Read the following text 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 6.
Green Startups and Youth Entrepreneurship
In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.
One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.
who
whom
whose
which
Cụm từ sau people là mệnh đề quan hệ, bổ nghĩa cho danh từ chỉ người này.
Trong mệnh đề they’ve met ___, chỗ trống đứng sau động từ met nên cần tân ngữ.
Cấu trúc phù hợp là people + whom/who + chủ ngữ + động từ; whom phù hợp trong văn viết trang trọng.
Chọn B. whom. A. who thường làm chủ ngữ nên không chuẩn bằng trong bài thi; C. whose chỉ sở hữu và cần danh từ theo sau; D. which dùng cho vật hoặc sự việc, không dùng cho people.
Read the following text 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 6.
Green Startups and Youth Entrepreneurship
In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.
One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.
pursue
appeal
attract
draw
Sau "tend to", chỗ trống cần một động từ nguyên thể.
Cụm "______ long-term investor interest" cần động từ diễn tả việc thu hút sự quan tâm.
"Clearly defined goals" thường khiến nhà đầu tư quan tâm lâu dài; cụm tự nhiên là "attract interest".
Chọn C. "attract"; A sai vì "pursue interest" không tự nhiên, B cần cấu trúc "appeal to", còn D dù có thể đi với "interest" nhưng "attract interest" phù hợp và chuẩn hơn trong ngữ cảnh này.
Read the following text 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 6.
Green Startups and Youth Entrepreneurship
In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.
One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.
contribute
benefit
respond
depend
Projects là chủ ngữ; often đứng trước chỗ trống nên cần một động từ chính.
Sau chỗ trống là from + cụm danh từ, gợi ý cấu trúc diễn tả việc nhận lợi ích.
Chọn B. benefit vì benefit from + danh từ có nghĩa là “được hưởng lợi từ”. Trong khi đó, A. contribute đi với to, C. respond đi với to, còn D. depend đi với on và mang nghĩa “phụ thuộc vào”, không phù hợp với ngữ cảnh.
Read the following text 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 6.
Green Startups and Youth Entrepreneurship
In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.
One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.
success
successful
successfully
unsuccessful
Sau “of” cần một cụm danh từ; trước danh từ “attempts” cần tính từ bổ nghĩa.
“Unsuccessful attempts” nghĩa là những nỗ lực không thành công, phù hợp với ý báo hiệu các vấn đề sâu hơn. Chọn D; A sai từ loại vì là danh từ, B đúng từ loại nhưng sai nghĩa, còn C là trạng từ.
Read the following text 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 6.
Green Startups and Youth Entrepreneurship
In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.
One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.
a great deal of
a number of
much
each of
Chỗ trống đứng trước cụm danh từ số nhiều “scalable ideas”, nên cần cụm từ chỉ một số hoặc nhiều ý tưởng.
Cấu trúc phù hợp là . Động từ “are beginning” phù hợp với chủ ngữ này.
Chọn B. a number of; A và C đi với danh từ không đếm được, còn D yêu cầu động từ số ít và mang nghĩa “mỗi”, nên không phù hợp.
Read the following text 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 6.
Green Startups and Youth Entrepreneurship
In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.
One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.
gain
give
grant
gather
Sau , chỗ trống cần một động từ nguyên mẫu.
Tân ngữ phía sau là “broader attention”, nên cần động từ mang nghĩa thu hút hoặc nhận được sự chú ý.
Cụm phù hợp là .
Chọn A. gain vì là collocation phù hợp. B, C, D sai vì lần lượt “give attention” thường mang nghĩa dành sự chú ý và đi với “to”, “grant” mang nghĩa ban cho hoặc cấp, còn “gather attention” không tự nhiên trong ngữ cảnh này.
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 7 to 14.
