Đề minh hoạ vào lớp 10 môn Anh 2025 không chuyên - Phổ thông Năng khiếu, ĐHQG TP.HCM có đáp án

Read the passage and choose A, B, C, or D to indicate the best answer to each of the questions

that follow.

The impact of social media and screen time on young people is a topic that continues to spark

significant debate among educators, psychologists, parents, and researchers. Social media has

revolutionized how young people interact, communicate, and consume information, offering both opportunities and challenges. On the positive side, social media provides platforms for self-expression, creativity, and the ability to connect with friends and communities. It offers

educational benefits, including access to diverse perspectives, online resources, and opportunities for collaboration on academic and personal projects. For marginalized groups, it can serve as a lifeline, offering support networks and visibility that might otherwise be unavailable. However, these benefits come with substantial risks when use becomes excessive or unmanaged. Studies have linked heavy social media use to increased rates of anxiety, depression, and loneliness among adolescents. Much of this stems from the phenomenon of "comparison culture," where young people constantly compare their lives to the curated and often unrealistic portrayals they see online. This can lead to feelings of inadequacy and low self-esteem. Additionally, the addictive nature of social media platforms, designed to maximize user engagement, can foster compulsive behaviors that interfere with academic performance, physical activity, and in-person relationships. [A]

Excessive screen time, especially late at night, can also disrupt sleep patterns, which are crucial for the mental and physical development of adolescents. The blue light emitted by screens interferes with the production of melatonin, the hormone responsible for regulating sleep. Over time, chronic sleep deprivation can lead to issues such as poor concentration, irritability, and even long-term health problems like obesity and heart disease. Furthermore, the time spent on screens often replaces time that could be spent on other enriching activities such as physical exercise, reading, or face-to-face socializing. [B]

At the same time, not all screen time is harmful, and the type of content consumed plays a crucial role in determining its effects. Educational content, for example, can foster learning and skill development, while engaging in moderated, meaningful online interactions can enhance social well-being. The challenge lies in finding the balance between the advantages and the drawbacks of screen time. Parents and educators play a critical role in guiding young people toward healthy media habits. Setting boundaries, such as screen-free times or designated offline activities, can help mitigate negative impacts. Equally important is teaching digital literacy, enabling young people to critically evaluate the content they encounter and recognize the manipulative tactics used by some platforms to keep users engaged. Promoting open communication about online experiences is essential in creating a supportive environment where young people feel empowered to share their struggles and seek help when needed. [C]

Ultimately, the truth about social media and screen time's impact on young people is neither

entirely positive nor wholly negative. Its effects depend on factors such as the type of engagement, duration of use, and the support systems in place to help navigate the digital world. By fostering awareness and promoting balanced use, society can maximize the benefits of these technologies while minimizing their risks, ensuring young people thrive both online and offline. [D]

Read the passage and choose A, B. C, or D to indicate the best answer to each of the questions that follow.

Tom's writing leaned very much back to the left. He was the only pupil in the class who wrote in this way. He was a nuisance in poetry lessons as he would giggle and make faces and could never be persuaded -------- aloud. His silly behaviour made me believe that he didn't like poetry. However, when I gave the class a test in which they had to write down some poetry they had learned by heart, Tom seemed to know a lot.

Tom had a special dislike for art and 1 allowed him to read during this period. He never volunteered for drama and refused to make a speech. Football was the one thing at which he

excelled, but the sports teacher decided that he did not assert himself enough and he made another boy captain. This boy his name was John Jones - could hardly read or write. All attempts to make him work failed, but he captained the team ------- amazing skill.

I remember an occasion when he led our school eleven out of the changing rooms for a cup match against our fiercest rivals, the team from nearby Winterton School. The Winterton girls'

hockey team had already beaten our own girls' team and this plus their excellent start to the season had raised their morale to a fearsome level. Even SO, John played like a true professional.

Our only scorer, he made good use of Tom's passes and scored a goal for every two that the Winterton players could manage between them. Though Kingston lost, the match was a triumph for Captain 20 Jones!

