Đề thi thử số 3 — Reading 40 câu (có bài đọc)

Đề thi thử VSTEP Reading số 3 gồm 40 câu trắc nghiệm: 4 passages về tâm lý học xã hội, thực phẩm hữu cơ, khảo cổ học, và kỹ năng lãnh đạo. Thời gian: 60 phút.

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Đề thi thử số 3 — Reading 40 câu (có bài đọc)
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Đề thi thử VSTEP Reading số 3

Thời gian: 60 phút | Tổng số câu: 40 câu trắc nghiệm

Hướng dẫn: Đọc kỹ các đoạn văn và chọn đáp án đúng nhất (A, B, C hoặc D) cho mỗi câu hỏi.

PASSAGE 1 (Câu 1–10)

Public transportation systems are essential to the functioning of modern cities, providing millions of people with affordable and efficient means of getting to work, school, and other destinations. From buses and trams to underground railways and ferries, public transit networks reduce traffic congestion, lower carbon emissions, and improve the overall quality of urban life. Despite these benefits, many cities around the world struggle to maintain and expand their public transportation infrastructure to meet the needs of growing populations.

One of the most important advantages of public transportation is its ability to reduce traffic congestion. In cities where a large percentage of the population relies on private cars, roads become clogged during peak hours, leading to long commute times, increased fuel consumption, and higher levels of air pollution. By contrast, a single bus can carry the same number of passengers as 40 or more cars, while a metro train can transport hundreds of people at once. Cities that have invested in efficient public transit systems, such as Tokyo, Singapore, and Vienna, consistently rank among the most livable cities in the world, partly because their residents spend less time stuck in traffic.

Public transportation also plays a crucial role in promoting social equity. For many low-income individuals and families, owning and maintaining a private vehicle is prohibitively expensive. Public transit provides these communities with essential access to employment, healthcare, education, and social services. Without reliable bus or train services, residents of underserved neighborhoods may find themselves isolated from economic opportunities, perpetuating cycles of poverty. Recognizing this, some cities have introduced reduced-fare programs for students, seniors, and low-income residents to ensure that public transportation remains accessible to all members of society.

The environmental benefits of public transportation are substantial and well-documented. According to the American Public Transportation Association, public transit produces 95 percent less carbon monoxide and nearly 50 percent less carbon dioxide per passenger mile compared to private automobiles. Electric buses and trains, which are becoming increasingly common in cities worldwide, further reduce the environmental footprint of public transit by eliminating tailpipe emissions entirely. Additionally, cities with robust public transit networks tend to have more compact urban development patterns, which preserve green spaces and reduce the environmental impact of suburban sprawl.

However, public transportation systems face numerous challenges that can undermine their effectiveness. Insufficient funding is perhaps the most common obstacle, as building and maintaining transit infrastructure requires significant capital investment. Many cities struggle to balance the need for affordable fares with the costs of operating and expanding their networks. Overcrowding during peak hours, aging infrastructure, and safety concerns can also discourage potential riders from using public transit. To address these challenges, transportation planners are increasingly turning to technology solutions such as real-time tracking apps, contactless payment systems, and data-driven route optimization to improve the passenger experience and attract more riders.

Câu 1. What is the main idea of the passage?

A. Public transportation is too expensive for most cities
B. Public transportation provides important benefits but faces significant challenges
C. Private cars are always better than public transportation
D. Only wealthy cities can afford good public transit

Câu 2. According to paragraph 2, how many cars can a single bus replace?

A. 10 or more
B. 20 or more
C. 40 or more
D. 100 or more

Câu 3. The word "clogged" in paragraph 2 is closest in meaning to:

A. Widened
B. Blocked
C. Repaired
D. Monitored

Câu 4. Why is public transportation important for social equity?

A. It creates jobs for low-income workers
B. It provides essential access to services for people who cannot afford cars
C. It allows the government to track population movements
D. It forces wealthy people to share space with poorer residents

Câu 5. The word "prohibitively" in paragraph 3 is closest in meaning to:

A. Reasonably
B. Surprisingly
C. Excessively
D. Slightly

Câu 6. What is the purpose of reduced-fare programs?

