Đề thi lập đội tuyển dự thi Học sinh giỏi Quốc Gia tỉnh Đắk Lắk môn Tiếng Anh năm 2017-2018

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SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐẮK LẮK ĐỀ CHÍNH THỨC SỐ BÁO DANH GIÁM THỊ 1 (Họ tên và chữ ký) KỲ THI LẬP ĐỘI TUYỂN DỰ THI HSG QUỐC GIA NĂM HỌC 2017-2018 MÔN: TIẾNG ANH 12-THPT (NGHE HIỂU) Thời gian làm bài: 25 phút (không kể thời gian giao đề) Ngày thi: 26/9/2017 Họ và tên học sinh: Sinh ngày: Học tại trường: Thi tại Hội đồng thi: Phòng thi số: Nơi sinh: GIÁM THỊ 2 (Họ tên và chữ ký) SỐ PHÁCH SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐẮK LẮK ĐỀ CHÍNH THỨC (Đề thi có 03 trang) KỲ THI LẬP ĐỘI TUYỂN DỰ THI HSG QUỐC GIA NĂM HỌC 2017-2018 MÔN: TIẾNG ANH 12 – THPT (NGHE HIỂU) Thời gian làm bài: 25 phút (không kể thời gian giao đề) Ngày thi: 26/9/2017 Thí sinh làm bài ngay trên đề thi này CHỮ KÝ CỦA 02 GIÁM KHẢO ĐIỂM THI PHÁCH BẰNG SỐ BẰNG CHỮ I. LISTENING (50 points) HƯỚNG DẪN PHẦN THI NGHE HIỂU Bài nghe gồm 4 phần; mỗi phần được nghe 02 lần, mỗi lần cách nhau 05 giây. Mở đầu và kết thúc bài nghe có tín hiệu nhạc. Mọi hướng dẫn cho thí sinh (bằng tiếng Anh) đã có trong bài nghe. Part 1: For questions 1-5, listen to part of a conversation between a union representative and David and complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer in the space provided. LAPTOP FOR SALES Condition Weight Almost new 1. Make Allegro Memory 2. Screen 3. Touch pad but cordless mouse Number of ports Two Battery lasts 4. Not 5. GB Latest programs Part 2: For questions 6-10, listen to two students discussing the arrangement of their high school prom and do the tasks follow. For questions 6 and 7, choose the correct letter A, B or C. 6. Why did some students attend the prom last year? A. They are busy preparing final exam. B. They can’t hire suitable evening dress or suit anywhere. C. Their parents aren’t wealthy. 7. How much will drinks cost? A. 150 B. 180 C. 175 Page 1 of 3 pages Your answers: 6. For questions 8-10, complete the table below. Person Item Sarah Jim 8. Leaflets and a 9.

7. Place Department store Near 10. Part 3: For questions 11-15, listen to part of a discussion on a current affairs programme between Nick Barnes and Alison Tempra about the performance of the company Facebook since it floated on the stock exchange, hosted by Emily Dunne and choose the best answer A, B, C or D. Write your answers in the corresponding numbered boxes provided. 11. What does Alison think is the cause for optimism? A. The company kept its costs low. B. The loss generated was less than expected. C. There appears to be good revenue potential. D. The company hasn’t started to advertise yet. 12. According to Nick, the increasing popularity of smaller devices A. represents untapped potential for FACEBOOK. B. is a significant challenge to FACEBOOK increasing its revenue. C. puts FACEBOOK at a competitive advantage. D. gives the company an opportunity to advertise more. 13. In what situation does Alison believe FACEBOOK users might abandon the company? A. If they are given the option of watching adverts on certain apps and sites. B. If a free social network becomes available on the net. C. If the company pushes advertisements onto users too forcefully. D. If sites and apps start to appear which puts users off using FACEBOOK. 14. What do you learn about the company’s performance? A. The share price has now dropped by over one-third. B. There has been a 6% improvement in the share price overnight. C. $38 has been wiped off the share price. D. It has become the biggest flop in history. 15. Nick believes that Google A. will inevitably prevail over FACEBOOK in time. B. was short-sighted to invest everything it had into one project. C. technology will be made redundant by what FACEBOOK offers users. D. will become profit marketing in a matter of time. Your answers 11. 12. 13. Page 2 of 3 pages 14. 