Bạn dành rất nhiều thời gian học từ vựng nhưng khi làm đề thi VSTEP Reading vẫn chưa đạt mục tiêu?

Nguyên nhân thường không nằm ở vốn từ vựng mà ở chiến lược làm bài.

Trong bài viết này, Vivian sẽ chia sẻ:

• ✅ Cấu trúc mới nhất của phần thi VSTEP Reading
• ✅ Các dạng câu hỏi thường gặp
• ✅ 10 mẹo làm bài giúp tiết kiệm thời gian và tăng điểm
• ✅ Đề thi VSTEP Reading Full test có đáp án

Những lỗi khiến nhiều thí sinh mất điểm VSTEP Reading

• ❌ Đọc toàn bộ bài từ đầu đến cuối.
• ❌ Dịch từng câu sang tiếng Việt.
• ❌ Mất quá nhiều thời gian cho một câu khó.
• ❌ Không nhận ra các từ đồng nghĩa (paraphrase).
• ❌ Không kiểm tra lại đáp án trước khi hết giờ.

Đề thi rất hiếm khi lặp lại nguyên văn. Ví dụ:

• buy → purchase
• increase → rise
• important → significant

Nếu không nhận ra paraphrase, rất dễ chọn sai.

• 📌 Phân tích từng dạng câu hỏi
• 📌 Học kỹ năng Skimming & Scanning
• 📌 Nhận diện bẫy paraphrase
• 📌 Luyện đề theo thời gian thực
• 📌 Chữa chi tiết từng câu để hiểu vì sao đúng và vì sao sai

Thời gian làm bài: 60 phút

Số lượng câu hỏi: 40 câu

VSTEP READING PASSAGE 1 – QUESTIONS 1-10

[A] A comprehensive subfield of educational anthropology involves examining the dietary habits of school-aged children across diverse socio-economic institutions. Recent comparative investigations into school lunch programs highlight a stark disparity in nutritional quality and pedagogical approaches to health. In high-income private institutions, menus are frequently curated by certified dieticians who prioritize organic, whole-food ingredients. Conversely, underfunded public schools often rely heavily on subsidized, highly processed commodities due to stringent budgetary constraints. [B] This divergence not only affects physical development but also perpetuates socioeconomic inequalities under the guise of institutional catering.

The pedagogical philosophy underlying a school’s meal plan often reflects its broader educational ethos. In premium academies, dining is treated as an extension of the curriculum. Students are introduced to global cuisine and educated on the ecological footprint of their food sources. This holistic approach fosters a sophisticated culinary vocabulary and an early awareness of wellness. They are encouraged to view food as a vehicle for cognitive optimization rather than mere sustenance. [C] On the contrary, standard public school cafeterias prioritize caloric efficiency and rapid throughput, leaving minimal room for dietary education or mindful consumption.

The ramifications of these disparate nutritional regimes are meticulously documented by public health researchers. Diets rich in refined sugars and trans fats, prevalent in cheaper school meals, are statistically linked to transient cognitive deficits and erratic behavioral patterns in early childhood. Conversely, balanced regimens incorporating omega-3 fatty acids and complex carbohydrates demonstrate a high correlation with sustained attention spans and robust academic performance. Despite these well-documented findings, systemic reform remains elusive, as policy makers frequently prioritize immediate fiscal austerity over long-term public health benefits. [D]

Furthermore, the psychological impact of school menus should not be underestimated. Children are highly perceptive of institutional hierarchies, and the stark contrast between an artisanal school salad bar and a utilitarian assembly line of frozen nuggets can induce early feelings of social marginalization. Ultimately, the school lunch tray serves as a microcosm of societal stratification, dictating not only a child’s current health status but potentially their future socioeconomic trajectory.

