Làm thử Tốt nghiệp THPT 2026 · Tiếng Anh · Mã đề 1107

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.

Among the many paradoxes surrounding money, one deserves particular attention: the wealth that truly counts is precisely the wealth you cannot observe. When a sleek Lamborghini glides past, it is normal (1) _____. Closer inspection often tells a different story. A large number of those who drive luxury vehicles are, in fact, only modest earners (2) _____ to the privilege of being seen in such a car. It is uncertain to say whether someone driving a car worth one hundred thousand pounds is affluent. Yet the certain thing is that they have one hundred thousand pounds less than they did before they got the car, or one hundred thousand pounds more in debt. (3) _____.

We tend to judge wealth by what we see as visible details are the only evidence we have access to. Nobody walks around displaying a printout of their savings, (4) _____ – handbags, holiday villas, posts on social networks – to decide who is prospering. Contemporary marketing has fed this habit, packaging the illusion of success as a saleable product. (5) _____. It hides in the upgrade declined, the jewellery left in the display case, the watch never bought, the wardrobe never expanded and the business-class seat politely waved away.

In short, wealth is whatever money has not yet been swapped for tangible goods. That is why distinguishing wealthy from rich deserves careful thought; mistaking one for the other has quietly ruined many a budget.

(Adapted from Psychology of Money)

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.

Among the many paradoxes surrounding money, one deserves particular attention: the wealth that truly counts is precisely the wealth you cannot observe. When a sleek Lamborghini glides past, it is normal (1) _____. Closer inspection often tells a different story. A large number of those who drive luxury vehicles are, in fact, only modest earners (2) _____ to the privilege of being seen in such a car. It is uncertain to say whether someone driving a car worth one hundred thousand pounds is affluent. Yet the certain thing is that they have one hundred thousand pounds less than they did before they got the car, or one hundred thousand pounds more in debt. (3) _____.

We tend to judge wealth by what we see as visible details are the only evidence we have access to. Nobody walks around displaying a printout of their savings, (4) _____ – handbags, holiday villas, posts on social networks – to decide who is prospering. Contemporary marketing has fed this habit, packaging the illusion of success as a saleable product. (5) _____. It hides in the upgrade declined, the jewellery left in the display case, the watch never bought, the wardrobe never expanded and the business-class seat politely waved away.

In short, wealth is whatever money has not yet been swapped for tangible goods. That is why distinguishing wealthy from rich deserves careful thought; mistaking one for the other has quietly ruined many a budget.

(Adapted from Psychology of Money)

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.

Among the many paradoxes surrounding money, one deserves particular attention: the wealth that truly counts is precisely the wealth you cannot observe. When a sleek Lamborghini glides past, it is normal (1) _____. Closer inspection often tells a different story. A large number of those who drive luxury vehicles are, in fact, only modest earners (2) _____ to the privilege of being seen in such a car. It is uncertain to say whether someone driving a car worth one hundred thousand pounds is affluent. Yet the certain thing is that they have one hundred thousand pounds less than they did before they got the car, or one hundred thousand pounds more in debt. (3) _____.

We tend to judge wealth by what we see as visible details are the only evidence we have access to. Nobody walks around displaying a printout of their savings, (4) _____ – handbags, holiday villas, posts on social networks – to decide who is prospering. Contemporary marketing has fed this habit, packaging the illusion of success as a saleable product. (5) _____. It hides in the upgrade declined, the jewellery left in the display case, the watch never bought, the wardrobe never expanded and the business-class seat politely waved away.

In short, wealth is whatever money has not yet been swapped for tangible goods. That is why distinguishing wealthy from rich deserves careful thought; mistaking one for the other has quietly ruined many a budget.

(Adapted from Psychology of Money)

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.

Among the many paradoxes surrounding money, one deserves particular attention: the wealth that truly counts is precisely the wealth you cannot observe. When a sleek Lamborghini glides past, it is normal (1) _____. Closer inspection often tells a different story. A large number of those who drive luxury vehicles are, in fact, only modest earners (2) _____ to the privilege of being seen in such a car. It is uncertain to say whether someone driving a car worth one hundred thousand pounds is affluent. Yet the certain thing is that they have one hundred thousand pounds less than they did before they got the car, or one hundred thousand pounds more in debt. (3) _____.

