Đề luyện thi tốt nghiệp THPT môn Tiếng Anh nâng cao số 29
⏱ 50 phút📝 40 câu✅ Đã làm 0/40
Thời gian
50:00
Câu 1/40Đáp án được lưu tự động
1
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (1).
Chọn một đáp án
Đề luyện thi tốt nghiệp THPT
Đề luyện thi tốt nghiệp THPT môn Tiếng Anh nâng cao số 29
Thời gian làm bài: 50 phút
1
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (1).
Chọn một đáp án
2
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (2).
Chọn một đáp án
3
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (3).
Chọn một đáp án
4
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (4).
Chọn một đáp án
5
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (5).
Chọn một đáp án
6
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (6).
Chọn một đáp án
7
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (7).
Chọn một đáp án
8
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (8).
Chọn một đáp án
9
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (9).
Chọn một đáp án
10
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (10).
Chọn một đáp án
11
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (11).
Chọn một đáp án
12
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (12).
Chọn một đáp án
13
a. Linh: I thought digital distraction in education was mainly about counting the number of devices in a classroom. b. Minh: The new evidence suggests the issue is far more pedagogically nuanced. c. Linh: Then I should read the briefing before making that assumption again.
Choose the best arrangement to make a meaningful exchange or paragraph.
Chọn một đáp án
14
a. Researcher: We need to decide whether the pilot on digital distraction in education should expand. b. Analyst: What outcome matters most to the affected groups? c. Researcher: Not just speed; teacher-guided activities, clear norms, accessible resources, and digital skills can make technology purposeful rather than incidental. d. Analyst: Then the evaluation must include distributional effects, not only averages. e. Researcher: Agreed. We will revise the indicators before the next phase.
Choose the best arrangement to make a meaningful exchange or paragraph.
Chọn một đáp án
15
a. First, our team reviewed the assumption that counting the number of devices in a classroom. b. We then compared that assumption with observations from several settings. c. The comparison revealed an important limitation: total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes. d. Consequently, we redesigned the study to include contextual evidence. e. The revised design produced conclusions that were narrower but more defensible.
Choose the best arrangement to make a meaningful exchange or paragraph.
Chọn một đáp án
16
a. My interest in digital distraction in education began with a local question rather than a grand theory. b. During university, I learned that the issue involved students, teachers, families, school leaders, and technology providers. c. I therefore combined technical training with community-based fieldwork. d. That combination eventually led me to coordinate the ‘Learning Without Noise’ programme. e. I now value the role because it joins analysis with practical accountability.
Choose the best arrangement to make a meaningful exchange or paragraph.
Chọn một đáp án
17
a. The town first treated digital distraction in education as a narrow technical issue. b. A series of disruptions then exposed links to public services and local livelihoods. c. Officials responded by creating a cross-sector working group. d. The group tested schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. e. Although results improved, the programme retained monitoring because total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Choose the best arrangement to make a meaningful exchange or paragraph.
Chọn một đáp án
18
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (18).
Chọn một đáp án
19
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (19).
Chọn một đáp án
20
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (20).
Chọn một đáp án
21
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (21).
Chọn một đáp án
22
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (22).
Chọn một đáp án
23
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
Which of the following is NOT presented as a central feature of the issue?
Chọn một đáp án
24
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
The word ‘overlooks’ in paragraph 1 is OPPOSITE in meaning to ______.
Chọn một đáp án
25
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
The phrase ‘These processes’ in paragraph 2 refers to ______.
Chọn một đáp án
26
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
The word ‘mechanical’ in paragraph 3 could best be replaced by ______.
Chọn một đáp án
27
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
Which option best paraphrases the final sentence of paragraph 3?
Chọn một đáp án
28
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
Which of the following is TRUE according to the passage?
Chọn một đáp án
29
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
In which paragraph does the writer explain a causal mechanism?
Chọn một đáp án
30
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
In which paragraph does the writer discuss future-oriented methods and cooperation?
Chọn một đáp án
31
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Where in paragraph 1 does the following sentence best fit? ‘A broader evaluation must therefore examine distribution, governance, and long-term capacity.’
Chọn một đáp án
32
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
The phrase ‘privilege visible outputs’ in paragraph 2 could best be replaced by ______.
Chọn một đáp án
33
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
The word ‘These’ in paragraph 2 refers to ______.
Chọn một đáp án
34
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
According to paragraph 2, which of the following is NOT a force behind narrow decisions?
