VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACUTY OF POST-GRADUATE STUDIES PHAM THUY LY AN INVESTIGATION INTO THE CONTENT VALIDITY OF THE ENGLISH
INTRODUCTION -.- 5 0 LH HH HH ng nưệt 1 1.1 Rationale for the Study - - c1 112311191111 11191111011 9 1 HH ng 1 1.2 Aim and objective of the study Gv HH nhu 1 1.3 Research qU€SẨIOINS -G H T HHntt 2 1.4 Scope of the Study Ga 2 1.5 Method of the Study 5 c1 SH ng HH tt 2 1.6 Significance Of the S{UCỈY .- - - c1 11119119 119 TH TH HH ng 3 1.7 Organization noốii 0i 7 4 5
Atthis time, English 1s used as both the primary language and the second language in every country in the world People using English for different purposes such as business, commercial, tourism, education, etc English has become a mandatory subject in many countries in the world as part of the national education program with the goal of helping learners to access better jobs and opportunities To do this, the government and the education department must figure out the best ways to support teachers and learners in their use of the English language.
In Vietnam context, the government and the Ministry of Education and Training have made English a compulsory subject for all students from primary to high schools to prepare them well for any work field in life From grade 10 to grade 12, English has been taught in every class at every high school in the province of Lang Son for at least three periods each week Each school year always has two semesters with around
105 periods in English subject However, after the semester ended as well as a school year, the test has not evaluated what students actually leant and how well they use English as well as their level in English acquisition.
In the chosen public high school in Lang Son province, the textbook named
“Tiéng Anh 10” is used in teaching and learning English subject This textbook consists of five main parts: reading, speaking, listening, writing, and language focus. However, in the final achievement test, only listening, reading, writing and grammar knowledge are assessed and shown on the test papers Considering these factors, I decide to conduct the study named “An investigation into the content validity of the English achievement test for grade 10 at a boarding school in Lang Son province” to find out how the content validity the tests are.
1.2 Aim and objective of the study
In the small scope of an MA thesis, this study only aims at investigating the content aspect of validity of the currently used achievement tests for grade 10 students at a boarding school in Lang Son province.
The purpose of the study is to evaluate the achievement test's content validity for grade 10 students studying at a boarding school in Lang Son This study also aims to determine whether the achievement test meets the specified requirement of high school students’ proficiency in English and whether the test specifications are appropriate and relevant.
This study is conducted to find answers to the main following research question: e To what extent do the end-term tests for grade 10 students in a boarding school in Lang Son province meet the content validity?
Also, this study aims at find out the answer for the two sub-research questions:
- To what extent is the test specification’s designed in accordance with the syllabus?
- To what extent is the test designed in accordance with the test specification?
The study aims to investigate the validity of the existing achievement test for grade 10 students at a boarding school in Lang Son province, which is in the North of Vietnam Because of the time and research limitations, the author cannot examine all used achievement tests for all students at the selected high school Instead, only the achievement test from the second semester of the school year 2021-2022 is analyzed.
The author chose the final achievement test of the second semester to analyze as the sample of the study This test consists of two test forms: Form 1 and Form 2, which are equivalent to the odd code and even code of the test.
This study was conducted using the qualitative technique, which primarily employs test analysis To be specific, firstly, the researcher collected data of theEnglish achievement test on grade 10 at a boarding school in Lang Son province in school year of 2021-2022 Then, qualitative method is obtained to illustrate the data into the meaning of test samples in terms of content validity to achieve the research's aims and questions.
The study focuses at the achievement tests given to grade 10 students at a boarding school in Lang Son province, with a particular emphasis on test content validity The aim is to evaluate the content validity through language skills and language test components obtained from the final achievement test of grade 10 students in the 2021-2022 school year.
The findings of this study will be very helpful to not only schools, educators, and teachers, but also researchers in getting a better understanding of the test's specification and, as a result, making appropriate changes and developing more precise questions for the test in order to evaluate the ability of high school students. Eventually, using this result as a basis, the school may evaluate the process of teaching and learning to make sure that high school students achieve the appropriate output criteria in accordance with Ministry of Education and Training policy.