QUESTIONS 1-10

• 1. What is the primary focus of the passage?
  A. The historical evolution of school lunch programs in Western societies.
  B. A comparative analysis of nutritional standards and their socioeconomic implications.
  C. The role of certified dieticians in developing private school curricula.
  D. Statistical correlations between caloric intake and childhood obesity.
• 2. The word “curated” in paragraph 1 is closest in meaning to:
  A. selected and organized
  B. mass-produced
  C. heavily subsidized
  D. legally authorized
• 3. According to paragraph 1, what is a major determinant of meal quality in public schools?
  A. The geographical location of the school campus.
  B. Explicit preferences expressed by the student body.
  C. Strict limitations regarding available financial resources.
  D. Regulations imposed by international health organizations.
• 4. The word “They” in paragraph 2 refers to:
  A. premium academies
  B. food sources
  C. students
  D. educational ethoses
• 5. Which of the following is NOT mentioned in paragraph 2 as a feature of dining in premium academies?
  A. Exposure to diverse international dishes.
  B. Education regarding the environmental impacts of food production.
  C. The promotion of fast consumption habits to save academic time.
  D. Cultivation of an advanced understanding of nutrition.
• 6. What can be inferred from paragraph 3 about policy makers?
  A. They are unaware of the research linking diet to cognitive performance.
  B. They value immediate budget reductions over future health outcomes.
  C. They are actively trying to eliminate private school lunch programs.
  D. They plan to subsidize organic whole foods for all public schools.
• 7. Why does the author mention “omega-3 fatty acids and complex carbohydrates” in paragraph 3?
  A. To illustrate the chemical components of highly processed commodities.
  B. To provide examples of nutrients that support prolonged mental focus.
  C. To argue against the inclusion of organic foods in school menus.
  D. To explain why public school lunches are highly economical.
• 8. Which of the following best paraphrases the highlighted sentence in paragraph 4?
  A. School lunch choices eventually force children to study sociology and understand future career paths.
  B. The types of food provided at school reflect social divisions and can influence a child’s long-term success.
  C. Children from wealthy backgrounds prefer salad bars, which guarantees them higher social status in adulthood.
  D. Stratified societies usually force schools to implement utilitarian assembly lines instead of healthy choices.
• 9. Look at the four boxes [A], [B], [C], and [D] that indicate where the following sentence could be added to the passage.
  

  “Consequently, a student’s lunch break becomes an unrecognized site of class reproduction.”

  Where would the sentence best fit?
  A. [A] |

• B. [B] |
• C. [C] |
• D. [D]
• 10. Which statement best summarizes the main idea of the entire text?
  A. Private schools provide superior education because their students consume high-quality organic ingredients.
  B. Public school lunch programs are failing because certified dieticians refuse to work within public budgets.
  C. Disparities in school nutrition mirror societal inequities, affecting both children’s health and their psychological well-being.
  D. Financial austerity is the most effective approach to managing institutional catering in modern education systems.

VSTEP READING PASSAGE 2 – QUESTIONS 11-20

[A] In the discourse of modern pedagogy, alternative schooling models are increasingly evaluated through individual case studies that illuminate the failures of standardized systems. Consider the case of Elena and Clara, identical twins whose divergent experiences within the traditional school structure prompted a profound familial shift toward homeschooling. While both girls entered the primary education system with identical cognitive baselines, their academic trajectories decoupled almost immediately due to the rigid pacing of the institutional curriculum. [B]

Elena thrived in the conventional classroom environment, displaying an innate compatibility with auditory instruction and rote assessment methods. Clara, however, possessed a distinct spatial-kinesthetic learning style that was consistently unaccommodated by the school’s utilitarian infrastructure. As the curriculum advanced, Clara was progressively left behind, not due to a deficit in intelligence, but because the pedagogical delivery failed to align with her cognitive processing. [C] The school’s remedy was remedial placement, a measure that served only to exacerbate her academic alienation and severely erode her self-efficacy.

Confronted with Clara’s accelerating decline, the parents elected to withdraw both children from the formal institution in favor of a structured homeschooling regimen. This custom-tailored environment allowed for an immediate paradigm shift. Clara’s education was reconfigured around project-based learning and tactile experimentation, which catalyzed an unprecedented academic resuscitation. Freed from the anxiety of synchronous peer comparison, she mastered complex mathematical concepts by manipulating physical models, an approach that obviated the abstract barriers that had stifled her previously. [D]

Interestingly, the transition yielded unexpected outcomes for Elena as well. Initially optimized for traditional testing, Elena’s self-directed study under the homeschooling framework forced her to develop autonomous critical thinking skills, moving beyond the mere memorization that had guaranteed her early success. The familial experiment demonstrated that institutional education often mistakes compliance for capability. By decentralizing the learning process, homeschooling provided both the lagging and the thriving twin with a bespoke educational trajectory, suggesting that the true limitation of the traditional classroom is its structural intolerance for cognitive diversity.

