Đề thi HK2 môn Tiếng Anh 11 năm 2022-2023

Câu 1: Choose the word whose underlined part is pronounced differently from that of the rest.

Choose the word whose underlined part is pronounced differently: attraction, abundant, accommodation, magnificent

Câu 2: Choose the word whose underlined part is pronounced differently from that of the rest.

Choose the word whose underlined part is pronounced differently: elegance, complex, technology, environment 

Câu 3: Choose the word whose underlined part is pronounced differently from that of the rest.

Choose the word whose underlined part is pronounced differently: flood, footprint, look, wood

Câu 4: Choose the word whose syllable is stressed differently from the rest.

Choose the word whose syllable is stressed differently: deodorise, automatic, disposal, commercial

Câu 5: Choose the word whose syllable is stressed differently from the rest.

Choose the word whose syllable is stressed differently: residential, optimistic, improvement, population

Câu 6: Choose the word whose syllable is stressed differently from the rest.

Choose the word whose syllable is stressed differently: sustainable, infrastructure, visitor, purchase 

Câu 7: Choose the best answer to complete each of the following questions.

A specific area of biotechnology that shows great promise for treatment and cure of life- _______ diseases. 

Câu 8: Choose the best answer to complete each of the following questions.

No one can predict the future exactly. Everything may happen _______.

Câu 9: Choose the best answer to complete each of the following questions.

A group of connected things, especially buildings, designed for a particular purpose is called a _______.

Câu 10: Choose the best answer to complete each of the following questions.

Taj Mahal is considered to be the masterpiece of _______ style in design and construction technique.

Câu 11: Choose the best answer to complete each of the following questions.

She had to leave early, ______ she?

Câu 12: Choose the best answer to complete each of the following questions.

The first book ______ on my summer reading list is “War and Peace”.

Câu 13: Choose the best answer to complete each of the following questions.

I live in a pleasant room _______ the garden. 

Câu 14: Choose the best answer to complete each of the following questions.

If people live to be 100 in the UK, they ______ a letter from the queen.

Câu 15: Choose the best answer to complete each of the following questions.

Countries can improve the _______ of the inhabitants by reducing pollution.

Câu 16: Choose the best answer to complete each of the following questions.

Please don't make noise, _______ ?

Câu 17: Read the following passage and choose the best answer to fill in each blank.

It is a common belief that adults are responsible for big issues ‟such as environmental protection and conservation, and youths can do (17)__________ but focus on their studies or have fun. (18) __________  , the stories of the young people in the Young Voices for the Planet show that even at a young age, people are able to do something for their communities and can really contribute to the care and preservation of the environment. Kids can also do things to (19) __________  a difference, given the chance. And though their skills and talents may vary, they can use their unique gifts to help to preserve the environment and save the world. One of the children in the stories, Olivia, says:

“Every one of us has a great gift we can use to help the earth. Everyone, at any age, can do something, (20) ________ it is picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store. For me, I used my artwork. Find your cause and use your talents. The quality of our world is counting (21) __________  you.”

(17)__________ 

Câu 18: Read the following passage and choose the best answer to fill in each blank.

It is a common belief that adults are responsible for big issues ‟such as environmental protection and conservation, and youths can do (17)__________ but focus on their studies or have fun. (18) __________  , the stories of the young people in the Young Voices for the Planet show that even at a young age, people are able to do something for their communities and can really contribute to the care and preservation of the environment. Kids can also do things to (19) __________  a difference, given the chance. And though their skills and talents may vary, they can use their unique gifts to help to preserve the environment and save the world. One of the children in the stories, Olivia, says:

“Every one of us has a great gift we can use to help the earth. Everyone, at any age, can do something, (20) ________ it is picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store. For me, I used my artwork. Find your cause and use your talents. The quality of our world is counting (21) __________  you.”

(18) __________

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

It is a common belief that adults are responsible for big issues ‟such as environmental protection and conservation, and youths can do (17)__________ but focus on their studies or have fun. (18) __________  , the stories of the young people in the Young Voices for the Planet show that even at a young age, people are able to do something for their communities and can really contribute to the care and preservation of the environment. Kids can also do things to (19) __________  a difference, given the chance. And though their skills and talents may vary, they can use their unique gifts to help to preserve the environment and save the world. One of the children in the stories, Olivia, says:

“Every one of us has a great gift we can use to help the earth. Everyone, at any age, can do something, (20) ________ it is picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store. For me, I used my artwork. Find your cause and use your talents. The quality of our world is counting (21) __________  you.”

(19) __________ 

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

It is a common belief that adults are responsible for big issues ‟such as environmental protection and conservation, and youths can do (17)__________ but focus on their studies or have fun. (18) __________  , the stories of the young people in the Young Voices for the Planet show that even at a young age, people are able to do something for their communities and can really contribute to the care and preservation of the environment. Kids can also do things to (19) __________  a difference, given the chance. And though their skills and talents may vary, they can use their unique gifts to help to preserve the environment and save the world. One of the children in the stories, Olivia, says:

“Every one of us has a great gift we can use to help the earth. Everyone, at any age, can do something, (20) ________ it is picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store. For me, I used my artwork. Find your cause and use your talents. The quality of our world is counting (21) __________  you.”

(20) ________

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

It is a common belief that adults are responsible for big issues ‟such as environmental protection and conservation, and youths can do (17)__________ but focus on their studies or have fun. (18) __________  , the stories of the young people in the Young Voices for the Planet show that even at a young age, people are able to do something for their communities and can really contribute to the care and preservation of the environment. Kids can also do things to (19) __________  a difference, given the chance. And though their skills and talents may vary, they can use their unique gifts to help to preserve the environment and save the world. One of the children in the stories, Olivia, says:

“Every one of us has a great gift we can use to help the earth. Everyone, at any age, can do something, (20) ________ it is picking up rubbish along the side of the road, filling a bird feeder, or bringing reusable bags to the grocery store. For me, I used my artwork. Find your cause and use your talents. The quality of our world is counting (21) __________  you.”

(21) __________ 

Câu 22: 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 23: 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 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.

The paragraph preceding the passage probably discusses _________________. 

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.

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

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.

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

Câu 27: Choose the answer A, B, C, or D that has the same meaning to the sentence given.

Peter said that he would take responsibility for the project. But then he denied that. 

Câu 28: Choose the answer A, B, C, or D that has the same meaning to the sentence given.

The students are copying the words which are written on the board.

Câu 29: Choose the answer A, B, C, or D that has the same meaning to the sentence given.

Because the farmers had been told about the dangers of chemical fertilisers, they turned to bio-fertilisers.

Câu 30: Choose the answer A, B, C, or D that has the same meaning to the sentence given.

Many animal species are in danger of extinction due to the loss of habitat and inability to adapt to climate change