Đề thi chọn học sinh giỏi quốc gia lớp 12 THPT môn Tiếng Anh - Năm học 2017-2018 (Có đáp án)

out of three women leave their GB's surgery clutch a prescription. Yet women have been taking tablets with knowing what effect they may have in their body, because of scientific anomaly - most drugs are tested into men. In addition, there are well-known examples of the way drugs and other substances work different in women. The different balance on fat and muscle of men's and women's bodies affect the speed with which alcohol is absorbed and breaking down, for example. It is predicted that natural remedies will continue to gain in popularity as women, in particular, become more aware of the possible side - effect of the powerful drugs currently prescribed.
0. in à on
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Part 3: Write the correct FORM of each bracketed word in the numbered spaces provided in the column on the right.(0) has been done as an example. 
THE IMAGE OF SCIENCE
The image that we have of science has (0. UNDERGO) radical change in the last hundred years. An enormous (56.TECHNOLOGY) explosion, together with a number of very real (57. ANXIOUS) about the environment and all the moral and political ramifications of economic growth have (58. QUESTION) put science at the centre of public debate.
The twentieth century began with a challenge to the (59. ASSUME) that human knowledge was approaching completion. It will come, perhaps, as something of a surprise to all of us to realise that the emergence of this highly (60. DESTROY) process came both from within and outside science. 
New scientific theories (61. OVERWHELM) reveal the limitations of the old perspective. We had thought that the world, understood through the medium of rational (62. BE), as, indeed, the real world. Now we know that this was no more than a simplification that just happened to work. Once we realise this, though, we can move in a number of opposing directions. We can re-evaluate all knowledge (63. PESSIMISM) and decide that it is eternally fragmentary and full of a vast number of (64. PERFECTION) , or we can be more positive and view these vast explosions of scientific awareness as new challenges still to come and as celebrations of the (65. HIGH) that the human imagination has so far scaled.
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Part 4: Supply the correct form of the VERBS in block capitals in brackets to complete the passage. Write your answers in the space provided below the passage.
John has always travelled a lot. In fact, he was only two years old when he first flew to the US. His mother is Italian and his father is American. John was born in France, but his parents (66. MEET) _______in Cologne, Germany after they (67. LIVE) _______ there for five years. They had met one day while John’s father was reading a book in the library and his mother (68. SIT) _______ beside him. John (69. TRAVEL) _______a lot because his parents also travel a lot. As a matter of fact, John is visiting his parents in France at the moment. He lives in New York now, but (70. VISIT) _______ his parents for the last few weeks. He really enjoys living in New York, but he also loves coming to visit his parents at least once a year. This year he (71. FLY) _______ over 5,000 miles for his job. He has been working for Jackson & Co. for almost two years now. He (72. BE) _______ pretty sure that he (73. WORK) _______ for them next year as well. His job requires a lot of travel. In fact, by the end of this year, he (74. TRAVEL) _______over 120,000 miles! His next journey will be to Australia. He really doesn’t like going to Australia because it is so far. This time he (75. FLY) _______ from Paris after a meeting with the company’s French partner. He will have been sitting for over 18 hours by the time he arrives!
Your answers
Part 5: Fill in each blank with a suitable PREPOSITION. Write your answers in the numbered blanks provided below the passage. 
(76) _______ the whole, Flora was content (77) _______ her life. (78) _______ day she was a librarian in a large city library, but in her spare time she lived in a world of dreams. Her secret, all-devouring passion was reading – novels (79)_______ particular – and she had read almost all the classics that the library had (80) _______ stock. She read voraciously, (81)_______ her lunch hour, her tea break, and the long evenings (82)_______ home. She would even read (83) _______ her way home, walking slowly (84)_______ her book open. The small flat where she lived (85)_______ herself was piled high (86)_______ books. She knew her favourites (87)_______ heart, empathizing with the characters and thinking (88)_______ them as real people. (89)_________ short, she had found that books fulfilled her emotional needs better than people did, and (90)_________ any case, she had now completely forgotten how to relate to people other than characters in novels.
