SỞ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI CHỌN HỌC SINH GIỎI CẤP TỈNH

NINH THUẬN NĂM HỌC 2016 – 2017

(Đề thi chính thức) Khóa thi ngày 06 / 11 / 2016

ĐÁP ÁN, HƯỚNG DẪN CHẤM VÀ BIỂU ĐIỂM (ĐỀ XUẤT)

Môn: TIẾNG ANH - Cấp: THPT

SECTION I: LISTENING (50 points)

Part 1: 8 x 2 = 16 points
1. B 2. B 3. C 4. A 5. B 6. C 7. B 8. A
Part 2: 10 x 2 = 20 points
1. Buwal 2. 16 Bridgeway Road 3. 25 May 1983 4. MSc
Engineering
5. one / 1 6. A4 7. half a million/ 500,000 8. silent
9. books and reports 10. video and DVD
Part 3: 7 x 2 = 14 points
1. zoology 2. (human) eye(s) 3. feathers 4. rescuers/ rescue(-)teams
5. (a) low speed/ low speeds 6. energy source/ battery 7. take(-)off / taking off
SECTION II: USE OF ENGLISH (40 points)
Part 1: 10 x 2 = 20 points
1. B 2. C 3. B 4. D 5. D
6. A 7. B 8. C 9. A 10. D
Part 2: 10 x 1 = 10 points
1. basis 2. apprehensive 3. diversion 4. mastery 5. significant
6. undeniably 7. participation 8. vigorous 9. powerful 10. depression
Part 3: 10 x 1 = 10 points
1. every 2. whether 3. at 4. anything 5. only
6. between 7. apart 8. nor/ neither 9. Were 10. unable
SECTION III: READING (60 points)
Part 1: 12 x 2 = 24 points
1. C 2. D 3. A 4. B 5. D 6. D
7. C 8. B 9. A 10. C 11. B 12. D
Part 2: 13 x 2 = 26 points
1. iii 2. vii 3. v 4. i 5. ix 6. ii 7. x

8. NO 9. YES 10. NOT GIVEN 11. NO 12. YES 13. NOT GIVEN

Part 3: 10 x 1 = 10 points

1. spreading 2. forgiven 3. effort 4. spins 5. strain

6. Contrary 7. put 8. rewards 9. pursue 10. schedule

1
SECTION IV: WRITING (50 points)
Part 1: 10 points
- must capture the important details of the original;
- must retain the style and message of the original;
- must show a through understanding of the original (by means of paraphrasing, interpreting,
etc…); and
- must NOT copy whole sentences of the original.

Part 2: 15 points
Guide for scoring

Those scored from 13 – 15 points should be as followings:

The writing fully achieves the desired effect on the reader. The use of language is confident
with a varied range of structures and vocabulary. The ideas are linked with suitable linking devices.
There may be some minor errors but these do not affect understanding.
Those scored from 10 – 12 points should be as followings:
The writing achieves the desired effect on the reader. The use of language is confident with a
range of structures and vocabulary. The ideas are somewhat linked with linking devices. There may be
some errors but these do not affect understanding.
Those scored 7 – 9 points should be as followings:
The writing may have problem in conveying the reader the content and message in order to
achieve the desired effect. The use of language items like structures and vocabulary is quite limited.
There may be some linking between sentences but this linking is not always maintained. A number of
errors are present but most of these do not affect the general comprehension of the writing.

Those scored from 4 - 6 points should be as followings:

The writing struggles to achieve the desired goal set in the task. The use of language including
vocabulary and structures is simple, limited and repetitive. There may be incomprehensible sentences
and errors that prevent comprehension and communication. The reader has to work very hard to
understand the writer’s ideas.

Those scored from 1 – 3 points should be as followings:

The writing causes a negative effect on the reader. The use of language including vocabulary
and structures is very simple, limited and repetitive. There may be many incomprehensible sentences
and numerous errors that prevent comprehension and communication. The reader has to work very
hard to understand the writer’s ideas.

A score of 0 will be given for those writing that have too little language for scoring, are illegible,
have incomprehensible contents, or are irrelevant to the topic.

