correct answer
to each of the questions from 11 to 18.
HOW I FOUND MY TRUE VOICE
As an interpreter, Suzanne Glass could speak only for others – but the work provided terrific
material for her first novel.
„No, no, no! You‟ve got to get away from this or you‟re going to lose it.‟ The voice reverberating
in my head was my own. I was at an international conference. My throat was killing me and my
headphones were pinching. I had just been interpreting a speaker whose last words had been: „We must
take very seriously the standardization of the length of cucumbers and the size of tomatoes.‟ You can‟t
afford to have your own thoughts when you‟re interpreting simultaneously, so, of course, I missed the
speaker‟s next sentence and lost his train of thought. Sitting in a darkened booth at the back of a huge
conference hall, I was thrown. Fortunately, my colleague grabbed my microphone and took over.
This high-pressure, high-output work was not quite the dream profession I had hoped for.
Although I had fun with it in the beginning – occasionally being among the first to hear of medical and
political breakthroughs would be exciting for any 25-year-old – I realized that this was a job in which I
would never be able to find my own voice. I had always known that words would be my life in one form
or another. My mother thought she‟d given birth to an alien when I began to talk at the age of seven
months. That momentous day, she had placed my playpen in the hallway and gone into the bedroom.
In imitation of the words she had repeated to me again and again, I apparently called out towards the
bedroom door: „I see you. I see you.‟ I was already in training for a career as a professional parrot.
But how mistaken I was to think that international interpreting would be glamorous. The speaker
rarely stops to think that there‟s someone at the back of the room, listening to his words, absorbing
their meaning, and converting them into another language at the same time. Often I was confronted
with a droner, a whisperer or a mumbler through my headphones. The mumblers were the worst. Most
of the time, an interpreter is thought of as a machine – a funnel, a conduit, which, I suppose, is
precisely what we are. Sometimes, when those we are translating for hear us cough or sneeze, or turn
round and look at us behind the smoky glass of the booth, I think they‟re surprised to see that we‟re
actually alive.
Ironically, part of the secret of interpreting is non-verbal communication. You have to sense
when your partner is tired, and offer to take over. At the same time, you have to be careful not to cut
him short and hog the microphone. Interpreters can be a bit like actors: they like to show off. You do
develop friendships when you‟re working in such close proximity, but there‟s a huge amount of
competitiveness among interpreters. They check on each other and sometimes even count each other‟s
mistranslations.
Translating other people‟s ideas prevented me from feeling involved and creative as an
interpreter. Actually, you can‟t be a creative interpreter. It‟s a contradiction in terms. Sometimes, when I
disagreed with a speaker, I wanted to rip off my headphones, jump up and run out of the booth,
shouting: „Rubbish. Rubbish. You‟re talking a lot of nonsense, and this is what I think about it.‟ Instead,
I had to sit there and regurgitate opinions in violent contradiction with my own. Sometimes, I‟d get my
revenge by playing games with the speaker‟s tone of voice. If he was being serious, I‟d make him sound
jocular. If he was being light-hearted, I‟d make him sound earnest.

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 Eventually, I wanted to find a career where my own words would matter and where my own
voice would be heard. So, to redress the balance, I decided to write a novel. While I was writing it, I did
go back and interpret at a few conferences to get inside the head of Dominique, my main character. At
first, I was a little rusty and a couple of the delegates turned round to glare at me, but after twenty
minutes, I was back into it, playing that old game of mental gymnastics. Interpreting is like learning to
turn somersaults: you never forget how to do it. But for me, sitting in the booth had a ghost-like quality
to it – as though I had gone back into a past life - a life that belonged to the time before I found my
own voice.