15. Part 4: For questions 16-20, listen to an interview with a representative of a wildlife park called Paradise Wildlife and fill in the missing information. Write NO MORE THAN TWO WORDS for each answer in the space provided. Paradise Wildlife Park Project Life Lion is connected with diseases spread by (16) Africa. The park has created its own (17) organizations use it. A wide variety of (18) Park. in system, and other events (e.g. barbecues) are held at the For charity events, the Park will provide cheap tickets and (19) The Park’s sister company gives people a chance to be a (20) THE END OF THE LISTENING TEST Page 3 of 3 pages SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐẮK LẮK KỲ THI LẬP ĐỘI TUYỂN DỰ THI HSG QUỐC GIA NĂM HỌC 2017-2018 MÔN: TIẾNG ANH 12 – THPT (NGHE HIỂU) Ngày thi: 26/9/2017 ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM ĐỀ CHÍNH THỨC I. LISTENING (50 points) Part 1: (2 points/correct answer) 1. 3.5kg/kilograms 2. (only) 0.5 3. 37.5cm/centimeters 4. 2.5 hours 5. wireless Part 2: (2 points/ correct answer) 6. C 7. C 8. (a) banner 9. notice 10. common room Part 3: (3 points/ correct answer) 11. C 12. B 13. C 14. A 15. A Part 4: (3 points/ correct answer) 16. domestic dogs 17. environment management 18. corporate 19. competition prizes 20. radio presenter SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐẮK LẮK ĐỀ CHÍNH THỨC SỐ BÁO DANH KỲ THI LẬP ĐỘI TUYỂN DỰ THI HSG QUỐC GIA NĂM HỌC 2017-2018 MÔN: TIẾNG ANH 12-THPT (ĐỌC HIỂU-VIẾT) Thời gian làm bài: 150 phút (không kể thời gian giao đề) Ngày thi: 26/9/2017 Họ và tên học sinh: ……… Sinh ngày: ……… Học tại trường: Thi tại Hội đồng thi: …….. Phòng thi số: …… ..Nơi sinh: GIÁM THỊ 1 (Họ tên và chữ ký) GIÁM THỊ 2 (Họ tên và chữ ký) SỐ PHÁCH SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH ĐẮK LẮK ĐỀ CHÍNH THỨC (Đề thi gồm 13 trang) KỲ THI LẬP ĐỘI TUYỂN DỰ THI QUỐC GIA NĂM HỌC 2017- 2018 MÔN: TIẾNG ANH 12 – THPT (ĐỌC VIẾT) (Thời gian làm bài: 150 phút, không kể giao đề) Ngày thi: 26/9/2017 (Thí sinh làm bài ngay trên đề thi này) CHỮ KÝ CỦA 2 GIÁM KHẢO ĐIỂM THI SỐ PHÁCH BẰNG SỐ BĂNG CHỮ I. LEXICO – GRAMMAR: (30pts) Part 1: For questions 1-14, choose the correct answer A, B, C or D to each of the following questions and write your answers in the corresponding numbered boxes provided. 1. It was an extremely hostile article which cast A. criticism 2. What I find most B. aspersions on the conduct of the entire cabinet. C. disapproval D. abuse about it is that he didn’t even have a decency to say that he was sorry. A. galling 3. The cost of a new house in the UK has become A. totally 4. John was A. whispering B. furious C. touchy D. blazing high over the last few years. B. astronomically C. blatantly D. utterly something under his breath, but I didn’t catch what he said. B. muttering 5. It must be true. I heard it straight from the B. horse’s C. growling mouth. C. camel’s A. dog’s 6. It’s a matter of urgency to put right at once but nothing suitable A. returns C. sprouts to a confession. C. stood D. swallowing D. cat’s to mind. B. emerges D. springs B. came D. embodied A. fault 9. At the moment the ruling party is on the B. error C. wrong D. slip of a dilemma. B. points C. top D. horns

7. What the treasure said virtually A. amounted 8. Despite all the evidence, he wouldn’t admit that he was in the A. hooves 10. We sent him to the best school in England and hired the best teachers, but it was all as he had no will to learn at all. A. vain B. incurable 11. We’ll have to take what he says on B. faith A. trust 12. That human rights are C. invalid C. belief D. futile D. confidence is unacceptable in a civilized society. B. impeached C. infringed D. quashed around the hotel, waiting to interview the star. C. trudging A. abrogated 13. Journalists were A. sauntering B. milling A. held off 14. The completion of the new Town Hall has been B. held down C. held up D. staggering owing to a strike. D. held on Page 1 of 13 pages Your answers 1. 8. 2. 3. 9. 10. 4. 11. 5. 12. 6. 7. 13. 