SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN HỌC SINH GIỎI LỚP 10, 11 CẤP TỈNH

CÀ MAU NĂM HỌC 2021-2022

ĐỀ CHÍNH THỨC Môn thi: Tiếng Anh

Ngày thi: 17 - 4 - 2022
(Đề thi gồm có 13 trang) Thời gian: 180 phút (Không kể thời gian giao đề)

Học sinh làm bài thi vào đề này

ĐIỂM TOÀN Giám khảo 1 Giám khảo 2 SỐ PHÁCH

BÀI THI (Họ tên và chữ ký) (Họ tên và chữ ký) (Do Chủ tịch HĐ ghi)
Bằng chữ Bằng số

SECTION I: LEXICO and GRAMMAR (6.0 points)

PART I: (3.0 pts) Circle A, B, C or D to indicate the word or phrase that best completes each
sentence.
1. There are ______ words in English having more than one meaning. Pay close attention to this fact.
A. a large many B. quite many
C. a great many D. quite a lot
2. Their first product is a ______ vase.
A. small hand-painted Chinese B. hand-painted small Chinese
C. Chinese small hand-painted D. small Chinese hand-painted
3. ______ as taste is really a composite sense made up of both taste and smell.
A. That we refer to B. What we refer to
C. To which we refer D. What do we refer to
4. Six novels a year, you say? He’s certainly a ______ writer.
A. fruitful B. fertile C. virile D. prolific
5. Not only ______ to assess students’ ability, but it is also used to arrange classes.
A. does the exam result use B. is the exam result used
C. the exam result is used D. was the exam result used
6. Sheila will inherit everything ______ her uncle’s death.
A. on account of B. in spite of
C. in the event of D. in place of
7. Can I ______ your brains for a moment? I can’t do this crossword by myself.
A. have B. pick C. mind D. use
8. Although the twins look identical, they have widely _______ opinions on almost every topic under
the sun.
A. dissimilar  B. divergent   C. distinct   D. distinguished 
9. Henry was overweight, so he went on a strict diet and ______ twenty kilos.
A. missed B. lost C. failed D. fell
10. He didn’t know anyone at the wedding ______ than the bride and the groom.
A. except B. other C. apart D. rather

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11. When you are an old age pensioner, you have to learn to ______ a very small income.
A. live on B. live up to C. live out D. live down
12. He said that the plane had already left and that I ______ arrived an hour earlier.
A. must have B. had to
C. should have D. was supposed to
13. A washing machine of this type will certainly ______ normal domestic use.
A. stand up for B. get on to
C. take down with D. come up with
14. ______ of half-starving wolves were roaming the snow-covered countryside.
A. Packs B. Herds C. Flocks D. Swarms
15. Please cut my hair ______ the style in this magazine.
A. the same long as B. the same length as
C. the same long like D. the same length like
16. You need a passport to cross the ______ between Mexico and the United States.
A. edge B. line C. border D. rim
17. Although he acts tough, ______.
A. his bark is worse than his bite B. he’s a tough nut to crack
C. he’s learned the hard way D. he isn’t up to scratch
18. The bank is reported in the local newspaper ______ in broad daylight yesterday.
A. to be robbed B. robbed
C. to have been robbed D. having been robbed
19. After a six-year relationship, Martha and Billy have decided to _______.
A. break the bank B. turn the page
C. tie the knot D. make the grade
20. Dr. Parker gave my mum a lovely ______ for spaghetti carbonara.
A. receipt B. recipe C. prescription D. paper
21. I glanced at the newspaper and saw that the ______ said “President Resigns”.
A. headline B. heading C. subtitle D. chapter
22. ______ his assistance in those days, I would not be so successful now.
A. If it had not for B. Had it not been for
C. If there were not D. Unless I had
23. She applied for paid leave but her boss rejected her application ______.
A. in hand B. on hand C. at hand D. out of hand
24. How boring the lecture was! I ______ just in the first half of it.
A. dropped off B. fell out C. called off D. came out
25. Will it make any ______ to them if we deliver their equipment tomorrow?
A. displeasure B. alteration C. difference D. conflict
26. The chairman requested that ______.
A. the members studied more carefully the problem
B. the problem was more carefully studied
C. with more carefulness the problem could be studied
D. the members study the problem more carefully
27. I can’t remember his name, but it’s on the tip of my ______.
A. tongue B. mouth C. figure D. head
28. The entire city was ______ electricity last night - it was chaotic.
A. no B. almost no C. hardly any D. without
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29. He likes nothing better than to spend his Sunday mornings _______ in the garden.
A. pottering about B. hanging around
C. whiling away D. winding down
30. Susan became so tired of city life that she decided to buy a piece of land ______.
A. out of the ordinary B. as the crow flies
C. far and away D. in the middle of nowhere

