Đề thi hsg tiếng anh năm 2020 2021

KY THI CHON HOC SINH GIOI QUOC GIA THPT

BỘ GIÁO DỤC VÀ ĐÀO TẠO

NĂM HỌC 2020 - 2021

ĐỀ THỊ CHÍNH THỨC

Mơn thi:

TIENG ANH

Thời gian:

ũ

Ngày thi thứ 6 ESC

INA

SĨ PHACH

ï giàn giao đề)

e _ Thí sinh khơng được sử dụng tài liệu, kể cả từ điển.
e _ Giám thị không giải thích gì thêm.

I. LISTENING (50 points)
HUONG DAN PHAN THI NGHE HIEU
e __ Bài nghe gồm 4 phần; mỗi phần được nghe 2 lần, mỗi lần cách nhau 10 giây, mở đầu và kết thúc mỗi phan
nghe có tín hiệu.

e _. Mở đầu và kết thúc bài nghe có nhạc hiệu. Thí sinh có 02 phút để hồn chỉnh bài trước nhạc hiệu kết thúc
bài nghe.
e __ Mọi hướng dẫn cho thí sinh đã có trong bài nghe.

Part 1. For questions 1-5, listen to a podcast on social networks and decide whether the following
statements are True (T), False (F), or Not Given (NG) according to what you hear. Write your answers in
the corresponding numbered boxes provided.
1. The mass of data online is being exploited by scientists at Oxford University to their advantage.

2. Online inflammatory hate speech results from conflicts among individuals in society.
3. The police and security services can use social media to help them track down intelligent criminals.
4. Computer algorithms could be developed to help verify the reliability of the information posted.
5. Unlocking greater potential of social networks means encountering thornier moral issues.
Your answers:

[1.

[2.

[2

[3.

L5.

Part 2. For questions 6-10, listen to part of a news report about wildfires in California and answer the
questions. Write NO MORE THAN THREE WORDS taken from the recording for each answer.
6. How was the vegetation in California described?
7. What does the record of 1.5 million refer to?

8. What period of the year are the people in California said to be getting into?

9, What is reported to have been completely destroyed by the Glass Fire in North California?
10. What can be expected of the already extreme wildfire weather conditions?

Page 1 of 12 pages

|


Part 3. For questions 11-15, listen to a radio interview in which a choreographer, Alice Reynolds, discusses

a dance program and choose the correct 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 human ability is said to be unique, according to Alice?
A. Loosing up with feelings.
B. Conveying emotions through dancing.
_
D. Exploiting dancing as a means of entertainment.
C. Featuring dancing in ceremonial rites.
12. With which of the following does Alice most probably agree?
A. Teenagers are quick to react to a number of emotions.
B. Young people have a lot of pent-up negative emotions.
C. Young people able to show how they feel can articulate better.
D. Shyness hinders youngsters from finding the right words to express their feelings.
13. What aspect of the programme encourages teenagers to face their troubles?
A. The absence of a therapist.
B. The freedom of the movement.
C. The release of feelings.

D. The obligation to interact.

14. Alice contrasts professional dancers and teenagers to imply that
A.
B.
C.
D.

professional dancers have opposite personalities to those of teenagers
it is important to keep one’s emotions true to his or her personalities
the teaching styles adopted iz her program are more effective to teenagers
with proper training, anyone can acquire the ability to recognize feelings

15. What is the conclusion of the study into a person's personality?
A. It is through people’s movement that their true nature is revealed.
B. Personality has a bearing on people’s willingness to dance.
C. Those with certain personalities have the ability to dance better than others.
D. Most people have a tendency to conceal their true nature.
Your answers:

[ 41.

| 12.

| 1â.

| 14.

| 15.

—|

Part 4. For questions 16-25, listen to a talk about the ‘Christmas pudding and complete the following
sentences. Write NO MORE THAN THREE WORDS taken from the recording for each blank.

, Is

According to a recent survey, the Christmas pudding, which used to be (16)
losing its popularity.

called

The Christmas pudding dates back to the medieval period, when (17)
plum pottage, which was a concoction of beef, spice and dried food, was often served during winter.
The

(18)

end of the Tudor era saw the appearance

of the plum

pudding,

which,

and was ideally eaten with roast beef.

unlike the plum

In the 18' century, the plum pudding, as one of (19)
consumed during winter and became an ideal expensive gift.

pottage,

had

of the century, was widely

In the 19 century, given the ubiquity of beef on the Christmas table, the plum pudding was regarded as a typical
.

Xmas dish, so much so that it was even eaten without beef (20)

The Christmas
(21)

pudding,

which

owed

its name to the publication of Eliza Acton’s
, and was slowly eaten later in the meal.

recipe

in 1845,

became

No longer a main dish in the 20" century, the plum pudding was then served as a sweet, with accompaniment like
custard or butter, which was (22)
for its definition.
such as the custom of
In the early 20% century, the pudding (23)
so as to create
mixture
the
in
sixpence
a
making the dish on the fifth Sunday before Christmas, or concealing
(24)
when it was found.

as part of the lavish Christmas dinner sometimes seems too
These days, (25)
much to consume, thus reducing the popularity of the dish among young people.

Page 2 of 12 pages


II. LEXICO-GRAMMAR (20 points)
.
Part 1. For questions 26-40, choose the correct answer A, B, C, or D to each of the following questions.
Write your answers in the corresponding numbered boxes provided.
26. Reductions in pollution levels could
global warming.

A. withhold

B. dwindle

C. waver

D. retard

B. negotiated

C. mingled

D. acclimated

B. stowed

C. stripped

D. slipped

27. Our small company

with a much larger one last year and tripled in size.

28. The earlier model is
A. disreputable
29. His chance at the medal

for its unreliability and now we are almost unlikely to find it on the market.

D. pre-eminent
C. notorious
B. irreverent
away as his Olympic teammate took the gold.

A. amalgamated

A. swept

30. You will have to learn to face up to a few

A. home truths
31. Susan is looking for the cooking
A. clatter
32. The company executives
A. thwarted
33. She found the novel absolutely
A. riveting

;

, my boy, before it’s too late.

