(2024) Đề minh họa tham khảo BGD môn Tiếng Anh có đáp án (Đề 40)
49 lượt thi 50 câu hỏi 60 phút
Text 1:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks from 26 to 30.
In 2010, the planetary defence team at NASA had identified and logged 90 per cent of the asteroids near Earth measuring 1km wide. These 'near-Earth objects', or NEOs, are the size of mountains and include anything within 50 million kilometres of Earth's orbit. With an estimated 50 left to log, NASA says none of the 887 it knows about are a significant danger to the planet. Now NASA is working towards logging (26)__________ of the smaller asteroids, those measuring 140 metres wide or more. Of the 25,000 estimated asteroids of this size, so far about 8,000 have been logged, leaving 17,000 unaccounted for. Considering that a 19-metre asteroid (27) ___________ exploded above the city of Chelyabinsk in Russia in 2013 injured 1,200 people.(28)__________, these middle-sized asteroids would be a serious danger if they enter Earth's orbit. 'Potentially Hazardous Asteroids' are rocks close enough to pass within 7.5 million kilometres of Earth's orbit. NASA has created a map of 1,400 PHAs, none of which are expected to be a threat in the next one hundred years. With technology already available, NASA can track these objects and (29)___________ predictions about possible impact, at which point two defence (30)__________ could be launched.
( Adapted from learnenglish.org )
Text 2:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 31 to 35.
More and more English language educators understand the importance of focusing not only on developing our learners’ linguistic competence, but also on helping them use English to connect with people who have different perspectives, beliefs and behavioural norms from their own. The push to help students develop global competence by the OECD PISA (2018) and the promotion of pluricultural competence by the CEFR (Common European Framework of Reference for Languages) further highlights the significance of intercultural skills today.
However, while many of us might be experts at teaching grammar and vocabulary, sharpening our students’ communication skills and intercultural skills might be unfamiliar territory. Some of us might shy away from this because we feel we lack the knowledge or expertise to help students develop these skills systematically. And some of us might get students to speak in groups in the hope that they will incidentally develop these soft skills. However, developing our students’ communication skills and intercultural skills does not have to be a daunting undertaking—we might already know more about it than we give ourselves credit for. Self-awareness is the foundation of effective communication skills and intercultural skills. And the ability to self-reflect can lead to greater self-awareness. Self-reflection is the ability to observe and evaluate our own emotional, cognitive and behavioural processes. It allows us to look inward and become conscious of what drives us and what makes us feel, think and act the way we do. One of the effects of increased self-reflection and self-awareness is a heightened understanding of our feelings. Emotional intelligence takes self-awareness to the next steps – the ability to be socially aware, i.e. aware of the feelings of the people around us; and the ability to self-manage, i.e. to manage our feelings and respond in a way that is appropriate and effective.
If we regularly provide opportunities for self-reflection, explore emotional intelligence, and encourage curiosity in the classroom, while embracing student-generated emergent language and making use of the expertise in materials and resources to guide our approach, we can gradually build a classroom space in which students can strengthen their communication skills and intercultural skills in preparation for their interactions with the world beyond the language classroom.
Text 3:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 36 to 42.
Picture a serene, turquoise sea off the coast of Costa Rica, where a team of dedicated marine biologists is on a crucial mission. Their task is not to study the marine life today but to save one of its residents a distressed turtle struggling to breathe. As they work meticulously to uncover the cause of its discomfort, they find an alarming culprit lodged deep within its nose: a 10-centimeter plastic straw. This heart-wrenching rescue, captured on video and viewed millions of times, casts a stark light on a pressing environmental crisis the relentless invasion of our oceans by plastic waste.
On a boat near Costa Rica, a team of marine biologists1 is helping a turtle. The animal is having trouble breathing, and the team discovers why there is something inside its nose. A scientist tries to extract the object, but the turtle cries in pain. Finally, after eight long minutes, a long object is pulled out: It is a 10-centimeter plastic straw. The video of the turtle’s rescue has been viewed millions of times on YouTube. It has helped raise awareness of a growing problem: The world’s seas are full of plastic. Since 2000, there has been a huge increase in worldwide plastic production, but we recycle less than one-fifth of it. A lot of this plastic waste ends up in the ocean. Today, scientists think about 8.1 billion kilograms goes into the sea every year from coastal regions. Most of this plastic will never biodegrade. This ocean plastic hurts millions of sea animals every year. Some fish eat plastic because it is covered with sea plants, and it looks and smells like food. Typically, eating plastic leads to constant hunger. “Imagine you ate lunch and then just felt weak … and hungry all day,” says marine biologist Matthew Savoca. “That would be very confusing.” In some cases, eating sharp pieces of plastic can seriously hurt sea animals and even result in death. Plastic is useful to people because it is strong and lasts a long time but this is bad news for sea creatures who eat or get stuck in it. According to Savoca, “Single-use plastics are the worst.” These are items that are used only once before we throw them away. Some common examples include straws, water bottles, and plastic bags. About 700 sea species (including the turtle from the video) have been caught in or have eaten this kind of plastic. Luckily, the turtle survived and was released back into the ocean. How will plastic affect sea animals in the long term? “I think we’ll know the answers in 5 to 10 years’ time,” says Debra Lee Magadini from Columbia University. But by then, another 25 million tons of plastic will already be in the ocean.
The rescue of the turtle in Costa Rica, though successful, serves as a poignant reminder of the broader, more insidious threat that plastic pollution poses to marine life. As researchers like Debra Lee Magadini suggest, the full impact of this crisis on sea animals may only become clear in the next 5 to 10 years. However, we must act now to mitigate further damage. With another 25 million tons of plastic expected to enter our oceans in that time, the urgency to reduce, reuse, and recycle plastic has never been greater. Our actions today will determine the health of our oceans and the survival of countless marine species in the future.
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