PART II: (1.0 pt) Select a suitable phrasal verb from the list to fill the gap in each of the
sentences. Make change to the form of the verb when necessary. Write your answers in the
corresponding numbered boxes.

go up come up turn down catch up with hold forth

carry out put off take part in run out take after
1. I always ________ of money before the end of the month.
2. If anything urgent _comes up_, you can contact me at this number.
3. We had to________ their invitation to lunch as we had a previous appointment.
4. Here is an inflation. The price ____goes up__.
5. Never________ until tomorrow what you can do today.
6. The government hopes to________ its plans for introducing cable TV.
7. You go on ahead and then I'll ________ you.
8. Both Ann and her sister ________ her mother.
9. Shy people often find it difficult to ________group discussions.
10. He ___held forth_____ on many subjects at the last meeting.

Your answers:

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

6....................... 7....................... 8....................... 9....................... 10......................

PART III: (2.0 pts) Give the correct form of each bracketed word in the following passage. Write
your answers in the corresponding numbered boxes.
DISTANT EDUCATION
Distant education is a rapidly (1) ______developing________(DEVELOP) approach to
instructions throughout the business. The approach has been widely used by business, industrial, and
medical organizations. For many years, doctors, (2) ______________ (VETERINARY), pharmacists,
engineers, and (3) ______________ (LAW) have used it to continue their professional education.
Recently, academic instructions have been using distant education to reach a more diverse and (4)
______________ (GEOGRAPHY) disperse audience (who is) not (5) _________accessible_____
(ACCESS) through traditional classroom instructions. The distinguishing (6)
______________(CHARACTER) of distant education is the (7) ______________ (SEPARATE) of
the instructor and students during the learning process. The communication of the subject matter is
(8) ________primarily______ (PRIME) to individuals rather than groups. As a consequence, the
course content must be delivered by instructional media. The media may be mainly printed, as in the
case of traditional correspondence course. Audiocassettes, videotapes, videodiscs, computer-based
instructions, and (9) _________interactive_____ (ACT) video courses can be sent to individual
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students. In addition, radio, broadcast television, (10) ______________ (LECTURE), and
teleconferences are utilized for “live” distant education. The latter two delivery systems allow for
interactive instructions between the instructor and students.

Your answers:
1/ ......................................................
2/ ......................................................
3/ ......................................................
4/ ......................................................
5/ ......................................................
6/ ...........................................................
7/ ...........................................................
8/ ...........................................................
9/ ...........................................................
10/ .........................................................

SECTION II: READING (7.0 points)