-------- all this, the pupil who impressed me most in the end was Tom Halliday. He gained my admiration on a day when had his class for art. They came into the hut shouting and pushing and I sent them out again and told them they would not have a lesson until they walked in properly. They thought it was fun to waste as much time as possible, and they jeered and cheered outside the hut. I let them go on for a minute. Suddenly the noise stopped and in marched Tom.

"They are all right now,' he said. 'I've got them lined up." I looked outside and sure enough the pupils of class 2D were arranged like well drilled soldiers; they were in order of size and in perfect line so still I could see them shivering in the chilly air. "Walk in quietly," Tom commanded. They obeyed their superior officer, and the lesson began. Tom himself as usual, -------- to work. "Can I just sit and have nap? He asked. After the help he had given me, I could hardly refuse.

Read the passage and choose A, B. C, or D to indicate the best answer to each of the questions that follow.

Tom's writing leaned very much back to the left. He was the only pupil in the class who wrote in this way. He was a nuisance in poetry lessons as he would giggle and make faces and could never be persuaded -------- aloud. His silly behaviour made me believe that he didn't like poetry. However, when I gave the class a test in which they had to write down some poetry they had learned by heart, Tom seemed to know a lot.

Tom had a special dislike for art and 1 allowed him to read during this period. He never volunteered for drama and refused to make a speech. Football was the one thing at which he

excelled, but the sports teacher decided that he did not assert himself enough and he made another boy captain. This boy his name was John Jones - could hardly read or write. All attempts to make him work failed, but he captained the team ------- amazing skill.

I remember an occasion when he led our school eleven out of the changing rooms for a cup match against our fiercest rivals, the team from nearby Winterton School. The Winterton girls'

hockey team had already beaten our own girls' team and this plus their excellent start to the season had raised their morale to a fearsome level. Even SO, John played like a true professional.

Our only scorer, he made good use of Tom's passes and scored a goal for every two that the Winterton players could manage between them. Though Kingston lost, the match was a triumph for Captain 20 Jones!

-------- all this, the pupil who impressed me most in the end was Tom Halliday. He gained my admiration on a day when had his class for art. They came into the hut shouting and pushing and I sent them out again and told them they would not have a lesson until they walked in properly. They thought it was fun to waste as much time as possible, and they jeered and cheered outside the hut. I let them go on for a minute. Suddenly the noise stopped and in marched Tom.

"They are all right now,' he said. 'I've got them lined up." I looked outside and sure enough the pupils of class 2D were arranged like well drilled soldiers; they were in order of size and in perfect line so still I could see them shivering in the chilly air. "Walk in quietly," Tom commanded. They obeyed their superior officer, and the lesson began. Tom himself as usual, -------- to work. "Can I just sit and have nap? He asked. After the help he had given me, I could hardly refuse.

Read the passage and choose A, B, C, or D to indicate the best answer to each of the questions

that follow.

The impact of social media and screen time on young people is a topic that continues to spark

significant debate among educators, psychologists, parents, and researchers. Social media has

revolutionized how young people interact, communicate, and consume information, offering both opportunities and challenges. On the positive side, social media provides platforms for self-expression, creativity, and the ability to connect with friends and communities. It offers

educational benefits, including access to diverse perspectives, online resources, and opportunities for collaboration on academic and personal projects. For marginalized groups, it can serve as a lifeline, offering support networks and visibility that might otherwise be unavailable. However, these benefits come with substantial risks when use becomes excessive or unmanaged. Studies have linked heavy social media use to increased rates of anxiety, depression, and loneliness among adolescents. Much of this stems from the phenomenon of "comparison culture," where young people constantly compare their lives to the curated and often unrealistic portrayals they see online. This can lead to feelings of inadequacy and low self-esteem. Additionally, the addictive nature of social media platforms, designed to maximize user engagement, can foster compulsive behaviors that interfere with academic performance, physical activity, and in-person relationships. [A]