Your answers
 86..
 87..
 88..
 89..
 90..
Part 6: Insert A, AN, THE or Φ (zero article) where necessary. Write your answers in the numbered spaces provided under the passage. 
Probably the most important piece of (91)_______electrical equipment to become widely used in the last twenty years is (92)_______dishwasher. Washing up by hand is not only a time consuming task (it can take longer than eating (93)_______meal itself), but also (94)_______extremely boring one, particularly when you are on your own, and it also ruins your hands. Dishwashers come in (95)_______range of different sizes and models to suit your purse, (96)_______size of your family, and (97)_______layout of your kitchen. They can be stood on (98)_______floor or on (99)_______worktop, or they can be mounted on (100)_______wall.
Your answers
III. READING (4 points)
Part 1: Choose the word that best fits each of the blanks in the following passage. Circle A, B, C, or D to indicate your answer. (0) has been done as an example.
TALKING RUBBISH
Reduce! Re-use! Recycle! The message hits Canadian (0) consumers through all the media. As newcomers from Sri Lanka, we compare the situation here with the one back home. We may not be the most environmentally (101)________ citizens in the world but, compared with this, we do not have a rubbish problem - yet.
Like many shoppers in Colombo, my partner Shahid and I used to have a cane basket we (102)________ with us to the Sunday market or pola every week. No environmentalist could have (103)________ about it. You need a good strong basket at the pola. There are no supermarket (104)________ to push around. Most items - rice, flour, vegetables, fruit, biscuits, eggs - are bought (105)________ or wrapped in newspaper. At (106)________ we would carry one plastic bag separately. For eggs we took a reusable plastic tray with us.
When income (107)________ are low, people need to buy in small quantities. It is quite normal to ask for a (108)________ envelope, two eggs or 100 grams of sugar. The (109)________ is that, for the most part, urban consumers in Sri Lanka cannot afford the luxury of waste. Most people do not buy more from the grocers than they know they will actually consume. They re-use whatever they can and are loath to discard bags, jars, tins or boxes that can be (110)________ to other uses.
But in recent years Western-style supermarkets have begun to spring up in Colombo. They hold out the (111) ________ of a clean, efficient, streamlined service to customers. A (112) ________ of imported goods, dressed up in their layers of attractive, colourful (113) ________ beckons from the shelves. These are the (114) ________ products that demand your attention on the TV advertisements. (115) ________, with them, Sri Lanka, like so many other developing countries, may have imported a problem that once never existed.
0. A. customers 
 B. consumers 
C. clients 
D. buyers
101.    A. qualified 
B. concerned 
C. worried 
D. experienced
102.    A. took over 
 B. took away 
C. took along 
D. took up
103.    A. complained 
 B. criticised 
C. disapproved 
D. accused
 104.    A. wheel barrows 
 B. wagons 
C. trolleys 
 D. carriages
105.    A. free 
 B. in pieces 
C. bit by bit 
D. loose
106.    A. maximum 
 B. most 
C. highest 
D. best
107.    A. rates 
 B. amounts 
C. sizes 
D. levels
108.    A. simple 
 B. singular 
C. single 
D. sole
109.    A. point 
 B. case 
C. example 
D. question
110.    A. made 
 B. set 
C. given 
D. put
111.    A. promise 
 B. advantage 
C. evidence 
D. sight
112.    A. set 
 B. range 
C. store 
D. band
113.    A. packets 
 B. packs 
C. packaging 
D. padding
114.    A. very 
 B. just 
C. similar 
D. likely
115.    A. In addition 
 B. As well
C. Among 
D. Along
Part 2: Read the following passage and complete the statements that follow by circling A, B, C, or D to indicate your answer which you think fits best
There is a problem that will touch us all — men, women and children - in the not too distant future, a problem that resolves itself into a question: What is education for?- At the moment most of us can answer that fairly practically and without too much soul-searching. On the lowest level, education is for enabling us to cope in an adult world where money must be added up, tax forms filled in, numbers looked up in telephone directories, maps read, curtains measured- and street signs understood. On the next level it is for getting some kind of job that will pay a living wage.