We tend to judge wealth by what we see as visible details are the only evidence we have access to. Nobody walks around displaying a printout of their savings, (4) _____ – handbags, holiday villas, posts on social networks – to decide who is prospering. Contemporary marketing has fed this habit, packaging the illusion of success as a saleable product. (5) _____. It hides in the upgrade declined, the jewellery left in the display case, the watch never bought, the wardrobe never expanded and the business-class seat politely waved away.

In short, wealth is whatever money has not yet been swapped for tangible goods. That is why distinguishing wealthy from rich deserves careful thought; mistaking one for the other has quietly ruined many a budget.

(Adapted from Psychology of Money)

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.

Among the many paradoxes surrounding money, one deserves particular attention: the wealth that truly counts is precisely the wealth you cannot observe. When a sleek Lamborghini glides past, it is normal (1) _____. Closer inspection often tells a different story. A large number of those who drive luxury vehicles are, in fact, only modest earners (2) _____ to the privilege of being seen in such a car. It is uncertain to say whether someone driving a car worth one hundred thousand pounds is affluent. Yet the certain thing is that they have one hundred thousand pounds less than they did before they got the car, or one hundred thousand pounds more in debt. (3) _____.

We tend to judge wealth by what we see as visible details are the only evidence we have access to. Nobody walks around displaying a printout of their savings, (4) _____ – handbags, holiday villas, posts on social networks – to decide who is prospering. Contemporary marketing has fed this habit, packaging the illusion of success as a saleable product. (5) _____. It hides in the upgrade declined, the jewellery left in the display case, the watch never bought, the wardrobe never expanded and the business-class seat politely waved away.

In short, wealth is whatever money has not yet been swapped for tangible goods. That is why distinguishing wealthy from rich deserves careful thought; mistaking one for the other has quietly ruined many a budget.

(Adapted from Psychology of Money)

Read the following advertisement 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 11.

SUMMER PART-TIME JOBS FOR UNDERGRADUATES

Techworld Magazine is delighted to announce two IT assistant vacancies up for (6) _____ this summer. The better understanding of STEM you have, (7) _____ likely you are to be selected! Successful applicants will get plenty of hands-on experience, good pay, and access to the local STEM community.

(8) _____, we offer flexible working hours and remote options for those living far away. On top of that, (9) _____ position requires previous experience as new recruits are provided with in-service training sessions.

Applications (10) _____ be submitted to us at info@techworldmagazine.com by 30 June.

Never before has there been such a(n) (11) _____ opportunity to kick-start your career in STEM. Don't let this chance slip through your fingers – apply today!

Read the following advertisement 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 11.

SUMMER PART-TIME JOBS FOR UNDERGRADUATES

Techworld Magazine is delighted to announce two IT assistant vacancies up for (6) _____ this summer. The better understanding of STEM you have, (7) _____ likely you are to be selected! Successful applicants will get plenty of hands-on experience, good pay, and access to the local STEM community.

(8) _____, we offer flexible working hours and remote options for those living far away. On top of that, (9) _____ position requires previous experience as new recruits are provided with in-service training sessions.

Applications (10) _____ be submitted to us at info@techworldmagazine.com by 30 June.

Never before has there been such a(n) (11) _____ opportunity to kick-start your career in STEM. Don't let this chance slip through your fingers – apply today!

Read the following advertisement 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 11.

SUMMER PART-TIME JOBS FOR UNDERGRADUATES

Techworld Magazine is delighted to announce two IT assistant vacancies up for (6) _____ this summer. The better understanding of STEM you have, (7) _____ likely you are to be selected! Successful applicants will get plenty of hands-on experience, good pay, and access to the local STEM community.

(8) _____, we offer flexible working hours and remote options for those living far away. On top of that, (9) _____ position requires previous experience as new recruits are provided with in-service training sessions.

Applications (10) _____ be submitted to us at info@techworldmagazine.com by 30 June.

Never before has there been such a(n) (11) _____ opportunity to kick-start your career in STEM. Don't let this chance slip through your fingers – apply today!

Read the following advertisement 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 11.

SUMMER PART-TIME JOBS FOR UNDERGRADUATES

Techworld Magazine is delighted to announce two IT assistant vacancies up for (6) _____ this summer. The better understanding of STEM you have, (7) _____ likely you are to be selected! Successful applicants will get plenty of hands-on experience, good pay, and access to the local STEM community.