This research report is made of five main parts First is the introduction which focuses on the overview of the study The second examines the theoretical basis of test evaluations and covers several key ideas about language testing and test validation The third part discusses methodology of this study, including the research approach and methods of data collection Besides, this part also presents the study in detail, including the context of teaching and testing English at the boarding school when conducting this research, syllabus of grade 10 and information on the final achievement tests The fourth part reports all data analyses and discussions as well as recommendations if any Finally, the report ends with the conclusion part which summarizes the research in some main remarkable points.
LITERATURE REVIEỀW QQQ HH HH HH HH ng Hy 4 2.1 Language an e
The connection between teaching, learning, and testing
Testing is an important component of any teaching and learning experience and can influence attitudes toward the teaching and learning process by reflecting the teaching approach, objectives, and aims The exam results can be used by the administration to inform important decisions concerning the syllabus, course book, teachers, and students.
In the educational system, testing might be the first, middle, or final step As a result, in order to fully utilize testing to evaluate the quality of education, teachers must develop a necessary and qualified testing competence to measure learners’ ability and the compatibility of planned and structured objectives and goals.
Due to the fact that both testing and learning require ongoing attention to the other, they are intimately related (Heaton, 1998) In other words, Heaton suggested that a great source of linguistic materials for testing is provided by teaching and learning Tests, in turn, improve, promote, and strengthen the teaching and learning process According to Hughes (1989), who describes the relationship between teaching and testing, the ideal relationship is undoubtedly one of cooperation. However, there may be times when testing is necessary but instruction is not, in which case we risk suffering negative consequences Teachers and students can use the test results to inform their future actions, such as enhancing their knowledge and abilities, updating their knowledge, or implementing a new teaching strategy.
According to Henning in 1987, the purpose of testing is to identify the strengths and weaknesses of the students’ abilities that they are taught In other words, through
4 testing, students may determine where they stand and what challenges they have encountered As a result, they are able to improve their learning and investigate more efficient learning strategies Additionally, the teacher can review the resources used in the teaching process or modify his teaching methods based on the results of the exam to more accurately assess the student's ability Thus, it is evident that testing can help both teachers and students The ideal connection between teaching and testing is certainly one of cooperation, according to Hughes (1989), who defines the relationship If testing has positive impacts on teaching, the relationship between the two is said to be advantageous The evaluation, according to Richards, J.C., and Nunan, D (1990), focuses primarily on the following: Ensure validity and reliability; include pre-, mid-, and post-tests; serve as benchmarks or standards references; inform instruction; act as an accountability measure; be flexible to a range of learning environments; and accommodate students with specific needs.
In a nutshell, the relationship between instruction, learning, and evaluation is always essential and necessary There is no denying that testing is an essential element of teaching, and it is possible to separate it from a course's objectives or a program's objectives.
Language testing serves many purposes, most of which have been mentioned in Heaton’s work in 1997 Firstly, the test is used to find out the progress of the aims, which is identify whether students have mastered what they have been taught Heaton
(1997) stated that as for teachers, progress tests are the most important one The second is to figure out the long-term achievement that students can reach The achievement tests, which are something like progress tests, require longer time, and are often conducted at the end of the semester, school-year or language courses to make educational decisions Thirdly, the tests called placement tests use to categorize students into different groups based on their abilities The next goal of language tests is to determine competency; this is simply one stage in the process of making choices that will affect students' futures in terms of their education or their way of life Also,
5 a good test can help show students that they are moving forward, and encourage students to continue to make efforts in language learning Another purpose is to find out about the learning difficulties that students can encounter This function is taken over by diagnostic tests, in which test items are carefully chosen to represent pupils’ strengths and limitations.
Three primary functions of language testing, which is used in education and other sectors, were defined by McNamara (2000) First and foremost, language testing is seen as a must for success since it is an important component of recruitment. Second, it promotes educational objectives Tests are used, in McNamara's opinion, to place students in the appropriate courses Language testing's third function 1s to offer research grants Every researcher who wants to study a language must assess existing exams or create their own in that language.
Language testing is a broad area of testing that evaluates characteristics of a person's ability to comprehend or communicate in a certain language There are several uses for language testing Language testing can be used in professional contexts to ascertain if a candidate has the language abilities required for a position. Language tests are a reliable way of evaluating a person's language skills in any situation.