D. kid gloves
C. second thoughts
B. odd jobs
utensils that just caused the
of sounds in her kitchen.
B. sputter
C. mutter

D. splutter
criticism by inviting union leaders to meet.
D. forestalled
C. inhibited
B. gainsaid
and impossible to put down.
B. nailing

C. unfastening

D. pinning

B. tightly

C. finely

D. thinly

34. Falsely arrested and charged, in a strange country and all alone, Walker was truly
A. at his wits’ end
B. on his hind legs
C. up to the minute
D. over the grapevine
35. In the basketball match last night, Hanoi Buffalo
defeated Ho Chi Minh City Wings by 86-85.

A. narrowly

36. These are very
times, and people are very pessimistic about how long before things can return to normal.

A. temporary
B. contemporary
C. turbulent
D. rapid
37. The team’s performance in the match last night was fairly
, which disappointed their fans.
A. glum
B. grim
C. tacky
D. shabby
38. Just give me
of the conversion plans for the house and tell me what it will cost.
A. bits and pieces
B. the cut and thrust
C. odds and ends
D. the nuts and bolts
39. Because of the children involved, they want to resolve the court case as quickly and
as possible.
A. grudgingly
B. discerningly
C. discreetly
D. judiciously
40. Stop
to drink more! You can see he’s had enough!
A. drawing him out
B. egging him on
C. selling him a pup
D. knocking him off
Your answers:
26.

27.
34.
35.

28.
36.

29.
37.

30.
38.

31.
39.

32.
40.

33.

|

Part 2. For questions 41-45, write the correct form of each bracketed word in each sentence in the
numbered space provided in the column on the right.
Your answers:
41. Josh brought his defective printer back to the shop, hoping to receive good |
(SALE) service.

41.

42. Although European countries were heavily stricken by the pandemic,
people still (CONCERN) planned for their holidays.

many |

42.

43. His responsibilities included welcoming visiting (DIGNIFY) from foreign countries. |

43.

44. The judge put his pen away and looked at the contestant (SCRUTINY), which
made her even more nervous.

44.

45. People can decide how
interference from the state.

45.

to

care

for their children,

(CUMBERSOME)

Page 3 of 12 pages

by


Ill. READING (50 points)
Part 1. For questions 46-55, read the passage and fill each of the following numbered blanks with ONE
suitable word. Write your answers in the corresponding numbered boxes provided.
In the religion of the ancient Greeks, a hero was a mythical being to whom regular worship was offered. A
hero was distinct from a god in that, unlike the (46)
, he was regarded as mortal: it was indeed his
death alone, and an exceptional death at that, which made him (47)
of fulfilling the requests of those
who (48)
him. The hero could ensure general good fortune, such as (49)
in war, prosperity
in peace and success in all enterprises.
The stages in the development of the heroic myth began with the birth of the hero, (50)
often
to the intervention of one of the gods. Some scholars have wished to find (51)
all stages of the hero’s
development elements (52)
symbolically to the stages through which youths (63)
___—t®
undergo initiation had to pass, but it is chiefly in the educational phase of their development that this analogy would
seem to have some truth. However, the main subject of mythical narration consisted of the heroic exploits of the

central (54)
: of wars and duels, of the slaying of giants and monsters, and of the liberation of regions
from such scourges. During his lengthy wanderings, before achieving his final conquest, the hero founded cities,

gave laws to the people and
determined his status forever.
Your answers:
46.
51.

established

47.
52.

cults. The

hero’s death, always

48.
53.

under

unusual

49.
BA.

(55).

50.
55.

Part 2. Read the following passage and do the tasks that follow.
QUANTITATIVE RESEARCH IN EDUCATION
Many education researchers used to work on the assumption that children experience different phases of
development, and that they cannot execute the most advanced level of cognitive operation until they have reached
the most advanced forms of cognitive process. For example, one researcher Piaget had a well-known experiment
in which he asked the children to compare the amount of liquid in containers with different shapes. Those
containers had the same capacity, but even when the young children were demonstrated that the same amount
of fluid could be poured between the containers, many of them still believed one was larger than the other. Piaget
concluded that the children were incapable of performing the logical task in figuring out that the two containers
were the same size even though they had different shapes, because their cognitive development had not reached
the necessary phase. Critics.on his work, such as Donaldson, have questioned this interpretation. They point out
the possibility that the children were just unwilling to play the experimenter’s game, or that they did not quite
understand the question asked by the experimenter. These criticisms surely do state the facts, but more
importantly, it suggests that experiments are social situations where interpersonal interactions take place. The
implication here is that Piaget's investigation and his attempts to replicate it are not solely about measuring the
children’s capabilities of logical thinking, but also the degree to which they could understand the directions for
them, their willingness to comply with these requirements, how well the experimenters did in sommuntcallng the
requirements and in motivating those children, etc.
The

same

kinds

of criticisms have

been

targeted to psychological

and

educational

tests.

For instance,

Mehan argues that the subjects might interpret the test questions in a way different from that meant by the
experimenter. In a language development test, researchers show children a picture of a medieval fortress,

complete with moat, drawbridge, parapets and three initial consonants in it: D, C, and G. The children are required

to circle the correct initial consonant for “castle”. The answer is C, but many kids choose D. When asked what the
name of the building was, the children responded “Disneyland”. They. adopted the reasoning line expected by the
experimenter but got to the wrong substantive answer. The score sheet with the wrong answers does not include
in it a child's lack of reasoning capacity; it only records that the children gave a different answer rather than the
one the tester expected.
Here we are constantly getting questions about how valid the measures are where the findings of the
quantitative research are usually based. Some scholars such as Donaldson consider these as technical issues,
which can be resolved through more rigorous experimentation. In contrast, others like Mehan reckon that the
problems are not merely with particular experiments or tests, but they might legitimately jeopardize the validity of
all researches of this type.
Meanwhile, there are also questions regarding the assumption in the logic of quantitative educational
research that causes can be identified through physical and/or statistical manipulation of the variables. Critics
argue that this does not take into consideration the nature of human social life by assuming it to be made up of
static, mechanical causal relationships, while in reality, it includes complicated procedures of interpretation and

negotiation, which do not come with determinate results. From this perspective, it is not clear that we can

understand the pattern and mechanism behind people’s behaviors simply in terms of the casual relationships,
Page 4 of 12 pages