14. Part 2: For questions 15-20, write the correct form of each bracketed word in the numbered space provided in the column on the right. (0) has been done as an example. Marie Sklodowska was born on 7th November 1867. From early childhood, she was fascinated by science and showed great enthusiasm for it, as well as (0) 15. 16. Your answers (EXTRAORDINARILY) talent. However, 0. extraordinary it was her marriage to Pierre Curie in 1895 that marked the start of a partnership that was to achieve results of world significance, in particular the discovery of the (15) (RADIATION) metals polonium and radium in 1898. By the time Marie Curie, though quiet and (16) (ASSUME), was held in great esteem by scientists throughout the world. In 1903, she became the first woman to receive the Nobel Prize for Physics. Although the (17) (MATURE) death of her husband in 1906 was a bitter blow to her, it also marked a dramatic turning point in her career. From this time on, she was to put all her energy into completing alone the work they had originally (18) together. Marie Curie won a/an (19) 17. (TAKE) 18. (PRECEDENT) second Nobel 19. Prize for Chemistry in 1911, for the isolation of pure radium, and for the rest of her working life she actively promoted the use of radium in treating illnesses. Her contribution to medical science was outstanding, laying the foundation for research by the scientists who would follow in her (20) (FOOT). Marie Curie’s life offers us a profound and 20. fascinating insight into the changing world of women in science and academia. II. READING: (60 pts) Part 1: For questions 21-25, read the text below and decide which answer A, B, C, or D best fits each gap. Write your answers in the corresponding numbered boxes provided. BRISTLE-WORMS-A HOBBYIST’S GUIDE a ride on Historically, bristle-worms have had a bad reputation among saltwater aquarium aficionados. These marine worms usually enter the hobbyist’s aquarium by (21) a piece of coral. Once established, they become part of the tank’s ecosystem. Bristle-worms range greatly in size. The smallest ones are about an inch long, and the large ones can grow to over 20 inches, although, being segmented, their bodies are often (22) and so not usually seen at their greatest extent. Literature has frequently (23) that bristle-worms are harmful, asserting that they eat clams, anemones and even coral fish. However, most enthusiasts now conclude that small bristle-worms (24) no threat, and are merely scavengers, clearing the tank from detritus and carcasses of animals that are already dead. However, larger worms, particularly those of the species known as fire-worms, are (25) eaters and can do irreparable damage. These worms are better removed, although this is a challenge in itself, as the worms are nocturnal, sensitive to light and will go into hiding at the slightest disturbance. Page 2 of 13 pages 21. A. attaching 22. A. retracted 23. A. persuaded 24. A. take B. tethering B. withdrawn B. analyzed C. hitching C. shrunk C. contended D. lifting D. recoiled D. posed B. pose C. bear D. contain 25. A. famished B. unwarranted C. ambitious D. voracious Your answers 21. 22. 23. 24. 25. Part 2: For questions 26-35, fill each of the following numbered blanks with ONE suitable word. Write your answers in the corresponding numbered boxes provided. BUDDING WRITERS What do Charles Dickens and Ernest Hemingway have in common? The answer is that, along with many other famous novelists, their (26) careers began on a local newspaper. Today, (27) its somewhat tarnished reputation, journalism still remains one of the few career paths open to the budding writer doing his or her best to earn a (28) What is more, many aspiring novelists are to be found biding their time on the staff of regional (29) It is (30) newspaper (31) exaggerating, however, to say that good writers are of little or no value to a they do not know how to set about finding stories. Junior reporters have to devote hours to cultivation of contacts who will keep them supplied with the type of stories their readers have become (32) to seeing in print. Newspapers also require a particular style.

