Đề kiểm tra giữa học kỳ I môn Tiếng Anh 10 – Đề 3

ĐỀ KIỂM TRA GIỮA HỌC KỲ I
MÔN: TIẾNG ANH 10 – ĐỀ 3
Thời gian làm bài: 50 phút (không kể thời gian phát đề)
(40 câu trắc nghiệm)

I) Read the following advertisement/announcement and mark the letter A, B, C or D to indicate the option that best fits each numbered blank from 1 to 6.

HOME SKILLS CHALLENGE

The Grade 10 Home Skills Challenge invites students to make family routines more cooperative. Every student normally (1) ______ one regular chore, but this week participants (2) ______ a second task chosen with their parents. You (3) ______ choose the jobs you can help with, such as heavy lifting or laundry. The aim is to (4) ______ the housework fairly and (5) ______ practical skills. Students learn that small chores matter and that everyone benefits when responsibilities are shared. We (6) ______ that cooperation means sharing the load.

Question 1.

Question 2.

Question 3.

Question 4.

Question 5.

Question 6.

II) Read the following advertisement/announcement and mark the letter A, B, C or D to indicate the option that best fits each numbered blank from 7 to 12.

CLEAN CAMPUS STARTER GUIDE

Our class has already decided on Saturday's clean-up, so we (7) ______ meet at 7 a.m. First, volunteers should (8) ______ rubbish around the school field. New colour-coded bins (9) ______ near the canteen before the activity begins. The teacher expects everyone (10) ______ gloves and reusable water bottles. Team leaders will make participants (11) ______ plastic from paper. After the event, a short report on collected waste (12) ______ on the school website.

Question 7.

Question 8.

Question 9.

Question 10.

Question 11.

Question 12.

III) Mark the letter A, B, C or D to indicate the best arrangement of utterances or sentences to make a cohesive and coherent exchange or text in Questions 13 to 17.

Question 13.
a. Son: Why don't we cook dinner for Dad tonight?
b. Linh: That's a good idea. I can prepare the vegetables.
c. Son: Great. I'll make the soup.

Question 14.
a. Nam: I really want to come, but I'm visiting my grandparents.
b. Mai: How about joining the Green Club meeting on Sunday?
c. Nam: I hope you'll send me the club notes afterwards.

Question 15.
a. Then, compare the amount of electricity used on different days.
b. To my mind, saving energy begins with knowing where it is wasted.

IV) Read the following passage and mark the letter A, B, C or D to indicate the option that best fits each numbered blank from 18 to 22.

At Greenfield School, an environmental committee meets every Friday. It normally (18) ______ campaigns for each month, but today it (19) ______ preparations for a tree-planting event. More than fifty young trees (20) ______ so far, and interest is higher than expected, showing growing environmental (21) ______ across the school. The number of students who have registered (22) ______ every year.

Question 18.

Question 19.

Question 20.

Question 21.

Question 22.

V) Read the following passage and mark the letter A, B, C or D to indicate the best answer to each question from 23 to 30.

WHEN A CHORE BECOMES A LIFE SKILL

In many homes, teenagers are asked to tidy rooms or wash dishes simply because the work needs to be done. Yet household chores can serve another purpose: they create repeated opportunities to practise skills that are difficult to learn from explanation alone. Planning a meal involves estimating time and checking ingredients; doing laundry requires sorting and following instructions; caring for a younger family member demands patience and attention.

The value of such tasks depends partly on how adults introduce them. If a teenager is given a job only after an argument, the chore may be associated with punishment. By contrast, when responsibilities are predictable and shared, young people can see themselves as contributors to family life. Researchers and educators often describe this sense of contribution as important because it connects practical work with belonging.

Mistakes also matter. A child who uses too much washing powder or forgets an item at the grocery store has experienced a small, manageable consequence. Adults may be tempted to take over because doing so is faster. However, constant rescue can remove the opportunity to improve. Guidance is useful, but learning requires space to try again.

None of this means children should carry an unreasonable share of household work. Schoolwork, rest and recreation remain important. A sensible division of chores considers age, available time and ability. The strongest argument for shared household work, therefore, is not that parents need free labour. It is that appropriately chosen responsibilities can help young people develop competence while strengthening the idea that a home is maintained by everyone who lives in it.

Question 23. What does paragraph 1 mainly say?

Question 24. The word "predictable" in paragraph 2 is closest in meaning to ______

Question 25. Why does the writer mention using too much washing powder?

Question 26. What can be inferred about adults who constantly take over chores?

Question 27. What is the author's purpose in paragraph 4?

Question 28. Which statement is TRUE according to the passage?

Question 29. Which best summarises the passage?

Question 30. What viewpoint is implied throughout the passage?

VI) Read the passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each question.

PERSONALITY BEYOND FAMILY LABELS

When Mai joined a new school, classmates quickly decided that she must be an only child because she was sensitive and rather quiet. They were surprised to learn that she was the middle of three children. Her older brother was extroverted and talkative, while her younger sister was cautious and calm. Their personalities did not match the familiar picture of firstborn, middle, and youngest children.

Why are such labels so attractive? One reason is that they simplify a complicated subject. Calling someone ambitious, rebellious, generous, impatient, or insecure gives us a quick story about that person. Birth order then seems to explain the story. Yet a short label may hide important details. A student can be competitive in sport but peaceful in friendships, or talkative with close friends but anxious when speaking in public. [I] A teenager who seems lazy at home may be extremely hard-working when preparing for a music competition. [II] Someone who appears immature with close friends may act mature while taking care of a younger child. [IV] This flexibility makes it difficult to place a person permanently into one category.

Researchers therefore prefer broader evidence to single family stories. If thousands of people are studied, unusual examples have less power to influence the final result. Researchers can also consider other factors, such as age and family background, before deciding whether birth order itself explains a difference. This approach does not make personality research useless. Rather, it improves the questions we ask. Instead of asking what a person is like as a general rule, the practical lesson is simple. Personality words are useful for describing behaviour, but they should not become permanent judgments.

A person who is unfriendly on one difficult day may be kind and sociable in another situation. People develop through experience, and they can learn new ways of responding to others. Understanding personality means staying open to change rather than expecting everyone to fit a family label.

Question 31. The word insecure in paragraph 2 is closest in meaning to ______

Question 32. According to paragraph 2, personality labels can be misleading because ______

Question 33. Which of the following is NOT given as an example in paragraph 3?

Question 34. Which sentence in paragraph 3 does the following sentence best fit? "The same person, in other words, may display very different qualities in different parts of life."

Question 35. Which of the following best summarises paragraph 4?

Question 36. The phrase "this approach" in paragraph 4 refers to ______

Question 37. What can be concluded from paragraph 5?

Question 38. Which statement is TRUE according to the passage?

Question 39. Which of the following can be inferred from the passage?

Question 40. Which title best reflects the main idea of the passage?

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