are the focuses of quantitative research. It is implied that social life is much more contextually variable and
a
complex.
Such criticisms of quantitative educational research have also inspired more and more educational
researchers to adopt qualitative methodologies during the last three or four decades. These researchers have
are many forms of
steered away from measuring and manipulating variables experimentally or statistically. There
observation’,
‘participant
study’,
‘case
qualitative research, which is loosely illustrated by terms like ‘ethnography’,
it has
though,
speaking,
Generally
on.
so
and
analysis’
‘life history’, ‘unstructured interviewing’, ‘discourse
characteristics as follows:
in the field of
Qualitative researches have an intensive focus on exploring the nature of certain phenomena
data’,
‘unstructured

with
education, instead of setting out to test hypotheses about them. It also inclines to deal
of
set
closed
a
regarding
which refers to the kind of data that have not been coded during the collection process
devices
video
or
audio
use
researchers
analytical categories. As a result, when engaging in observation, qualitative
to record what happens or write in detail open-ended field-notes, instead of coding behavior concerning a pre-

determined set of categories, which

is what quantitative researchers typically would do when

conducting

‘systematic observation’. Similarly, in an interview, interviewers will ask open-ended questions instead of ones that

require specific predefined answers of the kind typical, like in a postal questionnaire. Actually, qualitative interviews

are often designed to resemble casual conversations.
The primary forms of data analysis include verbal description and explanations and involve explicit
interpretations of both the meanings and functions of human behaviors. At most, quantification and statistical

analysis only play a subordinate role. The sociology of education and evaluation studies were the two areas of
educational research where criticism of quantitative research and the development of qualitative methodologies
in a
initially emerged in the most intense way. A series of studies conducted by Lacey, Hargreaves and Lambert
1960s
the
in
Britain
in
school
grammar
girls’
a
and
school,
modern
boys’ grammar school, a boys’ secondary
marked the beginning of the trend towards qualitative research in the sociology of education. Researchers
employed an ethnographic or participant observation approach, although they did also collect some quantitative
data, for instance on friendship patterns among the students. These researchers observed lessons, interviewed
for a
both the teachers and the students, and made the most of school records. They studied the schools
years.
these
all
over
changes
tracking
and
data

gathering
considerable amount of time and spent plenty of months
Not Given (NG).
For questions 56-61, decide whether the following statements are True (T), False (F) or
Write your answers in the corresponding numbered boxes provided.
development.
56. From his experiment, Piaget concludes that logical reasoning is beyond a child’s cognitive
incompetent reasoning
57. According to Mehan, a child’s incorrect answer may be a true indicator of his/her
rather than different perspectives.
explanation for their wrong
58. Donaldson cites participants’ low commitment to the game rules as a possible
answers in the study.

59.

described in
A quantitative researcher views human social life as an entity in which behaviors are mostly

60.

One major criticism of quantitative educational research is that it fails to view human

terms of causal relationships.

life as socially

.

constructed.

of pre-determined themes.
61. Quantitative research method involves coding behaviors to a set
Your answers:

[ 56.

| 57,

| 58.

| 59.

| 60.

| 61.

fill in each blank with NO MORE THAN THREE
For questions 62-68, read the fo llowing summary and
corresponding numbered boxes provided.
the
in
answers
your
Write
WORDS taken from the passage.
related to the quantitative method.
sss
Qualitative research emerged as a response to(62)___
and manipulation of (63)

measurement
statistical
With the focus shifting away from experimental or
researcher recording

for the purpose of hypothesis testing, qualitative method involves the

interviews in the forms of (64)
data to write detailed open-ended field-notes and conducting
data.
descriptive
rich
for
that allow
with (65)
marked the
Hargreaves and Lambert in the field of the (66) __—___—_
Lacey,
by
studies
of
Aseries
hers
researc
the
h,
approac
(67)
an
g

beginning of the shift towards qualitative design. Adoptin
(68)
of
source
a
’ patterns of friendship as
conducted detailed observation of participants but used students
Your answers:

62.
65.
68.

64.
67.

63
66.

Page 5 of 12 pages

|


Part 3. In the passage below, seven paragraphs have been removed. For questions 69-75, read the passage
and 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.
A liturgy of opposites has developed in the theory of education; creativity versus routine, spontaneity versus rote
learning, innovation versus conformity..In the face of all the evidence to the contrary, educationalists go on telling

us that children learn not by conforming to some external standard, but by ‘releasing their inner potential’ and

expressing their creative skills. Hence, rote learning, facts and traditional routines are dismissed as irrelevant.

69
Imagine an educational guru who told us that nothing mattered in mathematics so much as creativity. The great
mathematicians of the past were distinguished, the guru tells us, by their imaginative powers. They were able to
break through the hide-bound rules of their predecessors, to cast aside the ordinary routines of proof, and to take
an imaginative leap to their conclusions. We should therefore be teaching our children to release their
mathematical creativity and to value spontaneity against rule-following. We all know what such a philosophy would
entail in practice — namely, ignorance.

70
Why do we think that things are so different in the case of language, literature, history and the arts? The answer
is to be found in the long tradition of woolly thinking that began with Rousseau. On the one hand, educationists
believe, there is the objective world of facts, and this we must explore through disciplined learning and the building

of theories. On the other hand, there is the subjective world of opinions, feelings and artistic urges, to be explored

through self-expression.

71
Such thinking is contradicted by the obvious fact that self-expression is not innate but acquired: the self, too, is a
social product. We do children a great wrong by withholding the discipline, the knowledge and the store of
examples that confer the art of self-expression, since, by doing so, we damage the self. The anger of many young
people leaving school is the anger of the inarticulate. The emphasis on the creative act produces teenagers
specializing in acts of destruction.

72
Of course Mozarts are few and far between, but it is all the more

discipline, there is the chance of being creative; without it, there is
and you are almost certain to find an array of objects, maybe just
it — all praised and rewarded for their ‘creativity’ and all as dull and

reason to be as disciplined as Mozart. With the
no chance at all. Visit a British art school today
an old coat with the artist's name tag pinned to
empty as the work of caged chimpanzees.

73

Of course, artistic ability is not like scientific knowledge: you cannot acquire it merely by diligent study. There

comes a point where a leap of the imagination is required. If in music, art or poetry you say something that has
already been said, then you say nothing. In Ezra Pound's famous dictum, you have to ‘make it new ', and that
means imprinting your words, your notes or your forms with a distinct personality and an inimitable life. But what

is so striking about the art works produced on a diet of unadulterated creativity is not that they are new and

surprising, but drawn from a repertoire of clichés already done to death by modernists, and now reduced to a
routine.