QUESTIONS 11-20

• 11. Which of the following would be the most appropriate title for this passage?
  A. The Cognitive Superiority of Identical Twins in Modern Psychology
  B. Beyond the Desk: A Case Study in Institutional Failure and Bespoke Education
  C. The History of Remedial Placement in Public Primary Schools
  D. Why Spatial-Kinesthetic Learners Fail to Graduate from Private Academies
• 12. According to paragraph 1, what caused the academic paths of Elena and Clara to separate?
  A. A major variance in their initial intellectual capabilities.
  B. The uncompromising speed at which the school curriculum progressed.
  C. A preference for different extracurricular sports activities.
  D. The financial inability of the parents to afford private tutoring.
• 13. The word “exacerbate” in paragraph 2 is closest in meaning to:
  A. alleviate | B. worsen | C. evaluate | D. ignore
• 14. Why did the traditional school system fail to educate Clara effectively?
  A. She refused to attend morning lectures and missed essential exams.
  B. The school lacked the financial funding to buy standardized textbooks.
  C. Her specific learning style did not match the school’s teaching methods.
  D. She suffered from a severe cognitive deficit that required medical intervention.
• 15. The word “obviated” in paragraph 3 is closest in meaning to:
  A. emphasized | B. eliminated | C. predicted | D. encountered
• 16. According to paragraph 3, how did Clara benefit from the homeschooling environment?
  A. She was able to compete directly against her twin sister in exams.
  B. She engaged in hands-on activities that restored her academic progress.
  C. She received financial rewards from her parents for completing tasks.
  D. She was allowed to skip advanced mathematical concepts entirely.
• 17. What can be inferred about Elena’s experience with homeschooling in paragraph 4?
  A. She struggled significantly because she missed the traditional classroom structure.
  B. She realized that her previous academic success was based on shallow learning habits.
  C. She became less capable of critical thinking without institutional guidance.
  D. She eventually requested to return to the public education system.
• 18. Which of the following best paraphrases the highlighted sentence in paragraph 4?
  A. Traditional schools frequently confuse a student’s obedience with actual intellectual ability.
  B. Institutional testing is the only accurate way to measure a child’s educational compliance.
  C. Families must experiment with different schools to find teachers who tolerate diverse behaviors.
  D. Students who lack capability usually find it impossible to comply with traditional classroom rules.
• 19. Look at the four boxes [A], [B], [C], and [D] that indicate where the following sentence could be added to the passage.
  

  “Instead of addressing this mismatch, the institutional framework penalized her divergence.”

  Where would the sentence best fit?
  A. [A] |

• B. [B] |
• C. [C] |
• D. [D]
• 20. What is the author’s primary purpose in writing this text?
  A. To advocate for the total abolition of traditional primary school systems.
  B. To illustrate how personalized learning can address the shortcomings of standardized education.
  C. To argue that identical twins should never be educated in the same facility.
  D. To explain the psychological mechanics behind spatial-kinesthetic assessment.

VSTEP READING PASSAGE 3 – QUESTIONS 21-30

[A] The evolution of the London omnibus network represents a seminal chapter in the annals of urban transit logistics, transitioning from an unstructured assortment of private enterprises to a highly integrated, publicly managed system. In the early nineteenth century, the metropolis faced severe logistical paralysis due to rapid industrialization and demographic expansion. The initial introduction of horse-drawn omnibuses provided a localized remedy, yet the lack of centralized coordination resulted in redundant routing, predatory pricing, and catastrophic traffic congestion. [B] Rationalizing this chaotic network required a radical paradigm shift in municipal governance and spatial economics.

The turning point occurred with the progressive consolidation of independent operators, culminating in the establishment of the London Passenger Transport Board (LPTB) in 1933. This administrative milestone institutionalized the concept of a unified network, wherein bus routes were engineered to complement, rather than compete with, the expanding subterranean rail infrastructure. Strategic intermodal terminals were constructed, enabling passengers to transition seamlessly between suburban buses and urban trains. This logistical synergy effectively expanded the city’s economic boundaries, allowing the workforce to disperse into affordable suburbs without sacrificing access to central employment hubs. [C]

Furthermore, the implementation of standardized scheduling and uniform fare structures eliminated the market volatilities that had previously plagued commuters. To optimize efficiency, network planners utilized early demographic data to map out commuter corridors, ensuring that high-density routes received proportional vehicle allocations. The introduction of iconic, standardized vehicle designs, such as the double-decker layout, was not merely an aesthetic choice but a spatial calculation to maximize passenger capacity per square meter of road space.