Chọn một đáp án
35
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which option best summarises paragraph 3?
Chọn một đáp án
36
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
The word ‘credible’ in paragraph 4 is OPPOSITE in meaning to ______.
Chọn một đáp án
37
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which of the following is TRUE according to the passage?
Chọn một đáp án
38
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which option best paraphrases the final sentence of the passage?
Chọn một đáp án
39
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
What can be inferred from the passage?
Chọn một đáp án
40
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which option best summarises the passage?
Chọn một đáp án
Thông tin đề
Cách sử dụng Đề luyện thi tốt nghiệp THPT môn Tiếng Anh nâng cao số 29
Trước khi làm: chuẩn bị giấy nháp, giữ đúng thời lượng 50 phút và hạn chế mở tài liệu để kết quả phản ánh đúng mức hiện tại.
Trong khi làm: câu trả lời được lưu tự động trên trình duyệt. Bạn có thể chuyển giữa chế độ từng câu và khổ A4 mà không mất lựa chọn đã nhập.
Sau khi nộp: xem điểm, đáp án đúng và phần giải thích. Hãy ghi lại nhóm lỗi sai để quyết định chuyên đề cần ôn lại trước đề tiếp theo.
Tự học sau khi làm đề
Đáp án và giải thích từng câu
Phần này giúp bạn rà soát lại kiến thức sau khi đã thử làm đề. Mỗi mục giữ nguyên nội dung câu hỏi, đáp án đúng và lời giải có trong dữ liệu gốc.
1Xem đáp án và giải thích câu 1
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (1).
A.administratively effortless
B.technically routine
C.pedagogically nuanced
D.conceptually superficial
Đáp án: C
Giải thích:Sau trạng từ nhấn mạnh cần một cụm tính từ; ‘pedagogically nuanced’ phù hợp với ý bài.
2Xem đáp án và giải thích câu 2
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (2).
A.attention-aware
B.initiating
C.initiative-led
D.initiatively designed
Đáp án: A
Giải thích:‘attention-aware’ là tính từ ghép tự nhiên bổ nghĩa cho programme/project.
3Xem đáp án và giải thích câu 3
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (3).
A.separatesed
B.brief
C.separatesing
D.separates
Đáp án: D
Giải thích:Chủ ngữ số ít ở hiện tại đơn cần động từ chia phù hợp: ‘separates’.
4Xem đáp án và giải thích câu 4
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (4).
A.for
B.on
C.with
D.to
Đáp án: D
Giải thích:Cụm cố định là tailored/adapted/matched to something.
5Xem đáp án và giải thích câu 5
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (5).
A.make an evidence
B.advance the deeply
C.take deeper into
D.analyse task-switching patterns
Đáp án: D
Giải thích:Cụm ‘analyse task-switching patterns’ đúng ngữ pháp và hợp nghĩa.
6Xem đáp án và giải thích câu 6
Many learners assume that evaluating technology-rich lessons is little more than counting the number of devices in a classroom. In practice, the task can be genuinely (1) ______. A research centre has therefore introduced a (2) ______ programme called ‘Learning Without Noise’. Every participant attends a briefing that (3) ______ the scientific and ethical stakes. Support is tailored (4) ______ prior experience. Those eager to (5) ______ may work beside specialists, whereas newcomers unaccustomed to (6) ______ begin with guided simulations.
Choose the option that best fits blank (6).
A.have logging interruptions
B.logging interruptions
C.to logging interruptions
D.logg interruptions
Đáp án: B
Giải thích:Sau ‘accustomed/unaccustomed to’ dùng danh động từ hoặc cụm danh từ.
7Xem đáp án và giải thích câu 7
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (7).
A.fragment
B.has been fragmenting
C.fragmenting
D.fragmented
Đáp án: D
Giải thích:Sau ‘has’ cần quá khứ phân từ để tạo hiện tại hoàn thành.
8Xem đáp án và giải thích câu 8
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (8).
A.look after
B.overlook
C.look over
D.oversee to
Đáp án: B
Giải thích:‘Overlook’ trong ngữ cảnh này nghĩa là bỏ sót/không chú ý đến.
9Xem đáp án và giải thích câu 9
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (9).
A.On behalf of
B.As far as
C.In view of
D.Instead of
Đáp án: D
Giải thích:‘Instead of’ diễn đạt sự thay thế một cách làm bằng cách làm khác.
