Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option...

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 7 to 12.

KEEP FOLK GAMES ALIVE!

Join the Youth Heritage Media Project

Interested in media and local culture? This project helps students explore Vietnamese folk games through videos, posters, and interviews, showing how traditional activities still matter today.

In each team, some students write scripts, while (7) __________ design posters or edit clips. Every group is given a fair (8) __________ of responsibility so that all members can contribute. Students also (9) __________ local elders to learn how games such as tug of war and boat racing originated.

(10) __________ its success in helping students connect with local traditions in a modern way, the project has become increasingly popular. It also protects cultural (11) __________ and encourages young people to keep an open mind. For many participants, creating media about traditional games is both educational and (12) __________, often keeping them fully absorbed from the first interview to the final video edit.

Question 7: A. another        B. the other        C. others        D. other

Question 8: A. deal        B. share        C. range        D. level

Question 9: A. deal with        B. find out        C. interact with        D. keep up with

Question 10: A. As a result of        B. In general        C. Because        D. By contrast

Question 11: A. festival        B. identity        C. autograph        D. barrier

Question 12: A. rewarding        B. adaptable        C. memorable        D. captivating

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 13 to 17.

Question 13:

a. Emma: That was the right call. Let’s remind everyone in the group chat that jokes about someone’s background are never harmless.

b. Emma: Why did you remove the meme from our class page last night?

c. Noah: It was making fun of Sara’s accent, and some comments were getting even worse, so I reported it.

A. a – c – b        B. b – c – a        C. b – a – c        D. c – b – a

Question 14:

a. Ben: Was that near the library? I heard only part of it and wasn’t sure what happened.

b. Ben: Let’s invite him to our project group and use the shared folder so he can follow the tasks.

c. Mia: I noticed Omar was alone at lunch, and some students laughed when he mispronounced a word.

d. Mia: Good idea. I’ll send a short voice note before class tomorrow.

e. Mia: Yes, and he looked so uncomfortable that he left before finishing his meal.

A. c – a – d – e – b        B. c – b – e – a – d        C. c – a – e – b – d        D. c – a – d – b – e

Question 15:

Dear Anna,

How are you? School has been busy lately, but things are calmer now again.

a. There will be food stalls, short dance shows, and a story corner run by immigrant families.

b. After that, we can walk around together, try different dishes, and watch the student band.

c. This Saturday, our community centre is holding a cultural festival, and I immediately thought you might enjoy it.

d. I like this event because it brings local teens and new families together in a relaxed way.

e. Could you come early and help me at the welcome booth for one hour?

Hope you can join us this weekend.

Best,

Lucy

A. a – c – e – b – d        B. c – a – e – b – d        C. c – a – b – e – d        D. c – e – a – d – b

Question 16:

a. In my class, a new boy from Myanmar was ignored during team activities because some students believed he would not understand the task.

b. It can begin with quick assumptions about someone’s accent, clothes, or lunch box, and those assumptions easily turn into exclusion.

c. Experiences like that show that social inclusion is not only about being kind; it also means giving others a fair chance to join and contribute.

d. Prejudice at school often appears in small moments, so many students do not notice how harmful it is at first.

e. After our teacher changed the groups and gave everyone clear roles, people began listening to him, which improved both the project and the mood.

A. d – a – b – e – c        B. d – b – e – a – c        C. c – d – b – a – e        D. d – b – a – e – c

Question 17:

a. As parents became more confident, they started joining neighbourhood meetings, while their children made friends faster through sports teams, library events, and shared class projects.

b. Successful integration of immigrants and minority groups depends less on symbolic slogans than on whether daily services, school routines, and public information are easy to use.

c. These changes seemed simple, yet they reduced the stress many families felt when dealing with transport, health care, and messages from teachers.

d. Because participation grew from practical support rather than pressure to fit in immediately, the area became more connected without asking people to give up their language or identity.

e. In one district near my school, the local council translated clinic forms, added QR codes for bus guides, and opened a weekend homework club for newly arrived children.

A. e – b – c – a – d        B. b – e – a – c – d        C. b – e – c – a – d        D. b – c – e – a – d

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 18 to 22.

In several Vietnamese cities, heritage festivals are being redesigned for students who want experiences that feel lively, social, and meaningful. At first glance, the music corners, photo zones, and tasting booths may seem to promise little more than entertainment. Yet what many visitors do not expect when they arrive is (18) __________. By the end of the event, they often realise that traditions become easier to value when they are presented through activities that feel current rather than distant.

Working with musicians, cooks, and local designers, (19) __________. These sessions ask participants to listen carefully, compare regional habits, and record details that older speakers fear may gradually disappear. The programme is intended not only to make customs more accessible but also (20) __________. (21) __________. Students who first join for the social atmosphere frequently stay to ask questions whose answers cannot be found in a short online post.

Organisers argue that a festival has lasting value when it creates situations in which young people understand why certain practices survived, who kept them alive, and how those practices still shape community life. For this reason, many schools now regard such events as spaces (22) __________.