74
Real originality does not defy convention but depends on it. You can only 'make it new' when the newness is
perceivable, which means departing from conventions while at the same time affirming them. Hence originality
requires tradition if it is to make artistic sense.
75

People who have learnt poetry by rote and know how to compose the occasional sonnet may not revolutionize the
consciousness of mankind as Shakespeare did. But they are more likely to understand what great writers are

saying, are likely to live on a more exalted plane as a result of doing so, and are also able, through their life and
example, to make a positive contribution in the great war against Dullness.
Missing Paragraphs:
A. The myth that we are all instinctively creative goes hand in hand with the belief in originality as the sole criterion

of artistic merit. And, when rules and disciplines are rejected, the only proof of originality becomes the ability to

shock or surprise. Nothing that Mozart did was intended to shock his audience, or to surprise them with some
outrageous gesture. The originality of his music is inseparable from its rule-guided objectivity.

Page 6 of 12 pages


B. You can be a creative genius in mathematics only if you have acquired the discipline of mathematical proof. In
teaching science, even educationists seem prepared to admit that discipline comes first, creativity last. They
recognize that chemistry taught with a regime of pure self-expression would soon degenerate into alchemy
just as ‘creative physics' would be hard to distinguish from witchcraft.
C. But will we never learn that what really separates the great artists of the past from those who claim to be
‘creative’ today is rigorous education? The exhibits of such ‘creative artists' as Damien Hurst and Tracey Emin
lack the skills required for real art and are shockingly banal. Shocking is apparently both the be-all and end-all
of the intention but in the long run the result is not so much shocking as dull.
D. The shibboleth of creativity has been especially counter-productive in the arts. Consider Mozart, whose everfresh, ever-lucid melodies are among the most original creations of mankind. Mozart did not become a creative
genius merely by letting it all hang out, even though he had more to hang out than anyone. He was rigorously
and relentlessly schooled by his father, subjected to the ordeal of public performances, trained in the art of
memory and the grammar of the classical style.
E. But what about the rest of us? Why should we, who are not geniuses, acquire the knowledge needed by those
who are? This is a difficult question, but | like to believe that people who acquire artistic, musical or literary
skills, but who lack the divine spark, are nevertheless an addition to the common good.
F. Children write poetry before they have memorized a single line of it, dance before they have learnt a single step,
paint and daub without the faintest knowledge of figurative drawing. Grammar,

spelling and punctuation are

degraded in the interests of creative self-expression.

G. Any other approach is considered ‘authoritarian’. Grammar, style, art, even history, are all alleged to be matters

of opinion. Hence the purpose of education is to give children the confidence to express their subjective
attitudes to these things — subjective attitudes being all that we have.
H. Hardly an art school in our country now insists on figurative drawing, clay modelling, casting, or the mastery of
pigments — still less a knowledge of art history, or an ability to discern just why the planes of a Matisse interior
intersect at an acute angle, or the shadows of a Constable are done in yellows and browns.

Your answers:

| 69.

| 70.

| 71,

| 72.

| 73.

| 74.

| 75.

Part 4. For questions 76-85, read a passage on the Depression which was caused by the stock market

crash of 1929 and choose the answer A, B, C or D which fits best according to the text. Write your answers
in the corresponding numbered boxes provided.
The American people were dismayed by the sudden proof that something had gone wrong with their
economic system, that it lacked stability and was subject to crises of unpredictable magnitude. They had

century to
encountered hard times and temporary depressions before, and such reverses had tended for over a
severe,
so
proved
1929
in
began
that
broaden out and to become international misfortunes. But the depression

so general, and so difficult to arrest, that it caused a “loss of nerve.”
Students of economics pointed out that periods of inflation and deflation, of “boom and bust,” had alternated
into high gear;
for generations. Any strong stimulus such as a war might force the economy of the Western world

might for a
when the fighting ceased, reconstruction and a “backlog” of consumer's orders unfulfilled in wartime
to become satiated anda
time keep the machines running at full speed; but within a decade the market was likely
come in time, and come
to
fall in demand would then cause a recession. Adjustment and recovery were certain

of men in uniform

the sooner if a new stimulus developed. The threat of another war, or war itself, that put millions

for expendable
and created a demand for munitions, was one such stimulus. War provided a limitless market
creating more
by
unemployment
solved
and
supply,
to
goods, the type of goods the machines were best fitted
war

a choice between
military and civilian jobs. Such reasoning as this brought no comfort, however, for it implied
that can rouse itself
giant
sick
a
industry
modern
“Is
disease.
the
and depression, and the cure was worse than
to accept such
willing
not
were

people
American
the
But
answer.
clear
no
was
only to kill?” one critic asked. There
within the
demand
supply and
a grim diagnosis and insisted that there must be some method of coordinating a
framework of a peacetime economy.
times business expanded,
The problem appeared to be as much psychological as economic. In prosperous
tempted people to
indefinitely
continue
would
boom
prices rose, wages increased, and the expectation that the
later. The
payments
the
meet
could
they
that
confident

live beyond their means. They purchased goods on credit,
farmers
encouraged
elements,
artificial
and
optimism
by
increasing prosperity, in part genuine but overstimulated
when
Then
it.
absorb
to
of the market
and manufacturers to overproduce until the supply exceeded the capacity
their
saw
who
Speculators
in.
set
panic
business confidence began to falter, and stock quotations began to drop,
overloaded
with
Dealers
prices.
on
effect

“paper profits” vanishing began to unload their securities with a disastrous
seeing
outstanding orders. Manufacturers,
shelves slashed their prices to keep their goods moving, and cancelled
left employees without jobs, and lacking
business
of
the contraction

orders shrink, reduced output. All down the line
deflation seemed to have no limit.
wages they could not meet their debts. Once started, this spiral of
and after 1929 the American people became
strikes,
misfortune
when
others
Itis natural for people to blame
the swift transition from prosperity to
suddenly critical of their business leaders, who had failed to foresee or avert
the promoters and financiers and
privation. The conviction spread that the heads of great banks and corporations,

