Đề ôn thi giữa học kì 1 Tiếng Anh lớp 11 số 2 là đề tự biên soạn, tập trung vào library use; phạm vi thực tế có thể thay đổi theo tiến độ dạy học của từng trường.
ĐỀ ÔN THI GIỮA HỌC KÌ 1 TIẾNG ANH LỚP 11 – ĐỀ SỐ 2
Thời gian làm bài gợi ý: 60 phút | Tổng điểm: 10 điểm
Phần I. Language – 3,0 điểm
6 câu, mỗi câu 0,5 điểm.
- Câu 1 (0,5 điểm). Not until the sensors were compared ____ the systematic offset.
A. did the team notice
B. the team noticed
C. noticed the team
D. the team did noticing - Câu 2 (0,5 điểm). Having ____ the raw file, the team created a cleaned copy.
A. save
B. saved
C. saving to
D. saves - Câu 3 (0,5 điểm). If the groups had been randomly assigned, selection bias ____ smaller.
A. will be
B. is
C. might have been
D. has - Câu 4 (0,5 điểm). The results ____ by a second student before publication.
A. verified themselves
B. are verify yesterday
C. has verifying
D. were verified - Câu 5 (0,5 điểm). One class had more prior experience, ____ the other was new to the task.
A. whereas
B. because of
C. despite of
D. so that of - Câu 6 (0,5 điểm). A confounder is ____ .
A. a spelling mistake
B. a factor related to both the exposure and outcome that can distort an association
C. a type of graph
D. a guaranteed causal effect
Phần II. Reading – 3,0 điểm
Ben and a student team examined three measures of library use. Their purpose was to measure library use more accurately. During the first observation, one student can enter many times. Instead of treating that result as final, the team introduced unique cards and minutes. In the next observation, the report became more informative. The students recorded the conditions of each trial so that later comparisons would not rely on memory alone.
Câu 1 (0,6 điểm). Which intervention or system was examined in the library use activity?
Câu 2 (0,6 điểm). For this library use reading-and-language task, what practical purpose did the team want to achieve?
Câu 3 (0,6 điểm). For the library use activity, which obstacle made the first trial less successful?
Câu 4 (0,6 điểm). In a library use practice task, how did the team respond to that obstacle?
Câu 5 (0,6 điểm). Using the library use context, what outcome was observed after the response?
Phần III. Writing – 4,0 điểm
Câu 1 (1,0 điểm). Use an inversion or emphasis structure to rewrite one idea from the library use passage.
Câu 2 (1,0 điểm). Write one cautious sentence about the evidence in the library use activity using may, might or could.
Câu 3 (2,0 điểm). For the library use activity, write 160–220 words on why planned methods and transparent changes improve the credibility of an investigation.
ĐÁP ÁN VÀ HƯỚNG DẪN CHI TIẾT
Phần I
- Câu 1: A. Not until at the front triggers inversion.
- Câu 2: B. Having + past participle shows an earlier completed action.
- Câu 3: C. Third conditional.
- Câu 4: D. Past passive.
- Câu 5: A. Whereas contrasts clauses.
- Câu 6: B. A confounder can create or obscure an association.
Phần II
Câu 1. Three measures of library use.
Câu 2. They wanted to measure library use more accurately.
Câu 3. One student can enter many times.
Câu 4. They introduced unique cards and minutes.
Câu 5. The report became more informative.
Phần III
Câu 1. Preserve the meaning and use correct word order.
Câu 2. Avoid overstating causation.
Câu 3. Use one example and one limitation.
Nhận xét
Đề số 2 ưu tiên library use; sau khi chữa, học sinh nên phân loại lỗi theo kiến thức, đọc đề, thao tác và trình bày để ôn giữa học kì 1 hiệu quả hơn.