In the contemporary era, the integration of digital telemetry and real-time automated data collection has elevated London’s bus system to an unprecedented level of efficiency. High-frequency priority corridors, enforced via dedicated lanes and automated traffic-signal preemption, ensure that surface transit can bypass private vehicular congestion. It operates as a dynamic, responsive organism, where route frequencies are algorithmically adjusted based on real-time platform demand. Consequently, the contemporary bus network is recognized not merely as a supplementary transit option, but as the foundational backbone of London’s macroscopic mobility strategy, demonstrating that municipal intervention is essential for sustaining urban density. [D]

QUESTIONS 21-30

• 21. Which of the following best captures the main idea of paragraph 1?
  A. The physical description and capacity limitations of early nineteenth-century horse-drawn carriages.
  B. The socio-economic factors that caused London residents to migrate to suburban regions.
  C. How an uncoordinated private transit market led to urban congestion and necessitated systemic reform.
  D. The political disputes between private bus operators and municipal authorities in early London.
• 22. According to paragraph 1, the early private bus market in London was characterized by:
  A. stringent government price caps and high safety standards
  B. inefficiently duplicated routes and aggressive pricing strategies
  C. a lack of public interest due to the popularity of personal vehicles
  D. seamless connectivity with existing underground rail networks
• 23. The word “culminating” in paragraph 2 is closest in meaning to:
  A. initiating | B. resulting | C. terminating | D. fluctuating
• 24. Which of the following best paraphrases the highlighted sentence in paragraph 2?
  A. Building expensive train lines forced the London workforce to move to central hubs where wages were higher.
  B. Combined transit options allowed workers to live in cheaper outlying areas while maintaining their city jobs.
  C. Suburbs became highly industrialized once the bus network stopped competing with subterranean trains.
  D. The city’s economic boundaries were reduced because workers spent too much time transitioning between terminals.
• 25. Why does the author mention the “double-decker layout” in paragraph 3?
  A. To criticize the London Passenger Transport Board for prioritizing aesthetics over functionality.
  B. To provide an example of how physical design was optimized to solve space constraints on roads.
  C. To explain why commuters preferred private omnibuses over publicly managed trains.
  D. To show that demographic data tracking was inaccurate during the mid-twentieth century.
• 26. The word “It” in paragraph 4 refers to:
  A. contemporary era | B. digital telemetry | C. surface transit | D. London’s bus system
• 27. According to paragraph 4, how does real-time data affect the modern London bus network?
  A. It allows operators to increase fare prices during periods of bad weather.
  B. It enables automated systems to dynamically alter the frequency of buses on a route.
  C. It forces private vehicular traffic to utilize alternative suburban corridors.
  D. It eliminates the need for dedicated bus lanes in high-density areas.
• 28. What can be inferred about the author’s view on municipal intervention in urban planning?
  A. It is generally detrimental because it stifles private entrepreneurial innovation.
  B. It is a temporary solution that should be replaced by unregulated market forces.
  C. It is indispensable for maintaining the functionality of highly populated urban areas.
  D. It is historically ineffective unless paired with a complete reduction in population density.
• 29. Look at the four boxes [A], [B], [C], and [D] that indicate where the following sentence could be added to the passage.
  

  “By eliminating destructive competition between these two modes, planners created a comprehensive transit web.”

  Where would the sentence best fit?
  A. [A] | B. [B] | C. [C] | D. [D]

• 30. Which of the following details would NOT be included in a summary of the passage?
  A. The transition from chaotic private omnibus operations to a centralized authority.
  B. The integration of bus routes with underground rail infrastructure to expand urban boundaries.
  C. The specific architectural blueprints used to construct the LPTB headquarters in 1933.
  D. The utilization of digital technology and traffic management to optimize modern efficiency.

