Đề thi chuyên Anh tỉnh Bà Rịa – Vũng Tàu, THPT Chuyên Lê Quý Đôn năm học 2023-2024 có đáp án

Đề thi chuyên Anh tỉnh Bà Rịa - Vũng Tàu, THPT Chuyên Lê Quý Đôn năm học 2023-2024 có đáp án

Từ tháng 6/2024, các thí sinh sẽ bước vào cuộc đua khốc liệt để giành những cơ hội học tập tại các trường THPT Chuyên tại 63 tỉnh/TP. Thời điểm này, các thí sinh đang tích cực luyện đề tập trung vào các dạng bài có khả năng sẽ xuất hiện trong đề thi chính thức. Để hỗ trợ các bạn có nguyện vọng dự thi Chuyên Anh, Tài liệu diệu kỳ xin giới thiệu đến bạn Đề thi chuyên Anh tỉnh Bà Rịa – Vũng Tàu, THPT Chuyên Lê Quý Đôn năm học 2023-2024 có đáp án.

Đề thi chuyên Anh chính thức được Sở Giáo dục và Đào tạo tỉnh Bà Rịa - Vũng Tàu tổ chức vào ngày 07/6/2023. Bài thi được chia làm 8 phần với tổng thời gian làm bài 180 phút: I. Listening (2.0 points): Trắc nghiệm và điền vào chỗ trống dựa trên bản ghi âm; II. Multiple Choice (1.4 points): Câu hỏi về phát âm, trọng âm, từ vựng và ngữ pháp; III. Word Forms (0.5 points): Hoàn thành đoạn văn bằng dạng từ đúng.

Các phần còn lại có nội dung và phân bố điểm như sau: IV. Fill in the Blanks (1.0 point): Điền từ phù hợp vào đoạn văn; V. Reading Comprehension (0.6 points): Điền chỗ trống trong đoạn văn; VI. Reading Comprehension (1.0 point): Trả lời câu hỏi dựa trên đoạn văn; VII. Sentence Transformation (1.0 point): Viết lại câu với từ cho trước; VIII. Writing (1.5 points): Viết bài luận ngắn về làm cho học tập thú vị.

Tải xuống: Đề thi chuyên Anh tỉnh Bà Rịa – Vũng Tàu, THPT Chuyên Lê Quý Đôn năm học 2023-2024 có đáp án

Để tham khảo các thông tin về tuyển sinh chính thức tại tỉnh Bà Rịa - Vũng Tàu. Quý phụ huynh và các em học sinh có thể truy cập Cổng thông tin điện tử chính thức của Sở GD&ĐT tỉnh tại địa chỉ http://bariavungtau.edu.vn/.

Cuối cùng, Tài liệu diệu kỳ xin gửi những lời chúc tốt đẹp nhất đến các thí sinh và hy vọng các bạn sẽ đạt được kết quả tốt nhất trong Kỳ thi Tuyển sinh vào lớp 10 THPT năm học 2024-2025 sắp tới.

Đề thi và Đáp án chính thức Chuyên Anh tại tỉnh Bà Rịa - Vũng Tàu

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NĂM HỌC 2023-2024


Thời gian làm bài: 120 phút

 Ngày thi: 07/06/2023

 (Đề thi có 08 trang)


Bằng số:

Bằng chữ:

Họ, tên, chữ ký

Giám khảo 1

Họ, tên, chữ ký

Giám khảo 2

Số phách


I. LISTENING (2.0 pts)

PART 1. You will hear a radio interview with a woman who has done a survey on

attitudes to ebooks. Listen TWICE and CHOOSE the best answer.

1. What did Anna find surprising about the survey results?

A. Some older people won’t even try reading ebooks.

B. Her generation aren’t entirely positive about ebooks.

C. Middle-aged people complain about the cost of ebooks.

D. Even those who are competent in computers disapprove of ebooks.

2. Anna believes that the main benefit people attach to ebooks is _____.

A. the flexibility of being able to search through them

B. their availability to those living in remote locations

C. their affordability for people with tight budgets

D. the capacity of the hardware to store so many ebooks

3. What does Anna believe will happen in book publishing?

A. Ebooks will eventually replace hardback publications.

B. Paperback sales will be the most affected by ebooks.

C. Publishers will take over the selling of downloads.

D. It’s likely that even libraries are in favour of ebooks.

4. Anna says that the only disadvantage of ebooks to consumers is _____.

A. the fact that your room will finally be scattered with paper

B. the issue of having to pay for additional unwanted features

C. the new threat to health through lack of physical movement

D. the fact that there may be a hidden extra cost involved

5. What is Anna’s view on the changing position of authors in relation to ebooks?

A. Authors will earn less money as a result of illegal copying.

B. Few authors will require the services of an agent in the future.

C. Ebooks will encourage authors who are unpublished to succeed.

D. Anyone with great command of writing will become an author.

(Source: Objective first workbook)

