Câu hỏi:

Read the following passage about Hallyu 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.

Hallyu

Over the past few decades, the term ‘Hallyu’, which translates to “Korean Wave”, has made its way to the global stage. The rapid growth of the Hallyu market owes its success to meticulously crafted domestic cultural strategies and unwavering government support. Following the Asian financial crisis in 1997, President Kim Dae-jung envisioned a national cultural strategy to revive the economy. Since then, South Korea’s cultural industry has been on an upward tendency.

Amongst the latest ranking of most-subscribed-to YouTube accounts, BLACKPINK secures the global top spot of artists, followed by BTS in second place and Justin Bieber in third place. The exportation of cultural industries vividly showcases the escalating influence of Hallyu, now a trump card for South Korea in improving its soft power.

BLACKPINK’s recent presence at Buckingham Palace is not the first time South Korean idol groups have stepped onto the diplomatic stage. Thanks to the huge fan base and influence of these groups, they have become a common sight before foreign affairs visits and leader summits. Back in May 2022, BTS held an audience with US President Joe Biden at the White House, discussing matters concerning anti-Asian hate and racial discrimination.

According to the ‘2021 National Image Survey’ by the South Korean Ministry of Culture, Sports, and Tourism, a striking 80.5% of foreigners positively evaluated South Korea’s national image. Undoubtedly, the Hallyu wave molds South Korea’s national image on their political and cultural fronts.

(Adapted from https://uclpimedia.com)

In which paragraph is Hallyu mentioned as a factor in enhancing South Korea's soft power?

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

Where in paragraph 2 does the following sentence best fit?

This lack of initiative often leads to poor comprehension and retention of information

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

The phrase fix-up in paragraph 2 could be best replaced by_________

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

The word They in the 1st paragraph refers to ______

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

According to paragraph 3, which of the following is NOT MENTIONED about children with learning disabilities?

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

Which of the following best summarizes paragraph 2?

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

Which word below is opposite in meaning to ineffective?

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

Which of the following is TRUE about students with low academic achievement, according to the passage?

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

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

Read the following passage about learning tips 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.

Learning tips

Successful students often do the followings while studying. First, they have an overview before reading. Next, they look for important information and pay greater attention to it (which often needs jumping forward or backward to process information). They also relate important points to one another. Also, they activate and use their prior knowledge. When they realize that their understanding is not good, they do not wait to change strategies. Last, they can monitor understanding and take action to correct or “fix up” mistakes in comprehension.

Conversely, students with low academic achievement often demonstrate ineffective study skills. [I] They tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to monitor their studying. [II] For example, low-achieving students often do not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little evidence of looking back or employing “fix-up” strategies to fix understanding problems. [III] Students who struggle with learning new information seem to be unaware that they must extend effort beyond simply reading the content to understand and remember it. [IV]

Children with learning disabilities do not plan and judge the quality of their studying. Their studying may be disorganized. Students with learning problems face challenges with personal organization as well. They often have difficulty keeping track of materials and assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study skills in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills. They cannot explain why good study strategies are important for learning; and they tend to use the same, often ineffective study approach for all learning tasks, ignoring task content, structure or difficulty.

(Source: Adapted from Study Skills: Managing Your Learning — NUI Galway)

Which of the following can be inferred from the passage?