AI-powered language learning tools are increasingly embedded in both classroom instruction and independent study, offering personalised pathways that respond to learner performance. These systems employ core adaptive mechanisms such as natural language processing, speech recognition, real-time learner analytics, and adaptive sequencing to adjust vocabulary drills, grammar explanations, and pronunciation feedback. In parallel, they provide engagement-enhancing features including gesture-based interaction, voice-triggered input, mobile-compatible platforms, and browser-based extensions. The proliferation of these tools—driven by easier mobile access and lightweight browser design—has made them available to a far wider audience. To sustain motivation, many integrate gamified elements such as performance streaks, unlockable content, and adaptive quizzes—design choices intended to generate measurable gains in time on task.
Proponents contend that AI-assisted learning addresses gaps in conventional language education by enabling targeted, form-focused practice with immediate feedback loops. Machine learning models can diagnose recurring errors in pronunciation, syntax, or usage and deliver remediation through micro-drills, rewriting tasks, or input enhancement. Some systems paraphrase or restructure learner output to model more native-like expressions. Critics, however, highlight the risk of algorithmic opacity: users are seldom informed of the rationale behind correction priorities, and training data may encode subtle linguistic or cultural biases. Feedback—though rapid—can appear impersonal, rigid, or demotivating when it contradicts classroom instruction or lacks contextual nuance.
Educational ministries across Southeast Asia are integrating AI into hybrid teaching models and national language programmes. Government-funded pilots of AI-based writing assessment have demonstrated notable efficiencies in scoring and rubric alignment. In these trials, ministries, teacher associations, and technical partners each contributed to refining the system’s accuracy. They also show that combining algorithmic suggestions with teacher moderation allows instructors to override or annotate automated recommendations, balancing scalability with pedagogical soundness. Nevertheless, concerns around transparency, accountability, and governance of learner data must be addressed to maintain inclusivity and instructional integrity.
Policy reviews show that most participating ministries reported sustained improvements in marking efficiency and reduced teacher workload after adopting AI–human moderation systems. This compromise preserves the speed of automation while retaining educators’ judgement. Its success depends on continued professional training and on regulations that safeguard learner privacy while clarifying the permissible scope of algorithmic decision-making. By embedding human expertise within robust governance structures, policymakers aim to create a scalable yet accountable model that serves diverse learner populations and sustains public trust.
According to paragraph 1, which of the following belongs to the group of functions that adapt learning materials to a student’s ability level?
plug-in browser tools
continual analysis of learner progress
device-based compatibility settings
voice-activated commands
Câu hỏi nhắm đến nhóm chức năng giúp điều chỉnh tài liệu theo năng lực người học.
Đoạn văn gọi nhóm này là adaptive mechanisms, phản hồi theo learner performance.
Cụm real-time learner analytics tương ứng với continual analysis of learner progress, dùng để điều chỉnh bài tập và tài liệu.
Chọn B vì thuộc nhóm adaptive mechanisms. A, C, D sai vì lần lượt là tiện ích trình duyệt, khả năng tương thích di động và tính năng nhập bằng giọng nói, không phải cơ chế phân tích để điều chỉnh theo năng lực.
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 7 to 14.
AI-powered language learning tools are increasingly embedded in both classroom instruction and independent study, offering personalised pathways that respond to learner performance. These systems employ core adaptive mechanisms such as natural language processing, speech recognition, real-time learner analytics, and adaptive sequencing to adjust vocabulary drills, grammar explanations, and pronunciation feedback. In parallel, they provide engagement-enhancing features including gesture-based interaction, voice-triggered input, mobile-compatible platforms, and browser-based extensions. The proliferation of these tools—driven by easier mobile access and lightweight browser design—has made them available to a far wider audience. To sustain motivation, many integrate gamified elements such as performance streaks, unlockable content, and adaptive quizzes—design choices intended to generate measurable gains in time on task.
Proponents contend that AI-assisted learning addresses gaps in conventional language education by enabling targeted, form-focused practice with immediate feedback loops. Machine learning models can diagnose recurring errors in pronunciation, syntax, or usage and deliver remediation through micro-drills, rewriting tasks, or input enhancement. Some systems paraphrase or restructure learner output to model more native-like expressions. Critics, however, highlight the risk of algorithmic opacity: users are seldom informed of the rationale behind correction priorities, and training data may encode subtle linguistic or cultural biases. Feedback—though rapid—can appear impersonal, rigid, or demotivating when it contradicts classroom instruction or lacks contextual nuance.