PART I: (1.0 pt) Fill each blank with ONE suitable word. Write your answers in the space
provided under this passage.
BENEFITS OF ONLINE LEARNING
In fact, the pandemic has demonstrated what a practical, sustainable model online learning is.
It keeps education accessible during a public health crisis, natural disasters, (1)______ other
circumstances where students and faculty can’t travel. It can (2)____serve__ students across a wider
geographic range, bringing in voices from across the country- and beyond. The online learning
environment also promotes a better work- life balance.
(3)______online classes, you don’t need to move to a different city or commute long distances
in order to attend the program of your choice. You can stay where you are and keep your current job
(4)______ you work toward enhancing your career with an online college or graduate degree.
On the other hand, if you want to become a digital nomad- someone who embraces a location-
independent, technology-enabled lifestyle - online education may (5)______ you to do that too. You
can watch lectures and complete your coursework (6)______ you are - whether that’s at home, in a
café, or (7)____on__ an exotic beach.
(8)______ you’re a full-time or part-time online student, the online learning experience allows
for a much more flexible schedule. Some elements may be synchronous: You may need to attend live
lectures, demonstrations, or discussion sessions. But many elements will be asynchronous, meaning
that you can complete them at your own (9)___pace___, learning at the time of day and in the
(10)______ that works best for you.

Your answers:
1/...........................................
2/...........................................
3/...........................................
4/...........................................
5/...........................................
6/...........................................
7/...........................................
8/...........................................
9/...........................................
10/...........................................

PART II: (2.0 pts) Read the following passage and circle A, B, C or D to indicate the word or
phrase that best fits each gap.
EAT YOUR GREENS!
People become vegetarians for a number of (1) ______. For some it’s an ethical (2) ______, as
they don’t like the idea of any animal (3) ______ to provide them with food. For others, it might be
for reasons of health, culture or religion. Vegetarianism has been around for a very long time. The
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earliest recorded (4) ______ of vegetarianism were in India, but it was also (5) ______ in ancient
Greece in the 6th century B.C. In both of these cultures, all (6) ______ of violence towards animals
were strongly discouraged, and vegetarianism was promoted by religious (7) ______ and
philosophers. Despite what some people may think, it has been (8) ______ that a vegetarian diet can
be very healthy. If the diet is (9) ______ properly, then all the necessary nutrients such as proteins
can be found in vegetables, grains, nuts, eggs, and dairy products. A vegetarian diet can also play an
important role in keeping body weight under (10) ______, and it might reduce the risk of heart
disease, osteoporosis and certain cancers.
1. A. motives B. explanations C. causes D. reasons
2. A. subject B. issue C. theme D. topic
3. A. suffering B. harming C. killing D. hurting
4. A. examples B. choices C. samples D. selections
5. A. practiced B. rehearsed C. worked D. used
6. A. sizes B. shapes C. forms D. trends
7. A. teams B. gangs C. groups D. bands
8. A. presented B. exhibited C. displayed D. shown
9. A. built B. planned C. created D. made
10. A. discussion B. suspicion C. pressure D. control

