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

TỈNH BẾN TRE CHƯƠNG TRÌNH THPT CHUYÊN NĂM HỌC 2022-2023
ĐỀ THI CHÍNH THỨC VÒNG THI THỨ NHẤT

Môn thi: TIẾNG ANH

Ngày thi thứ 27/09/2022 SỐ PHÁCH
nhất:
Thời gian thi: 180 phút (không kể thời gian phát đề)
Đề thi gồm 12 trang, 4 phần
Lưu ý:
 Thí sinh không được sử dụng tài liệu, kể cả từ điển.
 Giám thị không giải thích gì thêm.

I. LISTENING COMPREHENSION (5,0 points)

Part 3. For questions 11-15, listen to part of a discussion between two psycholinguists, Dr Amanda Jeffries
and Dr Tadeo Mendoza, talking about what it means to be bilingual and choose the answer A, B, C or D
which fits best according to what you hear. Write your answers in the corresponding numbered boxes
provided.
11. What definition of bilingualism do Amanda and Tadeo agree on?
A. Learning two languages in childhood and switching from one to another with ease.
B. Having equal ability in two languages, learnt either in childhood or later in life.
C. Knowing two languages, probably at different levels of proficiency, and up to the competence necessary for
successful communication.
D. True bilingualism is like having two monolinguals in one person.
12. Which of these statements about bilinguals and written language would Amanda not agree with?
A. The main reason bilinguals often can’t write in one of their languages is because they haven’t been taught.
B. There is no reason why a bilingual shouldn’t speak and write both languages fluently.
C. Different scripts can be a factor in not learning to write both languages.
D. If bilinguals don’t have a need to write in one of their languages, they are less likely to learn it.
13. “Language attrition” refers to the loss of ________.
A. your second language due to lack of use.
B. either your first or second language due to lack of use.
C. any language previously spoken because of lack of use.
D. your mother tongue due to emigration.
14. Why did people used to think learning two languages from early on might be damaging?
A. The developing brain would be damaged and language acquisition delayed.
B. The brain would be stretched too far by two languages.
C. The child would become hopelessly confused and stop speaking altogether.
D. The child would end up having an insufficient vocabulary in both languages.
15. Why do Tadeo and Amanda think mixing languages isn’t detrimental?
A. Mixing languages creates new, dynamic languages like Spanglish and Hinglish.
B. People who mix languages with others who speak the same languages don’t seem to have a problem with
speaking to other monolinguals.
C. Mixing languages is detrimental to the purity of each language and can cause communication problems.
D. If people mix languages all the time, they forget how to speak each language properly.
Your answers:
11. 12. 13. 14. 15.
Part 4
Your answers:
16. 17. 18.
19. 20. 21.
22. 23. 24.
25.

II. LEXICOLOGY-GRAMMAR (4,0 points)

Part 1. For questions 26-45, choose the answer from A, B, C or D which best completes each of the following
questions. Write your answers in the corresponding numbered boxes provided.
Page 1 of 3 pages
Your answers:
26. 27. 28. 29. 30. 31. 32. 33. 34. 35.
36. 37. 38. 39. 40. 41. 42. 43. 44. 45.

Part 2. For questions 46-55, supply the correct form of each of the following bracketed words to complete
the meaning of the passage. Write your answers in the corresponding numbered boxes provided.
Your answers:
46. 47. 48. 49.
50. 51. 52. 53.
54. 55.

III. READING COMPREHENSION (6,0 points)

Part 1. For questions 56-65, 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.
Your answers:
56. 57. 58. 59. 60.
61. 62. 63. 64. 65.

Part 4. For questions 83-95, read the following passage on a smart and green city called PlanIT Valley and
do the tasks attached below. Write your answers in the corresponding numbered boxes provided.
Your answers:
92. 93.
94. 95.