In the form of language testing, there are five main types of language assessments — progress, diagnostic, placement, achievement, and proficiency tests. a Progress test
A progress exam is similar to an achievement test It has a close connection to a certain collection of learning resources or a specific course of study Typically,progress exams are given at the conclusion of a unit, a course, or a term A progress test can be compared to an achievement test, but it has a much smaller and more focused scope (Richards et al., 1989) They support examiners generally and language teachers specifically in determining the degree of program and instruction success and, consequently, the programs' and teachers' weaknesses and strengths. b Diagnostic test This kind of test use to diagnose students’ strength and weaknesses They are intended primarily to ascertain what learning still needs to take place (Hughes, 2003).
Diagnostic tests are designed to assess students’ linguistic knowledge (knowledge of and about the language) and language skills (listening, speaking, reading and writing) c Placement test
A placement test is originally designed to place learners at an appropriate level in a course The term “placement test” as Richards et al (1989) note does not refer to what a test contains or how it is constructed, but to the purpose for which it used. d Achievement test
An achievement test is given to measure how much of a language someone has learned with reference to a particular course of study An achievement test is one that is restricted to the specific content covered in a curriculum during a specific period of time, according to Brown (1994, p 259) In other words, rather than serving as a tool to motivate or reinforce language, they are primarily intended to measure individual growth. e Proficiency test
To assess how much a person has learnt about a language, a proficiency exam is developed It evaluates the learner's overall proficiency in the language and is not related to any specific course of study A proficiency test's purpose is to figure out whether a student's language competency satisfies a set of language requirements (Valette, 1977).
Achievement tests are commonly used at different grade levels and play a significant role in educational programs, particular in assessing students’ progress in developing their language knowledge and skills.
Henning (1987) states that “achievement tests are used to measure the extent of learning in a prescribed content domain, often in accordance with explicitly stated objectives of a learning program” These examinations can be used to evaluate programs as well as to certify learnt competency As a result, such exams typically follow a formal instruction program.
Validation 1n language f€SLITE G3 1111 1n TH ng ng 9 1 Definition of Validity ee ec ôkh nh HH TH TH ng HH HT nành 9 2 Aspects Of VẠICẽIẨY .- G4 1n HH HT HH HH HH 9 3 Content VaÌICHIEY cọ HH re 10 2.3 PLeVIOUS SfUI©S Q Q n9 TH HH HH Tiện 12 2.4 oan ae -4a4354 4 13 CHAPTER 3: METHODOLOGYY LH HH ng ng ệt 14 3.1 The context of the SEUIyy Án HH HT TH HH HH ng 14
3.1.2 Teaching and testing situation at a boarding school in Lang Son province
Due to their unique backgrounds, students who have been attending a boarding school in Vietnam's Northeast have varying degrees of English proficiency It is common that those who are from gifted secondary schools or from cities have greater ability of English that those from other secondary schools or from villages where foreign language learning is not highly valued Moreover, their entry score into high school is rather low because English is not a main subject in the entrance exam As a result, their attitude towards learning is not very highly appreciated.
Furthermore, as English is a compulsory subject, the teachers are all highly qualified, but none of them have taken courses abroad Due to the limited English proficiency of the students, they seem to prefer using Vietnamese in the classroom since they find it is an easier language to explain the lesson in Additionally, teachers have been using technology into their lessons and have always been fully aware of the need to develop appropriate techniques of teaching homogeneous classes.
English tests for students at a boarding school are designed by the teachers in that school Each of them is in charge of the test items for the semester All tests were created using a syllabus-content strategy During their years of education, students must take two final terms The writer would prefer to limit his or her studies to the final achievement test in the 2021—2022 academic year.
Though, testing situation at the chosen boarding school in Lang Son province currently face some negative aspects Firstly, students are always informed on the test format before to the test, which encourages test-oriented study Second, since test papers are rarely returned with explicit suggestions or modifications and students simply receive their grades, they rarely understand their strengths and weaknesses. Additionally, despite examiner supervision, students can copy answers from others throughout the test time since they are required to sit in one testing room with around
30 other pupils, so the test” scores are not always reflected truly students’ abilities. Simple errors like misspelled words, unusually simple or difficult tasks, a poor design, and others occasionally remain in tests.