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PART 2 – You will hear a programme about roller-coasters. Listen TWICE and

WRITE in the numbered spaces with a word or short phrase.

(Source: Successful FCE – 10 Practice Tests for Cambridge English First)

II. CIRCLE the best answer to each of the questions. (1.4 pts.)

1. Circle the word whose underlined part differs from the other three in pronunciation.

A. necklace B. preface C. menace D. furnace

2. Circle the word which differs from the other three in the position of primary stress.

A. deteriorate B. disarmament C. disinfectant D. disparaging

3. My friend refused to climb up the treetop with me because he doesn’t have a _____ for


A. heart B. head C. soul D. foot

4. The amount of money raised was _____ compared to what we needed.

A. the last straw B. the final nail in the coffin

C. the parting shot D. the drop in the bucket

5. The child _____ with delight at his teacher as he received the award.

A. gleamed B. beamed C. leered D. primped

6. We _____ stay home watching television since it’s raining heavily outside.

A. must as well B. would well C. may well D. might as well

7. The needs of gifted children in schools have long been _____ neglected.

A. dolefully B. woefully C. blatantly D. pathetically

8. By the late 70s the band’s popularity was beginning to wane, _____.

A. hence the disbandment after their last concert

B. resulting in being disbanded as soon as their last concert

C. therefore the disbandment after their last concert

D. only to be disbanded after their last concert

9. I wonder why John, instead of always trying to _____ himself with the boss, won’t try to

improve himself and rely on his own capabilities to be promoted.

A. curry B. ingratiate C. flatter D. charm

10. The effects of the drug _____ after a few hours.

A. fall through B. wear off C. end up D. hold up

11. When Nadine arrived, she soon _____ at all her jokes.

A. had everyone laughed B. had laughing everyone

C. had everyone laughing D. had laughed everyone

- You can’t control a car in a roller-coaster because it has no (1) _____brakes_____ on it.

- The designers don’t want to make people feel (2) ______sick________________.

- The roller-coaster gets its energy from (3) _______gravity_______________.

- The Grand Slam Canyon coaster travels at (4) _____40 plus (+) mile an hour___.

- A roller-coaster travels faster if the atmosphere is (5) _____warm but dry_________.

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12. Andrew and Patrick are talking about travelling.

 Andrew: “I spend most of my life travelling, moving from one hotel to another.”

 Patrick: “_____”

A. Poor you! You spent a whole day on the road.

B. Really? I prefer to go somewhere a bit quieter, off the beaten track.

C. I would hate to live out of a suitcase like that.

D. Wow, I didn’t realize you were such a globetrotter!

13. CIRCLE A, B, C or D to indicate the underlined word(s) that needs correcting.

It has (A) been planned that we are going (B) on vacation in June but rather (C) than that

I’ll be here all summer (D).

A. It has B. are going C. but rather D. all summer

14. CIRCLE A, B, C or D to indicate the underlined word(s) that needs correcting.

Mr. Anderson is a highly (A) ambitious individual and, unfortunately, that has (B) made

him a rather impatient and opinionated (C) person, and traits (D) that do not make him a

team player.

A. a highly B. that has C. and opinionated D. and traits

III. Supply the appropriate forms of the words in brackets. (0.5 pt)


Imagine walking out of your classroom only to find a pterosaur hanging from the

ceiling! This is not a science fiction film; it’s an extraordinary ‘museum learning school’: the

Langley Academy, in Berkshire, England.