10Xem đáp án và giải thích câu 10
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (10).
A.standard
B.volume
C.quality
D.number
Đáp án: B
Giải thích:‘volume’ kết hợp tự nhiên với ‘preventable harm’ trong ngữ cảnh.
11Xem đáp án và giải thích câu 11
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (11).
A.deliberately
B.altogether
C.temporarily
D.randomly
Đáp án: A
Giải thích:Trạng từ ‘deliberately’ mô tả phù hợp cách ghi nhận hoặc sắp xếp dữ liệu/vật liệu.
12Xem đáp án và giải thích câu 12
To Act Responsibly, Start with the System!
When organisations engage in introducing devices without clear learning purposes or classroom routines without adequate oversight, this has (7) ______ attention. Institutions also (8) ______ valuable evidence when they focus only on visible symptoms. Choose teacher-guided digital activities where appropriate to reduce avoidable pressure. (9) ______ relying on a single remedy, combine prevention with monitoring. This lowers the (10) ______ of preventable harm. Finally, document laptops, phones, notifications, and learning platforms (11) ______ and manage them (12) ______.
Choose the option that best fits blank (12).
A.responsive
B.responsibly
C.responsibility
D.responsible
Đáp án: B
Giải thích:Cần trạng từ bổ nghĩa cho động từ manage.
13Xem đáp án và giải thích câu 13
a. Linh: I thought digital distraction in education was mainly about counting the number of devices in a classroom. b. Minh: The new evidence suggests the issue is far more pedagogically nuanced. c. Linh: Then I should read the briefing before making that assumption again.
Choose the best arrangement to make a meaningful exchange or paragraph.
A.a – c – b
B.b – c – a
C.c – b – a
D.a – b – c
Đáp án: D
Giải thích:Linh nêu quan niệm ban đầu, Minh phản hồi bằng bằng chứng, sau đó Linh thay đổi cách tiếp cận.
14Xem đáp án và giải thích câu 14
a. Researcher: We need to decide whether the pilot on digital distraction in education should expand. b. Analyst: What outcome matters most to the affected groups? c. Researcher: Not just speed; teacher-guided activities, clear norms, accessible resources, and digital skills can make technology purposeful rather than incidental. d. Analyst: Then the evaluation must include distributional effects, not only averages. e. Researcher: Agreed. We will revise the indicators before the next phase.
Choose the best arrangement to make a meaningful exchange or paragraph.
A.e – d – c – b – a
B.a – b – c – d – e
C.a – c – d – e – b
D.b – c – d – e – a
Đáp án: B
Giải thích:Trình tự tự nhiên: nêu quyết định → hỏi tiêu chí → xác định lợi ích → suy ra cách đánh giá → thống nhất hành động.
15Xem đáp án và giải thích câu 15
a. First, our team reviewed the assumption that counting the number of devices in a classroom. b. We then compared that assumption with observations from several settings. c. The comparison revealed an important limitation: total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes. d. Consequently, we redesigned the study to include contextual evidence. e. The revised design produced conclusions that were narrower but more defensible.
Choose the best arrangement to make a meaningful exchange or paragraph.
A.a – b – c – d – e
B.e – d – c – b – a
C.b – c – d – e – a
D.a – c – d – e – b
Đáp án: A
Giải thích:Đoạn văn phát triển theo tiến trình nghiên cứu: giả định → đối chiếu → phát hiện hạn chế → điều chỉnh → kết quả.
16Xem đáp án và giải thích câu 16
a. My interest in digital distraction in education began with a local question rather than a grand theory. b. During university, I learned that the issue involved students, teachers, families, school leaders, and technology providers. c. I therefore combined technical training with community-based fieldwork. d. That combination eventually led me to coordinate the ‘Learning Without Noise’ programme. e. I now value the role because it joins analysis with practical accountability.
Choose the best arrangement to make a meaningful exchange or paragraph.
A.b – c – d – e – a
B.a – c – d – e – b
C.e – d – c – b – a
D.a – b – c – d – e
Đáp án: D
Giải thích:Tiểu sử đi theo thời gian và quan hệ nhân quả: khởi đầu → nhận thức → đào tạo → nghề nghiệp → đánh giá hiện tại.
17Xem đáp án và giải thích câu 17
a. The town first treated digital distraction in education as a narrow technical issue. b. A series of disruptions then exposed links to public services and local livelihoods. c. Officials responded by creating a cross-sector working group. d. The group tested schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. e. Although results improved, the programme retained monitoring because total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Choose the best arrangement to make a meaningful exchange or paragraph.