The graduate entrant to journalism, all of (33) experience and training is based on essay writing, may find the discipline required in writing a news report rather a daunting prospect. The philosophy of the newspaper is quite simple, (34) the fact that there are thousands of words competing for a limited number of columns. In addition, the average reader only spends at (35) twenty-five minutes reading a paper, so brevity is of the utmost importance. Your answers 26. 31. 27. 32. 28. 33. 29. 30. 34. 35. Part 3. For questions 36-48, read the following passage and do the tasks that follow. Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education. Here he reports on his findings Bullying can take a variety of forms, from the verbal-being taunted or called hurtful names-to the physical-being kicked or shoved- as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant. Bullying is clearly unpleasant and can make the child experiencing it feel unworthy and depressed. In extreme cases, it can even lead to suicide, though this is thankfully rare. Victimized Page 3 of 13 pages pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences. Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly all true. Fortunately, more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.’ Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying. Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what record will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time- not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively. Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied into early phases of development while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute. There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behavior of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying. Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting and help them break up conflicts. Another possibility is to improve the playground environment so that pupils are less likely to be led into bullying from boredom or frustration. With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying and the consequent improvement in pupil happiness- is surely a worthwhile objective. Page 4 of 13 pages – – Questions 36 40: Choose the correct answer A, B, C or D. Write your answers in the corresponding numbered boxes provided. 36. A recent survey found that in British secondary schools A. there was more bullying than had previously been the case. B. there was less bullying than in primary schools. C. cases of persistent bullying were very common. D. indirect forms of bullying were particularly difficult to deal with. 37. Children who are bullied A. are twice as likely to commit suicide as the average person. B. find it more difficult to relate to adults. C. are less likely to be violent in later life. D. may have difficulty forming relationships in later life. 38. The writer thinks that the declaration ‘There is no bullying at this school’ A. is no longer true in many schools. B. was not in fact made by many schools. C. reflected a lack of knowledge and resources. D. reflected the school’s lack of concern. 39. What were the findings of research carried out in Norway? A. Bullying declined by 50% after an anti-bullying campaign. B. Twenty-one schools reduced bullying as a result of an anti-bullying campaign. C. Two years is the optimum length for an anti-bullying campaign. D. Bullying is a less serious problem in Norway than in the UK. 40. Which of the following is the most suitable title for the passage? A. Bullying: what parents can do. B. Bullying: are the media to blame? C. Bullying: the link with academic failure. D. Bullying: from crisis management to prevention. Your answers 36. 37. 38. 39. 40. Questions 41 – 48: Complete the summary below using NO MORE THAN TWO WORDS taken from the passage for each blank. Write your answers in the corresponding numbered boxes provided. What steps should schools take to reduce bullying? which makes the as to how The most important step is for the school authorities to produce a (41) school’s attitude towards bullying quite clear. It should include detailed (42) the school and its staff will react if bullying occurs. In addition, action can be taken through the (43) This is particularly useful in the early part of the process, as a way of raising (44) and encouraging discussion on its own, however, it is insufficient to bring about a permanent solution. Effective work can also be done with (45) pupils and small groups. For example, potential (46) again, in dealing with (47) ” of bullying can be trained to be more self-confident. Or a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.

Playground supervision will be more effective if members of staff are trained to recognize the difference between bullying and mere (48) Your answers 41. 45. 44. 43. 42. 48. 47. 46. Page 5 of 13 pages – Part 4: For questions 49 55, read the following passage. Seven paragraphs have been removed from the passage. Choose from paragraphs A-H, the one which fits each gap. There is ONE extra paragraph which you do not need to use. Write your answers in the corresponding numbered boxes provided. Just at that turning between Market Road and the lane leading to the chemist’s shop he had his ‘establishment’. At eight in the evening, you would not see him, and again at ten you would see nothing, but between those times he arrived, sold his goods and departed. Those who saw him remarked thus, ‘Lucky fellow! He has hardly an hour’s work a day and he pockets ten rupees – even graduates are unable to earn that! Three hundred rupees a month!’ He felt irritated when he heard such glib remarks and said, ‘What these folks do not see is that I sit before the oven practically all day frying all this…’ 49 At about 8.15 in the evening he arrived with a load of stuff. He looked as if he had four arms, so many things he carried about him. His equipment was the big tray balanced on his head with its assortment of edibles, a stool stuck in the crook of his arm, a lamp in another hand and a couple of portable legs for mounting his tray. He lit the lamp, a lantern which consumed six pies’ worth of kerosene every day, and kept it near at hand, since he had to guard a lot of loose cash and a variety of miscellaneous articles. 