Page 7 of 12 pages

|


stockbrokers, had misled the public. Demands raised earlier in American history were revived, demands for
“cheap” money with which to pay off debts, demands that the great trusts and monopolies be investigated,

demands that the federal government intervene to correct business abuses and aid the destitute. More and more
people began to feel that the system of free business enterprises, of unregulated economic competition, so highly
praised in the 1920s, must be wrong if it could lead to crises that brought such widespread misery and
unemployment.
But President Hoover was firm in his conviction that the American economic system was fundamentally sound
and that it would be a mistake for the government to interfere unduly. Government supervision and regulation of
business, he felt, would stifle freedom and lead to government control of activities that should be left to private
initiative. “You cannot extend the mastery of the government over the daily life of people,” he warned, “without
somewhere making it master of people’s souls and thoughts.” He believed that the government's role should be
limited to helping business itself, and to this end he supported an act (1932) which created the Reconstruction
Finance Corporation to aid ailing businesses, as well as hard-pressed states, with government loans. Hoover also
inaugurated a public works program which he hoped would effectively relieve unemployment. But beyond such
indirect measures as these he did not believe the federal government should go. Meanwhile the burden of
providing direct relief for the millions of unemployed and their families was exhausting the resources of state and
local governments and private agencies — and still the breadlines formed as jobs and savings went.

76. Which of the following is NOT mentioned as a cause of the 1929 Depression?

A. Excessive buying on credit.
B. Over-optimism in economic prosperity.
C. International political unrest.
D. Lack of economic stability.
77. The author would agree that war is economically beneficial in that
A. it implies a choice between war and depression
B. it increases aggregate demand
C. the market becomes satiated
D. it solves bouts of inflation
78. According to the passage, when the stock quotations began to drop, all of the following ensued EXCEPT
A. unprecedentedly increased unemployment levels
B. speculators quickly selling their shares of securities

C. unlimited deflation spiral
D. reduced business operation
79. After 1929, the following demands were raised EXCEPT
.
A. tax reduction
B. cheap money
C. intervention of the federal government to aid the poor D. investigation of trusts and monopolies
80. According to the passage, which of the following is true as a result of the Depression?
A. The value of the free enterprise system was questioned.
B. More people demanded that the government stay out of business.
C. People put more trust in business leaders.
D. The government was forced to increase taxes.
81. According to the passage, the American public
A. demanded remedies for the economic crisis
B. reconciled themselves to war as a solution to the recession
C. firmly believed in economic competition
D. praised the government's intervention to end the Depression
82. Which of the following is true about President Hoover?
A. He sincerely doubted the soundness of the American economic system.
B. He made efforts to relieve unemployment.
C. He advocated government regulation of the economy.
D. He blamed the government for exhausting national resources.
83. According to the passage, the Reconstruction Finance Corporation
A. remodeled old private and government buildings
B. served as a price-regulating organization
C. granted government loans to certain businesses
D. supported the unemployed with public relief programs
84. According to the passage, the contraction of business in 1929 led to
A. war fever
B. increased unemployment

C. payment of debts
D. skyrocketing prices
85. According to the passage, which of the following is true?
A. Demands for economic remedies were never raised again in American history.
B. Poverty persisted despite government aid.
C. The government's economic solutions soothed the American people.
D. Familiarity with economic crises kept the American public undisturbed by the Depression.

Page 8 of 12 pages

:


Your answers:
76.
81.

77.
82.

79.
84.

78.
83.

80.
85.

Part 5. The passage below consists of four paragraphs marked A, B, C, and D. For questions 86-95, read

boxes
the passage and do the task that follows. Write your answers In the corresponding numbered
provided.
A. Grovestock

Grovestock has taken on a completely new guise, having reinvented itself this year in an effort to attract a more
youthful audience, where, until now, of course, the lion's share of attendees have always been in the thirty-and-

over age bracket. Indeed, it has, surprisingly, considering this is a venture into the unknown for the festival, been
able to attract a stellar line-up this year, one which is surely the envy of many a similar festival around the country.
intended
This notwithstanding, however, the festival has failed to capture the attention or the imagination of its
down,
let
feeling
numbers,
large
in
event
the
on
backs
their
turned
have
audience. Moreover, traditional devotees
say
would
some
and

tickets
of
discounting
heavy
prompted
underappreciated and ignored. On the upside, this has
without
you're
if
dismiss
to
hard
very
they are now a steal. Therefore, | would argue that Grovestock 2.0 is

something to do next weekend. It may be wanton in the atmosphere department if ticket uptake doesn't improve,

— the lastbut the impressive programme and the minimal wallet impact make it very hard to completely ignore
minute-whim option of the week.
B. Featherline Music Fest

tested formula
Rather than try to reinvent the wheel, Featherline Music Fest has remained faithful to.a tried and
because, if
dividends
paid
have
to
appears
approach

this
and
despite declining attendances in recent years,
this year's
at
muck
the
in
glamping
be
will
that
advance bookings are anything to go by, it is not just hardcore fans
Headaway.
scene,
rock
the
to
event, which looks set for a bumper turnout. Headlining the festival are newcomers
but their
Music aficionados may be more familiar with them in their former guise as unheralded punk outcasts,
storm
by
scene
rock
transition into the mainstream has been nothing short of extraordinary as they have taken the
of
line-up
by a strong
with a string of catchy anthems this year. These local gals made good are supported

able repertoire of singsomewhat lesser-known bands, which, that said, between them, can boast a not inconsider
levels to be very
decibel
the
Expect
day.
the
of
order
along hits of their own. Audience participation will be the
They are also
...
levels
decibel
expected
high! The only downside is ticket prices are commensurate with the
;
vanishing rapidly, so don't procrastinate or mull this one over too long.