Question 18:

A. that the stories they are hearing have often been carried across generations by families rarely mentioned in textbooks

B. the stories they are hearing have often carried generations of families rarely mentioned in textbooks

C. what the stories they are hearing have often been carried across generations by families rarely mentioned in textbooks

D. whether the stories they are hearing have often been carried across generations by families rarely mentioned in textbooks

Question 19:

A. much meaning is hidden in ordinary objects and routines for students to notice more clearly

B. the workshops encourage students to notice meaning hidden in ordinary objects and routines

C. students are encouraged to notice how much meaning is hidden in ordinary objects and routines

D. ordinary objects and routines become more meaningful to students during the workshops

Question 20:

A. to show why patience, listening, and comparison is essential to deeper cultural understanding

B. showing why patience, listening, and comparison are essential to deeper cultural understanding

C. demonstrate that deeper cultural understanding is essential to patience, listening, and comparison

D. to show why patience, listening, and comparison are essential to deeper cultural understanding

Question 21:

A. As a result, the event often leads participants beyond surface enjoyment and into deeper inquiry

B. By contrast, the event mainly appeals to students who already possess knowledge of local customs

C. Even so, the organisers assume that entertainment matters more to visitors than cultural understanding

D. For instance, the event tends to confirm that social enjoyment alone is enough to sustain cultural interest

Question 22:

A. through where curiosity strengthens and cultural respect is gradually built

B. where curiosity is strengthened and cultural respect gradually building

C. through which curiosity is strengthened and cultural respect is gradually built

D. in which strengthening curiosity and cultural respect are gradually built

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.

When Home No Longer Feels Entirely Familiar

A student returns home with a suitcase full of gifts, photos, and stories, expecting life to feel warm and familiar again. Instead, ordinary things seem slightly unfamiliar. Meals taste the same, streets look the same, yet daily interaction feels oddly out of step. This is reverse culture shock, a quieter kind of confusion that often appears after a life changing stay abroad.

Part of the discomfort comes from a broken expectation. People often imagine home as fixed, a place waiting patiently for them. In reality, life moves on. Friends have new routines, family life has its own rhythm, and the returnee has changed as well. New habits, new standards, and a deeper sense of identity can make old patterns feel too small. Home remains meaningful, but it no longer fits as easily as before.

The strain is also social. When people ask, “How was it?”, they usually mean well, yet one polite question cannot hold months of growth, doubt, joy, and loneliness. On the other hand, friends and family may quietly worry that the returnee no longer connects with them in the same way. As a result, both sides can become careful, even awkward. What should feel natural may require fresh effort and more understanding than either side expects.

Still, reverse culture shock is not only negative. It can reflect real growth, greater appreciation, and a more thoughtful view of one’s own culture. Rather than trying to erase the distance, returnees may need to keep an open mind, reconnect patiently, and learn how to blend old ties with new understanding. Seen this way, discomfort is not a cause for alarm. It is often the first sign that the experience truly mattered.

[Adapted from University of Nebraska Omaha, “Reverse Culture Shock”]

Question 23. Which of the following best summarizes the main idea of paragraph 2?

A. Readjustment is difficult because the returnee finds that home still matters emotionally, even though family routines no longer fit as naturally as before.

B. Time abroad often reshapes a person’s identity so deeply that earlier habits at home begin to feel restrictive and outgrown.

C. The discomfort of returning home often comes from the gap between expecting home to stay the same and realizing that both home life and the returnee have changed.

D. Reverse culture shock grows when people discover that the home they longed for has changed in ways they did not expect.

Question 24. The word "it" in paragraph 3 refers to __________.

A. the strain        B. the stay abroad        C. the polite question        D. the fresh effort

Question 25. In which paragraph does the writer first show that home feels familiar but not fully natural to the returnee?

A. Paragraph 1        B. Paragraph 2        C. Paragraph 3        D. Paragraph 4

Question 26. In paragraph 2, the word “fixed” is closest in meaning to __________.

A. secure        B. unchanged        C. familiar        D. private

Question 27. According to paragraph 3, all of the following contribute to tension after returning home EXCEPT __________.

A. a brief question cannot fully contain a long and complex experience

B. relatives may wonder whether the returnee still relates to them in the same way

C. both sides may become cautious because reconnecting is less automatic than expected

D. returnees usually refuse to discuss their time abroad in order to avoid judgment

Question 28. In paragraph 3, the word “awkward” is OPPOSITE in meaning to __________.

A. tense        B. uncertain        C. natural        D. distant

Question 29. In which paragraph does the writer present reverse culture shock as a possible sign of growth and suggest a patient response to it?

A. Paragraph 1        B. Paragraph 2        C. Paragraph 3        D. Paragraph 4

Question 30. Which of the following best paraphrases the underlined sentence in paragraph 4?

A. The gap between returnees and others usually fades by itself once everyone means well.

B. Returnees should accept some distance at first and patiently rebuild old connections while keeping what they have learned.

