Đề luyện thi tốt nghiệp THPT môn Tiếng Anh nâng cao số 29
Đề luyện thi tốt nghiệp THPT môn Tiếng Anh số 29, gồm 40 câu trắc nghiệm nâng cao về từ vựng, ngữ pháp, liên kết văn bản và đọc hiểu theo định hướng đánh giá năng lực.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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.
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.
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.
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.
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
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
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
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
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.
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.
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
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
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]
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
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
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
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.
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
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.
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.
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.
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.
