Đề thi học sinh giỏi tiếng Anh 12 có file nghe số 10

Đề thi HSG tiếng Anh lớp 12 có file nghe + đáp án

Đề thi học sinh giỏi lớp 12 môn tiếng Anh có file nghe và đáp án được biên soạn bám sát chương trình SGK tiếng Anh lớp 12 giúp các em kiểm tra kiến thức Từ vựng - Ngữ pháp tiếng Anh 12 hiệu quả.

You will hear five different speakers talking about a phobia they have. For questions 1-5, mark the letter A, B, C, or D on your answer sheet to indicate the option that best describes what happened to each speaker when they had to confront the fear. You will hear the recording twice.

Question 1. Speaker 1

A. I attempted to remove myself from the situation immediately.

B. I became briefly disoriented and struggled to regain mental clarity.

C. I felt a tightening in my throat that made breathing seem restricted.

D. I reacted vocally until someone entered the room to reassure me.

Question 2. Speaker 2

A. I shortened my presentation significantly to limit embarrassment.

B. I relied heavily on prepared material rather than direct engagement.

C. I found myself unable to produce coherent speech despite calming down.

D. I continued speaking, though my voice noticeably lacked steadiness.

Question 3. Speaker 3

A. I lost consciousness before arriving at the fourteenth floor.

B. I experienced acute breathlessness but remained standing.

C. I insisted on abandoning the lift before reaching the destination.

D. I maintained outward composure while suppressing visible anxiety.

Question 4. Speaker 4

A. I withdrew immediately and refused to continue across the bridge.

B. I froze completely, gripping the railing until others freed my hands.

C. I deliberately avoided looking down while forcing myself forward.

D. I steadied myself after a brief spell of dizziness.

Question 5. Speaker 5

A. I displayed visible distress that others would easily recognise.

B. I realised only afterwards that I had become entirely soaked.

C. I became absorbed in anxious thoughts and lost awareness of my surroundings.

D. I felt physically drained after an intense emotional reaction.

You will hear part of an interview with Esme Stallard, a BBC climate and science reporter, discussing PFAS, often referred to as “forever chemicals.” For Questions 6-10, mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions according to what you hear. You will hear the recording twice.

Question 6. How does Esme characterise PFAS as a group?

A. As a recently discovered innovation in chemical science.

B. As a vast and human-produced set still increasing in number.

C. As a naturally derived material later modified for industry.

D. As a precisely defined set of industrial compounds.

Question 7. What is the main reason PFAS are referred to as “forever chemicals”?

A. They remain useful to industry over long periods.

B. They accumulate permanently inside the human body.

C. They have been manufactured for over a century.

D. They are slow to degrade once dispersed in nature.

Question 8. Which item is NOT mentioned by Esme as an example of PFAS use?

A. Rain-resistant clothing

B. Aircraft sealing parts

C. Frying cookware

D. Perfumed cosmetics

Question 9. What does Esme imply about the presence of PFAS in everyday life?

A. Their resistance to heat and oil has restricted their use primarily to aviation components.

B. Their usefulness has led to their widespread integration into ordinary consumer products.

C. Their chemical stability has confined their use largely to protective clothing and cookware.

D. Their use is mainly restricted to specialised industrial and aviation applications.

Question 10. What does Esme highlight about the lower-level background exposure to PFAS?

A. Background exposure mainly results from frequent use of cosmetic items.

B. Everyday exposure usually produces higher levels than industrial pollution.

C. People generally experience similar exposure regardless of where they live.

D. The amount people are exposed to can differ considerably across locations.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the answer to each of the following question from 11 to 20.

Maths, science and literacy have been the focus of British schools for many years. These subjects are deemed to have greater currency in a competitive global economy. Competition with the international education system has also led to greater focus on these subjects in our schools. But should more attention be given to the arts? In the US, concerns are being raised about the declining emphasis on arts in education following the No Child Left Behind Act. In the UK, there have also been calls from various sectors, MPs included, for greater emphasis on the arts in school.

The House of Lords recently argued for arts to be part of the core curriculum to encourage the development of creativity, critical thinking, motivation and self-confidence – skills necessary for innovation. Such skills are also believed to help children learn academically. According to The Telegraph, fewer students are now taking arts subjects because of government reforms and a focus on the EBacc or English Baccalaureate, which focuses on English, maths, history or geography, the sciences and a language. A report by the University of Warwick warned that it is children from low-income families that would be most badly affected as a result of this, and recommended that arts be included in the EBacc. Mike Leigh, the Oscar-award winning director, said that it was ridiculous to think of arts as the preserve of the privileged, and that “art should be a core subject of all subjects, like English is, but even more so”.