Educational ministries across Southeast Asia are integrating AI into hybrid teaching models and national language programmes. Government-funded pilots of AI-based writing assessment have demonstrated notable efficiencies in scoring and rubric alignment. In these trials, ministries, teacher associations, and technical partners each contributed to refining the system’s accuracy. They also show that combining algorithmic suggestions with teacher moderation allows instructors to override or annotate automated recommendations, balancing scalability with pedagogical soundness. Nevertheless, concerns around transparency, accountability, and governance of learner data must be addressed to maintain inclusivity and instructional integrity.
Policy reviews show that most participating ministries reported sustained improvements in marking efficiency and reduced teacher workload after adopting AI–human moderation systems. This compromise preserves the speed of automation while retaining educators’ judgement. Its success depends on continued professional training and on regulations that safeguard learner privacy while clarifying the permissible scope of algorithmic decision-making. By embedding human expertise within robust governance structures, policymakers aim to create a scalable yet accountable model that serves diverse learner populations and sustains public trust.
In paragraph 1, the word proliferation is closest in meaning to ______.
rapid growth in quantity
steady spread across many places
gradual expansion in scope
broad distribution to a wide audience
Đây là câu hỏi từ vựng, yêu cầu tìm nghĩa gần nhất của proliferation.
Các yếu tố như truy cập di động dễ hơn và thiết kế trình duyệt nhẹ thúc đẩy công cụ AI xuất hiện nhiều lên nhanh.
Cụm proliferation of these tools mô tả sự tăng nhanh về số lượng.
Chọn A. rapid growth in quantity vì khớp với nghĩa tăng nhanh về số lượng; B, C, D lần lượt nhấn mạnh sự lan rộng đều đặn, mở rộng từ từ và phân phối đến nhiều đối tượng, không phải nghĩa cốt lõi của proliferation.
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 7 to 14.
AI-powered language learning tools are increasingly embedded in both classroom instruction and independent study, offering personalised pathways that respond to learner performance. These systems employ core adaptive mechanisms such as natural language processing, speech recognition, real-time learner analytics, and adaptive sequencing to adjust vocabulary drills, grammar explanations, and pronunciation feedback. In parallel, they provide engagement-enhancing features including gesture-based interaction, voice-triggered input, mobile-compatible platforms, and browser-based extensions. The proliferation of these tools—driven by easier mobile access and lightweight browser design—has made them available to a far wider audience. To sustain motivation, many integrate gamified elements such as performance streaks, unlockable content, and adaptive quizzes—design choices intended to generate measurable gains in time on task.
Proponents contend that AI-assisted learning addresses gaps in conventional language education by enabling targeted, form-focused practice with immediate feedback loops. Machine learning models can diagnose recurring errors in pronunciation, syntax, or usage and deliver remediation through micro-drills, rewriting tasks, or input enhancement. Some systems paraphrase or restructure learner output to model more native-like expressions. Critics, however, highlight the risk of algorithmic opacity: users are seldom informed of the rationale behind correction priorities, and training data may encode subtle linguistic or cultural biases. Feedback—though rapid—can appear impersonal, rigid, or demotivating when it contradicts classroom instruction or lacks contextual nuance.
Educational ministries across Southeast Asia are integrating AI into hybrid teaching models and national language programmes. Government-funded pilots of AI-based writing assessment have demonstrated notable efficiencies in scoring and rubric alignment. In these trials, ministries, teacher associations, and technical partners each contributed to refining the system’s accuracy. They also show that combining algorithmic suggestions with teacher moderation allows instructors to override or annotate automated recommendations, balancing scalability with pedagogical soundness. Nevertheless, concerns around transparency, accountability, and governance of learner data must be addressed to maintain inclusivity and instructional integrity.
Policy reviews show that most participating ministries reported sustained improvements in marking efficiency and reduced teacher workload after adopting AI–human moderation systems. This compromise preserves the speed of automation while retaining educators’ judgement. Its success depends on continued professional training and on regulations that safeguard learner privacy while clarifying the permissible scope of algorithmic decision-making. By embedding human expertise within robust governance structures, policymakers aim to create a scalable yet accountable model that serves diverse learner populations and sustains public trust.