C. Indie Fest

,

everyone's liking given that
No festival does indie rock better than the eponymous Indie Fest. Not by any means to
es to lure them back
the line-up is totally unheralded, this, however, is, to hardcore fans, the bait that continu
and the fact that festival
annually. The core fanbase of diehard indie lovers is what keeps the cogs turning;
it were as simple as prizing a

organizers have a deft eye for talent, unearthing soon-to-be megabands as though
melange of different flavours
bottle open. The bottle that is Indie Fest, however, always promises to be a chaotic
the breath of fresh air the
just
provide
and
fizz
y
though (all rock true and true, of course), some of which seriousl

g all the flavours, and
industry needs, whilst others simply fall flat. The attraction for fans, then, is in samplin

be spat back out and confined to
deciding which ones titillate their musical senses and which ones ought to
where the talent gets found and found
anonymity and performing on the pub circuit forever more. If you want to be
compared to what you would normally
out, look no further. Tickets are keenly priced, but they come at a premium
on.
reputati
s
festival'
the
of
pay to see the likes of these bands on account
D. Retal

yet gone all commercial and

Given the line-up Retal can boast, it's hard to fathom why this fusion festival hasn't
making

remains reassuringly competitive,
attempted to squeeze every last penny from its adoring fans. Yet pricing
soft, dulcet tones of the likes of Riddie
the
have
you'll
this my pick of the weekend's festivals. On the one hand,
hard rockers Gory Danes will deliver
hand,
Levellers serenading you with their sentimental ballads. On the other
questionable merits for inclusion
very
have
you to a veritable headbanger's utopia. Indeed, some of the performers
festival, which it does with
music
a fusion
in the rock category at all, but then Retal aims to live up to its billing as
faster than a speeding bullet, the farm
aplomb. Although the very keenly priced tickets have been disappearing
a generous supply of additional bullets
Retal is hosted on has a near limitless capacity so there remains, thankfully,
is one shot in the arm you definitely need. Fans
in the armory as it were. If you are a true music devotee, then this
what it pays performers, Retal punches far above
love it because it has refused to sell out to Big Money. And given
demanding lucrative fees come here not because

its weight in attracting the might of the industry. Bands typically
breed of festival.
they want to, but because they have to. This is truly a dying
Page 9 of 12 pages


Your answers:
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.

According to the writer, which festival
e still has room sufficient for a large audience?
e does a good job in attracting big names yet offers unimpressive incentives?
¢ offers performances that are incommensurate with entrance fees attendees have to pay?
e has aknack for discovering and promoting budding rock bands?
e used to have a number of loyal attendees?
« is likely to produce a very intense atmosphere?
+» is seeing things looking up after times of coming to grief?
¢ attracts an impressive line-up but may fail to produce an atmosphere typical of any festival?

e welcomes a capacity audience?
se _ performs wide-ranging music genres?

IV. WRITING (60 points)
should be
Part 1. Read the following extract and use your own words to summarise it. Your summary

between 100 and 120 words.

nts? A
Language develops. Thought develops. But what is the relationship between those two developme
early
the
in
separate
are
thought
and
Language
determine.
short answer is: important but complex and difficult to
and
reality
life's
of
parts
significant
some
recognizes
He
thinking.
is

stages of life. Before the child can speak he
is
child
the
that
seen
have
we
system,
al
phonologic
a
of
nt
developme
the
tries to act on them. At the next stage,
elements,
of
set
small
a
into
—
adults
by
made
sounds
the
-—

reality
of
part
one
of
engaged in a complex analysis
language and is
organized by a hierarchy of categories. This is an impressive act of thinking. It precedes
in outline, at a
least
prerequisite for it. The development of this system is virtually complete by four years old, at
thought processes. A
stage when children are, according to cognitive psychologists, capable only of elementary

similar paradox arises with grammar.
We have seen the child using the hypothetic-deductive method on a formidable scale in acquiring grammar
at the age of two or three. Yet Piaget sees adolescence (12 plus) as the age at which this kind of thinking emerges
Newtons
first, in an explicit form (1955). Many individuals who speak grammatically, and therefore were budding
to have
seems
language
behind
thinking
the
So
adults.
as
thought
of

at the age of three, hardly use these modes
of the
many
including
language,
natural
a
in
implicit
thought
the
Yet
language.
in
gone well ahead of thinking
language,
concepts underlying words they hear or use, go well beyond the apparent grasp of children. In acquiring
example, children
then, they acquire forms of thought which go beyond what they can understand. To give just one
to express
consistently
sentences
up to the age of seven have the word ‘because’ but cannot complete ‘because’
a kind of
seems
it
thought,
of
ahead
is

what adults would regard as a cause (Piaget, 1955). So insofar language
into.
go
will
child
the
which
pseudo-thought — like adult's clothes on a child frame,

cọ

9 9994018908

0690089900.

40.9946 808
19.0190 019 0.)919 19 10 0619090649101. 091980619809/0/0819 199/9 1. 19 1101019 19.91919919 919 09 79.901.

i9... i9 0.0.9.

i2.

0 0

00256205äyãỹnuyänïn1n-ẽẽa..axsxzzza>azsxxzzzazasw

00000000)

..............

Tố

88556585655

t9 96 9007 0e0ieni6e se 66718 n8 14 79 TỦ
EISISRIERIBRIESISSiS0SiEE/3S08/4)8/418S05/4188/6/7810A/0/8/€9/E0/5E8/2100609030 000140

sesosescSSSS55870555605E55055656556969x.eeseeaseksS001665898/98585306988185v.gsrsnssesnsneeseei

Ôn

HỌ nu ng p9 Si Si Ki

co

ng

00H 9.00 10.0. 0

9n.

85.00809609

S9. 9g

=ÍðƠ

9 90 ii

Si

. . . . . .....,.Ô

C0099 109. 109.

9 01800.

8004019010910.

CC

014436

00901004.01981040906

00910104.

0901080

98.96... 07.0095. 0 0019819980090

neneesseeseesaseesekl cho S525 S906 443532589005:1086888 4e

vce n1. Ho ni

8904 1119991464 1

08 01904688. 188. n1 8 88. 8785 85939

14 1949/0908 1090984089 01819810

0.010 0.0199 0806190104.0199199949019004.104.0104.0101.0009 00917009. 000009000.0100.81049/00

......

¬

Ơn

1

00018.109109849

2206555/6200001YA

ng. HC 9. gi 9...

HH.

0190 0100103.0104.1/9 90909.170.199

1981009619940

.......0000909022222222222222222222

6

6G

sn owas

0 09 1 1909 110 9v i00

n9

10

0100808099019)

bLLLvLLLLvLLLvvLQ

8.904 00 1899109 04903035039357

91

11109

1014 1804001190141

8196800908094

8.18818991084108

10090733143335

09102103783333037

1x.