Part 5. For questions 96-103, read an article on modern lifestyles and choose the answer A, B, C or D which
you think fits best according to the text. Write your answers in the corresponding numbered boxes
provided.
CONFUSION OF TONGUES
Given the often highly localized nature of spoken English in the myriad speech communities which made up
the nation, it is hardly surprising that communication between them could be very difficult. To those from outside a
district or region the vocabulary and pronunciation of native inhabitants could be as opaque as any other foreign
language. Contemporaries often noted that people from different parts of the country simply found it difficult to
understand each other. Given the inflection and intonation, together with the rapid speed of delivery and the
colloquial devices which characterize real speech, the practical business of comprehension could be even greater
than might be conveyed on paper.
This communication problem goes some way towards explaining contemporary patterns of migration. [A]
Although this was a society in which people were highly mobile, the great majority of movement and resettlement
tended to be over relatively short distances. [B] Youngsters who travelled in search of service or apprenticeship, for
example, usually ventured no further than the nearest large town or the next parish, often a distance of less than a
dozen miles. They rarely journeyed, in other words, outside their “country”, or speech community. [C] As for those
individuals who were driven to seek subsistence or opportunity further afield, there is some evidence to suggest that
they gravitated towards the neighborhoods of towns or cities where other of their “countrymen” and women or
kinsfolk were already settled. This tendency may also have been influenced by speech recognition, among other
factors of common culture. [D]
It was not only long-distant migrants across Britain who might encounter difficulties in this respect, but also
general travellers around the country on business or pleasure. At a time when the roads were poor and certain
communities could be relatively isolated, strangers, or “foreigners”, were often rare and frequently regarded with
suspicion. It must have been very easy for locals to make their own speech incomprehensible and to feign
misunderstanding of an unwitting outsider.
Dialects could vary, particularly in terms of their vocabulary, not only between regions and localities but also
between particular trades and groups of workers. Occupational speech patterns were thus superimposed upon an
already complex configuration of geographically determined ones and individuals might belong simultaneously to a
number of separate linguistic communities. Most specialized trades and crafts had their own words for their particular
tools and practices and in many cases different professions might use different terms to describe the same object.
All of these many and varied vocabularies of region and community, of occupation and manufacture, point to
the highly variegated nature of popular culture in this period. Each of these linguistic systems was the signifier of
mentalities and world views which were often quite specific to a particular places or groups of people. That
communication could be difficult between localities and trades reflects the fact that early modern England was less a
unified nation and more a constellation of communities which, while they may have shared some common cultural
features, stubbornly clung to chauvinistic and exclusive ways of acting, perceiving, and speaking. There is no more
graphic reflection of this than the lack of a national market economy at this time, due, among other reasons, to the
Page 2 of 3 pages
fact that many agricultural “countries” or specialist crafts had their own weights and measures and used different
words to describe them. Much quantifying was done simply by rule-of-thumb. Bushels, strikes, and pecks all varied,
not only from town to town and manor to manor but also according to the commodity in question. Wheat and corn,
peas and potatoes, apples and pears, all had their own standards and all were contingent on place: a strike could be
anything from half a bushel to four bushels. Equally, in the case of land, measures depended on the region, as well
as both the type of soil and the nature of the crops grown in it.
This lack of standardization is also evident in the many dialect words used to denote animals and plants.
There were, for example, over 120 different names nationwide to describe the smallest of a flock of sheep. Names
given to animals and plants often betray the popular beliefs held about them or the uses to which they were put, and
the same applies to much of the prolific dialect vocabulary. In this now obsolete local terminology can be found
evidence of everyday practices and habits, of social customs and modes of thought, which might otherwise have
remained obscure or forgotten were it not for the words which denoted them.
96. Compared with oral English, written English was often ________.
A. more complex B. easier to understand C. not as practical D. less effective for commerce
97. What does the writer say about population movements in the 17th century England?
A. People only moved to places where they could understand the dialect.
B. Language was a factor in the choice of where to move to.
C. People travelled to find work, not for pleasure.
D. Moving outside one’s community was extremely rare.
98. Which of the following square brackets [A], [B], [C] or [D] best indicates where in the paragraph the sentence
“Most graphically of all, patterns of settlement in North America were highly determined by geographical
origins, with the result that the dialects of particular English localities influenced regional speech patterns
in the colony thereafter.” can be inserted?
A. [A] B. [B] C. [C] D. [D]
98. The writer suggests that remote communities could show hostility to a newcomer by ________.
A. deliberately impeding communication B. finding it difficult to understand him
C. refusing to talk to him D. rejecting to do business with him
99. What does the writer say about linguistic communities?
A. Professional influences tended to replace regional ones.
B. It was confusing to be in more than one at a time.
C. Their vocabulary was determined by specialists.
D. They were inclined towards different outlooks on life.
100. In Paragraph 5, what does the writer suggest as a factor in the lack of unity in England?
A. There was no financial system on a national scale. B. There were such a large number of communities.
C. Communities do not want to lose their individuality. D. Communities had little in common in terms of
culture.
101. What can readers deduce about bushels, strikes and pecks?
A. They were types of vegetable. B. They were measures of weight.
C. They were measures of land. D. They were trading commodities.
103. What does the writer conclude about language variation?
A. It is regrettable that so many words are no longer used.
B. It makes the study of social history highly confusing.
C. It is a rich and interesting source of information.
D. It had many understandable social effects.
Your answers:
96. 97. 98. 99.
100. 101. 102. 103.
Part 6. The passage below consists of four sections marked A, B, C and D. For questions 104-115, identify

Page 3 of 3 pages