VSTEP READING PASSAGE 4 – QUESTIONS 31-40

[A] In the epoch of the Anthropocene, environmental degradation is no longer conceptualized solely as the contamination of tangible ecosystems. Light pollution—the inappropriate or excessive use of artificial light at night (ALAN)—has emerged as a pervasive neurological disruptor with profound implications for human oncology and systemic pathology. The widespread adoption of indoor luminescence and outdoor municipal illumination has fundamentally altered the nocturnal environment. [B] This chronic divergence from the evolutionary solar-darkness cycle induces severe physiological stress, primarily mediated through the suppression of neuroendocrine pathways.

The principal mechanism linking ALAN to severe health anomalies lies in the disruption of the circadian master clock, situated within the suprachiasmatic nucleus of the brain. Under natural conditions, the onset of darkness triggers the pineal gland to synthesize melatonin, a hormone critical not only for sleep induction but also for systemic cellular repair and free-radical scavenging. Exposure to artificial illumination, particularly short-wavelength blue light emitted by light-emitting diodes (LEDs) and electronic screens, severely restricts melatonin production. The inhibition of this hormone cascades through the endocrine system, creating a state of chronic circadian desynchrony. [C]

Medical research increasingly correlates this disruption with high-risk oncological developments, specifically leukemia and hormone-dependent malignancies. Melatonin serves as a natural oncostatic agent; its suppression effectively removes a primary biological shield against mutant cellular proliferation. Epidemiological investigations indicate that populations residing in urban areas with high outdoor light density exhibit significantly higher rates of systemic malignancies compared to rural populations. Furthermore, the resulting severe insomnia and fragmented sleep architecture exacerbate immune suppression, compromising the body’s natural killer cell activity and making it highly vulnerable to pathogenesis.

Beyond oncological vulnerabilities, light-induced circadian disruption is deeply implicated in modern metabolic and sleep disorders. The lack of physiological recovery during sleep leads to systemic insulin resistance and elevated nocturnal cortisol levels, directly contributing to metabolic syndrome and psychological disorders. [D] Public health advocates argue that artificial light must be reclassified as an environmental pollutant rather than a symbol of economic progress. Mitigating this invisible crisis requires sweeping architectural reforms, including the implementation of shielded outdoor fixtures and a societal shift away from blue-wavelength indoor luminescence toward circadian-friendly lighting regimes.

QUESTIONS 31-40

• 31. What is the primary purpose of the author in the passage?
  A. To argue that outdoor municipal illumination is more economically beneficial than dangerous.
  B. To explain the physiological and oncological dangers of artificial light pollution at night.
  C. To provide a historical overview of the transition from incandescent bulbs to LED technology.
  D. To detail the psychological differences between urban and rural populations.
• 32. According to paragraph 1, how has modern society changed its understanding of environmental degradation?
  A. It now focuses exclusively on the contamination of agricultural soil and water supplies.
  B. It recognizes that intangible factors like artificial light can act as severe biological disruptors.
  C. It considers industrial progress to be entirely separate from public health outcomes.
  D. It has rejected the idea that human activity can permanently alter evolutionary cycles.
• 33. According to paragraph 2, what is the biological function of melatonin?
  A. It accelerates the absorption of short-wavelength blue light within the brain.
  B. It acts as an on-and-off switch that increases nocturnal cortisol production.
  C. It facilitates sleep initiation and plays a vital role in cellular repair mechanisms.
  D. It stimulates the suprachiasmatic nucleus to suppress the immune system.
• 34. The word “cascades” in paragraph 2 is closest in meaning to:
  A. terminates rapidly | B. flows downward sequentially | C. stabilizes completely | D. reverses direction
• 35. Which of the following best paraphrases the highlighted sentence in paragraph 2?
  A. Suppressing melatonin causes a chain reaction in the hormone system, leading to long-term internal clock disruptions.
  B. The endocrine system completely shuts down when the internal clock is desynchronized by artificial light.
  C. Chronic desynchrony can be cured if the endocrine system blocks the flow of harmful external hormones.
  D. When hormones are inhibited, the brain is forced to create a more efficient circadian cycle to survive.
• 36. The word “proliferation” in paragraph 3 is closest in meaning to:
  A. destruction | B. rapid reproduction | C. structural mutation | D. chemical reduction
• 37. What is the relationship between urban light density and oncological risks discussed in paragraph 3?
  A. Urban lighting purifies the air, thereby reducing the incidence of leukemia in city residents.
  B. Higher urban light density suppresses melatonin, removing a natural defense against cancer cell growth.
  C. City residents have better access to medical centers, which skews the epidemiological data on malignancies.
  D. High outdoor illumination increases natural killer cell activity, protecting citizens from urban pathogenesis.
• 38. The word “it” in paragraph 3 refers to:
  A. sleep architecture | B. urban area | C. the body | D. killer cell activity
• 39. Look at the four boxes [A], [B], [C], and [D] that indicate where the following sentence could be added to the passage.
  