A. To increase profits for transit companies
B. To ensure public transit is accessible to vulnerable groups
C. To compete with private taxi services
D. To reduce the number of passengers on buses

Câu 7. How much less carbon dioxide does public transit produce per passenger mile?

A. About 25 percent less
B. About 50 percent less
C. About 75 percent less
D. About 95 percent less

Câu 8. What can be inferred about electric buses from the passage?

A. They are more expensive to operate than diesel buses
B. They are environmentally friendlier than traditional buses
C. They are only used in European cities
D. They are slower than conventional buses

Câu 9. What is the biggest challenge facing public transportation systems?

A. A lack of passengers
B. Insufficient funding
C. Competition from bicycles
D. Government regulations

Câu 10. What technology solutions are mentioned for improving public transit?

A. Self-driving buses and flying taxis
B. Real-time tracking apps and contactless payment
C. Virtual reality simulations and holograms
D. Drone delivery and teleportation

PASSAGE 2 (Câu 11–20)

The rapid expansion of online education has transformed the landscape of learning at every level, from primary school to postgraduate studies. What was once considered a niche alternative to traditional classroom instruction has become a mainstream educational delivery method, accelerated dramatically by the global disruptions caused by the COVID-19 pandemic. Today, millions of students worldwide access courses, degree programs, and professional certifications through digital platforms, raising important questions about the quality, accessibility, and future direction of education.

Massive Open Online Courses, commonly known as MOOCs, have been at the forefront of the online education revolution. Platforms such as Coursera, edX, and Udemy offer thousands of courses from prestigious universities and industry experts, often at a fraction of the cost of traditional enrollment or even for free. A student in rural Vietnam can now access lectures from professors at MIT, Harvard, or Oxford without leaving home, a possibility that would have been unimaginable just two decades ago. This democratization of knowledge has the potential to reduce educational inequality and provide learning opportunities to populations that have historically been excluded from elite academic institutions.

Online education offers several practical advantages that traditional classrooms cannot easily replicate. Flexibility is perhaps the most frequently cited benefit, as students can access course materials, watch recorded lectures, and complete assignments according to their own schedules. This flexibility is particularly valuable for working professionals who wish to advance their careers through continuing education without sacrificing their employment. Additionally, online platforms can leverage technology to personalize the learning experience, using algorithms to identify areas where individual students struggle and recommending supplementary materials or exercises to address specific weaknesses.

Despite these advantages, online education faces legitimate criticisms that must be addressed if it is to fulfill its transformative potential. The absence of face-to-face interaction between students and instructors can diminish the quality of learning, particularly for subjects that benefit from hands-on practice, laboratory work, or collaborative discussion. Completion rates for online courses remain significantly lower than those of traditional programs, with some MOOCs reporting completion rates below ten percent. This attrition is often attributed to the lack of structured accountability and social engagement that physical classrooms naturally provide. Furthermore, the digital divide means that students without reliable internet access or suitable devices are effectively excluded from online learning opportunities, potentially widening rather than narrowing educational inequalities.

The future of education will likely involve a hybrid model that combines the best elements of online and traditional instruction. Blended learning approaches, in which students attend some sessions in person while completing other components online, have shown promising results in research studies. Universities are increasingly investing in sophisticated learning management systems that facilitate interaction between students and instructors through video conferencing, discussion forums, and collaborative digital workspaces. As technology continues to evolve, innovations such as virtual reality classrooms, AI-powered tutoring systems, and blockchain-based credentialing may further blur the boundaries between online and offline education, creating a more flexible and inclusive learning ecosystem for students worldwide.

Câu 11. What is the passage mainly about?

A. Why traditional classrooms are superior to online learning
B. The growth, benefits, challenges, and future of online education
C. How to create an online course
D. The technical requirements for online learning platforms

Câu 12. What are MOOCs?