50 He always arrived in time to catch the cinema crowd coming out after the evening show. A pretender to the throne, a young scraggy fellow, sat on his spot until he arrived and did business, but he did not let that bother him unduly. In fact, he felt generous enough to say, ‘Let the poor rat do his business when I am not there.’ This sentiment was amply respected, and the pretender moved off a minute before the arrival of the prince among caterers. 51 Though so much probing was going on, he knew exactly who was taking what. He knew by an extraordinary sense which of the jukta drivers was picking up chappatis at a given moment – he could even mention the license number. He knew that the stained hand nervously coming up was that of a youngster who polished the shoes of passers-by. And he knew exactly at what hour he would see the wrestler’s arm searching for the perfect duck’s egg. His custom was drawn from the population swarming the pavement: the boot polish boys, for instance, who wandered to and fro with brush and polish in a bag, endlessly soliciting ‘Polish, sir, polish!’ Rama had a soft spot for them. 52 It rent his heart to see their hungry hollow eyes. It pained him to see the rags they wore. And it made him very unhappy to see the tremendous eagerness with which they came to him. But what could he do? He could not run a charity show, that was impossible. He measured out their half- glass of coffee correct to a fraction of an inch, but they could cling to the glass for as long as they liked. 53 He lived in the second lane behind the market. His wife opened the door, throwing into the night air the scent of burnt oil which perpetually hung about their home. She snatched from his hand all the encumbrances and counted the cash immediately. 54 After dinner, he tucked a betel leaf and tobacco in his cheek and slept. He had dreams of traffic constables bullying him to move on and health inspectors saying he was spreading all kinds of disease and depopulating the city. But fortunately in actual life no one bothered him very Page 6 of 13 pages seriously. The health officer no doubt came and said, ‘You must put all this under a glass lid, otherwise I shall destroy it some day… Take care!’ 55 Rama no doubt violated all the well-accepted canons of cleanliness and sanitation, but still his customers not only survived his fare but seemed actually to flourish on it, having consumed it for years without showing signs of being any the worse for it. A Rama prepared a limited quantity of snacks for sale, but even then he had to carry back remnants. He consumed some of it himself, and the rest he warmed up and brought out for sale the next day. B All the coppers that men and women of this part of the universe earned through their miscellaneous jobs ultimately came to him at the end of the day. He put all his money into a little cloth bag dangling from his neck under his shirt, and carried it home, soon after the night show had started at the theatre. C No one could walk past his display without throwing a look at it. A heap of bondas, which seemed puffed and big but melted in one’s mouth; dosais, white, round, and limp, looking like layers of muslin; chappatis so thin you could lift fifty of them on a little finger; duck’s eggs, hard- boiled, resembling a heap of ivory balls; and perpetually boiling coffee on a stove.

He had a separate aluminum pot in which he kept chutney, which went gratis with almost every item. D His customers liked him. They said in admiration, ‘Is there another place where you can get six pies and four chappatis for one anna?’ They sat around his tray, taking what they wanted. A dozen hands hovered about it every minute, because his customers were entitled to pick up, examine, and accept their stuff after proper scrutiny. E They gloated over it. ‘Five rupees invested in the morning has produced another five…’ They ruminated on the exquisite mystery of this multiplication. Then it was put back for further investment on the morrow and the gains carefully separated and put away in a little wooden box. F But he was a kindly man in private. ‘How the customers survive the food, I can’t understand. I suppose people build up a sort of immunity to such poisons, with all that dust blowing on it and the gutter behind.’ G He got up when the cock in the next house crowed. Sometimes it had a habit of waking up at three in the morning and letting out a shriek. ‘Why has the cock lost his normal sleep?’ Rama wondered as he awoke, but it was a signal he could not miss. Whether it was three o’clock or four, it was all the same to him. He had to get up and start his day. H When he saw some customer haggling, he felt like shouting, ‘Give the poor fellow a little more. Don’t begrudge it. If you pay an anna more he can have a dosai and a chappati.’ Your answers 49. 50. 51. 52. 53. 54. 55. Part 5. For questions 56-70, read the following passage and do the tasks that follow. A. Humans have a natural propensity to detect relations of similarity and difference among objects and events of the physical world and to build categories that embody these relations. We exhibit such ability in everyday life: to identify new objects, to acquire information from the environment, to solve problems, to effectively communicate with other individuals. Categorization is, in essence, one of the most basic ways to organize our knowledge adequately. To treat discriminably different environment stimuli as similar and to recognize a group of things as members of the same class is a capacity displayed to some extent by all animals. All species, in fact, must be able to make same/different distinctions in order to recognize predators, edible Page 7 of 13 pages foods, nests, non-specifics and so on. Non-human primates not only distinguish predators and non-predators, but actually identify the predators more specifically. As for some of the social behaviors that non-human primates display in both free-ranging and captive settings, these animals can form abstract categories of their social world.