But we are already peering into a future so different from anything we would now recognise as familiar that the last of these two educational aims may become as obsolete as a dodo. Basic skills (reading, writing and arithmetic) will continue to be necessary but these, after all, can be taught to children in from one to two years during their childhood. But education with a view to working for a living, at least in the sense of earning daily bread, may well be on its way out right now for the majority of us. Then the question “'what is education for?' becomes much more complex, because what the future proclaims is: an education is an education.
In other words, our grandchildren may well spend their lives learning as, today, we spend our lives working. This does not simply involve a straightforward substitution of activity but a complete transformation of motive. We work for things basically unconnected with that work- usually money, prestige, success, security. We will learn for learning's sake alone: a rose is a rose because it is and not what we can get out of it. Nor need any cynic doubt that we shall not wish to work without there being any obvious end in view. Already, adult education classes are overcrowded - one friend of mine teaching French literature says she could have had 10 pupils for every one she has.
Nevertheless, we still live in a very competitive society and most of us will need to reshuffle the furniture of our minds in order to gear our children towards a future in which outer rewards - keeping up with the Joneses – become less relevant than inner and more individual spurs. The existence of competition has always meant doing things because they win us some essentially unconnected advantage but the aim of the future must be to integrate the doing with its own reward, like virtue.
Oddly enough it is in America, that citadel of competitiveness, that the first experiments in this change of mind are taking place. In that New World, there are already organizations set up to examine ways in which competitiveness can be replaced by other inner-directed forms of rewards and pleasures. Take one interesting example in a foundation whose aim is to transform competitiveness soon. A tug-of-war, as we all know, consists of one team pitting its strength against another team. The aim is to tug the opposing team over a line and by doing so, win.
In the brand-new non-competitive version, things are very different. There are still two teams on either end of a rope but now the aim is not to win but to maintain the struggle. As the two teams tug, any individual on either team who senses a coming victory must get to the winning end of the rope and rush over to lend his weight to the other side, thus redressing the balance, and keeping the tug-of-war going as long as possible. If you actually imagine doing this, the startling fact that emerges is that the new game offers more possibilities of individual judgement and skill just because victory is not the aim and the tug-of-war is ended only by defeat of those judgements and skills. What's more, I think most people would get more pleasure out of the neo-tug than the old winners-take-all concept.
So could it be for learning. Most of us, at some time or another, have glimpsed one of the real inner pleasures of education - a sort of one-person chase after an elusive goal that pits you only against you or, at the very most, against the discoveries of the greatest minds of other generations. On a more humble level, most of us have already got some pleasurable hobby that we enjoy for its own sake and become expert in for that enjoyment. In my own stumbling efforts, since last year, to learn the piano, I have seen the future and it works.
(From an article by Jill Tweedie in the Guardian)
In the future envisaged by the writer, _____________________.
there would be no need to deal with money
there would be no need to communicate in writing
there would be few employment prospects
there would be few educational prospects
According to the writer, the most difficult adjustment for us to make will be _____________________.
working without the hope of material reward
getting used to having more free time
seeing education as being its own reward
learning essentially impractical subjects
118. Our duty towards our children will be to _____________________.
prepare them to set their own goal
encourage them to be more ambitious
improve their chances of employment
teach them basic moral values in life
119. According to the writer, future learning will resemble the new style- tug – of – war in that _____________________.
there will be no possibility of failing
the object will be to avoid winning
it will depend on operating as a team
it will involve a personal change
120. The reason for the writer’s optimistic conclusion is that she has________________.
discovered how satisfying learning can be
shown a new talent for playing the piano
found how easy it is to develop a new skill
taken up a hobby for the first time
Part 3: Read the passage and answer the questions that follow by circling A, B, C, or D to indicate your answers
[1] Canadian English is a regional variety of North American English that spans almost the entire continent. Canadian English became a separate variety of North American English after the American Revolution, when thousands of Loyalists, people who had supported the British, left the United States and fled north to Canada. Many Loyalists settled in southern Ontario in the 1780s, and their speech became the basis for what is called General Canadian, a definition based on the norms of urban middle-class speech.