(8) _____, we offer flexible working hours and remote options for those living far away. On top of that, (9) _____ position requires previous experience as new recruits are provided with in-service training sessions.

Applications (10) _____ be submitted to us at info@techworldmagazine.com by 30 June.

Never before has there been such a(n) (11) _____ opportunity to kick-start your career in STEM. Don't let this chance slip through your fingers – apply today!

Read the following advertisement 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 11.

SUMMER PART-TIME JOBS FOR UNDERGRADUATES

Techworld Magazine is delighted to announce two IT assistant vacancies up for (6) _____ this summer. The better understanding of STEM you have, (7) _____ likely you are to be selected! Successful applicants will get plenty of hands-on experience, good pay, and access to the local STEM community.

(8) _____, we offer flexible working hours and remote options for those living far away. On top of that, (9) _____ position requires previous experience as new recruits are provided with in-service training sessions.

Applications (10) _____ be submitted to us at info@techworldmagazine.com by 30 June.

Never before has there been such a(n) (11) _____ opportunity to kick-start your career in STEM. Don't let this chance slip through your fingers – apply today!

Read the following advertisement 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 11.

SUMMER PART-TIME JOBS FOR UNDERGRADUATES

Techworld Magazine is delighted to announce two IT assistant vacancies up for (6) _____ this summer. The better understanding of STEM you have, (7) _____ likely you are to be selected! Successful applicants will get plenty of hands-on experience, good pay, and access to the local STEM community.

(8) _____, we offer flexible working hours and remote options for those living far away. On top of that, (9) _____ position requires previous experience as new recruits are provided with in-service training sessions.

Applications (10) _____ be submitted to us at info@techworldmagazine.com by 30 June.

Never before has there been such a(n) (11) _____ opportunity to kick-start your career in STEM. Don't let this chance slip through your fingers – apply today!

Read the following leaflet 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 12 to 17.

GREEN HANDS CAMPAIGN

The School Youth Union is officially launching the "Green Hands" eco-friendly campaign. We invite every student to participate in this vital project. If everyone (12) _____ together, we will make a difference at our school.

The primary goal is to expand students' (13) _____ of plastic pollution. To achieve this, the school will have colour-coded bins (14) _____ in the schoolyard. Also, waste-disposal workshops will be held to teach students to (15) _____ out plastics properly. These sessions ensure resources are reused effectively.

We aim to (16) _____ sustainable habits through consistent daily activities. We firmly believe that small individual efforts will turn into long-lasting changes.

Volunteers will help remove plastics from every corner of the schoolyard. Please sign up online. Your (17) _____ is essential for success. Don't miss out – join hands with us today!

Read the following leaflet 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 12 to 17.

GREEN HANDS CAMPAIGN

The School Youth Union is officially launching the "Green Hands" eco-friendly campaign. We invite every student to participate in this vital project. If everyone (12) _____ together, we will make a difference at our school.

The primary goal is to expand students' (13) _____ of plastic pollution. To achieve this, the school will have colour-coded bins (14) _____ in the schoolyard. Also, waste-disposal workshops will be held to teach students to (15) _____ out plastics properly. These sessions ensure resources are reused effectively.

We aim to (16) _____ sustainable habits through consistent daily activities. We firmly believe that small individual efforts will turn into long-lasting changes.

Volunteers will help remove plastics from every corner of the schoolyard. Please sign up online. Your (17) _____ is essential for success. Don't miss out – join hands with us today!

Read the following leaflet 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 12 to 17.

GREEN HANDS CAMPAIGN

The School Youth Union is officially launching the "Green Hands" eco-friendly campaign. We invite every student to participate in this vital project. If everyone (12) _____ together, we will make a difference at our school.

The primary goal is to expand students' (13) _____ of plastic pollution. To achieve this, the school will have colour-coded bins (14) _____ in the schoolyard. Also, waste-disposal workshops will be held to teach students to (15) _____ out plastics properly. These sessions ensure resources are reused effectively.

We aim to (16) _____ sustainable habits through consistent daily activities. We firmly believe that small individual efforts will turn into long-lasting changes.

Volunteers will help remove plastics from every corner of the schoolyard. Please sign up online. Your (17) _____ is essential for success. Don't miss out – join hands with us today!