EnesndinieiShIERIBWESIU88005ig88i08/808609095:mseeemee(58IRSHSIRRSRNGRISSDEAIEUUUE

00061098109 900109 0049-0108000098008.8/01 1001108101108 1019800181110

s00

009

/78

uy n nợ

EHY tế

40108104

ANH

te Tp de kaa sả 4523 Sã2 32

sa

0 TS BÊ

001089 0008853835338358350

ớn (2222222218.

0080600809898840608090.49
8601400999/9609/801806098i0060915099 590 99 00.8689/96660 9660086 098 5.08.9.98.0.9990.9

S4 44EE6696sEese.seseesseessnvessslssxs265969604009016056)09000909080000060006005066090666066

nợ Sàn Q tự nự s9 6y
nseegeneseesessee 665/655 6516968I63595)188/96/950I05/08/818060i%.9/1. 809.68. siS1.8/418 06 98/40090080/900/66.9

SadssesaoeElSE43555W56/585.55559860555..s..sc.nsesessoSS06899990808.5.8009.5.s..

Page 10 of 12 pages


Part 2. The chart below shows the proportions of different learning modes planned for different regions in
the country of Fantasy by 2030. The table shows the percentages of students at different educational levels
planning to take online modes of learning in urban and mountainous regions by the same year.
where
Summarise the information by selecting and reporting the m ain features, and make comparisons
relevant. You should write about 150 words.
NG

Modes of Learning by Regions
O Online

TV

@ Face-to-face

MRadio

80%
70%

60%

g

50%

E 40%
0

=

30%

Ạ.

20%

10%
0%

Suburban

Urban

\

REGIONS

Mountainous

Rural

J

Proportions of Students Taking Online Learning
Urban region

38%

42%

63%

81%

Mountainous region

13%

15%

22%

37%

ceeaeae

Tố...

g9...

non...

oan

00/0002

7...

L

TL

TỔ

TL

sẽ

. . ...............ố. aẽa

TT

L

“TA

sa

.

gọi

........

.. .

cọ

ch

0.0009

1 8

111

(ca

ca

4

SH

ng.

89400118

4180

608 109 009 09 h0

888 0080 1089983 8839582333 19

001000aïặàg

222222226002000000000010002020

t tte
-—-—-_-_-_-

(0000000000202

la.a

2aiiorssasisnanrimaxkx

ng...

Su

nọ

ty 3 9055.9100189.

9

0990

9

0 995.

4

sa...

49144910004101010000000010TT751030033371

4-19 8

09 1.6009 40800911280 11901.

60080918 9

1.0.9

ra

080.0084.0000/00/08/00/00008081444444414114111111101840

Ốc

2...

4

eee eeeeeeeee cess sees sees eee CTCL e CeCe CCT AE

4

nan...

`.

18 S5

a5aa.aeẽeẽe.—..m—______._.-..—

.....................

`...

ng...

10019.019.141

SECC eee TG

001 0090040333355

891010

........

ah...

na...

na.

a ae

199. 0099 008869.01490000900890/00004.010/910001/0004/0009

00009.

1 ng g9

0418. 10088

4 1801410080140

—....._._........._

"ae...
ca

he...

1080010811811

09001959 009 40610 180900019809008/0

9 0059.0080 00 4.

ii

ca

vce

Tertiary

Lower-secondary | Upper-secondary

Primary

hoa

_—_.._..

se...

ao.

SSeS

E01181E7971110E585T77505150713838

n80810000808008/00080110800/08/0000014184040911800

000128090

811911180401110011014.C108001

8091.99080098/000009008/08001810800188000110191110

11101311711 018990818

080111110011

010001049

07133TE1351083382183333078335533

1380331900033903330190058339055355

nneaaimg919RSASDDETDSSSESEDDR-EDTERRBMDU
0437019088.83880eeeeea sai ISSSSE8SRISWSIEISGEE/8S81910001980 01 Sinh
Sáng sssssssasEYXSS001785555564 81010 055060015 0sesesasesSE009/81i28080053050

ó0

0p. 2n

9.9 996 90.0 9.0106.699 64060003600 016 00

0-8000 80000060000 0009005000600 0000. 001.044 0.19090.6/000908004 0098010

011185
09/1010006 90086600 000.06 04 8056509858 1850831000900905

Page 11 of 12 pages


Part 3. Write an essay of 350 words on the following topic.
Constructive feedback from teachers, including deserved praise and specific suggestions, helps students learn,
as well as develop positive self-esteem; to suggest the contrary can produce harmful effects.
Discuss the statement and give your opinion.
ee revere rete H EER eects een e EOE HERERO

ODEO ES DED RO ROEE DIOR D ES OH EOE ES TORS

OS OHO

EDE ESSE ESE O OTT EEE AEG STR SERS OSOEE DEALT EOS

OTEEE TSH OD ELSE SE DEET ESOS ET TOEH SHOT EES TSOST OHO OSaT ETO

TES

ĐÔ ga EAOGAOBAPAG0060000600000000000000000606000000900000009010000099000000000000900000000000900000090090000/00000900 00000000000 0900909090009000900000900900000009009906000009090909909000090909090009090000 0099088 690808
dt eDĐSA©UĐG00099000000060600060600900000000000006009006009090000600000050000000000000600000900000000009600000000060009059000000000000909940090090000009009090000090000909090000090090990099081990808

600 06966660060000090006000000600000000000000000000000000000000000000900000009000000090000060000060600900400900006000000000960090000000009090000190090000090000000000009009009900009900904/9 %9

“0h ĐĐ9000000000600000006609900600900000099066600906000600900000000000090006000000000000000909900009090900090000990900000000/0009900000900909099900990000000009009006000606 9966

H5 9 9000090000000 090000000000060009000909000009900000000000000000000000000900090000000000000090009000000000000000909000094000900000400000000046660000000006/06900090919000000006

ÔN

s6

HO 9000000900 00600020000 6000000000 0000000 00000000000090000000000009000000000000000000900090000000009000009000000000900090000000000000000009006000000000000000006400000000000000040000.999 096

Đ 0 6 2n S006059606069690000060000000000000000090000000000000900000000000060606000000000000000000000509000000009000000060060000000090990006000000000000009000009000090000090000200009/0 000.0 98%

99999960999990900690%909000000900000909009000000000090090000000000000000000000000000000000090000000000000000000000000000090000009000009000000000090000900000000000000%0030009000009 099096006