A. Private tutoring services for wealthy students
B. Government-run education programs
C. Online courses accessible to large numbers of students, often at low or no cost
D. Physical classrooms that use technology for teaching

Câu 13. The word "democratization" in paragraph 2 is closest in meaning to:

A. Restriction
B. Commercialization
C. Making available to everyone
D. Simplification

Câu 14. What is the most cited advantage of online education?

A. Lower tuition costs
B. Better quality instruction
C. Flexibility in scheduling
D. More social interaction

Câu 15. The word "leverage" in paragraph 3 is closest in meaning to:

A. Ignore
B. Replace
C. Utilize effectively
D. Limit

Câu 16. What is a major criticism of online education?

A. It is too expensive for most students
B. Completion rates are very low for many online courses
C. Online courses are not recognized by employers
D. The technology is too difficult for students to use

Câu 17. What does "attrition" in paragraph 4 most likely mean?

A. Success
B. Enrollment
C. Dropout or decline in numbers
D. Improvement

Câu 18. How might online education widen inequality according to the passage?

A. By charging higher fees than traditional universities
B. By excluding students without reliable internet or devices
C. By offering courses only in English
D. By requiring previous university degrees for enrollment

Câu 19. What is a "blended learning" approach?

A. Learning only through online platforms
B. A combination of in-person and online instruction
C. Learning multiple subjects at the same time
D. A method that uses only video lectures

Câu 20. What does the author predict about the future of education?

A. Online education will completely replace traditional classrooms
B. Traditional classrooms will remain unchanged
C. A hybrid model combining online and traditional methods will prevail
D. All education will be delivered through virtual reality

PASSAGE 3 (Câu 21–30)

Plastic pollution has emerged as one of the most visible and pervasive environmental crises of the twenty-first century, with the world's oceans bearing a disproportionate share of the burden. An estimated eight million metric tons of plastic waste enter the oceans every year, accumulating in vast garbage patches, washing up on remote beaches, and infiltrating the deepest ocean trenches. This relentless influx of synthetic materials threatens marine ecosystems, compromises human health through the food chain, and poses fundamental questions about the sustainability of current production and consumption patterns.

The scale of oceanic plastic pollution is staggering. The Great Pacific Garbage Patch, the largest accumulation of ocean plastic in the world, covers an area approximately three times the size of France and contains an estimated 80,000 metric tons of floating debris. Contrary to popular imagination, however, this patch is not a solid island of trash but rather a diffuse concentration of microplastics — fragments smaller than five millimeters — suspended in the water column. These microplastics are virtually impossible to remove with current technology and persist in the marine environment for hundreds of years, slowly breaking down into ever smaller particles but never fully biodegrading.

The ecological consequences of plastic pollution are devastating and far-reaching. More than 800 marine species are known to be affected by plastic debris through ingestion, entanglement, or habitat disruption. Sea turtles frequently mistake plastic bags for jellyfish, their primary food source, leading to intestinal blockages and starvation. Seabirds ingest small plastic fragments, which accumulate in their stomachs and can cause malnutrition, internal injuries, and death. Perhaps most concerning is the phenomenon of bioaccumulation, in which toxic chemicals associated with plastics — including bisphenol A, phthalates, and persistent organic pollutants — concentrate as they move up the food chain, ultimately reaching human consumers through contaminated seafood.

Addressing oceanic plastic pollution requires intervention at multiple points along the plastic lifecycle. Reducing plastic production, particularly of single-use items such as bags, bottles, straws, and packaging, represents the most effective upstream approach. More than 60 countries have implemented bans or levies on single-use plastic bags, with measurable reductions in plastic litter observed in many cases. However, production-side interventions alone are insufficient without corresponding improvements in waste management infrastructure, especially in developing nations where inadequate collection and recycling systems allow significant quantities of plastic to leak into waterways. International agreements such as the United Nations Global Plastics Treaty, currently under negotiation, aim to establish binding commitments for reducing plastic pollution across the entire value chain.