  “This suppression is particularly pronounced during exposure to digital screens right before bedtime.”

  Where would the sentence best fit?
  A. [A] |

• B. [B] |
• C. [C] |
• D. [D]
• 40. According to paragraph 4, what solution does the author propose to combat light pollution?
  A. Shifting entire populations from urban zones to rural environments.
  B. Banning all electronic screens and outdoor municipal lighting after sunset.
  C. Redesigning architectural light fixtures and adopting circadian-friendly indoor lighting.
  D. Increasing the medical distribution of synthetic melatonin to city workers.

Đáp án đề thi VSTEP Reading

PASSAGE 1

• B – Chủ đề xuyên suốt là phân tích so sánh thực đơn trường học ở các tầng lớp kinh tế khác nhau và hệ quả xã hội, sức khỏe của chúng.
• A – Curated trong ngữ cảnh nói về thực đơn có nghĩa là được tuyển chọn, tổ chức một cách cẩn thận (selected and organized).
• C – Đoạn 1 nêu: “due to stringent budgetary constraints” (do hạn chế ngân sách nghiêm ngặt) → limitations of financial resources.
• C – They thay thế cho danh từ số nhiều đứng trước làm chủ ngữ: Students.
• C – Đoạn 2 chỉ nói các trường công mới ưu tiên ăn nhanh (rapid throughput), còn trường tư coi ăn uống là một phần chương trình học (extension of the curriculum).
• B – Đoạn 3 nói các nhà hoạch định chính sách ưu tiên “immediate fiscal austerity” (thắt lưng buộc bụng tài chính trước mắt) hơn là lợi ích sức khỏe lâu dài.
• B – Các chất này được nêu làm ví dụ cho việc tăng cường khả năng tập trung kéo dài (sustained attention spans → prolonged mental focus).
• B – Câu gốc nói khay thức ăn là hình ảnh thu nhỏ của sự phân tầng xã hội, quyết định sức khỏe và tương lai của trẻ → Phương án B diễn đạt lại trọn vẹn nhất.
• B – Câu cần chèn bắt đầu bằng Consequently (Hậu quả là) nói về “sự tái sản xuất giai cấp” (class reproduction), đặt sau [B] là hợp lý nhất vì đoạn trước vừa nói về sự phân hóa giàu nghèo ẩn sau dịch vụ ăn uống.
• C – Tóm tắt ý chính của bài: sự khác biệt về dinh dưỡng học đường phản ánh sự bất bình đẳng xã hội và ảnh hưởng đến cả thể chất lẫn tinh thần trẻ.

PASSAGE 2

• B – Tiêu đề phản ánh đúng việc hệ thống giáo công lập thất bại đối với cá nhân học sinh và sự chuyển hướng sang giáo dục cá nhân hóa (homeschooling).
• B – Đoạn 1 nêu: “due to the rigid pacing of the institutional curriculum” (do tiến độ cứng nhắc của chương trình học).
• B – Exacerbate nghĩa là làm trầm trọng hơn, làm tồi tệ đi (worsen).
• C – Đoạn 2 phân tích Clara có phong cách học hình khối – vận động (spatial-kinesthetic) không phù hợp với cách dạy đại trà của trường.
• B – Obviated nghĩa là xóa bỏ, loại bỏ một trở ngại/khó khăn (eliminated).
• B – Đoạn 3 nói Clara học qua các dự án và thử nghiệm thực tế (project-based learning and tactile experimentation → hands-on activities).
• B – Đoạn 4 nói homeschooling buộc Elena phải tự tư duy, vượt qua việc chỉ học vẹt (memorization) vốn đã giúp cô thành công trước đây → nhận ra thói quen học nông cạn cũ.
• A – Câu gốc: Giáo dục học đường thường nhầm lẫn sự tuân thủ (compliance) với năng lực thực sự (capability) → Tuân thủ đồng nghĩa với obedience.
• C – Câu cần chèn nói về “sự lệch pha này” (this mismatch), đặt vào [C] sau câu phân tích sự không tương thích giữa cách dạy của trường và cách xử lý nhận thức của Clara là hoàn hảo.
• B – Mục đích của tác giả là thông qua case study này để chứng minh giáo dục cá nhân hóa có thể giải quyết các khiếm khuyết của giáo dục đại trà.