Read the following leaflet 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 12 to 17.

GREEN HANDS CAMPAIGN

The School Youth Union is officially launching the "Green Hands" eco-friendly campaign. We invite every student to participate in this vital project. If everyone (12) _____ together, we will make a difference at our school.

The primary goal is to expand students' (13) _____ of plastic pollution. To achieve this, the school will have colour-coded bins (14) _____ in the schoolyard. Also, waste-disposal workshops will be held to teach students to (15) _____ out plastics properly. These sessions ensure resources are reused effectively.

We aim to (16) _____ sustainable habits through consistent daily activities. We firmly believe that small individual efforts will turn into long-lasting changes.

Volunteers will help remove plastics from every corner of the schoolyard. Please sign up online. Your (17) _____ is essential for success. Don't miss out – join hands with us today!

Read the following leaflet 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 12 to 17.

GREEN HANDS CAMPAIGN

The School Youth Union is officially launching the "Green Hands" eco-friendly campaign. We invite every student to participate in this vital project. If everyone (12) _____ together, we will make a difference at our school.

The primary goal is to expand students' (13) _____ of plastic pollution. To achieve this, the school will have colour-coded bins (14) _____ in the schoolyard. Also, waste-disposal workshops will be held to teach students to (15) _____ out plastics properly. These sessions ensure resources are reused effectively.

We aim to (16) _____ sustainable habits through consistent daily activities. We firmly believe that small individual efforts will turn into long-lasting changes.

Volunteers will help remove plastics from every corner of the schoolyard. Please sign up online. Your (17) _____ is essential for success. Don't miss out – join hands with us today!

Read the following leaflet 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 12 to 17.

GREEN HANDS CAMPAIGN

The School Youth Union is officially launching the "Green Hands" eco-friendly campaign. We invite every student to participate in this vital project. If everyone (12) _____ together, we will make a difference at our school.

The primary goal is to expand students' (13) _____ of plastic pollution. To achieve this, the school will have colour-coded bins (14) _____ in the schoolyard. Also, waste-disposal workshops will be held to teach students to (15) _____ out plastics properly. These sessions ensure resources are reused effectively.

We aim to (16) _____ sustainable habits through consistent daily activities. We firmly believe that small individual efforts will turn into long-lasting changes.

Volunteers will help remove plastics from every corner of the schoolyard. Please sign up online. Your (17) _____ is essential for success. Don't miss out – join hands with us today!

Mark the letter A, B, C or D on your answer sheet to indicate the best arrangement of utterances or sentences to make a cohesive and coherent exchange or text in each of the following questions from 18 to 22.

Question 18.

a. Early data from the first quarter revealed a fifteen percent reduction in peak-hour delays and noticeably cleaner air across central wards.

b. Motorists entering the central zone had to pay a fee, with the generated revenue allocated for cycle lanes and bus routes.

c. Years of unchecked expansion of private vehicle ownership had rendered the commute in Stoneville the slowest in the region.

d. The encouraging outcomes suggested that the scheme would be expanded to other districts.

e. The city authorities implemented a simple yet controversial intervention: charging a congestion fee.

Mark the letter A, B, C or D on your answer sheet to indicate the best arrangement of utterances or sentences to make a cohesive and coherent exchange or text in each of the following questions from 18 to 22.

Question 19.

a. Customer: Here you are. Thanks for your help.

b. Customer: I've booked an online ticket for the concert this weekend, but haven't got the confirmation email.

c. Assistant: Please show me the receipt and I'll check it immediately.

Mark the letter A, B, C or D on your answer sheet to indicate the best arrangement of utterances or sentences to make a cohesive and coherent exchange or text in each of the following questions from 18 to 22.

Question 20.

a. The convenience, however, carries inherent risks, because every connected device is a potential entry point for hackers to steal sensitive data.

b. Smart homes have become essential features of modern life, transforming how individuals manage their domestic environments efficiently.

c. The integrated systems offer convenience, such as turning off the oven from afar or locking doors with a single smartphone tap.

d. Anyone investing in smart hardware should carefully weigh the appeal of automation against the time and care required to keep a home network secure.

e. A poorly updated router or a default password left unchanged has, in several recent reported cases, allowed strangers to listen in on private family conversations.

Mark the letter A, B, C or D on your answer sheet to indicate the best arrangement of utterances or sentences to make a cohesive and coherent exchange or text in each of the following questions from 18 to 22.