Many of these arguments hinge on the belief that arts education is linked to academic attainment. But a systematic review carried out by myself and Dimitra Kokotsaki suggests that evidence for the academic benefits of arts education is unclear. Looking at 199 international studies, covering pre-school through to sixteen-year-olds, we found that there are as many studies showing that arts participation in schools has no or negative impact on academic attainment and other non-academic outcomes as there are positive studies. Very few studies could establish a causal effect of arts participation. We looked at studies on a broad range of subjects, including visual arts, music, dance, theatre, hip hop, poetry and creative writing.

So what does work?

Tentative evidence does suggest that both music training and integrating drama into the classroom may have beneficial effects. [I] Playing an instrument benefits creativity, spatial-temporal ability, IQ scores and reading and language. [II] Some studies also suggest that it can improve self-concept, self-efficacy, motivation and behaviour for secondary school children. [III] Music education shows promise for learning outcomes and cognitive skills across all age groups. [IV] Listening to music, however, does not seem to have a positive impact. Or at least there is no evidence to suggest that it does. Some studies showed that people who listened to classical music performed worse in memory tests than those who didn’t. Results of experiments of the Mozart effect have produced conflicting results.

There is also no evidence that engagement in visual arts, such as painting, drawing and sculpture, can improve academic performance. Effects on other non-arts skills such as creative thinking and self-esteem were also inconclusive. Because of weaknesses in these studies, and the lack of replication and inconsistent findings across them, the findings must be interpreted with caution. More robust and rigorous evaluations are needed to confirm any causal links. But if improving attainment is the aim, then arts may not be the solution. Promising programmes already exist that can boost learning. Given the lack of evidence so far, perhaps we should think more broadly about the purpose of arts in the context of educational policy. Can it not be just for enjoyment? Must it have a utilitarian function?

The evidence we have now is just not good enough yet for us to make conclusive statements and more robust research is clearly needed. But of course there is an argument for pursuing arts education for its own sake – for enjoyment and appreciation. If the arts make children happy and feel good about themselves, give them a sense of achievement and help them to appreciate beauty, then that is justification in itself.

(Adapted from: National Geographic Learning, a part of Cengage Learning)

Question 11. Which of the following best paraphrases the underlined sentence in paragraph 5?

A. Due to methodological limitations and inconsistent results, the conclusions of these studies should be treated cautiously.

B. Although some inconsistencies exist, the overall results clearly demonstrate measurable academic gains.

C. Since the research has been widely replicated, its findings can be considered definitive and conclusive.

D. Despite certain weaknesses, the studies provide reliable evidence supporting strong academic benefits.

Question 12. The word conclusive in paragraph 6 is OPPOSITE in meaning to ___________.

A. decisive

B. authoritative

C. tentative

D. definitive

Question 13. Which of these sources offered a reason for the decline in arts education rather than arguing for its inclusion?

A. The House of Lords

B. The Telegraph newspaper

C. The University of Warwick

D. Mike Leigh, the film director

Question 14. Which of the following best summarises paragraph 3?

A. Existing research on arts education presents mixed findings and fails to establish clear causal links.

B. Arts participation has a significantly negative impact on students’ academic performance across age groups.

C. Numerous international studies consistently demonstrate strong academic benefits of arts education.

D. Academic benefits of arts education appear to be limited primarily to early childhood learners rather than older students.

Question 15. Which of the following best summarises the passage?

A. Music education appears to offer measurable cognitive advantages and should therefore receive greater emphasis within school systems.

B. Arts education should replace traditional academic subjects in modern schools to better prepare students for innovation and creativity.

C. Government reforms have significantly reduced the role of arts subjects within contemporary educational policy and curriculum design.

D. The academic benefits of arts education are widely claimed but remain uncertain, and additional rigorous research is still required.

Question 16. Which of the following can be inferred from the passage?

A. A majority of international studies indicate consistent and substantial academic improvements from arts participation.

B. The academic benefits of arts education are not as strongly supported by evidence as some advocates claim.

C. Recent government reforms were primarily intended to significantly reduce the presence of arts subjects in schools.

D. The value of arts education depends mainly on its ability to improve measurable academic performance.

Question 17. The word this in paragraph 2 refers to ___________.

A. the fact that fewer students are taking arts subjects

B. arts being the preserve of the privileged

C. the report by the University of Warwick

D. taking the English Baccalaureate

Question 18. Which of the following is NOT TRUE according to the passage?

A. Listening to music has been conclusively shown to enhance memory performance.

B. More rigorous research is required before firm conclusions can be made.

C. Some policymakers argue that arts should be included in the core curriculum.

D. Music training may positively influence certain cognitive abilities.

Question 19. Where in paragraph 4 does the following sentence best fit?

These findings should not be overgeneralised given the restricted scope of the studies involved.

A. [II]

B. [I]

C. [IV]

D. [III]

Question 20. The word hinge on in paragraph 3 is CLOSEST in meaning to ___________.

A. contribute to

B. depend on

C. result in

D. interfere with

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