Đề ôn thi giữa học kì 1 Tiếng Anh lớp 12 số 2 là đề tự biên soạn, tập trung vào reading corner; 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 12 – 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 protocol was opened ____ that the primary outcome had changed.
A. did the reviewers realise
B. the reviewers realised
C. realised the reviewers
D. the reviewers did realising - Câu 2 (0,5 điểm). If the main outcome had remained unchanged, the comparison ____ easier to interpret.
A. will be
B. might have been
C. is
D. has - Câu 3 (0,5 điểm). The authors were careful ____ that the association did not prove causation.
A. state to
B. stating to
C. to state
D. stated - Câu 4 (0,5 điểm). The study, ____ protocol had been registered earlier, allowed a clearer audit trail.
A. which
B. who
C. where
D. whose - Câu 5 (0,5 điểm). ____ the significant p-value, the effect size was small.
A. Despite
B. Although of
C. Because to
D. So that - Câu 6 (0,5 điểm). Pre-registration means ____ .
A. publishing only positive results
B. recording key study or analysis plans before seeing the outcomes
C. hiding the methods
D. changing the outcome after analysis
Phần II. Reading – 3,0 điểm
Mia and a student team examined a new reading corner. Their purpose was to make picture books easier to borrow. During the first observation, some books were left on tables. Instead of treating that result as final, the team introduced a return basket. In the next observation, book returns became easier. 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 reading corner activity?
Câu 2 (0,6 điểm). For the reading corner activity, what practical purpose did the team want to achieve?
Câu 3 (0,6 điểm). In a reading corner practice task, which obstacle made the first trial less successful?
Câu 4 (0,6 điểm). Using the reading corner context, how did the team respond to that obstacle?
Câu 5 (0,6 điểm). As part of the reading corner exercise, 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 reading corner passage.
Câu 2 (1,0 điểm). Write one cautious sentence about the evidence in the reading corner activity using may, might or could.
Câu 3 (2,0 điểm). In a reading corner practice task, 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 requires inversion.
- Câu 2: B. Third conditional.
- Câu 3: C. Careful to + infinitive.
- Câu 4: D. Whose can show possession for a study.
- Câu 5: A. Despite + noun phrase expresses contrast.
- Câu 6: B. Pre-registration documents planned methods in advance.
Phần II
Câu 1. A new reading corner.
Câu 2. They wanted to make picture books easier to borrow.
Câu 3. Some books were left on tables.
Câu 4. They introduced a return basket.
Câu 5. Book returns became easier.
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 reading corner; 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.