Question 3: A. People argue that long-term gaps in reading and math skills are economically consequential to their measurement B. The long-t...

Question 2:

A. in order that academic setbacks have socio-emotional impacts that are nearly impossible to separate
B. assuming that the socio-emotional impossibility of separating academic impacts from setbacks
C. on condition that the separation of academics from socio-emotional impacts is a nearly impossible setback
D. given that it is nearly impossible to separate academic setbacks from socio-emotional impacts

Question 4:

A. Overlooking student well-being is posited as harmfully creating a deficient mindset about the term

B. The harm created by this deficient mindset, they posit, is the term's oversight of student well-being

C. The creation of the term itself is posited as a harmful oversight of student well-being and a deficit mindset

D. They posit that the term itself creates a harmful deficit mindset that overlooks student well-being

Question 5:

A. a commitment to restructure the foundation of inequitable policies

B. founding inequitable policies on a commitment to restructuring

C. with a foundational commitment to restructuring inequitable policies

D. and a policy commitment to restructuring foundational inequity

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

Vietnam possesses an abundance of locations with breathtaking natural beauty. These are places defined by their pristine qualities: immaculate beaches with clear water, verdant mountain trails offering panoramic vistas, and serene waterfalls cascading into quiet pools. Such destinations are celebrated for their unspoiled scenery and their ability to provide a genuine escape from the clamor of urban life. They attract countless visitors who travel long distances specifically to immerse themselves in these tranquil, seemingly perfect environments.

Yet, a jarringly different scene frequently emerges at these same locations after a wave of visitors has departed. The once-immaculate landscape becomes littered with the detritus of human consumption. Plastic bottles, disposable food containers, and nylon bags are strewn across beaches and trails, a stark testament to the passage of the crowds. The serene atmosphere is broken by the visual pollution of discarded waste, a deeply incongruous sight in a place cherished for its natural splendor.

The behavior that leads to this desecration points to a perplexing psychological disconnect. “The baffling part is that the people who leave the rubbish are the exact same people who traveled for hours to admire this scenery,” observes a frustrated park ranger during a coastal cleanup. “There is a complete failure to connect the individual act of leaving one small item behind with the massive, collective impact it creates.” The appreciation for the environment does not seem to translate into a sense of personal responsibility for its preservation.

The cumulative effect of these seemingly small acts of negligence is a slow and steady corrosion of the natural ecosystems. Discarded plastic waste does not disappear; it fragments into microplastics that contaminate the soil and water, posing a grave threat to wildlife. The gradual degradation of these cherished natural wonders is a direct result of a culture of convenience overriding a sense of stewardship. The beauty that draws the crowds is being systematically dismantled by the very admiration it inspires.

(Adapted from HanoiTimes)

Question 6: Which of the following best paraphrases the underlined sentence in paragraph 2?

A. The visual blight of discarded waste disrupts the tranquil atmosphere, creating a profoundly unfitting spectacle in a location widely celebrated for its natural beauty.

B. The tranquil ambiance is spoiled by the visual intrusion of discarded refuse, and this sight is also deemed deeply inappropriate for a location prized for its natural splendor.

C. For a location cherished for its magnificent natural splendor, the sight of discarded waste ruins the serene feeling and is a profoundly disappointing spectacle for observers.

D. Discarded refuse creates a jarring visual that not only shatters the location's peaceful atmosphere but also degrades the very natural splendor for which the area is so cherished.

Question 7: The word perplexing in paragraph 3 is closest in meaning to ______.

A. irrational B. frustrating C. puzzling D. destructive

Question 8: The word its in paragraph 3 refers to ______.

A. appreciation B. collective impact

C. personal responsibility D. the environment

Question 9: Which of the following is NOT listed in the passage as an environmental consequence of the accumulated waste?

A. The corrosion of natural ecosystems B. The contamination of soil and water
C. A grave threat to wildlife D. A psychological disconnect

Question 10: The word grave in paragraph 4 is OPPOSITE in meaning to ______.

A. trivial B. visible C. distant D. specific

Question 11: Which of the following is TRUE according to the passage?

A. Numerous visitors are drawn to Vietnam's scenic destinations to research the extensive ecological impact of microplastic contamination.

B. The prevalent accumulation of litter in scenic areas is attributed to insufficient waste disposal infrastructure managed by local authorities.

C. Travelers arriving at Vietnam's natural beauty spots are often confronted with landscapes already spoiled by the waste from previous visitors.

D. The rubbish left behind by tourists in scenic areas might typically consist of single-use items related to food and drink consumption.

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 1 to 5.

The term "learning loss" has become a central point of contention in post-pandemic educational discourse. The concept itself involves more than just missed classroom hours; it entails assessing the disruption to social-emotional development, measuring cognitive setbacks in core subjects, a task that in itself requires nuanced statistical modeling, and (1) ________, a multifaceted diagnostic challenge that has left policymakers grappling for effective solutions.

While the idea that school closures had negative effects is widely accepted, a consensus built from global observation, quantifying the precise extent of this "loss" is notoriously difficult, (2) ________. The data is often inconsistent, making it challenging to form a clear, universally applicable picture of the problem. Many governments, citing alarming statistics, have launched large-scale tutoring and "catch-up" programs. (3) ________. Such initiatives operate on the premise that the lost time is a deficit that can, and must, be filled with accelerated instruction.

Conversely, some educational theorists challenge the very framework of "loss". (4) ________. This perspective suggests that focusing on "loss" ignores the resilience and novel skills, such as self-management and digital literacy, that students may have acquired during the period of remote learning. A constructive path forward, one that moves beyond this polarized debate, must therefore integrate the immediate allocation of resources for academic support, which is the most commonly proposed solution, (5) ________ that addresses the deep-seated inequities the pandemic so starkly exposed.

(Adapted from Springer)

Question 1:

A. quantifies the impactful disproportion faced by disadvantaged students
B. the impact of quantifying the disproportionate disadvantages of students
C. quantifying the disproportionate impact on disadvantaged students
D. that the disproportionate impact on disadvantaged students is quantified