A.a – b – c – d – e
B.e – d – c – b – a
C.b – c – d – e – a
D.a – c – d – e – b
Đáp án: A
Giải thích:Trình tự: cách nhìn ban đầu → sự kiện làm lộ vấn đề → phản ứng tổ chức → biện pháp → đánh giá thận trọng.
18Xem đáp án và giải thích câu 18
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (18).
A.In response, the ‘Learning Without Noise’ team began by consulting students, teachers, families, school leaders, and technology providers.
B.That simplification is risky: total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
C.The final recommendations followed a broader principle: schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention.
D.Evidence was then compared across settings rather than treated as universally identical.
Đáp án: B
Giải thích:Câu được chọn nối đúng quan hệ ý nghĩa và tham chiếu tại vị trí (18); các phương án khác thuộc bước khác hoặc trái với lập luận.
19Xem đáp án và giải thích câu 19
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (19).
A.In response, the ‘Learning Without Noise’ team began by consulting students, teachers, families, school leaders, and technology providers.
B.By contrast, the project abandoned all measurements and relied entirely on intuition.
C.The final recommendations followed a broader principle: schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention.
D.That simplification is risky: total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Đáp án: A
Giải thích:Câu được chọn nối đúng quan hệ ý nghĩa và tham chiếu tại vị trí (19); các phương án khác thuộc bước khác hoặc trái với lập luận.
20Xem đáp án và giải thích câu 20
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (20).
A.The final recommendations followed a broader principle: schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention.
B.Evidence was then compared across settings rather than treated as universally identical.
C.By contrast, the project abandoned all measurements and relied entirely on intuition.
D.The next stage examined the mechanism: task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves.
Đáp án: D
Giải thích:Câu được chọn nối đúng quan hệ ý nghĩa và tham chiếu tại vị trí (20); các phương án khác thuộc bước khác hoặc trái với lập luận.
21Xem đáp án và giải thích câu 21
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (21).
A.In response, the ‘Learning Without Noise’ team began by consulting students, teachers, families, school leaders, and technology providers.
B.By contrast, the project abandoned all measurements and relied entirely on intuition.
C.Evidence was then compared across settings rather than treated as universally identical.
D.The final recommendations followed a broader principle: schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention.
Đáp án: C
Giải thích:Câu được chọn nối đúng quan hệ ý nghĩa và tham chiếu tại vị trí (21); các phương án khác thuộc bước khác hoặc trái với lập luận.
22Xem đáp án và giải thích câu 22
A public discussion about digital distraction in education often begins with a simplified claim. (18) ______. The project did not accept that framing without investigation. (19) ______. Once responsibilities had been agreed, the team moved from consultation to analysis. (20) ______. This prevented a single dramatic case from dominating the conclusions. (21) ______. The aim was not to promise a universal solution but to identify defensible actions. (22) ______.
Choose the sentence that best fits blank (22).
A.By contrast, the project abandoned all measurements and relied entirely on intuition.
B.The next stage examined the mechanism: task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves.
C.The final recommendations followed a broader principle: schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention.
D.In response, the ‘Learning Without Noise’ team began by consulting students, teachers, families, school leaders, and technology providers.
Đáp án: C
Giải thích:Câu được chọn nối đúng quan hệ ý nghĩa và tham chiếu tại vị trí (22); các phương án khác thuộc bước khác hoặc trái với lập luận.
23Xem đáp án và giải thích câu 23
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
Which of the following is NOT presented as a central feature of the issue?
A.Cooperation among multiple stakeholders
B.A universal solution that works identically in every setting
C.The need to interpret evidence in context
D.A mechanism that produces varied outcomes
Đáp án: B
Giải thích:Đoạn đọc nhấn mạnh tính phụ thuộc bối cảnh, không khẳng định có một giải pháp giống nhau cho mọi nơi.
24Xem đáp án và giải thích câu 24
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
The word ‘overlooks’ in paragraph 1 is OPPOSITE in meaning to ______.
A.ignores
B.recognises
C.neglects
D.misses
Đáp án: B
Giải thích:‘Overlook’ nghĩa là bỏ sót; từ trái nghĩa là ‘recognise’.
25Xem đáp án và giải thích câu 25
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
The phrase ‘These processes’ in paragraph 2 refers to ______.