Excessive screen time, especially late at night, can also disrupt sleep patterns, which are crucial for the mental and physical development of adolescents. The blue light emitted by screens interferes with the production of melatonin, the hormone responsible for regulating sleep. Over time, chronic sleep deprivation can lead to issues such as poor concentration, irritability, and even long-term health problems like obesity and heart disease. Furthermore, the time spent on screens often replaces time that could be spent on other enriching activities such as physical exercise, reading, or face-to-face socializing. [B]

At the same time, not all screen time is harmful, and the type of content consumed plays a crucial role in determining its effects. Educational content, for example, can foster learning and skill development, while engaging in moderated, meaningful online interactions can enhance social well-being. The challenge lies in finding the balance between the advantages and the drawbacks of screen time. Parents and educators play a critical role in guiding young people toward healthy media habits. Setting boundaries, such as screen-free times or designated offline activities, can help mitigate negative impacts. Equally important is teaching digital literacy, enabling young people to critically evaluate the content they encounter and recognize the manipulative tactics used by some platforms to keep users engaged. Promoting open communication about online experiences is essential in creating a supportive environment where young people feel empowered to share their struggles and seek help when needed. [C]

Ultimately, the truth about social media and screen time's impact on young people is neither

entirely positive nor wholly negative. Its effects depend on factors such as the type of engagement, duration of use, and the support systems in place to help navigate the digital world. By fostering awareness and promoting balanced use, society can maximize the benefits of these technologies while minimizing their risks, ensuring young people thrive both online and offline. [D]

Read the passage and choose A, B, C, or D to indicate the best answer to each of the questions

that follow.

The impact of social media and screen time on young people is a topic that continues to spark

significant debate among educators, psychologists, parents, and researchers. Social media has

revolutionized how young people interact, communicate, and consume information, offering both opportunities and challenges. On the positive side, social media provides platforms for self-expression, creativity, and the ability to connect with friends and communities. It offers

educational benefits, including access to diverse perspectives, online resources, and opportunities for collaboration on academic and personal projects. For marginalized groups, it can serve as a lifeline, offering support networks and visibility that might otherwise be unavailable. However, these benefits come with substantial risks when use becomes excessive or unmanaged. Studies have linked heavy social media use to increased rates of anxiety, depression, and loneliness among adolescents. Much of this stems from the phenomenon of "comparison culture," where young people constantly compare their lives to the curated and often unrealistic portrayals they see online. This can lead to feelings of inadequacy and low self-esteem. Additionally, the addictive nature of social media platforms, designed to maximize user engagement, can foster compulsive behaviors that interfere with academic performance, physical activity, and in-person relationships. [A]

Excessive screen time, especially late at night, can also disrupt sleep patterns, which are crucial for the mental and physical development of adolescents. The blue light emitted by screens interferes with the production of melatonin, the hormone responsible for regulating sleep. Over time, chronic sleep deprivation can lead to issues such as poor concentration, irritability, and even long-term health problems like obesity and heart disease. Furthermore, the time spent on screens often replaces time that could be spent on other enriching activities such as physical exercise, reading, or face-to-face socializing. [B]

At the same time, not all screen time is harmful, and the type of content consumed plays a crucial role in determining its effects. Educational content, for example, can foster learning and skill development, while engaging in moderated, meaningful online interactions can enhance social well-being. The challenge lies in finding the balance between the advantages and the drawbacks of screen time. Parents and educators play a critical role in guiding young people toward healthy media habits. Setting boundaries, such as screen-free times or designated offline activities, can help mitigate negative impacts. Equally important is teaching digital literacy, enabling young people to critically evaluate the content they encounter and recognize the manipulative tactics used by some platforms to keep users engaged. Promoting open communication about online experiences is essential in creating a supportive environment where young people feel empowered to share their struggles and seek help when needed. [C]

Ultimately, the truth about social media and screen time's impact on young people is neither

entirely positive nor wholly negative. Its effects depend on factors such as the type of engagement, duration of use, and the support systems in place to help navigate the digital world. By fostering awareness and promoting balanced use, society can maximize the benefits of these technologies while minimizing their risks, ensuring young people thrive both online and offline. [D]

Read the passage and choose A, B. C, or D to indicate the best answer to each of the questions that follow.

