Matrix 9 1
Matrix 9 1
Matrix 9 1
GENERAL INFORMATION
Name of test
PROGRESS TEST
Time: 45 minutes
Group 2
Group members:
CAO THÙY TRINH- 20F7010250
LÊ THỊ UYÊN VI- 20F7010254
NGUYỄN NỮ XUÂN MAI- 20F7010195
HUỲNH MAI YẾN NHI- 20F7010149
Duration: 45 minutes
PART 1: Circle the letter A, B, C, or D to indicate the word that differs from
the other three in the position of primary stress in each of the following questions:
(0.25 points/each)
Question 1:
A. participate B. experience
C. traditional D. economic
Question 2:
A. documentary B. environment
C. possibility D. governmental
Choose the best option to complete each sentence. Circle A, B, C, or, D (0.25
points/each)
A. joins B. improves
C. promises D. removes
skills.
1/7
A. improve B. improved
C. improves D. improvable
A. organize B. cause
C. ask D. encourage
Question 6:
B: “I think a ______ to tackle this problem is that people plant more trees”
A. consequence B. impact
C. solution D. pollution
A. pollute B. pollution
C. pollutant D. polluted
environmental consequences.
A. which B. who
C. where D. whose
Question 10: He said that his club________ discuss the topic of global warming
C. would be D. will
2/7
PART 2: Rewrite the following sentences, without changing their meaning (0.4
points/each)
Question 11: “Are there some oranges in the fridge?” She asked her mom.
➔ ____________________________________________________
Question 12: They said, "We have never been here before."
➔ ___________________________________________________
PART 3: Make one sentence from two. Use who/ which/ whose (0.4
points/each)
➔ ________________________________________________
Question 14: Mary was wearing a red dress. It was made in France.
➔ ________________________________________________
➔ ________________________________________________
Read the passage, then circle the letter A, B, C, or D to answer the following
(1) Earthquakes are natural disasters that humans cannot control. Sometimes
earthquakes can be dangerous and people need to know more about where earthquakes
come from, and how to protect themselves from them and any other natural disasters.
(5) Earthquakes are the shaking, rolling, or sudden shock of the earth's surface. They
are the Earth's natural means of releasing pressure. More than a million occur in the
world each year. Earthquakes can be felt over large areas although they usually last
3/7
less than a minute. However, earthquakes cannot be predicted although scientists are
(10) There are about 20 plates along the surface of the earth that move continuously
and slowly past each other. When the plates squeeze or stretch, huge rocks form at
their edges and the rocks shift with great force, causing an earthquake. As the plates
move, they put forces on themselves and each other. When the force is large enough,
(15) Shaking and groundbreaking are the main effects created by earthquakes,
principally resulting in more or less severe damage to buildings and other structures.
The severity of the effect depends on the complex combination of the earthquake
magnitude. The ground break is a major risk for large engineering structures such as
dams, bridges, and nuclear power stations and requires careful mapping of existing
faults to identify any likely to break the ground surface within the life of the structure.
Question 18: What does the shaking of the ground result in?
Question 19: Earthquakes are considered disastrous for people and properties because:
Question 20: According to the text, how long does an earthquake usually last ?
A. few minutes
D. exactly a minute
A. happen
B. injure
C. insure
D. inform
5/7
Question 22: To which paragraph does the following sentence BEST belong:
“When the break occurs, much energy is released and moves through the earth in the
A. [1]
B. [2]
C. [3]
D. [4]
A. fights against
B. relies on
C. protects from
D. gets in
Question 26: Write a paragraph (70-100 words) about the benefits of blended
learning.
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THE END
7/7
APPENDIX 1:
Percentage Time Percentage Time Percentage Time Percentage Time Percentage Time
(%) (minutes) (%) (minutes) (%) (minutes) (%) (minutes) (%) (minutes)
1 Language 15 4 10 4 8 3 12 4 45 15
2 Reading 0 0 0 0 22 13 3 2 25 15
3 Writing 0 0 0 0 0 0 30 15 30 15
Total 15 4 10 4 30 16 45 21 100 45
Percentage (%) 15 10 30 45 100
Overall (%) 25 75
APPENDIX 2:
Order Skill Unit of Level of knowledge and Number of questions by cognitive level Total
knowledge/skill skills to be tested and number of
assessed questions
Recognition Comprehension Application High
application
SR CR SR CR SR CR SR CR SR CR
I LANGUAGE
Pronunciation Recognition (Questions 2 2
- Stress in words 1 & 2)
with more than
- Recognize the stress
three syllables.
in words with more
than three syllables
through some
familiar vocabulary.
Vocabulary Recognition: (Questions 2 2
3 & 4)
Vocabulary
related to: - Parts of speech and
meanings of words
- Viet Nam and linked to the studied
international topics of Unit 7,
organizations Unit 8 & Unit 9
- New ways to
learn
- Protecting the
environment.