As designed in form, the achievement tests for grade 10 are constructed in the frame given by MOET There are two final achievement tests in one school year, but the writer just chooses the final achievement test taken from semester 2 to analyze. The time allowance for each test is about 45 minutes All students in grade 10 have to attend the final achievement test at the same time and supervisors are teachers from the school only The chosen achievement test is divided into two forms which are odd code and even code These test forms are randomly distributed to students based on given distribution method of the examination committee.
The assessment of student learning activities must follow the objectives and teaching content, based on the requirements for communication skills at each grade level, towards helping students achieve their goals For High School level, at the end, students must achieve the Level 3 based on MOET’s Six-level Foreign Language Proficiency Framework for Vietnam The tests, therefore, are designed based on Circular 22 of the Minister of Education and Training (issued according to the
Circular No 22/2016/TT- BGDDT dated September 22, 2016, of the Minister of Education and Training).
A description of the abilities or structure is required to ensure the content validity of a test A very early step of the test design process should include this specification (Hughes, 2003) Heaton (1998) stated that “This kind of validity depend on a careful analysis of the language being tested and of the particular course objectives The test should be so constructed as to contain a representative sample of the course, the relationship between the test items and the course objectives always being apparent’ He also pointed out that when constructing a test, the tester should first draw up a table of test specifications, describing in very clear and precise terms the particular language skills and areas to be included in the test.
The original test specification is issued by the Ministry of Education (MOET), including the level of testing according to 4 levels of test item difficulty. Corresponding to each skill learned, the specification guides the construction of exam questions according to the four skills of listening, speaking, reading and writing. However, due to the specificity of the region, and the ability of students at boarding schools in the locality of Lang Son province, the test takers have rebuilt, and changed it to match the level of students Then, the adapted test specs was approved by the headmaster of the school and be used officially in the second semester examination.
In this study, the author used the adapted version of the test specification to analyze the selected achievement test The specification for grade 10 in semester 2 might be presented as table below:
Table 3.4 Summary of the specification of the achievement test for grade 10 (adapted)
Pa | Language Test task Content Number of Total rt items/ questions by
Skills level of awareness (J - recognition 2 - understanding
I | Listening | Listen and choose 212 4 the best answer quesfions
-Sentences -Recording audio file (length 120-
II | Language | Choose the best | /19/&/ea/ 2
Pronunciat | answer A, B, C or questions ion D x 0.25 Input: Sentences /9/ & Id3/ 0.5p
Language | Choose the best Vocabulary 11
+ answer A, B, C or questions Vocabular | D Word forms x 0.25 y and | Input: Sentences : 2.75p
Grammar |Task types: 4- | Wh- question option MCQ To V (purposes)
Present perfect tense (since/ for)
II | Reading Choose the best Vocabulary 5
+ Cloze | answer A, B, C or | Connected word questions test D _ | Article (a, an, x 0.25 =
Input: Narrative the) 1.25p text relating to Word forms the topic in the whole semester.
About 200 words | preposition Task types: 4- option MCQ Reading Choose the best | Main idea/ Title 5 +Reading | answer A, B, C or | of the passage questions comprehe | D Pronoun x 0.25 nsion Input: Narrative | reference 1.25p text relating to | question the topic in the | Detail question whole semester.
About 200 words | Synonym Task types: 4- | question option MCQ
IV | Writing Choose the best | Determiner (this, 3
+Error answer A, B, Cor | that, , your, questions identificati | D his, her, their, ) x 0.25 21 on Input: Sentences ; ; 1 0.75p
Task types: 4- Passive voice option MCQ 1
+Give form of the word | Conditional questions correct Input: Sentences | sentence type 2 x 0.25 = form of Task types: i 0.5p verb Incomplete attitude
Writing Rewrite Although as 1 4 question +Rewritin | sentences contrasting x 05 = g Input: Sentences | connector 2.0p sentences | Task types: /- It was not 1 rewrite sentence | until that
- Defining/ Non- 1 defining relative clause rewrite the 1 sentence from simple past tense to present perfect tense
Research QUeStiON :essccescecesseeeeeeseecescecseeesaecececeaeecsaeessaeeeaeseneeseeeseaeeeaees 22 3.3 Research methOds - - - + + EEE E62 EEE11 1111111215555 111 ven 23 3.4 ÍnsfruIennfS - - - - - - << << < << << 1 1111111111111 11111111 EE SE E959 11 1k EEEEEEEEEreg 23
This study is being carried out in order to find answers to the following research questions: e To what extent do the end-term tests for grade 10 students in a boarding school in Lang Son province meet the content validity?