(Extracted from FIRST CERTIFICATE IN ENGLISH)
11. In the first paragraph, the writer says she discovered that ______.
A. there were some subjects she had no interest in dealing with
B. the standard of her work as an interpreter was getting lower
C. her mind was wandering when she should have been doing her job
D. she could no longer understand subjects she had previously covered
12. What does the writer say about being an interpreter in the second paragraph?
A. It was the kind of job her parents had always expected her to do.
B. It turned out to be more challenging than she had anticipated.
C. It was what she had wanted to be ever since she was a small child.
D. It gave her access to important information before other people.
13. What does the writer say about speakers she interpreted for?
A. Some of them had a tendency to get irritated with interpreters.
B. She particularly disliked those she struggled to hear properly.
C. They usually had the wrong idea about the function of interpreters.
D. Some of them made little attempt to use their own language correctly.
14. The writer says that relationships between interpreters ______.
A. can make it difficult for interpreters to do their jobs well
B. are affected by interpreters’ desires to prove how good they are
C. usually start well but end in arguments
D. are based on secret resentments
15. The writer says that when she disagreed with speakers, she would sometimes ______.
A. mistranslate small parts of what they said
B. make it clear from her tone of voice that she did not agree
C. exaggerate their point of view
D. give the impression that they did not really mean what they said
16. The writer says that when she returned to interpreting, ______.
A. she did not start off very well
B. she briefly wished she had not given it up
C. she thought that two of the delegates recognised her
D. she changed her ideas about the main character in her novel
17. What is the writer‟s main point in the article as a whole?
A. It is not always a good idea to go into a profession because it looks glamorous.
B. Most interpreters eventually become disillusioned with the work.
C. Being an interpreter did not allow her to satisfy her need to be creative.
D. Most interpreters would actually like to do something more creative.
18. Which is the closest in meaning to momentous in „That momentous day‟?
A. unimportant B. historic C. momentary D. Hard
Part III. Read the passage and CIRCLE the letter A, B, C or D to indicate the correct answer
to each of the questions from 19 to 28.
Volunteering: enriching others and help oneself
A. Volunteering, some might mistakenly think, embraces a plethora of people from all walks of life
as well as activities, but data from the other side of the world suggest otherwise. A 2001 survey on who
participated in volunteering by the Office for National Statistics (ONS) in the United Kingdom (UK)
revealed that people in higher income households are more likely than others to volunteer. In England
and Wales, 57 per cent of adults with gross annual household incomes of £75,000 or more, have
volunteered formally (such as raising or handling money for a charity or being a member of a
committee) in the 12 months prior to the survey date. They were almost twice as likely to have done so
than those living in households with an annual income under £10,000.

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B. As well as having high household incomes, volunteers also tend to have higher academic
qualifications, be in higher socio-economic groups and be in employment. Among people with a degree
or postgraduate qualification, 79 per cent had volunteered informally and 57 per cent had volunteered
formally in the previous 12 months. For people with no qualifications the corresponding proportions
were 52 per cent and 23 per cent. But voluntary work is certainly not the exclusive preserve of the rich,
nor should it be. Does the answer not lie perhaps in the fact that the rich tend to have money to allow
them the time to become involved in voluntary work compared to less well-off people?
C. A breakdown in the year 2000 of the range of volunteering activities taken from The Australian
Bureau of Statistics gives an idea of the scale of activities in which people are typically involved. Eleven
sectors are given ranging from Community and Welfare, which accounted for just over a quarter of the
total hours volunteered in Australia, to Law/justice/politics with 1.2 percent at the other end of the scale.
Other fields included sport/recreation, religious activities and education, following at 21.2 per cent, 16.9
and 14.3 per cent respectively. Foreign/international volunteer work accounted for 2.4 per cent of the
total hours. The data here also seem to point to a cohort of volunteers with expertise and experience.
D. The knock-on effect of volunteering on the lives of individuals can be profound. Voluntary work
helps foster independence and imparts the ability to deal with different situations, often simultaneously,
thus teaching people how to work their way through different systems. It therefore brings people into
touch with the real world; ; and, hence, equips them for the future.
