Đề minh họa thi vào lớp 10 môn Tiếng Anh (chuyên) Đồng Tháp năm 2025 - 2026 có đáp án - Đề 1

LISTENING COMPREHENSION - QUESTIONS 1 – 16: (4pts)

(Instructions: Listen to the recording and answer the questions. You will hear each part of the recording TWICE)

Now turn to Section 1

SECTION 2: Questions from 9 to 16

Complete the notes below. Write NO MORE THAN ONE WORD for each number

Penguins in Africa

Appearance and lifestyle:

• They are also called Jackass Penguins for the sound they make.

• The (Question 9:) ______ of their body remains constant.

• They restrict their (Question 10:) ______ on land from dusk till dawn.

• They cannot fly because they have heavy (Question 11:) ______.

• They nest under (Question 12:) ______ They eat tree roots.

Predators:

- seals

- (Question 13:) ______

- seagulls (eat the penguin chicks)

Threats:

• They lose (Question 14:) ______ in winter.

• They are fighting for nesting (Question 15:) ______ and food because of human activities.

• In order to improve survivorship, it is helpful to increase the (Question 16:) ______ of their genes.

QUESTIONS 23-26: Read the text below and look carefully at each line. Some of the lines are correct, but some have a word which should not be there. If a line is correct, put a cross (✓ ) in the space provided on your answer sheet. If a line has a word which should not be there, write the word on your answer sheet. There are two examples at the beginning (0 and 00). (1.0 pt)

QUESTIONS 27-30: Read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. Write your answer on the answer sheet. (1.0 pt)

QUESTIONS 31-34: Complete the passage with the correct tense of the verbs given in the brackets (1.0 pt).

QUESTIONS 35-40: Match each half-sentence in COLUMN A with its suitable one in COLUMN B to make a complete sentence. There are two left out (1.5 pts).

QUESTIONS 41-50: Read the passage and choose the correct answer to each of the questions below (2.5 pts).

El Nino and Seabirds

A. Rhythm of the seasons cannot always be relied upon. At times the tropical Pacific Ocean and large expanses of the global atmosphere seem to be marching to the beat of a different drummer, disrupting the normal patterns of countless species of plants and animals along with hundreds of millions of human beings. So they want to anticipate these occasional lapses in the march of the seasons and help societies plan accordingly, scientists are seeking to understand these competing rhythms: the strongest of which is the alternation between the “normal climate” and a different but still recurrent set of climatic conditions in the Pacific region called El Nino.

B. Seabirds are prominent and highly visible components of marine ecosystems that will be affected by global climate change. The Bering Sea region is particularly important to seabirds; populations there are larger and more diverse than in any similar region in North America - over 90% of seabirds breeding in the continental United States are found in this region. Seabirds, so named because they spend at least 80% of their lives at sea, are dependent upon marine resources for food. As prey availability changes in response to climatically driven factors such as surface sea temperature and extent of sea ice, so will populations of seabirds be affected.

C. Seabirds are valued as indicators of healthy marine ecosystems and provide a “vicarious use value” or existence value - people appreciate and value seabirds simply because they are there and enjoy them through venues such as pictures, nature programs, and written accounts without ever directly observing seabirds in their native environment. A direct measure of this value is demonstrated by Federal legislation that established specific national wildlife refuges to protect seabirds and international treaty obligations that provide additional protection for seabirds. Seabirds are also an important subsistence resource for many who live within the Bering Sea Region. Furthermore, the rich knowledge base about seabirds makes them a valuable resource as indicator species for measurement of change in the marine environment.

D. The most abundant breeding species in Alaska are northern fulmars, storm-petrels, kittiwakes, murres, auklets and puffins. These species also form the largest colonies. Fulmars, storm-petrels and kittiwakes are surface feeders, picking their prey from the surface or just below the surface; murres, auklets, and puffins dive for their food. Fulmars nest primarily on island groups in and around the Bering Sea. They take a wide variety of prey (e.g., fish, squid, zooplankton, jellyfish) from the surface or just below the surface. Storm-petrels are strictly nocturnal and nest below ground in either burrows or crevices between rocks. They forage on zooplankton and squid; in some areas they are dependent upon small fish such as capelin and sand lance caught at the surface. Black-legged kittiwakes are widespread throughout Alaska, Canada and Eurasia while red-legged kittiwakes are found only in the Bering Sea region. Both are surface feeders although black-legged kittiwakes feed primarily on small fish and forage over the continental shelf and shelf break; red-legged kittiwakes feed primarily on myctophids and will forage beyond the shelf break.

E. Marine mammals have exhibited similar signs of food stress in recent years. Harbor seals at Tugidak Island in the Gulf of Alaska declined by about 85% between 1976 and 1988. Steller sea lion populations declined by 36% in the Gulf of Alaska between 1977 and 1985, and by another 59% between 1985 and 1988. Northern fur seals declined about 35% by 1986 from their average numbers in the 1970s, although numbers had rebounded somewhat (20%) by 1990. Associated with the declines in Steller sea lions are declines in birth rate, fewer breeding females, fewer pups, decreased adult body condition, decreased juvenile survival, and a change in population age structure.

F. Walker noticed that monsoon seasons with low-index conditions are often marked by drought in Australia, Indonesia, India, and parts of Africa. He also claimed that low-index winters tend to be unusually mild in western Canada. One of his British colleagues chided him in print for suggesting that climatic conditions over such widely separated regions of the globe could be linked. In his reply Walker predicted, correctly, that an explanation would be forthcoming, but that it would require a knowledge of wind patterns above ground level, which were not routinely being observed at that time.