Innovative technologies offer promising but partial solutions to the crisis. Ocean cleanup systems, such as the floating barriers developed by The Ocean Cleanup organization, have demonstrated the feasibility of capturing surface-level plastic debris in certain conditions. Biodegradable alternatives to conventional plastics, including materials derived from seaweed, cornstarch, and bacterial cellulose, are gaining commercial traction but remain more expensive and less versatile than their petroleum-based counterparts. Advanced recycling technologies, including chemical recycling processes that can break polymers down into their original monomers for reprocessing, represent a significant improvement over traditional mechanical recycling but have yet to achieve the scale necessary to meaningfully impact global plastic waste volumes. Ultimately, scientists and policymakers agree that no single technological solution can substitute for fundamental changes in how societies produce, consume, and dispose of plastic materials.

Câu 21. What is the main topic of this passage?

A. How plastic is manufactured
B. The causes, impacts, and responses to plastic pollution in oceans
C. Why recycling is more important than reducing production
D. The history of plastic invention

Câu 22. How much plastic enters the oceans each year?

A. About 1 million metric tons
B. About 8 million metric tons
C. About 80 million metric tons
D. About 800 million metric tons

Câu 23. The word "pervasive" in paragraph 1 is closest in meaning to:

A. Rare
B. Temporary
C. Widespread
D. Controllable

Câu 24. What is the Great Pacific Garbage Patch actually like?

A. A solid island of large plastic items
B. A diffuse concentration of microplastics in the water
C. A man-made structure floating on the surface
D. A pile of garbage visible from space

Câu 25. The word "infiltrating" in paragraph 1 refers to:

A. Cleaning
B. Penetrating or entering
C. Floating above
D. Surrounding

Câu 26. What is bioaccumulation?

A. The natural breakdown of plastic in the ocean
B. The concentration of toxic chemicals as they move up the food chain
C. The accumulation of garbage patches in the Pacific Ocean
D. The process of recycling plastic into new products

Câu 27. What upstream approach does the passage recommend?

A. Cleaning up beaches more frequently
B. Building more recycling plants
C. Reducing production of single-use plastics
D. Moving plastic factories away from coastal areas

Câu 28. What limitation of biodegradable plastics is mentioned?

A. They are toxic to marine life
B. They are more expensive and less versatile than conventional plastics
C. They cannot be manufactured in large quantities
D. They break down too quickly to be useful

Câu 29. What is the author's view on technological solutions?

A. Technology alone can fully solve the plastic pollution crisis
B. Technological solutions are useful but cannot replace fundamental behavioral change
C. Technology has made no progress in addressing plastic pollution
D. Only ocean cleanup systems can make a real difference

Câu 30. What can be inferred about the UN Global Plastics Treaty?

A. It has already been signed by all nations
B. It aims to create binding global commitments on plastic reduction
C. It only applies to developed countries
D. It focuses exclusively on ocean cleanup

PASSAGE 4 (Câu 31–40)

The rapid advancement of artificial intelligence technologies has precipitated an urgent and multifaceted discourse on the ethical dimensions of developing and deploying systems capable of autonomous decision-making. As AI applications proliferate across domains as diverse as healthcare diagnostics, criminal justice, autonomous vehicles, financial services, and military operations, the decisions made by algorithmic systems increasingly carry profound consequences for individual lives and societal structures. The absence of comprehensive regulatory frameworks governing AI development has intensified calls from researchers, ethicists, and policymakers for the establishment of robust principles to guide the responsible creation and deployment of intelligent systems.

Algorithmic bias represents one of the most extensively documented ethical challenges in contemporary AI development. Machine learning systems are trained on historical datasets that frequently reflect and encode existing social inequalities related to race, gender, socioeconomic status, and other demographic characteristics. When these biased datasets are used to train predictive models, the resulting systems can perpetuate and even amplify discriminatory patterns in consequential decision-making contexts. A widely publicized analysis of a major healthcare algorithm used by hospitals across the United States revealed that the system systematically underestimated the healthcare needs of Black patients compared to equally ill White patients, a bias traceable to the algorithm's use of healthcare spending rather than actual illness as a proxy for medical need.