PART III: (2.0 pts) Read the following passage and circle A, B, C or D to indicate the best answer
to each question.
HOW MEMORY WORKS
Memory is the brain's ability to store and retrieve information related to previous experiences.
Memory occurs in two stages: short-term and long-term. Short-term memory reflects an immediate
sensory perception of an object or idea that occurs before the image is stored. Short-term memory
enables you to dial a telephone number after looking it up but without looking at the number directly.
If you call the number frequently, it becomes stored in long-term memory and can be recalled several
weeks after you originally looked it up. Short-term memory and long-term memory can be thought of
as memory structures, each varying as to how much information it can hold and for how long.
Memory relies on the ability to process information. Information processing begins with the
environmental stimuli that you see, hear, smell, taste, and feel. These experiences are initially
recorded in the brain's sensory register, which holds information just long enough (one to three
seconds) for you to decide whether to process it further. Information that you do not selectively
attend to will disappear from the system. However, if you recognise and attend to the information as
meaningful or relevant, it is sent to short-term memory. Short-term memory can hold approximately
seven unrelated bits of information at a time.
Short-term memory is often called working memory because it holds information that you are
working with at a given moment, but only for about 20 seconds. Then, unless the information is
processed further, it is quickly forgotten. For example, if you were asked to dial an unfamiliar
telephone number, received a busy signal, and were then distracted by something else for 20 seconds,
you probably would have forgotten the number at that point. Unless information in short-term
memory is processed further, it does not make it to long-term memory.
Several control processes enable the transfer of information from short-term to long-term
memory. One such process is rehearsal, or "practice makes perfect." Rehearsal is when you repeat
something to yourself over and over. The purpose behind such behaviour is usually to memorise
information for later use, although sometimes it is simply to hold information in short-term
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memory for immediate use. For example, you may rehearse a telephone number by saying it aloud
so you can redial it after getting a busy signal without having to look it up again in the phone book.
Another process that enables the transfer of information to long-term memory is the association of
new data with data previously learned and stored in long-term memory. Thus, it is easier to learn a
new card game if you already have "card sense" from playing other games.
For cognitive psychologists, long-term memory is the most interesting of the memory
structures, and most believe that the storage capacity of long-term memory is unlimited and contains
a permanent record of everything you have learned. Long-term memory plays an influential role
throughout the information processing system. The interests, attitudes, skills, and knowledge of the
world existing in your long-term memory influence what you perceive and how you interpret your
perceptions. They also affect whether you process information for short-term or long-term storage.
One way of understanding the nature of long-term memory is to consider the types of
information stored there. Long-term memory can hold recollections of personal experiences as well
as factual knowledge acquired through other means such as reading. It also holds skills such as
knowing how to ride a bicycle. In its ability to learn and remember, the brain can distinguish between
facts and skills. When you acquire factual knowledge by memorising dates, word definitions,
formulas, and other information, you can consciously retrieve this fact memory from the data bank of
your long-term memory. In contrast, skill memory usually involves motor activities that you learn by
repetition without consciously remembering specific information. You perform learned motor-skilled,
such as walking or riding a bicycle, without consciously recalling the individual steps required to do
these tasks.
1. According to the passage, what must happen before information can be stored in memory?
A. The information must be pleasant. B. An object or idea must be perceived.
C. An older memory must be replaced. D. The information must be looked up.
2. The passage states that one difference between short-term memory and long-term memory
is______.
A. their importance in learning B. the amount of information they hold
C. their location in the brain D. the type of information they store
3. The phrase “attend to” in paragraph 2 is closest in meaning to_______.
A. wait for B. reject C. talk about D. focus on
4. It can be inferred from paragraph 2 that something is NOT likely to be remembered if it is______.
A. not considered important B. painful or embarrassing
C. sent to short-term memory D. related to previous experience
5. The passage states that information can be lost from short-term memory when a person_______.
A. is distracted for 20 seconds B. does not know how to read
C. processes the information further D. repeats the information over and over
6. Which sentence below best expresses the essential information in the highlighted sentence in
paragraph 4?
“The purpose behind such behaviour is usually to memorise information for later use, although
sometimes it is simply to hold information in short-term memory for immediate use.”
A. It is fairly simple to keep information in short-term memory, but it is difficult to send it to long-
term memory.
B. The belief that "practice makes perfect" causes people to repeat certain behaviour even when the
behaviour is very complex.
C. Usually information is rehearsed so it can be used later, but sometimes it is rehearsed so it can
be used right away.
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 D. There are several reasons for memorising information; the most common reason is to improve
short-term memory.
7. Why does the author mention "card sense" in paragraph 4?
A. To point out that playing cards requires a high level of thinking
B. To explain why some card games are easier to learn than others
C. To give an example of knowledge already stored in long-term memory
D. To compare learning a card game to remembering a telephone number
8. The word “they” in paragraph 5 refers to_________.
A. memory structures B. interests, attitudes, skills and knowledge of the world
C. cognitive psychologists D. what you perceive and how you interpret your perceptions
9. All of the following enhance the transfer of information from short-term to long-term memory
EXCEPT________.
A. linking new information with data in long-term memory
B. performing a task frequently and repeatedly
C. repeating information over and over to oneself
D. deciding that information is not meaningful or relevant
10. What can be inferred from paragraph 6 about skill memory?
A. It is more important than fact memory in everyday life.
B. It exists in long-term memory because of repeated practice.
C. It contains only the skills that people can perform well.
D. It requires conscious effort to be retrieved from memory.