For example, monkeys classify social bonds according to abstract concepts such as kinship or friendship. B. As it is shown above, primate species possess complex cognitive abilities that enable them to make abstract judgments when interacting with their environment. Nevertheless, these cognitive skills animals use to detect identity relations between artificial stimuli may be limited. Identity relations in monkeys are confined to physical resemblance among individual stimuli; great apes, on the other hand, are capable of both concrete and abstract relations. Many studies clearly demonstrate that there are important differences in the degree to which monkeys and apes process same/different relations. Monkeys have a limited capacity for the abstract representation of identity relations between objects. Although these animals can be taught to match a small set of stimuli on the basic of physical likeness, the generalization of the matching concept from learning situations to totally new classes of stimuli is not very strong. Monkeys’ ability to extrapolate an identity rule is limited to values that lie on dimensions similar to those of training. Classificatory behavior of monkeys seems more likely to be mediated by stimulus-specific associations than to be based on conceptual mechanisms. Further evidence for such cognitive constraints comes from data on object sorting behavior. Composing objects into single sets characterizes monkeys’ spontaneous constructive interactions with objects throughout their development. Consequently, their classificatory behavior does not progress beyond first- order classifying, that is, the capacity for coordinating class relations simultaneously. This failure implies severe limitations in the way monkeys conceptually structure objects with which they interact and has serious implications as regards the development of representational skills. C. A different picture emerges when we consider the behavioral patterns non-human primates display in free-ranging settings. Descriptions of competitive and cooperative interactions with non-specifics, as well as other aspects of their social behavior, often suggest that monkeys are capable of classifying social stimuli into abstract categories. It thus seems that monkeys display a capacity for abstract representation when interacting with their social environment, a capacity not observed when they are dealing with physical stimuli. But can they really handle abstract concepts such as kinship or friendship similar to the way humans do? It is conceivable that monkeys’ social knowledge is based on relatively simple associative learning rather than represent the result of more complex cognitive progress.

Knowledge of other animals’ social relationships may be obtained principally by observing and memorizing all the specific interactions among members of one’s own social group. A monkey can learn to associate some individuals with others on the basic of specific behavioral patterns that these animals display with a high frequency and adjusts its own behavior accordingly. Chimpanzees, by contrast, behave quite differently. When tested on relatively similar tasks. requiring comprehension of an identity rule, they display complex cognitive capacities never observed in monkeys. Chimpanzees not only can detect similarities and differences between individual objects at a more abstract level than monkeys, but they can also perceive same/different relations between pairs of objects from a very early age and do so without any specific training. This perception of abstract relationships is reminiscent of findings obtained in studies with human infants. For example, when preference for novelty procedures is employed, 7- month-old infants were found to be sensitive to identify/different relationship instantiated between pairs of stimuli. It thus seems that cognitive competence underlying perceptual categorizing in infant chimpanzees is similar to that found in human infants. Page 8 of 13 pages D. In apparent contrast with monkeys, moreover, chimpanzees make use of abstract judgments in their constructive interactions with objects: without training or rewards they spontaneously partition the sets they receive into classes coordinating relationships simultaneously. The simultaneous construction and coordination of two class-consistent spatial groupings is an index of more advanced cognitive organization. It is considered symptomatic of an advance in logical reasoning indicating the simultaneous consideration of the part to the whole. In humans, this capacity progresses from constructing one class at a time, comparing individual objects in terms of their similarities and differences, to constructing classes of classes simultaneously coordinating such comparisons. This behavioral shift marks the transition from pre- representational cognition. It seems that a similar development marks the ontogeny of manipulative classification of chimpanzees. Like children, these apes show a developmental trend from first- order to second- order classifying, that is, a trend from object-based similarity to relational similarity. Nevertheless, although humans and chimpanzees seem to share the basic components of logical cognition, at least in the realm of categorization, the two species vary markedly in the staging of development of classificatory behavior. The onset age for second-order classifying is the 2nd year in human infants; the onset age is the 5th year in chimpanzees. It thus seems that chimpanzees’ development is much lower than children’s, which perhaps indicates that a limit is being approached. – For questions 56 65, choose from the section A – D, the sections may be chosen more than ONCE. Write your answers in the space provided in the column on the right. 56. The marked difference between humans and chimpanzees in the staging of classificatory behavior development. 57. The ability of all species to make distinctions among different environment stimuli. 58. Further obvious contrast of chimpanzees with monkeys. 59. Detailed description of monkeys’ limited cognitive capacity for the abstract representation of identity relations. 60. The introduction to the concept of categorization. 61. Unlike chimpanzees, monkeys cannot spontaneously classify the sets and cooperate relationships simultaneously. 62. Both apes and human infants show a developmental trend from first- order to second-order classifying. 63. Chimpanzees’ development of classificatory behavior is much slower than children’s development. 64. Monkeys recognize the social relations that exist among others in their group. 65. Monkeys have a limited capacity for abstract representation of identity relations between individual objects Your answers Page 9 of 13 pages Questions 66-70: Read the following summary of the passage. Choose the correct letter that indicates the best answer to fill in each blank. Write your answers in the corresponding numbered boxes provided. Humans identify same and different relations among objects and build categories in their daily life. Non-human can also make abstract categories of their social world.

