Because of mobile phones’ explosion in popularity, many schools have opposed, or even banned, their use in the classroom. Yet an increasing ___(29) ___ of educators are now turning to cell phones in order to bolster student engagement and learning. ___(30) ___ mobile-phone use should be limited to situations (31) _______ the technology genuinely enhances instruction, the advanced functionality of today's cell phones makes them ideal for 2 1st century lessons. For example, many schools use the devices to poll students in class via text message. Some schools encourage students to use their phones Cameras to snap pictures for use as inspiration in art classes. Others allow students to capture photographs of a post-lecture whiteboard. In seconds, kids car grab a detailed image of a teacher's notes on the board and email it themselves, resulting in incredible study tool. On field ___(32) ___, students can participate in scavenger hunts by snapping pictures of items on a teacher-supplied list. Mobile phones can also help facilitate class discussion. Teachers might ask students to run a Google Search for information on a particular topic. An alternative to presenting the information via lecture or having students read it from a textbook, discussion-integrated Web searchers are ___(33)___ more engaging, increasing the adds that students will retain the information. (Adapted from https://www.lonelyplanet.com)

Câu 34:

Yet an increasing _(29) _ of educators are now turning to cell phones in order to bolster student engagement and learning.

A. amount

B. number

C. lot

D. few

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Câu 35:

_(30) _ mobile-phone use should be limited to situations (31) _______ the technology genuinely enhances instruction, the advanced functionality of today's cell phones makes them ideal for 2 1st century lessons.

A. Despite

B. Because

C. While

D. Therefore

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Câu 36:

_(30) _ mobile-phone use should be limited to situations (31) _______ the technology genuinely enhances instruction, the advanced functionality of today's cell phones makes them ideal for 2 1st century lessons.

A. where

B. which

C. what

D. when

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Câu 37:

On field _(32) _, students can participate in scavenger hunts by snapping pictures of items on a teacher-supplied list.

A. journeys

B. trips

C. excursions

D. vacation

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Câu 38:

An alternative to presenting the information via lecture or having students read it from a textbook, discussion-integrated Web searchers are _(33)_ more engaging, increasing the adds that students will retain the information.

A. potentialise

B. potential

C. potentiality

D. potentially

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Đoạn văn 1

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

Optimists have plenty to be happy about. In other words, if you can convince yourself that things will get better, the odds of it happening will improve - because you keep on playing the game. In this light, optimism “is a habitual way of explaining your setbacks to yourself”, reports Martin Seligman, the psychology professor and author of Learned Optimism. The research shows that when times get tough, optimists do better than pessimists - they succeed better at work, respond better to stress, suffer fewer depressive episodes, and achieve more personal goals. Studies also show that belief can help with the financial pinch. Chad Wallens, a social forecaster at the Henley Centre who surveyed middle-class Britons’ beliefs about income, has found that “the people who feel wealthiest, and those who feel poorest, actually have almost the same amount of money at their disposal. Their attitudes and behaviour patterns, however, are different from one another.” Optimists have something else to be cheerful about - in general, they are more robust. For example, a study of 660 volunteers by the Yale University psychologist Dr. Becca Levy found that thinking positively adds an average of seven years to your life. Other American research claims to have identified a physical mechanism behind this. A Harvard Medical School study of 670 men found that optimists have significantly better lung function. The lead author, Dr. Rosalind Wright, believes that attitude somehow strengthens the immune system. “Preliminary studies on heart patients suggest that, by changing a person’s outlook, you can improve their mortality risk,” she says. Few studies have tried to ascertain the proportion of optimists in the world. But a 1995 nationwide survey conducted by the American magazine Adweek found that about half the population counted themselves as optimists, with women slightly more apt than men (53 per cent versus 48 per cent) to see the sunny side. (Adapted from https://www.ielts-mentor.com)

Câu 39:

What does the passage mainly discuss?

A. The benefits of sanguine thoughts.

B. The influences of proper attitudes.

C. The successful life of optimists.

D. The comparison between optimism and pessimism.

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Câu 40:

What does the word “they” in the first paragraph refer to?

A. pessimists

B. times

C. psychology professor and author

D. optimists

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Câu 41:

According to the passage, which of the following is UNTRUE about optimism?

A. Optimists are superior in dealing with troubles than pessimists.

B. The differences between positive and negative people are attitudes and behavior, not income.

C. Positive outlook may aggravate people’s mortality risk.

D. Females are proved to be more optimistic than men.

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Câu 42:

The word “robust” in paragraph 3 is closest in meaning to ____________.