Setting up this exciting school was a(n) (1. precede) _unprecedented_ step in

Britain, inspired by the New York Museum School, which was founded in 1994. Through

collaboration with various museums, Langley now offers its students some 500 museum

exhibits. The idea is that bringing the museum into the classroom helps promote debate,

research, and independent thinking. Museum learning enables teachers to bring an otherwise

dull school subject into life and provide students with a(n) (2. hand) _hands-on/firsthand_ experience. What better way to envisage the past than, say, a bicycle from the early

1900s right in your school hallway? Instead of theoretical teaching, which is often difficult and

incomprehensible to some students, Langley offers a diverse educational experience. But it’s

not just fun; museum learning is part of the students’ (3. assess) _assessment_ and is

incorporated across the curriculum. ‘Langley is successful because most of the learning takes

place outside the classroom and with real exhibits that stimulate all the senses’, says one of

the teachers.

It seems that the value of museum teaching at Langley is not (4. estimate)

_underestimated_; on the contrary, it is considered extremely useful and (5. hope)

_hopefully_ other schools will follow its example.

(Adapted from Traveler Students’ book)

IV. Fill in each numbered blank with ONE suitable word to complete the passage.

(1.0 pt)


In recent years, there (1) __has __ been a general trend for new buildings to be more

environmentally friendly, or more ‘green’. Such a building is sometimes called an eco-building.

These buildings use energy and water efficiently, which reduces waste and pollution. However,

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installing features like solar panels and water-recycling systems involves higher construction

costs than in a traditional building. Despite these extra costs, green buildings are good for the

planet and their benefits are clear.

In New Mexico, in the US, there are homes, called Earthship houses, constructed from recycled

bottles, tyres, aluminium cans and other rubbish. Often the cans, bottles and tyres are filled

with soil and then the (2) _outsides__ are covered with natural mud. These homes are

designed to use solar power – the energy from the sun – rather than electricity produced from

fossil fuels. These recycled-construction designs are just as relevant for other types of

buildings. In both Uruguay and Sierra Leone, for example, there are recycled-construction

schools for local children.

Critics of these kinds of eco-buildings say that (3) _while/ whilst/ whereas_ they may be

good for the environment, there are practical problems with their affordability. They are often

too costly to become a large-volume method of construction. There are further concerns over

their long-term efficiency. Not much energy can be realistically generated by solar panels in

places which do not have large amounts of sunlight, and not every location has (4) __access_

to a natural water source. However, (5) _overall/ generally__, green buildings are worth


(Adapted from Cambridge Unlock Level 4)

V. Read the passage below, and CIRCLE the best answer (A, B, C or D) to each

numbered blank. (0.6 pt)


Social-networking sites are a great way to keep in touch with people and make new friends.

However, by using them, we also unintentionally (1) _______ a lot about our personalities.

These sites are increasingly being studied by psychologists to gain (2) _______ into people’s


After years of research into how relationships in real life are formed, psychologists are finding

that social-networking sites provide a rich (3) _______ of useful data. It’s possible to study

complex social-networks and communication patterns in new ways.

We no longer have to rely (4) _______ on people reporting how they feel about each other.

Messages and images on these sites act as open-ended stimuli that people react to in ways

(5) _______ with their personalities. Psychologists have found enough evidence to be able to

confirm that extroverts post more messages and photos on social-networking sites than

introverts. (6) ______________, introverts tend to read messages, but not respond to them.

(Adapted from Objective Students’ Book with answers)

1. A. reveal B. dispel C. deliver D. exhibit

2. A. vision B. insight C. intuition D. comprehension

3. A. origin B. source C. resource D. stock

4. A. solely B. merely C. barely D. uniquely

5. A. cumbersome B. ample C. tallying D. adjacent

6. A. On the contrary B. For example C. In fact D. Moreover

VI. Read the passage, and CIRCLE the best answer to each of the questions. (1.0 pt)

Reading 1.

The largest of the giant gas planets, Jupiter, with a volume 1,300 times greater than Earth’s,

contains more than twice the mass of all the other planets combined. It is thought to be a

gaseous and fluid planet without solid surfaces. Had it been somewhat more massive, Jupiter

might have attained internal temperatures as high as the ignition point for nuclear reactions,

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and it would have flamed as a star in its own right. Jupiter and the other giant planets are of

a low-density type quite distinct from the terrestrial planets: they are composed predominantly

of such substances as hydrogen, helium, ammonia, and methane. Unlike terrestrial planets,

much of Jupiter’s interior might be in the form of liquid, metallic hydrogen. Normally, hydrogen

is a gas, but under pressures of millions of kilograms per square centimeter, which exist in the

deep interior of Jupiter, the hydrogen atoms might lock together to form a liquid with the

properties of a metal. Some scientists believe that the innermost core of Jupiter might be rocky,

or metallic like the core of Earth.

