Question 17: a. On this historic day, citizens remember the sacrifices of soldiers and honor the efforts made to reunite the North and South...

Question 3:

A. In case, students may never learn about important figures or sparks that influenced their communities

B. Students, as a result, may never gain knowledge of key figures or struggles that shaped their communities

C. Students as a whole must never gain an understanding of influential figures or struggles that shaped their communities

D. Students, on the other hand, could remain unaware of significant individuals or struggles that impacted their communities

Question 4:

A. otherwise the content is inclusive, students are more likely to develop empathy and understanding

B. while the material is wide-ranging, teachers need to make sure it encourages understanding

C. but if the content is comprehensive, it can help build empathy and understanding

D. yet it sometimes lacks depth in assisting students in truly cultivating empathy and insight

Question 5:

A. However, changing long-standing systems is challenging and requires both awareness and willingness from educators and policymakers

B. For that reason, students must adjust their expectations and focus less on representation in modern academic systems

C. Therefore, most policymakers argue that educational content should focus on global issues rather than local historical perspectives

D. By comparison, standardized national curricula aim to maintain tradition by avoiding unnecessary shifts in educational priorities

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 6 to 13.

In recent years, Vietnamese forums and social media platforms have witnessed a growing interest among young people in cultural and historical content. Performances such as "Drum Rice" (Trống Cơm) by the group Sao Sáng, featuring artists like People’s Artist Tự Long and singer Soobin Hoàng Sơn, have seamlessly blended traditional costumes, national musical instruments, and folk melodies with contemporary music. The performance not only garnered enthusiastic responses online but also conveyed the powerful message that “culture is the essence, the origin, the nation,” helping to bring national cultural values closer to the younger generation in an immersive and accessible way.

This trend exemplifies how Vietnamese youth are increasingly embracing their cultural roots through creative and modern expressions. Contrary to the perception that they are indifferent or overly influenced by foreign cultures, young people have shown strong patriotism during significant national events. During the 70th anniversary of the Điện Biên Phủ Victory, thousands of young people participated in parades and celebrations, speaking volumes about their pride and gratitude for the nation’s heroic past. Most recently, during the national mourning for General Secretary Nguyễn Phú Trọng, many young people joined the nation in deep respect and unity, with heartfelt tributes and widespread participation both online and in public spaces.

Such responses highlight that national identity and patriotism run deep in the younger generation. These values are no longer confined to formal education or state-led campaigns but are also expressed vividly through real-life experiences and digital engagement. Influencers, artists, and everyday youth are contributing to a cultural movement that reshapes how traditional values are preserved and transmitted in today’s society.

As Vietnam integrates further into the global community, fostering this cultural consciousness remains of great consequence. By nurturing pride in national heritage and encouraging active participation in meaningful events, young people can become global citizens who not only adapt to the modern world but also wholeheartedly carry and promote the unique cultural identity of Vietnam.

(Adapted from Vietnam.vn)

Question 6: Which of the following is NOT mentioned in the paragraph as elements used in the performance “Drum Rice” by the group Sao Sáng?

A. Traditional costumes B. Country-specific instruments
C. Dance routines D. Folk tunes

Question 18:

A. Emma: Progressive taxation could help redistribute wealth and fund services that reduce disparities in education and healthcare.

B. John: True, but we also need to tackle deeper issues like globalization and automation to make long-term change.

C. John: The growing income inequality and wealth gap are undermining social stability. How can we address this issue?

(Adapted from British Council)

A. c-a-b B. a-c-b C. c-b-a D. b-a-c

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 19 to 28.

J. Robert Oppenheimer was an American theoretical physicist best known for his role in the development of the atomic bomb during World War II. [I] Born in 1904 in New York City, he displayed early brilliance in science and languages, mastering subjects far beyond his age. He studied at Harvard University and later earned his doctorate in physics from the University of Göttingen in Germany. His deep interest in quantum mechanics and his sharp intellect made him a respected figure in the scientific community.

In 1942, Oppenheimer was appointed scientific director of the Manhattan Project, a secret U.S. research program aimed at developing nuclear weapons. He led a team of top scientists at a remote laboratory in Los Alamos, New Mexico, where the world’s first atomic bomb was successfully tested in July 1945. When the bomb exploded during the Trinity Test, he famously recalled a line from the Hindu scripture Bhagavad Gita: “Now I am become Death, the destroyer of worlds.” [II] This moment marked both a scientific triumph and the beginning of a new, dangerous era in human history.

Although the bomb helped end the war, Oppenheimer soon expressed deep concern over its destructive power and the future of nuclear weapons. After the war, he became an advocate for international control of atomic energy and worked to prevent a nuclear arms race. However, during the Red Scare, his past political associations and opposition to further nuclear development led to a government hearing that stripped him of his security clearance. [III]

In his later years, Oppenheimer held academic positions and continued to write and lecture on science and philosophy. He received several honors, including the Enrico Fermi Award, in recognition of his contributions. In 1967, he died of throat cancer at the age of 62, leaving behind a legacy that was both celebrated and controversial. They remember him not only as the “father of the atomic bomb,” but also as a man who struggled with the moral consequences of his work and sought peace in a world forever changed by science. [IV]

(Adapted from The Guardian)

Question 19: Where in the passage does the following sentence best fit?

“This public humiliation damaged his career, but many in the scientific world continued to admire his brilliance and integrity.”

A. [I] B. [II] C. [III] D. [IV]

Question 20: The word triumph in paragraph 2 could be best replaced by ________.

A. a significant achievement after great effort
B. a vague gesture with emotional weight
C. a regrettable act with major consequences
D. a surprising coincidence of events

Question 21: Which of the following is NOT mentioned as a part of J. Robert Oppenheimer’s life or achievements?

A. He obtained a PhD in physics from Göttingen University
B. He continued to write and lecture on science and philosophy
C. He managed leading scientists at an isolated laboratory in New Mexico
D. He received a Nobel Prize in quantum mechanics

Question 22: Which of the following best summarises paragraph 3?

A. During the hearings prompted by the Red Scare, Oppenheimer completely endorsed both the concept and the progression of atomic armaments.

B. Following World War II, Oppenheimer’s political perspectives became popular, thereby increasing his power over governmental decisions regarding nuclear arms.

C. Despite his role in ending the war, Oppenheimer became troubled by nuclear weapons and later faced consequences for his political stance.

D. After the war, Oppenheimer distanced himself from science and focused on political activism against the U.S. administration.

Question 2:

A. in line with its purposeful effort nurturing patriotism
B. due to a deliberate effort to be fostered national self-esteem
C. when it is intended to bolster national pride
D. supposing that national pride being done with purpose