A. feeble

B. vigorous

C. delicate

D. shaky

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Câu 43:

As mentioned in the passage, who found that optimists have a longer life expectancy than negative counterparts?

A. Martin Seligman

B. Chad Wallens

C. Dr. Becca Levy

D. Dr. Rosalind Wright

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Đoạn văn 2

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

Most parents want their sons and daughters to have equal chances of success when they grow up. Today, equality of the sexes is largely mandated by public policy and law. However, old-fashioned ideas and a lot of prejudice are still part of our culture and present challenging questions for parents. Gender stereotypes are rigid ideas about how boys and girls should behave. We all know what these stereotypes are: A “feminine” girl should be insecure, accommodating and a little illogical in her thinking. A “masculine” boy should be strong, unemotional, aggressive, and competitive. How are children exposed to these stereotypes? According to the researchers David and Myra Sadker of the American University of Washington, D.C., boys and girls are often treated differently in the classroom. They found out that when boys speak, teachers usually offer constructive comments, when girls speech, teachers tend to focus on the behavior. It’s more important how the girls act rather than what they say. The emphasis on differences begins at birth and continues throughout childhood. For example, few people would give pink baby clothes to a boy or a blue blanket to a girl. Later, many of us give girls dolls and miniature kitchenware, while boys receive action figures and construction sets. There’s nothing wrong with that. The problem arises when certain activities are deemed appropriate for one sex but not the other. According to Heather J. Nicholson, Ph.D., director of the National Resource Center for Girls, Inc., this kind of practice prevents boys and girls from acquiring important skills for their future lives. “The fact is,” says Nicholson, “that society functions as a kind of sorting machine regarding gender. In a recent survey, fifty-eight percent of eighth-grade girls but only six percent of boys earned money caring for younger children. On the other hand, twenty-seven percent of boys but only three percent of girls earned money doing lawn work”. If we are serious about educating a generation to be good workers and parents, we need to eliminate such stereotypes as those mentioned previously. Gender stereotypes inevitably are passed to our children. However, by becoming aware of the messages our children receive, we can help them develop ways to overcome these incorrect ideas. To counteract these ideas, parents can look for ways to challenge and support their children, and encourage confidence in ways that go beyond what society’s fixed ideas about differences of sex are. (Source: https://en.islcollective.com)

Câu 44:

Which of the following could be the main idea of the passage?

A. Deep-seated stereotypes about genders and their effects.

B. Different prejudice about how girls and boys should behave and be treated.

C. The role of culture in the behavior of different genders.

D. The influence of education and society on gender stereotypes.

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Câu 45:

According to the second passage, David and Myra Sadker of the American University of Washington, D.C found that ______________.

A. schoolboys and schoolgirls are treated equally in the classroom.

B. teachers often concentrate on boys’ behavior and girls’ manners.

C. boys are commented usefully whereas girls are paid attention to behavior.

D. girls are taught to be insecure, accommodating and illogical while boys are strong, unemotional, aggressive, and competitive.

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Câu 46:

What does the word “that” in paragraph 3 refer to?

A. The differences between boys and girls begin at birth and continue throughout childhood.

B. People often give pink clothes to a boy and a blue blanket to a girl.

C. Many people give girls dolls and miniature kitchen and boys receive action figures and construction sets when they were born.

D. People give different genders of children distinct kinds of presents or clothes.

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Câu 47:

The word “deemed” in paragraph 3 is closest in meaning to _____________.

A. celebrated

B. supposed

C. designed

D. established

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Câu 48:

According to the passage, which of the following is UNTRUE about gender stereotypes?

A. Male and female children are expected to behave the same as what adults think they should.

B. The distinctions in treatment to boys and girls commence when they were given birth.

C. It’s beneficial for children to practice fundamental skills if they are treated unequally quite early.

D. Children are differently treated not only at home but also at schools.

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Câu 49:

The word “counteract” in the last paragraph could be best replaced by ______________.

A. promote

B. frustrate

C. encourage

D. inspire

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Câu 50:

What can be inferred from the passage?

A. Parents are able to help reduce the influence of gender stereotypes on their children.

B. Teachers and parents have to join hands to encourage children’s confidence in social activities.

C. Society functions often categorize jobs regardless of genders.

D. The problems males and females get when they are adults may originate from gender stereotypes.

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4.6

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