Đề thi chọn đội tuyển dự thi giáo viên dạy giỏi tỉnh cấp THCS chu kỳ 2012- 2016 huyện Thanh Chương môn thi: Tiếng Anh

SECTION I: PHONETICS

Part 1: Pick out the word whose underlined part is pronounced differently from the others

1 A. region B. regard C. logical D. energy

2 A. new B. few C. sew D. nephew

3 A. stopped B. laughed C. walked D. stayed

4 A. son B. sure C. sun D. sort

5 A. thunder B. ethnic C. health D. gather

6 A. teenage B. garbage C. carriage D. shortage

7 A. match B. catch C. math D. watch

8 A. houses B. classes C. sentences D. faces

9 A. though B. think C. they D. that

10 A. pause B. automobile C. laugh D. mausoleum.

 

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. arrange
C. suggest
D. persuade
2
A. enlarging
B. increasing
C. growing
D. developing
3
A. crosses
B. refuses
C. breaks
D. cracks
4
A. named
B. seen
C. called
D. known
5
A. quantity
B. number
C. total
D. sum
6
A. doing
B. handling
C. dealing
D. solving
7
A. outskirts
B. border
C. outside
D. limit
8
A. late
B. end
C. complete
D. final
9
A. pass on
B. throw away
C. give up
D. leave out
10
A. taken
B. kept
C. given
D. stood
Part 3: Read the text and choose the best answer.
1
	The development of jazz can be seen as part of the larger continuum of American popular music, especially dance music. In the twenties, jazz became the hottest new thing in dance music, much as ragtime had at the turn of the century, and as would rhythm and blues in the fifties, rock in the fifties, and disco in the seventies.
	But two characteristics distinguish jazz from other dance music. The first is improvisation, the changing of a 
5
musical phrase according to the player's inspiration. Like all artists, jazz musicians strive for an individual style, and the improvise or paraphrase is a jazz musician's main opportunity to display his or her individuality.
	In early jazz, musicians often improvised melodies collectively, thus creating a kind of polyphony. There was little soloing as such, although some New Orleans players, particularly cornet player Buddy Bolden, achieved local fame for their ability to improvise a solo. Later the idea of the chorus-long or multi-chorus solo took hold. Louis Armstrong's instrumental
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brilliance, demonstrated through extended solos, was a major influence in this development. Even in the early twenties, however, some jazz bands had featured soloists. Similarly, show orchestras and carnival bands often included one or two such "get-off" musicians. Unimproved, completely structured jazz does exist, but the ability of the best jazz musicians to create music of great cohesion and beauty during performance has been a hallmark of the music and its major source of inspiration and change.
15
	The second distinguishing characteristic of jazz is a rhythmic drive that was initially called "hot" and later "swing". In playing hot, a musician consciously departs from strict meter to create a relaxed sense of phrasing that also emphasizes the underlying rhythms. ("Rough" tone and use of moderate vibrato also contributed to a hot sound.) Not all jazz is hot, however, many early bands played unadorned published arrangements of popular songs. Still, the proclivity to play hot distinguished the jazz musician from other instrumentalists.
1. Which of the following appeared before jazz as a popular music for dancing?
A. Disco 
B. Rock 
C. Rhythm and blues
D. Ragtime
2. According to the passage, jazz musicians are able to demonstrate their individual artistry mainly by?
A. creating musical variations while performing 
B. preparing musical arrangements 
C. reading music with great skill 
D. being able to play all types of popular music 
3. Which of the following was the function of "get-off" musicians line 12?
A. Assist the other band members in packing up after a performance
B. Teach dance routines created for new music
C. Lead the band
D. Provide solo performances in a band or orchestra
4. The word "consciously" in line 16 is closest in meaning to
A. carelessly
B. easily
C. periodically
D. purposely
5. The word "unadorned" in line 19 is closest in meaning to
A. lovely
B. plain
C. disorganized
D. inexpensive
SECTION IV: WRITING
Part 1: Using the given words to make meaning sentences
1/- Children / bored/ watch/ same/ program/ day/ day.
Ä _____________________________________________________________________________
2/- In/ past/ scientists/ not think/ these chemicals/ harm/ non-smoker’s health.
Ä _____________________________________________________________________________
3/- Our runner/ be/ so/ exhausted/ that/ he/ not complete/ race/ yesterday.
Ä _____________________________________________________________________________
4/- I/ rather you/ not/ tell anyone/ what/ say.
Ä _____________________________________________________________________________
5/- you / mind / lend / me / dictionary ?
Ä _____________________________________________________________________________
Part 2: Rewrite the second sentence so that it has the same meaning as the first one.
1/- Although his leg was broken, he managed to get out of the car.
Ä In spite ______________________________________________________________________
2/- He got down to writing the letter as soon as he returned from his walk.
Ä No sooner ___________________________________________________________________
3/- It is believed that the man escaped in a stolen car.
Ä The man ____________________________________________________________________
4/- The demand was so great that they had to reprint the book immediately.
Ä So _________________________________________________________________________
5/- Without his help we would all have died
Ä If it _________________________________________________________________________
SECTION V: METHODOLOGY
Part 1: How many sounds are there in English? What are they?
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Part 2: A new teacher comes in, stares at the class and says: “Today we are going to talk about pollution. What do you think?” Following the teacher’s question, some of the students look down at their tables, make faces at each other and keep silent. The teacher tries to encourage them to speak, and, doing so, talks more and more himself. At the end, none of the students have said a single word and the teacher sits down exhausted and mumbles to himself “Well, that seemed to go OK”
 As a teacher, how would you design better activities when teaching speaking?
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