Jupiter rotates very fast, once every 9.8 hours. As a result, its clouds, which are composed

largely of frozen and liquid ammonia, have been whipped into alternating dark and bright

bands that circle the planet at different speeds in different latitudes. Jupiter’s puzzling Great

Red Spot changes size as it hovers in the Southern Hemisphere. Scientists speculate it might

be a gigantic hurricane, which because of its large size (the Earth could easily fit inside it),

lasts for hundreds of years.

Jupiter gives off twice as much heat as it receives from the Sun. Perhaps this is primeval

heat or heat generated by the continued gravitational contraction of the planet. Another starlike characteristic of Jupiter is its sixteen natural satellites, which, like a miniature model of the

Solar System, decrease in density with distance – from rocky moons close to Jupiter to icy

moons farther away. If Jupiter were about 70 times more massive, it would have become a

star. Jupiter is the best-preserved sample of the early solar nebula, and with its satellites,

might contain the most important clues about the origin of the Solar System.

1. It can be inferred from the passage that the appearance of alternating bands circling

Jupiter is caused by _____.

A. the Great Red Spot

B. heat from the Sun

C. the planet’s fast rotation

D. Storms from the planet’s Southern Hemisphere

2. The author uses the word “puzzling” in paragraph 2 to suggest that the Great Red Spot

is _____.

A. the only spot of its kind

B. not well understood

C. among the largest of such spots

D. a problem for the planet’s continued existence

3. Which of the following conclusions does paragraph 3 support?

A. Jupiter gives off twice as much heat as the Sun.

B. Jupiter has a weaker gravitational force than the other planets.

C. Scientists believe that Jupiter was once a star.

D. Scientists might learn about the beginning of the Solar System by studying


4. Why does the author mention primeval heat in paragraph 3?

A. To provide evidence that Jupiter is older than the Sun

B. To provide evidence that Jupiter is older than the other planets

C. To suggest a possible explanation for the number of satellites that Jupiter has

D. To suggest a possible source of the quantity of heat that Jupiter gives off

5. According to the passage, all of the following are true, EXCEPT _____.

A. Hydrogen can become a metal-like liquid when under pressures of millions of kilograms

per square centimeter

B. Jupiter’s most distant moon is very rocky on the surface

C. The clouds surrounding Jupiter are mostly composed of ammonia

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D. Some scientists believe that Jupiter and Earth are similar in that they both have metallic


Reading 2.


A few years ago, on work experience at Oxford University, I had the privilege of being roped

in for an experiment by a research team led by Professor Charles Spence. Sitting in a tiny room

in a warren of labs and offices, I was shown a rack of bottles of scent and a computer program

that let me play the sound of musical instruments at different pitches. My task was to sniff all

the scents, and pick the sound that fitted each one best. Puzzled, I inhaled my first sample –

sweet and slightly sickly, like bubble gum. Deep blaring brass seemed instinctively wrong, so

I tried out higher, purer sounds and eventually settled on a high piano note. I left not much

the wiser about what was going on. But the team was covering new ground in a field known

as cross-modal perception.

When we think about how our senses work, we imagine them operating individually: you

sniff a flower, and the smell is delivered uninterrupted from nose to brain. However, it’s more

complicated than that. Our senses mingle more often than we realise, collaborating to help us

make sense of the world more easily. We call dull thuds ‘heavy’ and associate them with large

objects, even though the sound itself has no size or weight. This would have helped our

ancestors decide whether to run away from predators based on how big they sounded, without

stopping to look them over. Most evidence for cross-modal perception comes from studies into

sound and vision – not surprising considering how often we use them together. But research

that shows other senses crossing over is emerging all the time, and it seems that even sound

and smell sometimes form an unlikely pairing.

When two New York researchers, Daniel Wesson and Donald Wilson, began investigating

an ‘enigmatic’ area of the brain called the olfactory tubercle, they were confronted with this

fact. Originally, they only intended to measure how olfactory tubercle cells in anesthetised

mice responded to smell. But during testing, Wesson noticed that every time he clunked his

coffee mug down next to the experiment, the mouse cells jumped in activity. In fact, the

olfactory tubercle is physiologically well-placed to receive both smell and sound information

from the outside world; and so Wesson and Wilson broadened their investigation.