E. Initially, young adults in their late teens might not seem to have the expertise or knowledge to
impart to others that say a teacher or agriculturalist or nurse would have, but they do have many skills
that can help others. And in the absence of any particular talent, their energy and enthusiasm can be
harnessed for the benefit of their fellow human beings, and ultimately themselves. From all this, the
gain to any community no matter how many volunteers are involved is immeasurable.
F. Employers will generally look favourably on people who have shown an ability to work as part of
a team. It demonstrates a willingness to learn and an independent spirit, which would be desirable
qualities in any employee. So to satisfy employers'demands for experience when applying for work,
volunteering can act as a means of gaining experience that might otherwise elude would-be workers and
can ultimately lead to paid employment in the desired field.
G. But what are the prerequisites for becoming a volunteer? One might immediately think of
attributes like kindness, selflessness, strength of character, ability to deal with others, determination,
adaptability and flexibilityand a capacity to comprehend the ways of other people. While offering oneself
selflessly, working as a volunteer makes further demands on the individual. It requires a strength of will,
a sense of moral responsibility for one's fellow human beings, and an ability to fit into the ethos of an
organization or community. But it also requiressomething which in no way detracts from the valuable
work done by volunteers and which may seem at first glance both contradictory and surprising: self-
interest.
H. Organizations involved in any voluntary work have to be realistic about this. If someone,
whatever the age, is going to volunteer and devote their time without money, they do need to receive
something from it for themselves. People who are unemployed can use volunteer work as a stepping-
stone to employment or as a means of finding out whether they really like the field they plan to enter or
as a way to help them find themselves.
I. It is tempting to use some form of community work as an alternative to national service or as
punishment for petty criminals by making the latter for example clean up parks, wash away graffiti, work
with victims of their own or of other people. This may be acceptable, but it does not constitute volunteer
work, two cardinal rules of which are the willingness to volunteer without coercion and working unpaid.
(Source: IELTS Testbuilder 2: Sam McCarter)
19. The ONS survey was done to find out______.
A. why people undertook volunteering B. how many people participated in volunteering
C. how many rich people did volunteer work D. which people were involved in volunteering
20. The ONS survey found that people with university qualifications were______ .
A. as likely to volunteer as those with no qualifications
B. more likely to volunteer than those with no qualifications
C. less likely to volunteer than those with no qualifications
D. the only group likely to do formal volunteer work
21. It is suggested that rich people volunteer as a result of having______ .
A. clearer goals B. fewer children C. more spare time D. greater guilt
22. Volunteer work benefits people by teaching them how to______ .
A. function in systems B. communicate clearly C. deal with failure D. overcome shyness
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23. The word “preserve” in paragraph B is closest in meaning to ______.
A. sphere B. conserve C. ambition D. confection
24. The word “they” in paragraph E refers to______ .
A. teachers B. agriculturalist C. nurses D. young adults
25. What is the main idea of paragraph G?
A. Description of what does not satisfy the criteria for volunteer work
B. The impact of voluntary work on the development of individuals
C. The requirement for both selflessness and self-interest in volunteers
D. Mistaken view of volunteering
26. The word “coercion” in paragraph I is closest in meaning to _______ .
A. reward B. consent C. compulsion D. suasion
27. Which of the followings is CORRECT?
A. Volunteering can be used as a way for the unemployed to gain access to a job in a
field of interest.
B. One of the requirements of being a volunteer is being able to have self-interest.
C. Employers in general tend to want much younger workers.
D. Volunteer work can include some form of community service work as an alternative to national
service or as punishment.
28. Which of the following is the best for a brief summary of the passage?
A. Volunteering: an opportunity to get a well-paid job
B. Volunteer work equips young people for the future
C. The great benefits of volunteering
D. The requirements of being able to a global volunteer
IV. WRITING (3.0 pts)
With recent developments in technology like e-books, some people feel that printed media like
books, newspapers, and magazines will soon be a thing of the past. Others feel that these forms of
media will never disappear. What is your opinion? Give reasons for your answer and include any
relevant examples from your own knowledge or experience.
Write an essay (of about 300 words) to state your own opinion.

THE END!