In order to specify the main research question, the research paper attempts to answer the two sub-research questions which are:
- To what extent is the test specification designed in accordance with the syllabus?
- To what extent is the test designed in accordance with the test specification? 3.3 Research methods
This study was conducted using the qualitative method, which primarily employs test analysis to achieve the research's aims and questions.
To answer the first sub-research question, an analysis of the syllabus, the test specification and the test content was conducted to see whether the test specifications cover the content taught in the syllabus.
The second sub-research question was addressed by analyzing the two test forms to see how well the test matched the specifications.
In order to conduct the analysis, the author selected test answer sheets, which is equal to the number of students who are expected to be taking the second final achievement examination at the chosen boarding school in the province of Lang Son in the academic year 2021—2022 With the help of the author’s colleagues, the test samples and answer sheets of the students have been scanned and sent via emails To ensure their secret, objectiveness and safety, the author have cut out the information of the school and students from the answer sheet and the test paper There are two forms of test that are called Form 1 and Form 2, which are equivalent to the odd code and even code of the test English teachers create the sample tests The time allotted for the test is 45 minutes.
Apart from the test specification, the syllabus of English grade 10, the test papers, other instruments are used for gathering proof of validity in this study:
English Profile is an international study program made up of researchers, linguists, teachers, testers, ministries of education, and other language experts. Cambridge University Press and Cambridge English Language Assessment are the program's two main sponsors Additionally, a number of data contributor partners of English Profile have contributed data to the corpus Each CEFR level's vocabulary and grammar are adequately described by English Profile For each item (both texts
23 and questions), the vocabulary and grammar used in this study are designed for a specific level of difficulty.
A number of websites to assist in analyzing the compatibility of the test content with the required content of the specification, such as Text inspector, Cambridge Dictionary, Readability Formulas are used Through automated assessment, the textual characteristics that influence the readability and challenge of listening activities are examined.
DATA ANALYSIS AND DISCUSSIONS
CONCLUSION Q LH ng Hn HH gi, 35 5.1 Summary of the findings - .- ôx11 xxx TT ngàng gà 35 5.2 Limitations Soạn
Implications 177
In response to the issues with the final achievement test mentioned above, the author suggests several changes to the test's administration and design.
Firstly, in the objectives of the English Grade 10, students are able to use learnt English knowledge to practice the four main skills However, the present achievement tests seem to use the old test format which test mainly grammar and vocabulary components Moreover, there is no test sample that checks students’ ability of speaking skill The recommendation here is there should be test items for speaking skills to assess what students have learnt.
Secondly, test writers should think about including all necessary skills in the test, such as grammar, reading, speaking, listening, and writing Also, the test should include questions that allow for the most objective scoring possible Hughes proposed using multiple choice, open-ended questions with a singular, possibly one-word, right response, cloze tests, matching questions, and other assessment methods (1989).
Suggestions for further r€S€arCH s13 119111211 ng ng rưy 36
Following are some ideas for further research based on the limitations mentioned above:
- First and foremost, other significant aspects of these tests, such as reliability, face validity, construct validity, backwash, and so on, should be investigated by other researchers.
- Secondly, test designers should take the recommended test specification into consideration as by doing that, all four-skill of students can be tested to match the followed requirement of CLT method.
- Next, the writing part in the test should be replaced from rewrite sentences to write topic paragraph By doing this, students can be tested what they have learnt in the whole semester.