They found that among individual cells, most responded to odour but a significant number

were also active when a tone was played. Some cells even behaved differently when smell and

sound were presented together, by increasing or suppressing their activity. There may be some

evolutionary sense behind the phenomenon – a sound accompanied by an unfamiliar smell

could alert you to the presence of a predator.

Of course, mice aren’t people, and a handful of firing cells don’t always add up to a conscious

experience. But Charles Spence’s team have been carrying out experiments like the one in

which I participated at Oxford University, which seem to show that sounds and smells cross

over in human perception, too. Recently, they pulled together a group of people and gave

them various drinks to smell. Participants were asked to sniff different samples, and then match

them to an appropriate musical instrument and pitch. The results were interesting: piano was

regularly paired with fruity scents; musky smells sounded like brass.

Further research found that listening to different sounds can alter your perceptions. Studying

taste this time, the team ordered some special toffee and put together ‘soundscapes’

corresponding to bitterness and sweetness. Participants tasted identical pieces of toffee while

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listening to each soundscape, and found the toffee more bitter or sweeter, depending on which

soundtrack they were listening to.

Studies like this are helping scientists redefine our understanding of the senses, and how

the brain integrates them to its advantage. The consequences are worth considering. Could

we see collaborations between musicians and chefs to produce sound-enhanced food and

drink? Will you be ordering a coffee with a soundtrack to bring out your favourite aromas?

Come to think of it, that could be one notion you hope coffee shops chains don’t get round to.

(Adapted from Exam Essentials Practice Tests)

1. What does the writer suggest about the experiment she was involved in?

A. The findings that came out of it were disappointing.

B. Those running it treated her with kindness.

C. It was conducted in a light-hearted manner.

D. She had little understanding of its purpose.

2. What point does this fact in the third paragraph refer to?

A. Evidence about the way senses work is hard to obtain.

B. Sound and vision are relatively easy to study.

C. There can be a link between sound and smell.

D. A lot of research focuses on the senses.

3. In Wesson and Wilson’s research, _____

A. the link between sound and smell in mice was discovered by chance.

B. the mice were affected in the same way by both sound and smell.

C. the results confirmed what the researchers had suspected.

D. the mice used seemed to be afraid of certain sounds.

4. What does the writer say about the experiment described in paragraph 5?

A. The participants were initially reluctant to be involved in it.

B. Its outcomes failed to support what was found in other experiments.

C. The associations made between sounds and smells were consistent.

D. Its purpose was different from that of the experiment she’d taken part in.

5. How does the writer feel about wider implications of the research she reports on?

A. convinced the findings will have a major impact in the near future.

B. uneasy about how the knowledge acquired might be applied.

C. surprised by developments that have already taken place.

D. excited about forthcoming creative opportunities.

VII. Do as directed. (1.0 pt.)

Complete the sentences, using the words in brackets without changing the original

meaning. DO NOT change the word given.

1. For me, Stella McCartney is doing a lot more interesting work than other designers today.


→ From my point of view/ perspective/ standpoint/viewpoint (0.1), Stella

McCartney is by far the most interesting (0.1) designer working today.

2. When Martin returned to Canada, he finally accepted criticism and told his wife about his

debts. (music)

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→ On Martin’s return to Canada (0.1), he finally faced the music (0.1) and told his

wife about his debts.

3. Seeing that the swimming pool wasn’t making money, the council decided to close it.


→ The council decided to close the swimming pool on the grounds that (0.2) it wasn’t

making money.

4. If you applied now, it’s likely that you would get the job. (stand)

→ Were you to apply now (0.1), you would stand a chance of (0.1) getting the job.

5. I’m sure you were shocked when he turned up unexpectedly after all these years. (blue)

→ It must have been a shock / shocking (0.1) when he turned up out of the blue

(0.1) after all these years.

→ It must have come as a shock (0.1) when he turned up out of the blue (0.1)

after all these years.

VIII. Writing (1.5 pts.)

In 120-150 words, express your opinion on this topic:

How important is it to make learning fun?


- Content: 0.75 pt.

- Language (grammar, vocabulary, form, cohesion, coherence): 0.75 pt.