Tom's writing leaned very much back to the left. He was the only pupil in the class who wrote in this way. He was a nuisance in poetry lessons as he would giggle and make faces and could never be persuaded -------- aloud. His silly behaviour made me believe that he didn't like poetry. However, when I gave the class a test in which they had to write down some poetry they had learned by heart, Tom seemed to know a lot.

Tom had a special dislike for art and 1 allowed him to read during this period. He never volunteered for drama and refused to make a speech. Football was the one thing at which he

excelled, but the sports teacher decided that he did not assert himself enough and he made another boy captain. This boy his name was John Jones - could hardly read or write. All attempts to make him work failed, but he captained the team ------- amazing skill.

I remember an occasion when he led our school eleven out of the changing rooms for a cup match against our fiercest rivals, the team from nearby Winterton School. The Winterton girls'

hockey team had already beaten our own girls' team and this plus their excellent start to the season had raised their morale to a fearsome level. Even SO, John played like a true professional.

Our only scorer, he made good use of Tom's passes and scored a goal for every two that the Winterton players could manage between them. Though Kingston lost, the match was a triumph for Captain 20 Jones!

-------- all this, the pupil who impressed me most in the end was Tom Halliday. He gained my admiration on a day when had his class for art. They came into the hut shouting and pushing and I sent them out again and told them they would not have a lesson until they walked in properly. They thought it was fun to waste as much time as possible, and they jeered and cheered outside the hut. I let them go on for a minute. Suddenly the noise stopped and in marched Tom.

"They are all right now,' he said. 'I've got them lined up." I looked outside and sure enough the pupils of class 2D were arranged like well drilled soldiers; they were in order of size and in perfect line so still I could see them shivering in the chilly air. "Walk in quietly," Tom commanded. They obeyed their superior officer, and the lesson began. Tom himself as usual, -------- to work. "Can I just sit and have nap? He asked. After the help he had given me, I could hardly refuse.

Read the passage and choose A, B. C, or D to indicate the best answer to each of the questions that follow.

Tom's writing leaned very much back to the left. He was the only pupil in the class who wrote in this way. He was a nuisance in poetry lessons as he would giggle and make faces and could never be persuaded -------- aloud. His silly behaviour made me believe that he didn't like poetry. However, when I gave the class a test in which they had to write down some poetry they had learned by heart, Tom seemed to know a lot.

Tom had a special dislike for art and 1 allowed him to read during this period. He never volunteered for drama and refused to make a speech. Football was the one thing at which he

excelled, but the sports teacher decided that he did not assert himself enough and he made another boy captain. This boy his name was John Jones - could hardly read or write. All attempts to make him work failed, but he captained the team ------- amazing skill.

I remember an occasion when he led our school eleven out of the changing rooms for a cup match against our fiercest rivals, the team from nearby Winterton School. The Winterton girls'

hockey team had already beaten our own girls' team and this plus their excellent start to the season had raised their morale to a fearsome level. Even SO, John played like a true professional.

Our only scorer, he made good use of Tom's passes and scored a goal for every two that the Winterton players could manage between them. Though Kingston lost, the match was a triumph for Captain 20 Jones!

-------- all this, the pupil who impressed me most in the end was Tom Halliday. He gained my admiration on a day when had his class for art. They came into the hut shouting and pushing and I sent them out again and told them they would not have a lesson until they walked in properly. They thought it was fun to waste as much time as possible, and they jeered and cheered outside the hut. I let them go on for a minute. Suddenly the noise stopped and in marched Tom.

"They are all right now,' he said. 'I've got them lined up." I looked outside and sure enough the pupils of class 2D were arranged like well drilled soldiers; they were in order of size and in perfect line so still I could see them shivering in the chilly air. "Walk in quietly," Tom commanded. They obeyed their superior officer, and the lesson began. Tom himself as usual, -------- to work. "Can I just sit and have nap? He asked. After the help he had given me, I could hardly refuse.