[2] Modern Canadian English is usually defined by the ways in which it resembles and differs from American or British English. Canadian English has a great deal in common with the English spoken in the United States, yet many Americans identify a Canadian accent as British. Many American visitors to Canada think the Canadian vocabulary-sounds British—for example, they notice the British "tap" and "braces" instead of the American "faucet" and "suspenders." On the other hand, many British people identify a Canadian accent as American, and British visitors think the Canadians have become Americanized, saying "gas" and "truck" for "petrol" and "lorry."
[3] People who live outside North America often find it difficult to hear the differences between Canadian and American English. There are many similarities between the two varieties, yet they are far from identical. Canadian English is instantly recognizable to other Canadians, and one Canadian in a crowded room will easily spot the other Canadian among the North Americans.
[4] There is no distinctive Canadian grammar. The differences are mainly in pronunciation, vocabulary, and idioms. Canadian pronunciation reflects the experience of a people struggling for national identity against two strong influences. About 75 percent of Canadians use the British "zed" rather than the American "zee" for the name of the last letter of the alphabet. On the other hand, 75 percent of Canadians use the American pronunciation of "schedule," "tomato," and "missile." The most obvious and distinctive feature of Canadian speech is probably its vowel sound, the diphthong "/ou/." In Canada, "out" is pronounced like "oat" in nearby U.S. accents. There are other identifying features of Canadian vowels: for example, "cot" is pronounced the same as "caught" and "collar" the same as "caller."
[5] An important characteristic of the vocabulary of Canadian English is the use of many words and phrases originating in Canada itself, such as "kerosene" and "chesterfield" ("sofa"). Several words are borrowed from North American Indian languages, for example, "kayak," "caribou," "parka," and "skookum" ("strong"). The name of the country itself has an Indian origin; the Iroquois word "kanata" originally meant "village." A number of terms for ice hockey—"face-off," "blue-line," and "puck"—have become part of World Standard English.
[6] Some features of Canadian English seem to be unique and are often deliberately identified with Canadian speakers in such contexts as dramatic and literary characterizations. Among the original Canadian idioms, perhaps the most famous is the almost universal use of "eh?" as a tag question, as in "That's a good movie, eh?" "Eh" is also used as a filler during a narrative, as in "I'm walking home from work, eh, and I'm thinking about dinner. I finally get home, eh, and the refrigerator is empty."
[7] The traditional view holds that there are no dialects in Canadian English and that Canadians cannot tell where other Canadians are from just by listening to them. The linguists of today disagree with this view. While there is a greater degree of homogeneity in Canadian English compared with American English, several dialect areas do exist across Canada. Linguists have identified distinct dialects for the Maritime Provinces, Newfoundland, the Ottawa Valley, southern Ontario, the Prairie Provinces, the Arctic North, and the West.
121. According to the passage, how did Canadian English become a distinct variety of North American English?
Linguists noticed that Canadians spoke a unique dialect.
A large group of Loyalists settled in one region at the same time. 
Growth of the middle class led to a standard school curriculum.
Canadians declared their language to be different from U.S. English.
122. The word “norms” in paragraph 1 is closest in meaning to _________.
patterns	B. history	
words 	D. ideas
123. The phrase “a great deal in common with” in paragraph 2 is closest in meaning to _________.
different words for 
the same problems as 
many similarities to 
easier pronunciation than
124. In paragraph 2, what point does the author make about Canadian English?
Canadian English is more similar to American than to British English. 
American and British visitors define Canadian English by their own norms. 
Canadian English has many words that are not in other varieties of English.
Canadians speak English with an accent that Americans cannot understand.
125. The phrase “the two varieties” in paragraph 3 refers to _________.
People