Question 21.

Dear Mr Tran,

a. To accept this scholarship, please sign the attached agreement and submit it before 15 July.

b. Your performance during the selection process reflects dedication and potential.

c. The grant covers full tuition for the programme and a monthly allowance of $500.

d. It is our great pleasure to inform you that you have been selected as a recipient of the Pinnacle Scholarship for the 2026-2027 academic year.

e. Should you have questions regarding the terms or conditions, please contact our admissions office.

Yours sincerely,

Mark the letter A, B, C or D on your answer sheet to indicate the best arrangement of utterances or sentences to make a cohesive and coherent exchange or text in each of the following questions from 18 to 22.

Question 22.

a. Celine: Why do you say so?

b. Celine: I've been considering taking a gap year. What's your view?

c. Celine: Thanks. I'll think about it.

d. Steward: The thing is, your studies won't be interrupted.

e. Steward: If I were you, I would go to university right after graduating from high school.

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 23 to 30.

For decades, students have been convinced that academic success is largely dependent upon meticulous notetaking. What has changed in recent years is not the importance of the practice but the tools used to perform it. The keyboard has subtly supplanted the pen, and with it, the nature of how information is recorded during a lecture has shifted unbeknownst to students.

Researchers in cognitive psychology have begun to examine what this change has cost learners. In a series of comparative studies, students taking notes by hand consistently outperformed those using laptops on questions that demanded conceptual understanding, even when both groups had access to the same material. The reason, according to the researchers, lies less in the technology itself than in what each method asks of the brain. Typing rewards speed; handwriting forces selection.

The act of writing by hand is slower, and that slowness appears to be its hidden virtue. Unable to capture every word, students are obliged to listen, decide what matters and condense ideas into their own phrasing. This continuous filtering, referred to as encoding by psychologists, turns out to be instrumental in aiding long-term recall. One lecturer summarised the striking contrast after reviewing her students' work: the laptops, she said, had produced transcripts, while the notebooks had produced understanding.

It would be misleading, of course, to claim that handwriting is inherently superior or that all keyboards undermine learning. Hard-working typists can summarise, while indolent writers can drift. What the research highlights is not a conclusion on devices but a question about effort: which tool, in a given context, asks more of the learner. As a ban on students' use of laptops in classrooms remains a bone of contention among tertiary institutions, the deeper challenge may be helping students recognise that what feels easier in the moment is not always what serves them best afterwards.

(Adapted from https://www.brookings.edu)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

Question 34. Where in paragraph 3 does the following sentence best fit?

Such hidden costs become apparent only when one pauses to consider what nature was quietly doing on its own.

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)

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 31 to 40.

It is important to stress that environmental services have costs, even when they are produced without any human input. All costs ought to be measured as opportunity costs. The opportunity cost for environmental services is the net benefit forgone because the resources providing the service can no longer be used in the next most beneficial way. Resources are not free if they can be put to alternative uses.

Consider a stretch of river that can be used either for white-water canoeing or for electric power generation. Because the dam that generates the power would flood the rapids, the two uses are incompatible. The opportunity cost of saving the river for white-water canoeing is the net benefit taken out – after accounting for the cost of generation and distribution – for electricity. Conversely, the opportunity cost of building the dam is everything the unspoiled river would have produced: the recreation, the wildlife, the scenery, and whatever value future generations might place upon experiencing the rapids themselves.

This insight has far-reaching implications for development policy. [I] Many decisions that appear at first to be costless choices in favour of growth turn out, on closer inspection, to be choices against something else. [II] Cutting down a forest for cropland is not free; it is paid for in carbon storage, biodiversity, and the regulating services the forest performed silently. [III] Diverting a river to irrigate fields is not free; the price is whatever the river was doing before the diversion. [IV] Even leaving land untouched is not free, for the income that intensive use might have generated is traded off as well.

Economic development, in this view, is never simply a question of whether a project yields a positive return. It is a question of whether the return exceeds the value of what must be relinquished. Policies that recognise this – by attaching prices to scarce environmental services, or by requiring decision-makers to weigh both sides of the account – do not stand against development. They insist that the development chosen be worth what it truly costs. The danger lies not in counting too much, but in counting too little.

(Adapted from Environmental Economics and Policy)