Đề thi HK2 môn Tiếng Anh 11 Cánh diều năm 2023-2024

Câu 1: Choose the word whose underlined part is pronounced differently.

Câu 2: Choose the word whose underlined part is pronounced differently

Câu 3: Choose the word whose underlined part is pronounced differently.

Câu 4: Choose the word whose underlined part is pronounced differently.

Câu 5: Choose the word which has the different stress.

Câu 6: Choose the word which has the different stress.

Câu 7: Choose the word which has the different stress.

Câu 8: Choose the word which has the different stress.

Câu 9: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

There are no easy ways to learn a foreign language, _________?

Câu 10: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Trang An Scenic Landscape Complex, ___________as a World Heritage Site, is famous for its cultural value, natural beauty, ____________ value, and preservation of heritage.

Câu 11: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Air water and soil are necessary things to our _________.

Câu 12: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

UNESCO's World Heritage List can be seen as a celebration of both the _________ of nature and the greatness of culture.

Câu 13: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

Many scientists ________ the blame for recent natural disasters on the increase _________ the world's temperatures.

Câu 14: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

The increase in the earth’s temperature can cause _________ illness which can be dangerous to people.

Câu 15: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

The excavation relics ____________ from the museum haven't been found yet.

Câu 16: Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions.

The Citadel gate _____________ in the storm has now been repaired.

Câu 17: Read two situations below and choose the best response for each option in A, B, C, or D.

Mr. Black: “What a lovely house you have!” - Mr. John: “____________.”

Câu 18: Read two situations below and choose the best response for each option in A, B, C, or D.

John: “Do you feel like going to the cinema this evening?” - Mary: “____________.”

Câu 19: Read the passage and choose the best answer to fill in each gap.

THE KOREAN EDUCATION SYSTEM

The Korean education system basically consists of primary schools, (19) ............. schools, high schools, and colleges or universities, with graduate courses leading to Ph.D degrees. Primary education is compulsory for children aged six to eleven. The basic primary school curriculum is generally divided into eight (20) ............ : the Korean language, social studies, science, (21) ............., ethics, physical education, music and fine arts. Students in secondary schools are required to take a number of additional subjects, such as English, and can take elective, such as technical or vocational courses. Afterwards, students can (22) ............. between general education and vocational high schools. (23) ............. general, high school tends to be strict, as college and university admission is very competitive.

The Korean education system basically consists of primary schools, (19) ............. schools, high schools, and colleges or universities, with graduate courses leading to Ph.D degrees. 

Câu 20: Read the passage and choose the best answer to fill in each gap.

THE KOREAN EDUCATION SYSTEM

The Korean education system basically consists of primary schools, (19) ............. schools, high schools, and colleges or universities, with graduate courses leading to Ph.D degrees. Primary education is compulsory for children aged six to eleven. The basic primary school curriculum is generally divided into eight (20) ............ : the Korean language, social studies, science, (21) ............., ethics, physical education, music and fine arts. Students in secondary schools are required to take a number of additional subjects, such as English, and can take elective, such as technical or vocational courses. Afterwards, students can (22) ............. between general education and vocational high schools. (23) ............. general, high school tends to be strict, as college and university admission is very competitive.

The basic primary school curriculum is generally divided into eight (20) ............

Câu 21: Read the passage and choose the best answer to fill in each gap.

THE KOREAN EDUCATION SYSTEM

The Korean education system basically consists of primary schools, (19) ............. schools, high schools, and colleges or universities, with graduate courses leading to Ph.D degrees. Primary education is compulsory for children aged six to eleven. The basic primary school curriculum is generally divided into eight (20) ............ : the Korean language, social studies, science, (21) ............., ethics, physical education, music and fine arts. Students in secondary schools are required to take a number of additional subjects, such as English, and can take elective, such as technical or vocational courses. Afterwards, students can (22) ............. between general education and vocational high schools. (23) ............. general, high school tends to be strict, as college and university admission is very competitive.

the Korean language, social studies, science, (21) ............., ethics, physical education, music and fine arts.

Câu 22: Read the passage and choose the best answer to fill in each gap.