9 900099009060900690090000000000009069900000000000000000000090000009000000090900900000000000000090090090000000099900006900090000990000000900066050600909099000099900000596009466009090099690090900908

Ơn Đ HbePeePAĐDĐ0D0020000000000000000000000009000000000000000000060000000000000000000000000000000 000960200 0000 009 009000400 000000000600000000000006000040000000000000000904000009006%09000660906900 06 s60

ĐH 2 00 0905066000006060008000000000906000000009009000000000049000009000000000000009099090000090000000000900999090090900000009994000004Đ0966009000000000400000000000094060009669189000006060606 1 S960

990 00000020000000000600004000000000000000000000600000096000000000090099000000000009600000000000909002000000009009090000090100000000600060005000000000909090901%00000909080%0%090n90906909000900809% 99006

Serer

rrr rrr rrr rrr rrr

Ded

ĐỌC GỌI

Ô Ọ H

Ọ

9

AI

Or rrr

rr

00000 0.000 0.000.006 00000000. 0.0.0.0. 0/00 0.0949 0/000 0/000/00 00000000000 0. 0:009 0090/0000: 000. 0.000. 09. 0/00/06 0.000. 0/0. 000 9 9090.0000000 0066 006 00 0/080 0.00 0000066600050 800000000009099009096096099060096608s8996sssseesg

0 0 0000.90.0900 6 0/400 0.0000 0/000. 0.0000 0.0/00. 09.0 0/000 0/00 0/00 0/9000/9000/0/000 0600900640 0/0 0/900 0/0/6000. 0/000 0/0. 09089.90 0609/0000 0/6 0/9000 000009 006 0/460 0/09 00/06 0466006 6/06 0069 0 99000060000600390000909690090999099669.sseeseeeeee

H0 0000000000000000000000000009000000000000000000000000900000000900000000000090000004000000600040009600000000000009000000600000000000960099040006009606060000000090090090090000006009006 0596

E9 9 90008000000090000000090000000060000060409000606009604000000000090000090006006609009000090000000096000000000000006000400990090600000000506000200069006600600%69006609606906006066064

ĐÓ

9006000006060960009060000000006000000900900000090009000000/0090009000000000000006000000000090009000009060070000009000040000000000090000060000090909000000000000000000099000000000905900900909608 8 0m

9600600000 000060000006 0060 09069990090000099900090000000606009000090090000090000609090000000009000000000000900000000000000006000000006600000000960006000000060090094000000960090099009909695909096000890690%0%9606

O9 9000000000000 0000000000600 0060690090006 65 50 0500000990000690999000900009091049909909090000000600090000090000000000000090000000000990060600094090906060600000609000000090060000000060000909009000909060859909096608%

0g 00 0000000000000 0060006090006 6000606000000 S066 506006 0/00006/0/000 0000000 0/006 0000000000 0000090960090 0090000000090

6000000600000 06006 00060460000096 000900000 00000000966 00900900000900909090000000090099909090000809560096608

698

9 9 00000000 0 0 60 05000099000094000000000090006900900099090000009000000900000460494606009609G0060009000090060000000090009009090000009060000009596606000909090096696osonossne

——_

__

__

............................. cố

bẻ

(You may write overleaf if you need more space.)
— THE END —

Page 12 of 12 pages

eeeeốeẶeun


O TẠO
DE THI CHINH THY'C

BANCHINH|

KỲ THỊ CHỌN HỌC SINH GIỎI QUỐC GIA THPT
NAM HỌC 2020 - d2021gue age

—"“*"Nayatssrdzea
6

i:

Tid

be banned.
Question 1. Some people think that tourism does harm to local cultures, and therefore should

tourism should
Others think otherwise, saying that local cultures are affected by many factors and therefore

not be banned. Discuss both views and give your opinion.

You have 5 minutes to prepare for your talk. Good luck!

Question 2. Some people think that individualism brings many benefits to the community. Others think

otherwise, claiming that it does more harm than good. Discuss both views and give your opinion.
You have 5 minutes to prepare for your talk. Good luck!

Question 3. Some people think that in the present context of Vietnam, it is possible to promote economic
development while still controlling the spread of the COVID-19 pandemic. Others think otherwise, claiming that
we need to prioritise one mission over the other. Discuss both views and give your opinion.
You have 5 minutes to prepare for your talk. Good luck!
Question 4. Some people believe that all high-school students should be required to undertake a fixed period
of voluntary work. Others think otherwise, claiming that the amount of time spent on voluntary work should be
left for students to decide. Discuss both views and give your opinion.
You have 5 minutes to prepare for your talk. Good luck!
Question 5. Some people think that each member of the family having their own high-tech gadget will lead to
a breakdown in family relationships. Others think otherwise, claiming that this trend will not affect family bonds.
Discuss both views and give your opinion.
You have 5 minutes to prepare for your talk. Good luck!
Question 6. Some people believe that traditional examinations are no longer suitable and should be replaced
by other forms of assessment. Others think otherwise, claiming that traditional examinations are still useful in
assessing students’ academic performance. Discuss both views and give your opinion.
You have 5 minutes to prepare for your talk. Good luck!
Question 7. Some people believe that criticizing others on the social media represents freedom of expression.
Others think otherwise, claiming that it is an act of insensitivity and ill-will. Discuss both views and give your
opinion.
You have 5 minutes to prepare for your talk. Good luck!

Question
integrate
in foreign
You have

8. Some people believe that low foreign language proficiency is still a big obstacle for Vietnam to
fully into the world. Others think otherwise, claiming that the key to global integration does not lie just
language proficiency. Discuss both views and give your opinion.
5 minutes to prepare for your talk. Good luck!

Question 9. Some people think that maintaining discipline on youngsters’ behaviour should be the
responsibility of schools. Others think otherwise, claiming that parents should take charge. Discuss both views
and give your opinion.
You have 5 minutes to prepare for your talk. Good luck!
Question 10. Many people believe that extrinsic motivation such as rewards or praises is the driving force
behind one’s achievements. Others think otherwise, claiming that it is intrinsic motivation (enjoyment of a
particular challenge, satisfaction in doing something well, etc.) that is key to one’s achievements. Discuss both
views and give your opinion.
:
You have 5 minutes to prepare for your talk. Good luck!