PART IV: (2.0 pts)

Read the following passage and do the tasks below.
Question 1-5: The passage below has six marked paragraphs. Choose the correct heading for
each paragraph from the list of headings below. The first one (0) has been done as an example.

   A. Disagreement about the reading process

B. The roots of the debate
C. A combined approach
D. Methods of teaching reading
E. Inconclusive research
F. Research with learners
G. Allowing teachers more control
H. A debate amongst educators

HOW SHOULD READING BE TAUGHT

0.
Learning to speak is automatic for almost all children, but learning to read requires elaborate
instruction and conscious effort. Well aware of the difficulties, educators have given a great deal of
thought to how they can best help children learn to read. No single method has triumphed. Indeed,
heated arguments about the most appropriate form of reading instruction continue to polarize the
teaching community.

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1.
Three general approaches have been tried. In one, called whole-word instruction, children
learn by rote how to recognise at a glance a vocabulary of 50 to 100 words. Then they gradually
acquire other words, often through seeing them used over and over again in the context of a story.
Speakers of most languages learn the relationship between letters and the sounds associated with
them (phonemes). That is, children are taught how to use their knowledge of the alphabet to sound
out words. This procedure constitutes a second approach to teaching reading – phonics. Many schools
have adopted a different approach: the whole-language method. The strategy here relies on the child’s
experience with the language. For example, students are offered engaging books and are encouraged
to guess the words that they do not know by considering the context of the sentence or by looking for
clues in the storyline and illustrations, rather than trying to sound them out. Many teachers adopted
the whole-language approach because of its intuitive appeal. Making reading fun promises to keep
children motivated, and learning to read depends more on what the student does than on what the
teacher does. The presumed benefits of whole-language instruction – and the contrast to the perceived
dullness of phonics – led to its growing acceptance across American during the 1990s and a
movement away from phonics.
2.
However, many linguists and psychologists objected strongly to the abandonment of phonics
in American schools. Why was this so? In short, because research had clearly demonstrated that
understanding how letters related to the component sounds in words is critically important in reading.
This conclusion rests, in part, on knowledge of how experienced readers make sense of words on a
page. Advocates of whole-language instruction have argued forcefully that people often derive
meanings directly from print without ever determining the sound of the word. Some psychologists
today accept this view, but most believe that reading is typically a process of rapidly sounding out
words mentally. Compelling evidence for this comes from experiments which show that subjects
often confuse homophones (words that sound the same, such as rose and ‘rows’). This supports the
idea that readers convert strings of letters to sounds.
3.
In order to evaluate different approaches to teaching reading, a number of experiments have
been carried out, firstly with college students, then with school pupils. Investigators trained English-
speaking college students to read using unfamiliar symbols such as Arabic letters (the phonics
approach), while another group learned entire words associated with certain strings of Arabic letters
(whole-word). Then both groups were required to read a new set of words constructed from the
original characters. In general, readers who were taught the rules of phonics could read many more
new words than those trained with a whole-word procedure. Classroom studies comparing phonics
with either whole-word or whole-language instruction are also quite illuminating. One particularly
persuasive study compared two programmes used in 20 first-grade classrooms. Half the students were
offered traditional reading instruction, which included the use of phonics drills and applications. The
other half were taught using an individualised method that drew from their experiences with
languages; these children produce their own booklets of stories and developed sets of words to be
recognised (common components of the whole-language approach). This study found that the first
group scored higher at year’s end on tests of reading and comprehension.
4.
If researchers are so convinced about the need for phonics instruction, why does the debate
continue? Because the controversy is enmeshed in the philosophical differences between traditional
and progressive (or new) approaches, differences that have divided educators for years. The
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progressive challenge the results of laboratory tests and classroom studies on the basis of a broad
philosophical skepticism about the values of such research. They champion student-centred learned
and teacher empowerment. Sadly, they fail to realise that these very admirable educational values are
equally consistent with the teaching of phonics.
5.
If schools of education insisted that would-be reading teachers learned something about the
vast research in linguistics and psychology that bears on reading, their graduates would be more eager
to use phonics and would be prepared to do so effectively. They could allow their pupils to apply the
principles of phonics while reading for pleasure. Using whole-language activities to supplement
phonics instruction certainly helps to make reading fun and meaningful for children, so no one would
want to see such tools discarded. Indeed, recent work has indicated that the combination of literature-
based instruction and phonics is more powerful than either method used alone. Teachers need to
strike a balance. But in doing so, we urge them to remember that reading must be grounded in a firm
understanding of the connections between letters and sounds. Educators who deny this reality are
neglecting decades of research. They are also neglecting the needs of their students.

