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BÀI GIẢI MÔN ANH HỌC SINH GIỎI QUỐC GIA 2015

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Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
https://www.facebook.com/quocbao153 Page 1
I. LISTENING (file attached)
Part 1
1...
Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
https://www.facebook.com/quocbao153 Page 2
24. our own survival
25. United Natio...
Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
https://www.facebook.com/quocbao153 Page 3
45. urbanites
III. READING
Part 1
46....
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Bộ Giáo Dục và Đào Tạo không bao giờ công bố đề thi học sinh giỏi quốc gia môn Anh, đáp án lại càng không thể. Phải mất thời gian dài Tôi mới tìm được nguồn cho bài nghe Cũng xin nói thêm, do công việc khá bận nên hôm nay tôi mới rãnh giải gợi ý đề thi học sinh giỏi quốc gia môn Anh 2015 này, một phần là để đáp lại sự mong đợi của các bạn đã inbox, email, comment xin đáp án, một phần cũng xin góp chút công sức nhỏ bé đến các thầy cô, học sinh đang ôn luyện chuẩn bị cho kì thi HSGQG 2016. Hy vọng bài giải chi tiết này sẽ phần nào đáp lại sự mong đợi của bạn đọc.

Read more: http://www.yeutienganh123.com/2015/12/bai-giai-e-thi-hoc-sinh-gioi-quoc-gia.html#ixzz3vNddVYKd

Bộ Giáo Dục và Đào Tạo không bao giờ công bố đề thi học sinh giỏi quốc gia môn Anh, đáp án lại càng không thể. Phải mất thời gian dài Tôi mới tìm được nguồn cho bài nghe Cũng xin nói thêm, do công việc khá bận nên hôm nay tôi mới rãnh giải gợi ý đề thi học sinh giỏi quốc gia môn Anh 2015 này, một phần là để đáp lại sự mong đợi của các bạn đã inbox, email, comment xin đáp án, một phần cũng xin góp chút công sức nhỏ bé đến các thầy cô, học sinh đang ôn luyện chuẩn bị cho kì thi HSGQG 2016. Hy vọng bài giải chi tiết này sẽ phần nào đáp lại sự mong đợi của bạn đọc.

Read more: http://www.yeutienganh123.com/2015/12/bai-giai-e-thi-hoc-sinh-gioi-quoc-gia.html#ixzz3vNddVYKd

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BÀI GIẢI MÔN ANH HỌC SINH GIỎI QUỐC GIA 2015