2
Part 3: 25 points

Holistic marking scheme: Maximum: 25 points

Bands Criteria
Ideas – very substantial, relevant and logical. All ideas are well developed and supported.
Organization of ideas is very coherent and well-organized. Very adequate paragraphing with
very appropriate topic and supportive sentences. Very smooth flow of ideas with excellent use of
22 - 25 cohesive devices.
Language – Excellent command of English. Very frequent use of excellent complex sentences
without errors. An impressive range of appropriate vocabulary and idiomatic language is used.
Evident display of impressive creativity and flair throughout the writing.
Ideas – substantial, relevant and logical. Most ideas are well developed and supported.
Organization of ideas is generally coherent and well-organized. Adequate paragraphing with
appropriate topic and supportive sentences. Smooth flow of ideas with good use of cohesive
18 - 21 devices.
Language – Good command of English. Frequent use of excellent complex sentences without
occasional minor errors. A wide range of appropriate vocabulary and idiomatic language is used.
Good display of creativity and flair throughout the writing.
Ideas – reasonably substantial, relevant and fairly logical. Some ideas or arguments are well
developed and supported.
Organization of ideas is satisfactorily coherent. Flow of ideas is occasionally hindered by the
paragraphs with inappropriate topic and supportive sentences. Satisfactory use of cohesive
14 - 17 devices.
Language – Satisfactory command of English. Frequent use of complex sentences with rather
frequent minor errors and occasional gross errors are evident. A satisfactory range of appropriate
vocabulary and idiomatic language is used.
Satisfactory display of creativity and flair in most part of the writing.
Ideas – fairly substantial, occasionally irrelevant and lack logic. Some ideas or arguments lack
elaboration and supported.
Organization of ideas is generally weak. Flow of ideas is evidently impeded with one or two
weak paragraphs. Occasionally inappropriate topic and supportive sentences. Fair use of cohesive
10 - 13 devices.
Language – Fair command of English. Frequent use of compound sentences. Complex sentences
are few with frequent minor errors and occasional gross errors. A fair range of appropriate
vocabulary. Limited use of idiomatic language.
Occasional display of creativity and flair in writing. Generally, a conventional way of writing.
Ideas – inadequate, irrelevant and illogical. Many ideas or arguments – lack elaboration and
supported.
Organization of ideas is evidently weak. Flow of ideas is evidently erratic and awkward. Most
paragraphs are poor with frequent inappropriate topic and supportive sentences. Weak use of
6-9 cohesive devices.
Language – Weak command of English. Mostly compound or simple sentences are used.
Complex sentences are hardly used. Frequent gross errors. A limited range of vocabulary. Hardly
any use of idiomatic language.
Hardly any display of creativity and flair in writing.
Ideas – barely adequate, irrelevant and lack logic. Little/ no evidence of ability to put forth ideas.
Organization: coherence is absent in text.
1-5 Language: Very poor command of English. Numerous errors impending fluency of
communication.
No creativity at all

Lưu ý khi chấm:

- Giám khảo chấm điểm thành phần rồi cộng lại thành điểm 200, sau đó chuyển về thang điểm
20 thành Điểm bài thi.
- Nếu thí sinh có cách giải khác mà đúng thì vẫn cho điểm tương ứng với thang điểm của
hướng dẫn chấm.
------- HẾT -------
3
SECTION IV: WRITING: Suggested answers for reference
These samples have been prepared by examiners as examples of very good answers. However, please
note that they are just examples out of many possible approaches.
Part 1: Sample answer
This passage describes different ways that the age of the Earth has been calculated. It first tells about
an older technique that calculated age based on the idea that lower layers of rock are older than higher
layers. Another, more accurate, technique mentioned in the passage is measuring the radioactive
particles from rocks. By using this second method, scientists have concluded that the Earth is about 4.5
billion years old. (70 words)

Part 2: Sample answer (Score: 8)

The bar chart shows the increase in the numbers of mobile phone owners in ten European countries
over the period from 2005 to 2010.
Overall, in accordance with the bar chart the number of mobile phone owners has risen considerably
since 2005. In some countries the figure has even more than doubled over the five years. In France, for
example, the number of mobile phone owners has increased sevenfold from one million in 2005 to
seven million in 2010. And, in the UK there was the greatest number of owners in 2005, at just under
five million, then the number increased to 12 million in 2010 year. Next, the greatest number of mobile
phone owners was in Germany, where ownership has risen from 4 million in 2005 to 14 million in
2010. Finally, in all the rest of European countries illustrated in the bar chart the mobile phone owners
number has increased in the five years.
To sum up, mobile phone users in Europe have increased dramatically in the period described by the
bar chart.
(175 words)

Part 3: Sample answer: This is an answer written by a candidate who achieved a Band 8 score.
It in as been suggested that high school students should be involved in unpaid community services as a
compulsory part of high school programmes. Most of the colleges are already providing opportunities
to gain work experience, however these are not compulsory. In my opinion, sending students to work
in community services is a good idea as it can provide them with many valuable skills.
Life skills are very important and by doing voluntary work, students can learn how to communicate
with others and work in a team but also how to manage their time and improve their organisational
skills. Nowadays, unfortunately, teenagers do not have many after-school activities. After-school clubs
are no longer that popular and students mostly go home and sit in front of the TV, rush to extra classes,
browse the Internet or play games online.
By giving them compulsory work activities with charitable or community organisations, they will be
encouraged to do something more creative. Skills gained through compulsory work will not only be an
asset on their CV but also increase their employability. Students will also gain more respect towards
work and money as they will realise that it is not that easy to earn them and hopefully will learn to
spend them in a more practical way.
Healthy life balance and exercise are strongly promoted by high school students, and therefore any
kind of spare time charity work will prevent from sitting and doing nothing. It could also possibly
reduce the crime level in the high school age group. If students have activities to do, they will not be
bored and come up with silly ideas which can be dangerous for them or their surroundings.
In conclusion, I think this is a very good idea, and I hope this programme will be put into action for
high school in the near future.
4
(307 words)