C. The best way to reconnect is to ignore recent changes and return to old patterns as fully as possible.

D. Returnees can move forward more easily when they stop worrying about ties at home and focus on new identities.

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.

Multiculturalism

By lunchtime, the school yard has turned into a small map of the world. Students crowd around food stalls, compare spring rolls with fish and chips, and take photos of costumes they call unique or familiar. Such scenes gain in popularity because they are easy to enjoy. They seem to bring people together. That is the appeal of multiculturalism in its public form: visible and shareable. But a society is not truly multicultural just because difference looks good in a picture.

In many respects, the real test begins after the music stops. [I] Multiculturalism matters less as celebration than as arrangement: who gets heard, whose beliefs are treated seriously, and whether people from a wide range of backgrounds can participate without having to sand down their cultural identity first. [II] Only when diversity is linked to inclusion does it become more than decoration. [III] It asks institutions, not just individuals, to keep an open mind. [IV]

Public culture is shaped by markets, platforms, and current trends. Difference can raise awareness; it can also be packaged. Once culture is turned into content, what should deepen understanding is often flattened into something easy to consume. A tradition with roots in memory and struggle becomes a feature or a brand. On the other hand, visibility is not worthless. People often learn about unfamiliar lives because a film, a song, or a creator first catches their attention. By contrast, the line is crossed when representation stops inviting people to interact with complexity and starts teaching them to consume identity.

That is why multiculturalism needs both warmth and limits. It should encourage exchange, creativity, and a stronger sense of identity, but it cannot excuse practices that deny dignity or basic rights. Nor should any dominant culture demand that others simply blend in for the sake of comfort. A mature society does not make people choose between belonging and self-respect. It builds conditions in which different groups can connect with one another, reflect on their differences, and remain fully human in the process.

[Adapted from UNESCO]

Question 31: Where in the passage does the following sentence best fit?

Read that way, cultural diversity is part of how a community learns to adapt to complexity.

A. [I]         B. [III]         C. [IV]         D. [II]

Question 32. In paragraph 1, the clause “looks good in a picture” is closest in meaning to __________.

A. becomes easier to organise in public        B. reflects daily equality in a community

C. appears attractive only at a superficial level        D. invites debate about cultural policy

Question 33. The word "it" in paragraph 2 refers to __________.

A. decoration        B. inclusion        C. diversity        D. community

Question 34. According to paragraph 2, which of the following is NOT stated as part of meaningful multiculturalism?

A. Diversity becomes meaningful when it is linked to inclusion.

B. Institutions as well as individuals are expected to adapt.

C. People should be able to participate without sanding down their identity.

D. Public celebration alone proves that a society is truly multicultural.

Question 35. The word “flattened” in paragraph 3 is closest in OPPOSITE meaning to __________.

A. shortened        B. enriched        C. hidden        D. delayed

Question 36. What can be inferred from paragraph 3 about cultural visibility?

A. It becomes meaningful only when it stays outside markets and media.

B. It usually harms understanding because audiences prefer entertainment.

C. It can begin curiosity, but it is not enough when culture is reduced to easy content.

D. It matters less than tradition because people rarely learn from creators.

Question 37. Which of the following best summarises paragraph 3?

A. Public visibility can open interest in other cultures, but it becomes harmful when culture is simplified into attractive content for easy consumption.

B. Markets and media mainly weaken multiculturalism because they stop people from learning anything serious about unfamiliar lives.

C. Cultural traditions are safest when they avoid films, songs, and online platforms that might turn them into commercial products.

D. Representation fails mostly because modern audiences prefer entertaining stories to complex accounts of history and struggle.

Question 38. Which of the following best paraphrases the underlined sentence in paragraph 4: “A mature society does not make people choose between belonging and self-respect.”?

A. Belonging matters more than self-respect if a society wants cultural peace.

B. People feel fully human only when cultural differences are gradually reduced.

C. A stable society lets people preserve self-respect, but only in private settings.

D. A healthy society should not force people to sacrifice dignity in order to be accepted.

Question 39. Which of the following can be inferred from the passage?

A. Cultural festivals should be replaced by stricter legal controls on public expression.

B. Policies that expand inclusion while rejecting practices that violate dignity would fit the author’s view.

C. Dominant cultures are incapable of genuine exchange with minority groups in modern societies.

D. Individual openness matters more than any institutional response to diversity.

Question 40. Which of the following best summarises the passage?

A. A celebration of the visual diversity found in modern institutions, emphasizing that the popularity of cultural exchange is the most reliable indicator of a successful, inclusive community.

B. An examination of multiculturalism that moves beyond surface-level aesthetics to advocate for structural inclusion and a commitment to universal human rights and dignity.

C. A critical warning against the role of global markets and media platforms, which are portrayed as the primary obstacles to individuals seeking to maintain their original cultural identities.

D. A proposal for a mature society where different cultural groups are encouraged to remain separate in order to preserve their self-respect and avoid being "flattened" by dominant social trends.