In paragraph 2, the word opacity is OPPOSITE in meaning to ______.
uncertainty
complexity
secrecy
transparency
Cụm “users are seldom informed...” cho biết người dùng hiếm khi được thông báo hoặc giải thích.
Vì vậy, opacity ở đây mang nghĩa thiếu rõ ràng, không minh bạch.
Chọn D. transparency vì đây là từ trái nghĩa với “thiếu minh bạch”.
A, B, C sai vì lần lượt chỉ sự không chắc chắn, sự phức tạp và sự bí mật; trong đó C gần nghĩa với opacity.
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 7 to 14.
AI-powered language learning tools are increasingly embedded in both classroom instruction and independent study, offering personalised pathways that respond to learner performance. These systems employ core adaptive mechanisms such as natural language processing, speech recognition, real-time learner analytics, and adaptive sequencing to adjust vocabulary drills, grammar explanations, and pronunciation feedback. In parallel, they provide engagement-enhancing features including gesture-based interaction, voice-triggered input, mobile-compatible platforms, and browser-based extensions. The proliferation of these tools—driven by easier mobile access and lightweight browser design—has made them available to a far wider audience. To sustain motivation, many integrate gamified elements such as performance streaks, unlockable content, and adaptive quizzes—design choices intended to generate measurable gains in time on task.
Proponents contend that AI-assisted learning addresses gaps in conventional language education by enabling targeted, form-focused practice with immediate feedback loops. Machine learning models can diagnose recurring errors in pronunciation, syntax, or usage and deliver remediation through micro-drills, rewriting tasks, or input enhancement. Some systems paraphrase or restructure learner output to model more native-like expressions. Critics, however, highlight the risk of algorithmic opacity: users are seldom informed of the rationale behind correction priorities, and training data may encode subtle linguistic or cultural biases. Feedback—though rapid—can appear impersonal, rigid, or demotivating when it contradicts classroom instruction or lacks contextual nuance.
Educational ministries across Southeast Asia are integrating AI into hybrid teaching models and national language programmes. Government-funded pilots of AI-based writing assessment have demonstrated notable efficiencies in scoring and rubric alignment. In these trials, ministries, teacher associations, and technical partners each contributed to refining the system’s accuracy. They also show that combining algorithmic suggestions with teacher moderation allows instructors to override or annotate automated recommendations, balancing scalability with pedagogical soundness. Nevertheless, concerns around transparency, accountability, and governance of learner data must be addressed to maintain inclusivity and instructional integrity.
Policy reviews show that most participating ministries reported sustained improvements in marking efficiency and reduced teacher workload after adopting AI–human moderation systems. This compromise preserves the speed of automation while retaining educators’ judgement. Its success depends on continued professional training and on regulations that safeguard learner privacy while clarifying the permissible scope of algorithmic decision-making. By embedding human expertise within robust governance structures, policymakers aim to create a scalable yet accountable model that serves diverse learner populations and sustains public trust.
In paragraph 3, the word They refers to ______.
national education bodies involved
government-funded pilot programmes
professional teacher associations
specialist technical development teams
Cụm “Government-funded pilots” là đối tượng chính vừa được giới thiệu và đã thể hiện hiệu quả trong việc chấm điểm, căn chỉnh tiêu chí.
“They” tiếp tục nói về điều các chương trình thí điểm cho thấy: kết hợp gợi ý thuật toán với sự kiểm duyệt của giáo viên. Chọn B. A, C, D sai vì lần lượt chỉ các cơ quan giáo dục, hiệp hội giáo viên và đối tác kỹ thuật—những bên tham gia hoặc đóng góp, không phải chủ thể chính được nhắc đến.
| Câu | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| Đáp án | B | C | B | D | B | A | B | A | D | B |
Đang xem 10 câu đầu của đề
Đề có tất cả 40 câu. Làm bài để xem lời giải tất cả câu hỏi.
Đăng nhập để làm bài