- Last but not least, the findings should be carefully examined and assessed by testing experts across the country because this research just represents the writer's opinions based on her teaching and learning experience and theoretical collections. However, we hope that people who are interested in achievement test design for English grade 10 would find this study to be a useful source of reference. Additionally, it is believed that this brief thesis would advance language testing in high schools in the province of Lang Son.
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1 Chương trình giáo dục phổ thông môn Tiếng Anh, Ban hành kèm theo Quyết định số 16/2006/QD-BGDDT ngày 05 tháng 5 năm 2006 của Bộ trưởng Bộ Giáo dục va Dao tạo, Nhà xuất ban giáo dục, Hà Nội.
2 Hoàng Văn Vân (chủ biên), Hoàng Thị Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuan, Tiếng Anh 10 (sách học sinh), Hà Nội, NXB Giáo dục, 2006.
Appendix I Official Letter No 4040 with guideline
HUONG DAN THUC HIEN CHUONG TRINH GIAO DUC PHO THONG
CAP THPT MON TIENG ANH (Kèm theo Công văn số 4040 /BGDPT-GDTrH ngày 16 tháng 09 năm 2021 của Bộ trưởng Bộ GDĐT)
Hướng dẫn này dựa trên sách giáo khoa của Nhà xuất bản Giáo dục Việt Nam Căn cứ vào hướng dẫn, các cơ sở giáo dục trung học chỉ đạo tổ, nhóm chuyên môn và giáo viên xây dựng kế hoạch dạy học chỉ tiết bảo đảm cân đối giữa nội dung và thời gian thực hiện, phù hợp với tình hình thực tế.
I- Sách giáo khoa biên soạn theo Chương trình Giáo dục phổ thông môn Tiếng Anh ban hành tại Quyết định số 16/2006/QD-BGDDT ngày 05/5/2006 của
Bộ trưởng Bộ GDĐT (Chương trình 7 năm).
II - QD-BGDDT ngày 23/11/2012 của Bộ trưởng Bộ GDĐT (Chương trình 10 năm), đối với các đơn vị bải học (UNIT):
1 Học sinh tự thực hiện các phần COMMUNICATION AND CULTURE và PROJECT;
2 Khuyến khích học sinh tự luyện tập phan LOOKING BACK;
3 Điều chỉnh các nội dung phần SPEAKING và LISTENING trong
SKILLS thành bài tập về nhà cho học sinh;
4 Khuyến khích tổ chức day học những nội dung cơ ban và cốt lõi trong các phan GETTING STARTED (giới thiệu chủ đề bao quát của don vị bài học),
LANGUAGE (tập trung dạy từ vựng, ngữ âm và ngữ pháp) Đối với phần
SKILLS, tập trung dạy kỹ năng Đọc cho phần READING, tập trung vào hướng dẫn cách viết, luyện tập viết chuyền thành bài tập về nhà cho phần WRITING.
TT | Bài Nội dung điều chỉnh Hướng dẫn thực hiện
UNIT 1: A DAY IN THE thực hiện LIFE OF LISTENING Học sinh tự học 2.| UNIT 2: SCHOOL WRITING Học sinh tự
READING Học sinh tự học 3.) UNIT 3: PEOPLE’S SPEAKING Học sinh tự
WRITING Hoc sinh tu thực hiện 4.) UNIT 4: SPECIAL Task 2 - WRITING Hoc sinh tu
UNIT 5: TECHNOLOGY thực hiện AND YOU WRITING Hoc sinh tu thực hiện
6 SPEAKING Học sinh tự thực hiện UNIT 6: AN WRITING Hoc sinh tu EXCURSION thực hiện
LISTENING Học sinh tự học
MEDIA WRITING Học sinh tự thực hiện 8.| UNIT 8: THE STORY SPEAKING Hoc sinh tu
OF MY VILLAGE thuc hién
LISTENING Hoc sinh tur hoc
9.) UNIT 9: UNDERSEA SPEAKING Hoc sinh tu
LISTENING Học sinh tự học 1( UNIT 10: SPEAKING Hoc sinh tur
LISTENING Học sinh tự học
1] UNIT 11: NATIONAL LISTENING Hoc sinh tu
WRITING Hoc sinh tur thực hiện
12 UNIT 12: MUSIC LISTENING Hoc sinh tu hoc Task 2 WRITING Hoc sinh tu thực hiện
13 Task 1, 3, 4 SPEAKING Hoc sinh tur
UNIT 13: FILMS AND thực hiện
CINEMA WRITING Học sinh tự thực hiện
14 UNIT 14: THE WORLD | SPEAKING Hoc sinh tu
LISTENING Học sinh tự học