THE KOREAN EDUCATION SYSTEM

The Korean education system basically consists of primary schools, (19) ............. schools, high schools, and colleges or universities, with graduate courses leading to Ph.D degrees. Primary education is compulsory for children aged six to eleven. The basic primary school curriculum is generally divided into eight (20) ............ : the Korean language, social studies, science, (21) ............., ethics, physical education, music and fine arts. Students in secondary schools are required to take a number of additional subjects, such as English, and can take elective, such as technical or vocational courses. Afterwards, students can (22) ............. between general education and vocational high schools. (23) ............. general, high school tends to be strict, as college and university admission is very competitive.

Afterwards, students can (22) ............. between general education and vocational high schools. 

Câu 23: Read the passage and choose the best answer to fill in each gap.

THE KOREAN EDUCATION SYSTEM

The Korean education system basically consists of primary schools, (19) ............. schools, high schools, and colleges or universities, with graduate courses leading to Ph.D degrees. Primary education is compulsory for children aged six to eleven. The basic primary school curriculum is generally divided into eight (20) ............ : the Korean language, social studies, science, (21) ............., ethics, physical education, music and fine arts. Students in secondary schools are required to take a number of additional subjects, such as English, and can take elective, such as technical or vocational courses. Afterwards, students can (22) ............. between general education and vocational high schools. (23) ............. general, high school tends to be strict, as college and university admission is very competitive.

(23) ............. general, high school tends to be strict, as college and university admission is very competitive.

Câu 24: Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In pre-industrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, early-twentieth century education reformers believed that _______.

Câu 25: Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In pre-industrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The word "it" in line 3 in paragraph 4 refers to _____.

Câu 26: Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In pre-industrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

The paragraph preceding the passage probably discusses _________________.

Câu 27: Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In pre-industrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was _________________________.

Câu 28: Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions.

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In pre-industrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

According to the passage, one important change in United States education by the 1920's was that _________________________________.

Câu 29: Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

She takes responsibility for household chores such as doing the laundry and cooking.

Câu 30: Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

Van is experiencing body shaming at school so she wants to get slim.

Câu 31: Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.

They want to go sightseeing in the local national park.

Câu 32: Mark the letter A, B, C or D to indicate the sentence that best combines each pair of sentences in the following questions.

My classmate did not study hard for the exam. She regretted it.

Câu 33: Mark the letter A, B, C or D to indicate the sentence that best combines each pair of sentences in the following questions.

The fishing cats are on the list of endangered species. People hunt too many of them.

Câu 34: Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.

In the past hundred years, biodiversity around the world has decreased dramatically. Many species have gone extinct. Extinction is a natural process; some species naturally die out while new species evolve. But human activity has changed the natural processes of extinction and evolution. Scientists estimate that they are dying out at hundreds of times the natural rate.

A major reason for the loss of biodiversity is that natural habitats are being destroyed. The fields, forests, and wetlands where wild plants and animals live are disappearing. Land is cleared to plant crops or build houses and factories. Forests are cut for lumber and firewood. Between 1990 and 2005, the amount of forested land in Honduras, for instance, dropped 37 percent. As habitats shrink, fewer individuals can live there. The creatures that survive have fewer breeding partners, so genetic diversity declines.

Pollution, overfishing, and overhunting have also caused a drop in biodiversity. Global climate change - the latest rise in the average temperature around the globe, linked to human activity - is also a factor. Warmer ocean temperatures damage fragile ecosystems such as coral reefs. A single coral reef can shelter 3,000 species offish and other sea creatures such as clams and sea stars.

Source: https://education.nationalgeographic.org/resource/global-biodiversity/ 

Which of the following is NOT true according to the passage?

Câu 35: Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.

In the past hundred years, biodiversity around the world has decreased dramatically. Many species have gone extinct. Extinction is a natural process; some species naturally die out while new species evolve. But human activity has changed the natural processes of extinction and evolution. Scientists estimate that they are dying out at hundreds of times the natural rate.

A major reason for the loss of biodiversity is that natural habitats are being destroyed. The fields, forests, and wetlands where wild plants and animals live are disappearing. Land is cleared to plant crops or build houses and factories. Forests are cut for lumber and firewood. Between 1990 and 2005, the amount of forested land in Honduras, for instance, dropped 37 percent. As habitats shrink, fewer individuals can live there. The creatures that survive have fewer breeding partners, so genetic diversity declines.