G. The need for long-term time series. It seems obvious that without good baseline data ornithologists are doomed to be surprised by the arrival of El Nino every few years. Even when ornithologists and ecologists are at hand to take advantage of an incoming El Nino, lack of preexisting data, and of monitoring afterwards, makes it difficult to understand responses of birds to the successive El Nino, La Nina, and “normal” years. Indeed, according to Jaksic, during the last century there were 12 El Nino years and 12 La Nina years, thus leaving about 76 ‘normal’ years in between. Thus, by heavily concentrating attention on only 12% of the time span El Nino, and of neglecting possibly another 12%, ornithologists are essentially ignoring what happens during 76% of the time. This situation may be remedied only as long as data are logged on a regular or continuous basis, that is, as long-term time series. The recipe prescribed by Schreiber & Schreiber to understand El Nino, effects on birds still stands: ‘…carry out long-term studies that will shed further light on the interactions between global atmospheric cycles, oceanographic phenomena, and avian populations.’

H. Populations of seabirds in Alaska are larger and more diverse than any similar region in the Northern Hemisphere. The extensive coastal estuaries and offshore waters of Alaska provide breeding, feeding and migrating habitats for 66 species of seabirds. At least 38 species of seabirds, over 50 million individuals, breed in Alaska. Eight Alaskan species breed only here and in adjacent Siberia. Five additional species range through the North Pacific, but their populations are concentrated in Alaska. In addition to breeding grounds, Alaskan waters also provide important wintering habitat for birds that breed in Canada and Eurasia. Shearwaters, which breed in the southern hemisphere, are the most numerous species in Alaskan waters during the summer.

I. As another indication that food has been limiting in recent years, several largescale die-offs of seabirds, mostly surface-feeding species, have been observed in the Gulf of Alaska during the last decade, most notably in 1983, 1989 and 1993. But Hatch thinks that it is too early to decide the these die-offs reports are somehow connected with effect of El Nino. Byrd and Tobish believe that high rainfall can affect survival of chicks in earthen burrows, and incidence of big storms with high winds during the chick-rearing period can cause mortality for chicks of species nesting on cliff- ledges, but this view has not been considered as convincing evidence.

The passage has five paragraphs A-D. Choose the correct heading for each paragraph from the list of headings below. Write the correct number i-viii in boxes 51-54 on your answer sheet.

Read the passage and fill in ONE suitable word for each blank (1.5 pts).

The idea that teaching methods should match a student’s particular learning style - their personal way of learning - is popular with teachers and students ____ (55) ____. But the evidence suggests it may not be helpful.

The concept of learning styles is one of the most influential - and widely criticized - theories

in education. It is the idea that each person finds it easier to learn through a particular method of instruction. Some people, for example, are thought to learn better when they’re taught visually; others, when instruction is auditory, or through movement, and so on.

The idea is popular in part because it reflects the intuition of teachers and students. Everyone knows from personal experience that some kinds of learning feel easier than others, and that they may prefer one way of learning over another. And it is also popular because it claims to be based on science. The idea of learning styles was developed in the 1970s, ____ (56) ____ psychologists and educational theorists were trying to understand how people learn. The idea that different people learn information in different ways was appealing, and it soon became clear that many people had strong preferences about how they liked information to be presented. In a typical research study, one group of students might be classified as ‘visual learners’, while another group would be classified as ‘auditory learners’. All the students would then be asked to learn something, with half the visual learners being taught visually, and half being taught aurally.

The auditory learners would also be split into the two groups. If the theory was correct, the

visual learners should do better when taught visually, and the auditory learners should do better when taught aurally. But that’s not what psychologists found. As early as 2004, a review of the evidence by cognitive scientists found that the great majority of studies did not provide any evidence ____ (57) ____ the idea that matching the material to a student’s particular learning style was helpful. More recently, a team of psychologists led by Daniel Willingham at the University of Virginia has examined the evidence for learning styles again. They found that the vast majority of studies either found no evidence for the theory, or actually contradicted it. As the researchers point out, people may have preferences about how they learn, but that doesn’t mean that they will learn better when the teaching ____ (58) ____ those preferences.

There are several possible explanations for these findings. One is that some students might

not actually have a ‘style’ that is strong enough to affect their learning. Another possibility is that students do have preferences about how they learn, but these preferences don’t affect their learning. A third possibility is that students do have preferences, and these preferences do affect their learning, but only because they have learned less well through other methods in the past.

But the most likely explanation is that different ways of learning are useful for learning different things. For example, learning to drive a car involves a mix of visual learning (such as watching the instructor), auditory learning (listening to instructions), and hands-on learning (actually driving the car). In a 2009 article in the journal Psychological Science in the Public Interest, psychologists Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork ____ (59) ____ that the learning styles approach is not only unsupported by science, but may actually be harmful, because it leads teachers to teach students in ways that are not very effective. For example, a student who is a ‘visual learner’ might be encouraged to learn only through visual materials, and never to practice learning by listening, reading or acting.

Despite the lack of ____ (60) ____ for learning styles, the idea is still very popular. A 2014 study of more than 400 teachers in the UK and the Netherlands found that more than 90 percent of them believed that people learn better if they are taught in their preferred learning style, and that the majority of them used learning styles as a method of instruction. In the US, a 2017 survey of more than 300 teachers found that 96 percent of them agreed with the idea of learning styles, and 24 percent of them used it to guide their teaching.

The idea of learning styles is also popular among students. In a 2018 study, researchers asked more than 600 students in the US about their beliefs about learning. They found that 93 percent of them agreed with the idea of learning styles, and that 78 percent of them said that they had a particular learning style. The evidence is clear: matching teaching to a student’s particular learning style is unlikely to lead to better learning. It may in fact be holding students back.

Rewrite these sentences, beginning with the words given in such a way that their meaning will not change (2.0 pts).