15 UNIT 15: CITIES READING Học sinh tự học SPEAKING Học sinh tự thực hiện LISTENING Học sinh tự học WRITING Hoc sinh tu thực hiện 1€ UNIT 16: HISTORICAL | SPEAKING Học sinh tự
LISTENING Học sinh tự học WRITING Hoc sinh tu thực hiện
17 TEST YOURSELF A, B, C, D, E, F Hoc sinh tu lam
Appendix II The final achievement test Form 1
DE KIEM TRA CUOI Ki II NĂM HỌC 2021-2022
Môn thi: Tiếng Anh- Lớp 10 Thời gian làm bài: 45 phút, không tính thời gian phát đê
Họ và tên học sinh: MG 86 học
Listen to Mario and Tamara talking about what film they want to see Then choose the correct answer A, B, C, or D to answer the questions below You will hear the recording twice (1.0 points)
Question 1 Which film are Mario and Tamara going to see?
A Robot 2075 B War Games C Midnight Moon _ D Mr and
Mrs Jones Question 2 What is the genre of the film they want to see?
A action film B horror film C sci-fi film D rom-com film
Question 3 What time does the film they want to see start?
A 5:20 p.m B 2:30 p.m C 12:00 p.m D 7:30 p.m. Question 4 What time are Mario and Tamara going to meet?
Choose the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. (0.5 point)
Question 5 A tear B pear C near D hear
Question 6 A giving B gap C ginger D golf
Choose the letter A, B, C, or D to indicate the correct answer to each of the following questions (2.75 points)
Question 7 If she had told him about the accident, he
A will have left B wouldn’t have left C will having left
D would had left Question 8 You smell gross! You should a shower now.
Question 9 Tailorbirds use their bills as needles —_ their nests.
A to building B building C to build
D to be built Question 10. _— did he go the supermarket? — An hour ago
Question 11 The main is played by Nicole Kidman.
D charactered Question 12 The of old buildings should be taken into consideration.
Question 13 is a combination between African and Western music.
Question 14 Love, joy, hate, fear, and jealousy are all
D thoughts Question 15 They see “Fantastic Beast” tonight at CGV Cinema.
A could B would C are going to
Question 16 “I'm going out for walk Have you seen my shoes?” — “Yes, they're on floor in kitchen.”
D the/a Question 17 This apartment by my father since 2010.
A has been bought B was bought C is being bought
Read the passage and choose the correct option A, B, C, or D that best fits each of the numbered blanks (1.25 points)
Football is one of the world’s most popular sports People have played the game for hundreds of years and almost every country hasa _ (18) football team A football match consists of two teams with eleven players on each side.
Each team is on one half of the pitch at the start of the game Whena —(19) blows his whistle, the game begins The object of the game is to score goals against the other team A goal is scored by putting the ball in the other team’s net, either with your foot _——ô (20) head Each football match lasts for ninety minutes.
There is a half-time break after forty-five minutes which lasts for about fifteen minutes The team that has scored the most goals by the end of the match is the winner If no team has scored a goal, the match is called a draw The goalkeeper is the person who stands between the goalposts and tries _ (21) stop people scoring goals HeIs_ _ (22) only player who can touch the ball with his hands.
The ball is not allowed to go outside the lines of the pitch If it does, the game stops for a short time.