For example, monkeys classify (66) in terms of such abstract concepts as kinship or friendship. However, identity relations in monkeys are only limited to (67) among individual stimuli while great apes are capable of both concrete and abstract relations. In contrast with monkeys, chimpanzees cannot only detect similarities and differences between individual objects at a more (68) but also perceive these relations between (69) specific training. Moreover, chimpanzees use (70) objects. A. abstract level D. physical resemblance G. representational skills. J. abstract judgment Your answers B. social bonds E. cognitive ability H. pairs of objects K. behavior development from a very early age, without any in their constructive interactions with C. identity relation F. behavior development I. logical cognition L. limited capacity 66. 67. 68. 69. 70. III. WRITING: (60 pts) Part 1: Read the following extract and use your own words to summarize it. Your summary should be between 100 and 120 words long. You MUST NOT copy the original. Communication is part of our everyday life. We greet one another, smile or frown, depending on our moods. Animals too, communicate, much to our surprise. Just like us, interaction among animals can be both verbal or non-verbal. Singing is one way in which animals can interact with one another. Male blackbirds often use their melodious songs to catch the attention of the females. These songs are usually rich in notes variation, encoding various kinds of messages. Songs are also used to warn and keep off other blackbirds from their territory, usually a place where they dwell and reproduce. Large mammals in the oceans sing too, according to adventurous sailors. Enormous whales groan and grunt while smaller dolphins and porpoises produce pings, whistles and clicks. These sounds are surprisingly received by other mates as far as several hundred kilometers away. Besides singing, body language also forms a large part of animals’ communication tactics. Dominant hyenas exhibit their power by raising the fur hackles on their necks and shoulders, while the submissive ones normally “surrender” to the powerful parties by crouching their heads low and curling their lips a little, revealing their teeth in friendly smiles. Colors, which are most conspicuously found on animals are also important means of interaction among animals. Male birds of paradise, which have the most gaudy colored feathers often hang themselves upside down from branches, among fluffing plumes, displaying proudly their feathers, attracting the opposite sex. The alternating black and white striped coats of zebras have their roles to play too. Each zebra is born with a unique set of stripes which enables its mates to recognize them. When grazing safely, their stripes are all lined up neatly so that none of them loses track of their friends. However, when danger such as a hungry lion approaches, the zebras would dart out in various directions, making it difficult for the lion to choose his target. Page 10 of 13 pages

No ofcriminals (in millions) 1.4 1.2 1 0.8 0.6 0.4 0.2 0 2000 2005 2010 2015 2020 2025 2030 Year City A ·City B Your answer: Criminals in two cities since 2005 and predicted figures up until 2025 Part 3: Write an essay of 350 words on the following topic: These days, more and more people are going to other countries for significant periods of time, either to find a job or to study. There are clearly many benefits to doing this, but people who live abroad can also face some difficulties. Discuss the advantages and disadvantages of living and working in a foreign country. Your answer: Page 12 of 13 pages Insects such as the wasps, armed with poisonous bites or stings, normally have brightly painted bodies to remind other predators of their power. However, flies and other harmless insects also make use of this fact and color their bodies brightly in attempts to fool their predators into thinking that they are as dangerous and harmful as the wasps too. Your answer: Part 2: The line graphs below show the number of police officers and criminals in two cities since 2005 and predicted figures up until 2025. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. You should write about 150 words. 