PASSAGE 3

• C – Đoạn 1 nói về sự phát triển từ hệ thống xe buýt tư nhân hỗn loạn đến hệ thống công cộng được quản lý để giải quyết ùn tắc.
• B – Đoạn 1 viết: “redundant routing, predatory pricing” (tuyến đường thừa thãi → duplicated routes, ép giá phá giá → aggressive pricing).
• B – Culminating in nghĩa là đỉnh điểm dẫn đến, kết quả là (resulting in).
• B – Câu gốc: Sự phối hợp logistics này mở rộng biên giới kinh tế, cho phép người lao động sống ở vùng ngoại ô giá rẻ mà vẫn tiếp cận được việc làm ở trung tâm.
• B – Tác giả nêu thiết kế xe buýt hai tầng là một tính toán về không gian nhằm tối đa hóa lượng khách trên mỗi mét vuông đường (spatial calculation to maximize passenger capacity).
• D – It ở đây thay thế cho chủ ngữ chính của phân đoạn trước: London’s bus system.
• B – Đoạn 4 nêu: “route frequencies are algorithmically adjusted based on real-time platform demand” (tần suất chuyến được điều chỉnh bằng thuật toán dựa trên nhu cầu thực tế).
• C – Tác giả kết luận ở cuối bài: “municipal intervention is essential for sustaining urban density” (sự can thiệp của chính quyền là thiết yếu để duy trì mật độ đô thị).
• C – Câu chèn nhắc đến “two modes” (hai phương thức giao thông). Đặt vào vị trí [C] là hợp lý vì ngay trước đó đoạn văn vừa đề cập đến mối quan hệ bổ trợ giữa xe buýt ngoại ô (suburban buses) và tàu điện ngầm (urban trains).
• C – Các phương án A, B, D đều là các luận điểm lớn cấu thành bài viết. Chi tiết về “bản thiết kế kiến trúc của trụ sở LPTB” không hề xuất hiện và là thông tin phụ/bịa.

PASSAGE 4

• B – Mục đích chính là giải thích các tác hại về mặt sinh lý và nguy cơ ung thư do ô nhiễm ánh sáng nhân tạo ban đêm gây ra.
• B – Đoạn 1 nói ô nhiễm không còn chỉ là chất độc hữu hình (tangible) mà ánh sáng nhân tạo cũng là một tác nhân phá hủy vô hình.
• C – Đoạn 2 nêu melatonin có vai trò “sleep induction” (sleep initiation) và “systemic cellular repair” (cellular repair mechanisms).
• B – Cascades trong ngữ cảnh hệ nội tiết nghĩa là một chuỗi các phản ứng/hệ quả xảy ra nối tiếp nhau như thác đổ (flows downward sequentially).
• A – Câu gốc: Việc ức chế hormone này gây ra một chuỗi hệ quả lên hệ nội tiết, tạo ra tình trạng mất đồng bộ nhịp sinh học mãn tính.
• B – Proliferation trong y khoa/sinh học nghĩa là sự tăng sinh, sinh sản tế bào rất nhanh (rapid reproduction).
• B – Đoạn 3 lập luận ánh sáng đô thị làm giảm melatonin → mất đi lá chắn bảo vệ chống lại sự tăng sinh tế bào đột biến (ung thư).
• C – it thay thế cho thực thể bị tấn công và trở nên dễ tổn thương: the body (cơ thể).
• C – Câu chèn nói về “sự ức chế này” (this suppression). Đặt vào [C] là hợp lý vì câu trước vừa nói về việc ánh sáng xanh từ màn hình điện tử làm hạn chế nghiêm ngặt quá trình sản xuất melatonin (restricts melatonin production).
• C – Đoạn cuối đề xuất: “implementation of shielded outdoor fixtures” (thiết kế lại chụp đèn ngoài trời) và chuyển sang “circadian-friendly lighting regimes” (hệ thống chiếu sáng thân thiện với nhịp sinh học).

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