Question 18 A national — B nation C nationality D.nations
Question 19 A viewer _ B goalkeeper C player D referee
Question 20 A and B or C but D for
Question 21 A.in B with C to D of
Question 22 A the B.a C an D no article
Read the passage and choose the correct answer A, B, C, or D to each question (1.25 points)
Long ago, in the year 1070, there were no universities in Vietnam So, in 1076, Emperor Ly Nhan Tong decided to build one — the Imperial Academy (Quoc Tu Giam) It is considered the first university in Vietnam The university was a great success and thousands of Vietnamese scholars graduated from this university The Imperial Academy has a long and interesting history Many kings, emperors and scholars worked to develop it Chu Van An was regarded as one of the most famous teachers at the Imperial Academy In modern time, the Imperial Academy continues to grow and receive recognition Many old buildings were reconstructed in 1999 In
2003, four statues (Ly Thanh Tong, Ly Nhan Tong, Le Thanh Tong, and Chu Van An) were built In 2010, the 82 Doctors’ stone tablets were recognized by UNESCO. Question 23 What does the passage mainly discuss?
A The history of Chu Van An
B The history of the Imperial Academy
C The construction of Imperial Academy
D The success of Vietnamese scholars
Question 24 What does the word "It" refers to?
A the first university B the first building C the first school D the first statue
Question 25 Who was one of the most famous teachers at the Imperial Academy?
A Ly Thanh Tong B.Ly Nhan Tong C.Le Thanh Tong D Chu Van An
Question 26 The word “reconstructed” is closest in meaning to
Question 27 The 82 Doctors’ stone tablets were recognized by UNESCO in
Choose the letter A, B, C, or D to indicate the underlined part that needs correction (0.75 point)
Question 28 I bought this candies in the convenient store near my office.
A B C D Question 29 Five suspects have be arrested by the police
A B C D Question 30 It is the larger city in Europe with a population of over eight million.
Give the correct form of the word in brackets to complete each of the following sentences (0.5 point)
Question 31 If we (win) the lottery, we would fly to London.
Question 32 We all were (disappoint) with the results if the test.
Rewrite the following sentences, beginning as shown, without changing their meaning (2.0 point).
Question 33 Japan is a country with many beautiful landscapes It is located in
East Asia (Using non-defining relative clause)
Question 34 The shops are crowded People are not buying much (Using
Question 35 The last time I went to the zoo was 10 years ago (Change from past simple to present perfect)
Question 36 I didn’t finish my report until midnight (Using “It was not until that ”)
Appendix ITI The final achievement test Form 2
DE KIEM TRA CUOI Ki II NĂM HỌC 2021-2022
Môn thi: Tiếng Anh- Lớp 10 Thời gian làm bài: 45 phút, không tính thời gian phát đê
Họ và tên học sinh: MG 86 học
Listen to Mario and Tamara talking about what film they want to see Then choose the correct answer A, B, C, or D to answer the questions below You will hear the recording twice (1.0 points)
Question 1 Which film are Mario and Tamara going to see?
B Robot 2075 B War Games C Midnight Moon _ D Mr and
Mrs Jones Question 2 What is the genre of the film they want to see?
A action film B horror film C sci-fi film D rom-com film
Question 3 What time does the film they want to see start?
A 5:20 p.m B 2:30 p.m Π12:00 p.m D 7:30 p.m. Question 4 What time are Mario and Tamara going to meet?
Choose the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. (0.5 point)
Question 5 A wear B pear C near D bear
Question 6 A gym B ginseng C gentle D goat
Choose the letter A, B, C, or D to indicate the correct answer to each of the following questions (2.75 points)
Question 7 If Michael had brought the map, they lost in the jungle.
A won’t have got B wouldn’t have got C will having got
D would had got Question 8 Doctor said that you should a rest.
Question 9 Highschool students study very hard —_ the entrance exam.
A to passing B passing C to pass
D to be passed Question 10 did it take to go to the supermarket? — Half an hour.
A How long B How far C How often
Question 11 After gaining many victories, U-23 Vietnam is hoping to in the FIFA World Cup.
Question 12 Our band needs to calm our nerves to perform in this music
D compete Question 13 is a type of music with a strong rhythm in which the words are spoken, not sung.
A Hip hop B Pop C Rock & Roll
D Jazz Question 14 I like the cover of this song more than the original one.
Question 15 Look at these black clouds! It rain soon.
A could B would C are going to
Question 16 “These dresses are beautiful Which one do you like? red one or _—_ blue one?
D the/a Question 17 This song for nearly two weeks.
A has been published B was published C published
Read the passage and choose the correct option A, B, C, or D that best fits each of the numbered blanks (1.25 points)