Read the passage and choose A, B. C, or D to indicate the best answer to each of the questions that follow.

Tom's writing leaned very much back to the left. He was the only pupil in the class who wrote in this way. He was a nuisance in poetry lessons as he would giggle and make faces and could never be persuaded -------- aloud. His silly behaviour made me believe that he didn't like poetry. However, when I gave the class a test in which they had to write down some poetry they had learned by heart, Tom seemed to know a lot.

Tom had a special dislike for art and 1 allowed him to read during this period. He never volunteered for drama and refused to make a speech. Football was the one thing at which he

excelled, but the sports teacher decided that he did not assert himself enough and he made another boy captain. This boy his name was John Jones - could hardly read or write. All attempts to make him work failed, but he captained the team ------- amazing skill.

I remember an occasion when he led our school eleven out of the changing rooms for a cup match against our fiercest rivals, the team from nearby Winterton School. The Winterton girls'

hockey team had already beaten our own girls' team and this plus their excellent start to the season had raised their morale to a fearsome level. Even SO, John played like a true professional.

Our only scorer, he made good use of Tom's passes and scored a goal for every two that the Winterton players could manage between them. Though Kingston lost, the match was a triumph for Captain 20 Jones!

-------- all this, the pupil who impressed me most in the end was Tom Halliday. He gained my admiration on a day when had his class for art. They came into the hut shouting and pushing and I sent them out again and told them they would not have a lesson until they walked in properly. They thought it was fun to waste as much time as possible, and they jeered and cheered outside the hut. I let them go on for a minute. Suddenly the noise stopped and in marched Tom.

"They are all right now,' he said. 'I've got them lined up." I looked outside and sure enough the pupils of class 2D were arranged like well drilled soldiers; they were in order of size and in perfect line so still I could see them shivering in the chilly air. "Walk in quietly," Tom commanded. They obeyed their superior officer, and the lesson began. Tom himself as usual, -------- to work. "Can I just sit and have nap? He asked. After the help he had given me, I could hardly refuse.

Read the passage and choose A, B. C, or D to indicate the best answer to each of the questions that follow.

Tom's writing leaned very much back to the left. He was the only pupil in the class who wrote in this way. He was a nuisance in poetry lessons as he would giggle and make faces and could never be persuaded -------- aloud. His silly behaviour made me believe that he didn't like poetry. However, when I gave the class a test in which they had to write down some poetry they had learned by heart, Tom seemed to know a lot.

Tom had a special dislike for art and 1 allowed him to read during this period. He never volunteered for drama and refused to make a speech. Football was the one thing at which he

excelled, but the sports teacher decided that he did not assert himself enough and he made another boy captain. This boy his name was John Jones - could hardly read or write. All attempts to make him work failed, but he captained the team ------- amazing skill.

I remember an occasion when he led our school eleven out of the changing rooms for a cup match against our fiercest rivals, the team from nearby Winterton School. The Winterton girls'

hockey team had already beaten our own girls' team and this plus their excellent start to the season had raised their morale to a fearsome level. Even SO, John played like a true professional.

Our only scorer, he made good use of Tom's passes and scored a goal for every two that the Winterton players could manage between them. Though Kingston lost, the match was a triumph for Captain 20 Jones!

-------- all this, the pupil who impressed me most in the end was Tom Halliday. He gained my admiration on a day when had his class for art. They came into the hut shouting and pushing and I sent them out again and told them they would not have a lesson until they walked in properly. They thought it was fun to waste as much time as possible, and they jeered and cheered outside the hut. I let them go on for a minute. Suddenly the noise stopped and in marched Tom.

"They are all right now,' he said. 'I've got them lined up." I looked outside and sure enough the pupils of class 2D were arranged like well drilled soldiers; they were in order of size and in perfect line so still I could see them shivering in the chilly air. "Walk in quietly," Tom commanded. They obeyed their superior officer, and the lesson began. Tom himself as usual, -------- to work. "Can I just sit and have nap? He asked. After the help he had given me, I could hardly refuse.