A.Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent.
B.Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves.
C.Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention.
D.counting the number of devices in a classroom
Đáp án: B
Giải thích:Cụm chỉ định quay lại cơ chế vừa được trình bày ngay trước đó.
26Xem đáp án và giải thích câu 26
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
The word ‘mechanical’ in paragraph 3 could best be replaced by ______.
A.automatic and uncritical
B.carefully calibrated
C.physically engineered
D.socially negotiated
Đáp án: A
Giải thích:Trong ngữ cảnh, ‘mechanical conclusions’ là kết luận áp dụng tự động, thiếu phê phán.
27Xem đáp án và giải thích câu 27
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
Which option best paraphrases the final sentence of paragraph 3?
A.Context matters only when no scientific observations are available.
B.Evidence is too uncertain to support any practical response.
C.Once evidence exists, the same action should be taken everywhere.
D.The evidence should guide action, but its limits and context must still be considered.
Đáp án: D
Giải thích:Đáp án giữ đủ hai ý: bằng chứng hữu ích nhưng không được bỏ qua giới hạn và bối cảnh.
28Xem đáp án và giải thích câu 28
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
Which of the following is TRUE according to the passage?
A.Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent.
B.The passage treats all affected groups as experiencing identical conditions.
C.The issue can be solved by changing individual behaviour alone.
D.The passage argues that technical monitoring is unnecessary.
Đáp án: A
Giải thích:Nội dung này được nêu trực tiếp ở đoạn 4.
29Xem đáp án và giải thích câu 29
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
In which paragraph does the writer explain a causal mechanism?
A.Paragraph 4
B.Paragraph 2
C.Paragraph 1
D.Paragraph 3
Đáp án: B
Giải thích:Đoạn 2 trình bày cơ chế tạo ra hoặc truyền dẫn vấn đề.
30Xem đáp án và giải thích câu 30
Paragraph 1. Digital tools can support learning, but distraction occurs when devices or notifications interrupt attention and compete with the task at hand. Public debate, however, often reduces the issue to counting the number of devices in a classroom. That narrow view overlooks the technical, social, and institutional relationships that determine real outcomes.
Paragraph 2. Task switching imposes cognitive costs, and peer device use can distract students even when they are not using a device themselves. These processes explain why isolated observations can be misleading and why changes may differ among places or groups.
Paragraph 3. International education data associate frequent classroom distraction with weaker performance, while moderate and well-directed use can support learning. The evidence therefore supports careful action, but not mechanical conclusions. Total screen time is a crude indicator because purpose, timing, content, and social context strongly influence outcomes.
Paragraph 4. Schools need enforceable expectations, teacher training, equitable access, and evaluation of how technology changes participation and attention. Research is moving toward measuring specific patterns of use instead of treating all digital activity as equivalent. In this sense, progress depends on both technical capacity and accountable cooperation among students, teachers, families, school leaders, and technology providers.
In which paragraph does the writer discuss future-oriented methods and cooperation?
A.Paragraph 2
B.Paragraph 1
C.Paragraph 3
D.Paragraph 4
Đáp án: D
Giải thích:Đoạn 4 nêu chính sách, xu hướng tương lai và phối hợp giữa các bên.
31Xem đáp án và giải thích câu 31
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Where in paragraph 1 does the following sentence best fit? ‘A broader evaluation must therefore examine distribution, governance, and long-term capacity.’
A.[I]
B.[IV]
C.[III]
D.[II]
Đáp án: B
Giải thích:Câu này kết luận từ câu trước và mở sang phân tích rộng hơn, phù hợp nhất ở vị trí [IV].
32Xem đáp án và giải thích câu 32
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
The phrase ‘privilege visible outputs’ in paragraph 2 could best be replaced by ______.
A.hide outcomes from public review
B.give priority to results that are easy to display
C.guarantee that benefits will last
D.remove every measurable result
Đáp án: B
Giải thích:‘Privilege’ ở đây nghĩa là ưu tiên; ‘visible outputs’ là kết quả dễ nhìn thấy/trình bày.
33Xem đáp án và giải thích câu 33
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
The word ‘These’ in paragraph 2 refers to ______.
A.short funding cycles, incomplete data, fragmented duties, and pressure for quick results
B.complex systems
C.durable outcomes
D.affected people
Đáp án: A
Giải thích:Đại từ chỉ toàn bộ danh sách các ràng buộc ở câu trước.