Pollution, overfishing, and overhunting have also caused a drop in biodiversity. Global climate change - the latest rise in the average temperature around the globe, linked to human activity - is also a factor. Warmer ocean temperatures damage fragile ecosystems such as coral reefs. A single coral reef can shelter 3,000 species offish and other sea creatures such as clams and sea stars.

Source: https://education.nationalgeographic.org/resource/global-biodiversity/ 

The word “shrink” in paragraph 3 is closest in meaning to _________.

Câu 36: Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.

In the past hundred years, biodiversity around the world has decreased dramatically. Many species have gone extinct. Extinction is a natural process; some species naturally die out while new species evolve. But human activity has changed the natural processes of extinction and evolution. Scientists estimate that they are dying out at hundreds of times the natural rate.

A major reason for the loss of biodiversity is that natural habitats are being destroyed. The fields, forests, and wetlands where wild plants and animals live are disappearing. Land is cleared to plant crops or build houses and factories. Forests are cut for lumber and firewood. Between 1990 and 2005, the amount of forested land in Honduras, for instance, dropped 37 percent. As habitats shrink, fewer individuals can live there. The creatures that survive have fewer breeding partners, so genetic diversity declines.

Pollution, overfishing, and overhunting have also caused a drop in biodiversity. Global climate change - the latest rise in the average temperature around the globe, linked to human activity - is also a factor. Warmer ocean temperatures damage fragile ecosystems such as coral reefs. A single coral reef can shelter 3,000 species offish and other sea creatures such as clams and sea stars.

Source: https://education.nationalgeographic.org/resource/global-biodiversity/ 

What is the main reason for the loss of biodiversity mentioned in the passage?

Câu 37: Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.

In the past hundred years, biodiversity around the world has decreased dramatically. Many species have gone extinct. Extinction is a natural process; some species naturally die out while new species evolve. But human activity has changed the natural processes of extinction and evolution. Scientists estimate that they are dying out at hundreds of times the natural rate.

A major reason for the loss of biodiversity is that natural habitats are being destroyed. The fields, forests, and wetlands where wild plants and animals live are disappearing. Land is cleared to plant crops or build houses and factories. Forests are cut for lumber and firewood. Between 1990 and 2005, the amount of forested land in Honduras, for instance, dropped 37 percent. As habitats shrink, fewer individuals can live there. The creatures that survive have fewer breeding partners, so genetic diversity declines.

Pollution, overfishing, and overhunting have also caused a drop in biodiversity. Global climate change - the latest rise in the average temperature around the globe, linked to human activity - is also a factor. Warmer ocean temperatures damage fragile ecosystems such as coral reefs. A single coral reef can shelter 3,000 species offish and other sea creatures such as clams and sea stars.

Source: https://education.nationalgeographic.org/resource/global-biodiversity/ 

The word “they” in paragraph 1 refers to _________.

Câu 38: Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.

In the past hundred years, biodiversity around the world has decreased dramatically. Many species have gone extinct. Extinction is a natural process; some species naturally die out while new species evolve. But human activity has changed the natural processes of extinction and evolution. Scientists estimate that they are dying out at hundreds of times the natural rate.

A major reason for the loss of biodiversity is that natural habitats are being destroyed. The fields, forests, and wetlands where wild plants and animals live are disappearing. Land is cleared to plant crops or build houses and factories. Forests are cut for lumber and firewood. Between 1990 and 2005, the amount of forested land in Honduras, for instance, dropped 37 percent. As habitats shrink, fewer individuals can live there. The creatures that survive have fewer breeding partners, so genetic diversity declines.

Pollution, overfishing, and overhunting have also caused a drop in biodiversity. Global climate change - the latest rise in the average temperature around the globe, linked to human activity - is also a factor. Warmer ocean temperatures damage fragile ecosystems such as coral reefs. A single coral reef can shelter 3,000 species offish and other sea creatures such as clams and sea stars.

Source: https://education.nationalgeographic.org/resource/global-biodiversity/ 

Which of the following can be the best title for the passage?

Câu 39: Find the word that differs from the other three in the position of stress in each of the following questions.

Câu 40: Find the word that differs from the other three in the position of stress in each of the following questions.