3 3
Comprehension:
(Questions 5, 6 & 7)
Comprehension: 1 1
(Question 10)
- Understand how to
conjugate when
changing from direct
to reported speech.
2
Application: (Questions 2
11 & 12)
- Rewrite the
sentences using
reported speech
without changing
their meanings
High application: 3 3
(Questions 13, 14 & 15)
- Use words/phrases
given to complete
sentences using relative
clauses
II READING 1. Reading 9 9
Application: (Questions
comprehension
17-25)
The students
read a 200-word - Make educated guesses
passage related about the meaning of
to the topics words and phrases in
covered in units context.
7, 8, and 9
- Understand the
(environmental
problems) author's implications
and intentions.
1 1
High application
(Question 16)
- Refer to the main idea
of the text to choose the
appropriate answer.
TOTAL 6 4 9 2 1 4 20 6
APPENDIX 3:
1 D 0.25 points
Explanation: The stress of answer D is on the third syllable, the rest is on the second syllable.
2 B 0.25 points
Explanation: The stress of answer B is on the second syllable, and the rest is on the third syllable.
3 A 0.25 points
Explanation:
join in
4 A 0.25 points
Explanation:
After “to” is V.ing or V. bare
5 A 0.25 points
6 C 0.25 points
7 D 0.25 points
Explanation:
After the noun is adjective
8 C 0.25 points
Explanation: Long comparative adjectives structure:
S1+V+more/less+long ADJ +than S2
9 A 0.25 points
Explanation:
which indicate thing
10 A 0.25 points
Explanation:
When changing from direct to reported speech, it must be backward a tense
11 She asked her mom if there were some oranges in the fridge. 0.4 points
12 They said that they had never been there before. 0.4 points
14 Mary was wearing a red dress which was made in France. 0.4 points
16 D 0,25 points
17 B 0,25 points
Explanation: “Earthquakes are natural disasters that humans cannot
control”
18 A 0,25 points
Explanation: “ Shaking and groundbreaking are the main effects created by
earthquakes, principally resulting in more or less severe damage to
buildings and other structures”
19 C 0,25 points
Explanation: “earthquakes cannot be predicted although scientists are still
working on the problem”
20 B 0,25 points
Explanation: “ they usually last less than a minute”
21 A 0,25 points
Explanation:
happen = occur: xảy ra
injure (v): gây thương tích
insure (v): bảo hiểm
inform (v): thông báo
22 C 0,25 points
Explanation: the sentence is about the reason why earthquakes occur, so it
belongs to paragraph 3 (paragraph 3 describes the way how earthquake
form)
23 C 0,25 points
24 B 0,25 points
Explanation:
fight against: chiến đấu chống lại (ai đó hoặc cái gì đó)
depend on = rely on: dựa vào
protect from: bảo vệ khỏi cái gì
get in: vào bên trong, trả tiền …
25 A 0,25 points
Point value EXCELLENT (0.6 GOOD (0.5 points) FAIR (0.4 points) NEED
points) IMPROVEMENT (0.3
points)
Topic Sentence Interesting, original Clearly stated topic The topic sentence’s Missing, or
topic sentence. sentence purpose is unclear. inappropriate topic
sentence.
Supporting Details The paragraph has The paragraph doesn’t There are supporting Insufficient, vague, or
enough supporting have enough supporting sentences and detail undeveloped examples.
sentences and detailed sentences and detailed sentences (examples)
sentences (examples) sentences (examples) that relate to the topic
that relate to the topic that relate to the topic sentence, but a few are
sentence. sentence. vague/missing/unrelated
.
Conclusion A complete and A good conclusion but The concluding sentence There is no logical
interesting conclusion not creative, repeat the is too vague. concluding sentence.
builds onto the topic same pattern of the topic
sentence/ restates the sentence. It also needs to
idea. It gives a be more interesting and
suggestion, some better paraphrased.
advice/ opinion, etc.
Clarity, Coherence, and Clear meaning. Correct Some good vocabulary, Lots of repetition in Unrelated details; no
Style grammar. Transitions but there are a few vocabulary or sentence transitions. Needs to be
make a good “flow”. repetitions in vocab, or structure. There are more clear and
Precise word choice. sentences, and structs. some grammar problems complete. sentences.
The logical progression There are some and weak/no transitions. Poor word choice.No
of supporting examples grammar problems. You Acceptable arrangement pattern of organization.
need more transitions. of examples.
Details are arranged in a
logical progression.
Mechanics and Form Consistent standard A few errors, but none Some errors in usage, Distracting errors in
English usage. Used major, in usage, spelling, capitalization, usage, spelling, and/or
standard paragraph spelling, capitalization, and/or punctuation (3-4 punctuation
form. There are no and/or punctuation. (1-2 are acceptable)
errors in Spelling, errors are acceptable)
capitalization, and/or
punctuation
Conclusion ___/0.6
Clarity, Coherence, and Style ___/0.6
Cao Thùy Trinh Designing the task for writing, and the matrix 100%
Lê Thị Uyên Vi Designing tasks for language 100%