34Xem đáp án và giải thích câu 34
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
According to paragraph 2, which of the following is NOT a force behind narrow decisions?
A.Fragmented responsibilities
B.Long-term institutional learning
C.Short funding cycles
D.Pressure for rapid results
Đáp án: B
Giải thích:Ba phương án còn lại được nêu trực tiếp; học hỏi dài hạn không phải nguyên nhân của quyết định hẹp.
35Xem đáp án và giải thích câu 35
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which option best summarises paragraph 3?
A.Maintenance capacity is unrelated to policy effectiveness.
B.Technical measures always benefit vulnerable groups first.
C.Average improvement proves that no one is disadvantaged.
D.A seemingly successful measure can redistribute harm or create new weaknesses.
Đáp án: D
Giải thích:Đoạn 3 nêu các hệ quả ngoài ý muốn và sự chuyển dịch chi phí/rủi ro.
36Xem đáp án và giải thích câu 36
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
The word ‘credible’ in paragraph 4 is OPPOSITE in meaning to ______.
A.reliable
B.trustworthy
C.defensible
D.unconvincing
Đáp án: D
Giải thích:‘Credible’ là đáng tin; trái nghĩa là ‘unconvincing’.
37Xem đáp án và giải thích câu 37
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which of the following is TRUE according to the passage?
A.Monitoring unintended effects helps programmes adapt when circumstances change.
B.A single indicator is sufficient in complex systems.
C.Rapid announcements usually produce durable outcomes.
D.Consultation should occur only after a programme has ended.
Đáp án: A
Giải thích:Đoạn 4 khẳng định việc kiểm tra hệ quả ngoài ý muốn hỗ trợ điều chỉnh khi điều kiện thay đổi.
38Xem đáp án và giải thích câu 38
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which option best paraphrases the final sentence of the passage?
A.In complicated situations, the ability to learn may matter as much as confidence in the first design.
B.Learning is useful only when an initial plan completely fails.
C.Complex systems become simple when enough indicators are collected.
D.Initial plans should never be revised once implementation begins.
Đáp án: A
Giải thích:Đáp án giữ nguyên so sánh giữa năng lực học hỏi và sự chắc chắn ban đầu.
39Xem đáp án và giải thích câu 39
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
What can be inferred from the passage?
A.Affected groups necessarily agree on every policy choice.
B.Programmes that look efficient in the short term may be fragile if they ignore governance and maintenance.
C.Quantitative indicators should be eliminated from evaluation.
D.The slowest programme is always the most effective.
Đáp án: B
Giải thích:Lập luận toàn bài cho thấy hiệu quả bề ngoài chưa bảo đảm tính bền vững nếu bỏ qua quản trị và năng lực duy trì.
40Xem đáp án và giải thích câu 40
[I] Efforts to address digital distraction in education have expanded as its links to wider social, environmental, and institutional outcomes have become clearer. [II] Yet expansion has also exposed a recurring mistake: success is often measured through a single convenient indicator. [III] For that reason, an apparently efficient intervention may fail when it ignores who bears the costs and who can influence decisions. [IV]
Paragraph 2. Several forces encourage narrow decision-making. Agencies may face short funding cycles, incomplete data, fragmented responsibilities, and pressure to announce rapid results. These constraints can privilege visible outputs over durable outcomes.
Paragraph 3. The consequences are not merely technical. A measure may improve an average while worsening conditions for a vulnerable group; it may solve one stage of a problem while transferring costs to another; or it may create dependence on systems that local institutions cannot maintain.
Paragraph 4. A more credible approach begins by defining the problem with affected people, testing assumptions, comparing alternatives, and monitoring unintended effects. Although this process is slower, it makes adaptation possible when conditions change. In complex systems, the quality of learning can be as important as the apparent certainty of an initial plan.
Which option best summarises the passage?
A.The best way to address digital distraction in education is to select the fastest measurable intervention and avoid later changes.
B.Because digital distraction in education is complex, governments should postpone action until complete data are available.
C.Technical expertise alone can resolve digital distraction in education without attention to distribution or institutions.
D.Addressing digital distraction in education requires broader evaluation, participation, comparison of alternatives, and continuous learning rather than reliance on one convenient indicator.
Đáp án: D
Giải thích:Đáp án bao quát các ý chính: đánh giá rộng, tham gia, so sánh phương án và học hỏi liên tục.