  1. 1. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015 https://www.facebook.com/quocbao153 Page 1 I. LISTENING (file attached) Part 1 1. ground floor 2. third floor 3. to reshelve 4. damaged cover 5. to raise money for the library 6. Librarian assistant 7. Story time 8. Reference room 9. Saturday at 2:30 10. Lecture series Part 2 11. C 12. D 13. D 14. D 15. C 16. C 17. A Part 3 18. a concerned cittizen 19. undeniable climate events 20. rhetoric and hysteria 21. greatest security threat 22. difficult but achievable 23. eliminate government subsidies
  2. 2. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015 https://www.facebook.com/quocbao153 Page 2 24. our own survival 25. United Nation Messenger of Peace II. LEXICO – GRAMMAR Part 1 26. A. infringing on/upon ~ violate 27. B. firing: in the line of fire ~ on the firing line ~ likely to be criticized, attacked, or got rid of 28. D. splitting: split hairs ~ make small or over fine distinctions 29. B. page-turner ~ an exciting book 30. A. stamp out ~ eliminate 31. B. scrutiny ~ critical observation or examination 32. A. all the rage ~ in current fashion 33. D. stone: stone dead ~ completely dead 34. C. play: come into play ~ to become an important factor in sth 35. A. utter 36. C. long and short ~ the most important point 37. B. abstemious ~ very simple ~ not self-indulgent, especially when eating and drinking 38. B. take no remarks ~ make no comments 39. D. outstanding ~ excellent ~ marvelous ~ exceptionally good 40. A. in chaos ~ completely disorder and confusion Part 2 41. configurations 42. annoyances 43. catastrophes 44. resistant
  3. 3. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015 https://www.facebook.com/quocbao153 Page 3 45. urbanites III. READING Part 1 46. consideration 47. reach 48. pressure 49. concern 50. unresponsive 51. receiving 52. else 53. in 54. means 55. image Part 2 56. iv – What is space biomedicine? 57. x – Why space biomedicine is now necessary? 58. ix – The visual effects of space travel on the human body. 59. vii – The internal damage caused to the human body by space travel 60. I – The problem dealing with emergencies in space. 61. ii – How space biomedicine can help patients on Earth. 62. vi - Conducting space biomedical research on Earth. 63. solutions 64. human body 65. renal failure 66. hospital’s casualty unit
  4. 4. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015 https://www.facebook.com/quocbao153 Page 4 67. communicate with patients 68. telemedicine 69. filter contaminated water 70. miniature 71. zero gravity 72. the weakening Part 3 73. NG 74. F (By the time modern man…stone tools) 75. F (We like…territories as quickly) 76. T (Without the inventions…territories as quickly) 77. T (Technology, now often…the generations) 78. T (Figures such as…the inventor had truly arrived) 79. F. (The single largest… in technological innovation) 80. T. (It led to a massive growth…in technological innovation) 81. C 82. A 83. C 84. B 85. C Part 4 86. B 87. C 88. B 89. A
  5. 5. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015 https://www.facebook.com/quocbao153 Page 5 90. D 91. E 92. E 93. A 94. C 95. D IV. WRITING Part 1: Individuals can be considered as talented if the work they do is significant and extraordinary. Similarly, we can label them as gifted if their excellent job is within top five percent of the population by “percentage definition”. This can be explained in the advent of IQ tests favored by Professor Hans Eysenck, who develops a handful of written and verbal tests to evaluate the intelligence. Talents nowadays can be determined based on a multifaceted approach rather than academic achievements. In other words, talented, creative, and gifted individuals can be assessed through a variety of abilities. For an exact evaluation, rats have been used in experimental mazes. Based on animal experiments, questions are raised if intelligence or creative ability is relied upon genetics, the environment or a combination of the two. Experiments show that if a dull rat performing well in stimulating environment will be as bright as a clever one who is bored in a normal one. Like human beings, a baby born with innate intelligence whether become a genius or not depends on his environment. Part 2: The line graph compares the amount of money spent on buying books per person in the country of Aspirana over a period of nineteen years between 1995 and 2014. According to the graph, in 1995 people spent the least amount of money on fiction books, while spending on health books about 15 times as much money as they did on fiction books. Similarly, the gap in spending between politics and fiction books had widened and considerably more money than on the gap between fiction and health books. However, by 2000, the gap of politics and fiction’s books was almost closest while they spent more money on health books than the other two. As can be seen from the graph, the amount of money spent increased in fiction and health books while it showed a remarkable decrease, having been about 1,200 US dollars in 1995 and 50 US dollars in 2014. The period between 2000 and 2010 saw a relative growth between expenditure on health and fiction books and politics ones. Overall, the line graph showed that people were more and more interested in fiction and health books than they were in politics books.
  6. 6. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015 https://www.facebook.com/quocbao153 Page 6 Part 3: Is it necessary to teach and learn Mathematics and the sciences such as biology, physics, and chemistry in English and other foreign languages in our school system? This question has raised deep concerns for teachers, students, and parents. People are concerning whether students and teachers can absorb new methods as well as English, especially terminologies as the same time or not. To the best of my knowledge, teaching math and the sciences should be in English because it benefits both students and the global scientific community. Firstly, it equips students with proficiency in English and broader knowledge of the sciences with which they can contribute to the future scientific research. For example, while studying math, students not only learn new concepts, but they can improve their English skills. Moreover, this is the best chance for them to learn new terminologies in Mathematics and the sciences as well which may help them for the future work or scientific research. The Ministry of Education should develop a program as soon as possible in which social subjects should be taught in Vietnamese and math and the sciences should be taught in English. Such a clear program, many students attest to the fact that they have more chance to reach prominent universities in the world for future higher education. Next, scientific inquiry and mathematical problem solving are suffused with talk: debating and verifying results. It is essential that students have to learn important English-language skills as well as science and math content to integrate into a globalized society. A bilingual education would prepare students for future professions, enrich their connection with their cultural heritage, and enhance their social experiences. As an example, students fluent in English can have more chance to reach the international scientific community than those who are not. As such in order to successfully implement the teaching of science and mathematics in English, policy makers and teacher educators must deliberate and focus on the needs of the teachers concerned. Overall, teaching and learning Mathematics and the sciences in English and other foreign languages must be necessary and compulsory in our school system. Implementing bilingual programs may be a challenge, but this challenge is worth pursuing. It not only helps students have a good command of foreign languages but it is a bridge to connect them with the global scientific community. In today’s increasing diverse demands, students’ life experiences and ways of learning can vary a great deal. Teachers are likely encouraged to use appropriate instructional strategies that build on these differences while assisting all students with the new concepts and terminologies of Mathematics and the sciences in English.

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