The opacity of many advanced AI systems poses a distinct but related ethical challenge. Deep learning models, which power some of the most capable AI applications, operate through complex neural network architectures involving millions or even billions of parameters whose individual contributions to outputs are exceedingly difficult to interpret. This opacity — often characterized as the "black box" problem — undermines the principle of accountability, as it becomes unclear who bears responsibility when an opaque algorithm produces a harmful or discriminatory outcome. The tension between model performance and interpretability presents a genuine dilemma for practitioners, as the most accurate models are frequently the least transparent, while more interpretable approaches may sacrifice predictive power.

Privacy erosion constitutes another critical ethical concern as AI systems demand ever larger quantities of personal data to function effectively. Facial recognition technology, which has achieved remarkable accuracy through training on vast databases of human faces, exemplifies this tension between capability and privacy. While proponents argue that facial recognition enhances public safety through improved surveillance and identification of criminal suspects, critics contend that the technology enables unprecedented mass surveillance, disproportionately misidentifies individuals from minority ethnic groups, and creates an architecture of control that fundamentally alters the relationship between citizens and the state. Several major cities, including San Francisco and Brussels, have enacted moratoriums or outright bans on government use of facial recognition in public spaces, reflecting growing public unease with the technology's implications for civil liberties.

The international governance landscape for AI ethics remains fragmented and largely voluntary. The European Union's AI Act, adopted in 2024, represents the most comprehensive legislative framework to date, establishing risk-based categories for AI applications and imposing stringent requirements on systems classified as high-risk. However, the regulation's effectiveness depends on consistent enforcement across member states and its influence beyond European borders. China has pursued a parallel but distinct regulatory approach, emphasizing state oversight and alignment with national strategic objectives. The United States has largely relied on sector-specific guidelines and voluntary industry commitments rather than comprehensive legislation. This regulatory heterogeneity creates challenges for multinational technology companies operating across jurisdictions and raises concerns about a potential race to the bottom, in which companies relocate AI development activities to regions with less stringent oversight to gain competitive advantages.

Câu 31. What is the central theme of this passage?

A. The technical specifications of artificial intelligence systems
B. The ethical challenges and regulatory responses to AI development
C. How to build a career in artificial intelligence
D. The history of computing from mainframes to AI

Câu 32. What causes algorithmic bias according to the passage?

A. Deliberate programming by developers who want to discriminate
B. Training AI on historical data that reflects existing social inequalities
C. The use of too little data in training models
D. Hardware limitations of modern computers

Câu 33. The word "opacity" in paragraph 3 is closest in meaning to:

A. Efficiency
B. Transparency
C. Lack of transparency
D. Complexity

Câu 34. What is the "black box" problem?

A. AI systems that are physically too large to transport
B. AI systems that are too expensive for small companies
C. AI systems whose decision-making processes are difficult to understand
D. AI systems that only work in controlled environments

Câu 35. What concern about facial recognition does the passage raise?

A. It is too inaccurate to be useful
B. It enables mass surveillance and disproportionately affects minorities
C. It is only available in wealthy countries
D. It requires too much computing power

Câu 36. The word "moratoriums" in paragraph 4 is closest in meaning to:

A. Permanent laws
B. Temporary bans or suspensions
C. Financial investments
D. Technical improvements

Câu 37. What is distinctive about the EU's AI Act?

A. It bans all artificial intelligence research
B. It is the most comprehensive AI legislative framework to date
C. It only applies to social media companies
D. It was developed by technology companies, not governments

Câu 38. How does the US approach to AI regulation differ from the EU's?

A. The US has stricter regulations than the EU
B. The US relies on sector-specific guidelines rather than comprehensive legislation
C. The US has banned all AI development
D. The US does not allow any AI research

Câu 39. What is a "race to the bottom" in the context of AI regulation?

A. Companies competing to develop the fastest AI systems
B. Countries lowering AI safety standards to attract technology companies
C. AI systems becoming less intelligent over time
D. Companies reducing the price of AI products

Câu 40. What can be inferred from the passage about the current state of AI ethics?

A. All ethical issues have been satisfactorily resolved
B. There is global consensus on how to regulate AI
C. Significant challenges remain and international coordination is lacking
D. Only Europe is concerned about AI ethics

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