Đề thi chọn học sinh giỏi môn Tiếng Anh lớp 11 trường THPT Phạm Công Bình, Vĩnh Phúc năm 2016 - 2017 có đáp án

Đề thi chọn học sinh giỏi môn Tiếng Anh lớp 11 có đáp án

Các bạn học sinh và quý thầy cô tham khảo miễn phí Đề thi chọn học sinh giỏi môn Tiếng Anh lớp 11 trường THPT Phạm Công Bình, Vĩnh Phúc năm 2016 - 2017 có đáp án để hệ thống kiến thức học tập cũng như trau dồi kinh nghiệm ra đề thi.

Đề thi chọn học sinh giỏi môn Tiếng Anh lớp 11 trường THPT Lương Ngọc Quyến, Thái Nguyên năm học 2015 - 2016

Đề thi chọn đội tuyển chính thức HSG tỉnh lớp 11 môn Tiếng Anh trường THPT Quỳnh Lưu 3, Nghệ An năm 2014 - 2015 (Bảng A)

Đề thi chọn học sinh giỏi môn Tiếng Anh Không chuyên lớp 11 trường THPT Liễn Sơn, Vĩnh Phúc năm học 2015 - 2016


Session 1. Listen to a senior teacher Ms. Potts discussing an assessment schedule for the next academic year with a new teacher, John and do the tasks that follow. The recording will be played TWICE.

Questions 1-3. Listen to the conversation and choose the correct option to complete the sentences.

Questions 4-10. Complete the table. Write no more than THREE WORDS AND/ OR A NUMBER for each answer.

Session 2. Listen to two students talking about a music course and do the tasks that follow. The recording will be played TWICE.

Questions 1-3. According to Josie, which THREE things are necessary for Music 103? Choose THREE letters A-H.

A. ability to read music B. ability to sing

C. computer skills D. ability to play a musical instrument

E. good maths F. independent learning skills

G. membership of the music department

Questions 4-6. Which THREE of the following activities does Music 103 involve? Choose THREE letters A-H.

A. designing a software programme B. writing and playing back your own music

C. writing music for films D. attending lectures at the university

E. listening to examples from the Internet F. going on study tours abroad

G. comparing modern and classical music

Questions 7-8. List TWO more things a student's computer needs for Music 103. Write NO MORE THAN TWO WORDS AND/ OR A NUMBER for each answer.

7. megabytes of RAM CD-ROM

8. _______

Session 2. In each line of the following passage, there is an error. Write down the line number, the corresponding error, and correct it. There is an example at line 11.

Clothing is a distinctly human artifact. Even more than an use of tools, it distinguishes humans from other creatures on this planet. While there are other creatures who use implements in a greater or lesser degree, clothing is unique to humanity. Clothing is also uniquely human in what it serves more than one function. The basis purpose of clothing was originally utilitarian. By putting on an artificial skin, humans were unable to move into regions where they otherwise would have been unable to cope with the climate. An extreme example of this use of clothing can see among the Eskimos, and other people who live with extreme cold. However, clothing was not yet used for protection from the elements, but has also been a mean of displaying one's status and sense of style for as long as humans have had civilisation. Thus clothing also developed in countries which there is no real practical need for it, except from the other, very human function of preserving the modest of the wearer.

Session 3. Complete the following passage by supplying the correct form of the word to the right of each line.


In the not-too-distant past farm animals were able to live (1) lives NATURE in what we would now term 'free-range' conditions. Such farming methods, however, were not able to supply the rapidly growing (2) of the world and the POPULATE increasing demands on food (3). CONSUME

In order to cope with those ever-increasing demands, factory farming methods were introduced along with the (4) of genetically engineered DEVELOP (5) hormones, which together resulted in a massive increase in food GROW (6). PRODUCE

However, these developments in the use of factory farming and drug (7) have led to a widespread feeling that animals are being caused a lot of distress and TREAT

that the quality of the food (8) suffers as a consequence. Certainly, many IT people (9) with the idea of keeping animals in one building for their AGREE entire existence and argue that more emphasis should be given to (10) farming methods. ALTERNATE


Session 1. Read the passage and choose the best answer (A, B, C or D) to each of the questions that follows.

According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.

Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of "natural leaders". It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.

Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to "get things done". Expressive leadership, on the other hand, is leadership that emphasizes the collective well-being of a social group's members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members.

Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit attainment of the group's goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the differences in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

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