Your answers:
0. H 1…………… 2……………. 3………… 4…………… 5…………….
…

Questions 6-10, Do the following statements agree with the views of the writer in Reading
Passage?
         YES               if the statement agrees with the information
NO              if the statement contradicts the information
NOT GIVEN    if there is no information on this
6. The whole-language approach relates letters to sounds.
7. Many educators believe the whole-language approach to be the most interesting way to teach
children to read. 
8. Research supports the theory that we read without linking words to sounds.
9. Research has shown that the whole-word approach is less effective than the whole-language
approach.
10. Research has shown that phonics is more successful than both the whole-word and whole-
language approaches.
Your answers:
6………… 7……………. 8…………… 9………… 10…………….
… …

SECTION III: WRITING (7.0 pts)

PART I: (1.5 pts) Read the following extract and use your own words to summarize it in one
paragraph. Your summary should be about 100 words long.
Floods are second only to fire as the most common of all natural disasters. They occur almost
everywhere in the world, resulting in widespread damage and even death. Consequently, scientists
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have long tried to perfect their ability to predict floods. So far, the best that scientists can do is to
recognize the potential for flooding in certain conditions. There are a number of conditions, from
deep snow on the ground to human error, that cause flooding.
When deep snow melts, it creates a large amount of water. Although deep snow alone rarely
causes floods, when it occurs together with heavy rain and sudden warmer weather it can lead to
serious flooding. If there is a fast snow melt on top of frozen or very wet ground, flooding is more
likely to occur than when the ground is not frozen. Frozen ground or ground that is very wet and
already saturated with water cannot absorb the additional water created by the melting snow. Melting
snow also contributes to high water levels in rivers and streams. Whenever rivers are already at their
full capacity of water, heavy rains will result in the rivers overflowing and flooding the surrounding
land.
Broken ice dams are not the only dam problems that can cause flooding. When a large
humanmade dam breaks or fails to hold the water collected behind it, the results can be devastating.
Dams contain such huge amounts of water behind them that when sudden breaks occur, the
destructive force of the water is like a great tidal wave. Unleashed dam waters can travel tens of
kilometres, cover the ground in metres of mud and debris, and drown and crush everything and
creature in their path.
Although scientists cannot always predict exactly when floods will occur, they do know a great
deal about when floods are likely, or probably, going to occur. Deep snow, ice-covered rivers, and
weak dams are all strong conditions for potential flooding. Hopefully, this knowledge of why floods
happen can help us reduce the damage they cause.

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PART II: (1.5 pts)
The column chart below shows the average hours of housework per week by people of
different sexes and with different marital status in Fantasia. Summarize the information by
selecting and reporting the main features and make comparisons where relevant. You should write
about 120 words.
60
Housework hours per week
Hours
50
40
30 Married women
20 Married men
10
0
Without With 1-2 With 3+
children children children

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PART III: (4.0 pts) Write an essay about 250 words to express your own idea on the following
topic:
"For success, attitude is equally as important as ability". (Walter Scott)

Do you agree or disagree with the quote? Use specific reasons and your own experience to support
your opinion.
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