50 45 40 35 30 25 20 15 Number of police officers (in thousands) 10 5 0 2000 2005 2010 2015 2020 2025 2030 Year City A City B Police officers in two cities since 2005 and predicted figures up until 2025 Page 11 of 13 pages THE END Page 13 of 13 pages THE END Page 13 of 13 pages SỞ GIÁO DỤC & ĐÀO TẠO TỈNH ĐẮK LẮK KỲ THI LẬP ĐỘI TUYỂN DỰ THI HSG QUỐC GIA NĂM HỌC 2017- 2018 MÔN: TIẾNG ANH 12 – THPT (ĐỌC – VIẾT) ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM ĐỀ CHÍNH THỨC I. LEXICO – GRAMMAR (30/200): (20 x 1.5 = 30) Part 1: 1. B 2. A 3. B 4. B 5. B 6. D 7. A 8. C 9. D 10. D 11. A 12. C 13. B 14. C Part 2: 15. radioactive 18. undertaken II. READING (60/200) Part 1: (5 x 1 = 5) 21. C 16. unassuming 19. unprecedented 22. A 23. C 24. B 25. D Part 2: (10 x 2 = 20) 17. premature 20. footstep 26. writing 27. despite / notwithstanding 28. living 29. newspapers 30. not/ 31. if 32. accustomed 33. whose 34. given / considering/despite hardly/scarcely 35. most/best (NOT least) Part 3: (5 x 1=5) 36. B 37. D 38. C 39. A 40. D (8 x 1-8) 41. policy 42. (explicit) guidelines 45. individual 46. victims 43. (school) curriculum 47. group bullying 44. awareness 48. playful fighting Part 4: (7 x 1=7) 49. G 50. C 51. D 52. H 53. B 54. E 55. F Part 5: (15 x 1 = 15) 56. D 61. D 66. B 57. A 62. D 67. D 58. D 63. D 68. A 59. B 64. A 69. H 60. A 65. B 70. K III. WRITING (60/200) Part 1: 15pts Animals make use of various kinds of communicative methods. Male blackbirds sing to attract female ones and also to keep other blackbirds off their dwellings. Mammals in the oceans like whales, ‘sing’ to interact with their mates far away too. Dominating hyenas raise their fur hackles in attempts to exhibit power while submissive ones crouch their heads and ‘smile’ to express respects. Birds of paradise attract female partners by displaying their colorful feathers while the stripes of zebras not only enable them to recognize each other, but also divert the predator’s Page 1 of 2 attention in times of danger. Finally, dangerous wasps are brightly colored to warn off others while some harmless ones try to fool their predators by using the same principle. Part 2: 15 pts Model answer: The line graphs illustrate the variation in the proportion of police officers and offenders in two cities, city A and city B, over a period of two decades between 2005 and 2025. In 2005, city A had 25.000 police officials whereas the number of officers in city B was comparatively higher, 30.000. In the next 5 years, city A experienced a significant rise of 10.000 in the proportion of its police officers. In contrast, the trend for city B was downward and the numbers dropped to 25.000 in 2010. Between 2010 and 2015, city A’s police figures fluctuated while that of city B decreased slightly. According to future predictions, the number of police officers in city A will reach the mark of 45.000 in 2020. These figures are expected to decline to 40.000 in 2025. In comparison, city B will have only about 22.000 police officers between 2015 and 2025. According to the second line graph, the number of criminals in city A and city B stood at nearly 0.7 million and 0.9 million respectively in 2005. In the next decade, city A’s figures dropped slightly while that of city B rose gradually to 1 million. In the future, city A will have about 0.6 million offenders. In contrast, the numbers in city B will be significantly higher, in the range of 1.1 to 1.2 million. Overall, the number of police officers in city A has increased since 2005 while that of criminals has dropped. But, the trend for city B has been the reverse during this period i.e. fewer police officers and more criminals. Part 3: 30 pts

Possible answer: Nowadays, the number of people going abroad is dramatically increasing in order to work or prolong their studies. However there are advantages and disadvantages of living and working abroad. In this essay, I will look at both sides and draw some conclusions. Let’s start by looking at advantages of moving away. One of the positive arguments to mention is that can broaden your outlook. It means that you have a chance to meet people with different cultures. You may know other countries and have new friends, in order that you learn how to cope with their customs. This can found you rounded to be thoroughly rounded in communication and behaviors. Secondly, this can lead a better life. What I mean by saying this is that everyone wants to study or work in good conditions, wants to have all modern conveniences, and even there your work prospects or skills will improve. Turning to the other side of the argument is that you are obliged to begin your life from scratch, it is absolutely difficult for everyone for the first time because nobody will help you there and you will be far from all your relatives and friends. In addition, you might have language barriers and even you cannot get on with this. To sum up, you cannot achieve anything without facing to difficulties and arduous problems need to be solved while you are abroad. Personally I think although there are lots of benefits of going to other countries, you will face some difficulties, and at that time you will be ready to overcome them. THE END Page 2 of 2