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

1. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
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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. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
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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. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
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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. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
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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. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
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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. Lê Quốc Bảo Gợi Ý Giải Môn Anh HSGQG 2015
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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.