Tiêu đề [GV] ĐỀ 14 - A. ĐỀ THI.docx ✅

2 C. stringently municipal standards D. municipal stringency standards Question 11. A. ambitious B. perfunctory C. regressive D. desultory Question 12. A. indicators B. pollutants C. indices D. instruments Mark the letter A, B, C or D to indicate the best arrangement of utterances or sentences to make a meaningful exchange or text in each of the following questions from 13 to 17. Question 13. a. Consumer demand is tilting toward verifiably lowcarbon offerings, rewarding firms that treat decarbonisation as an innovation brief rather than a reputational fig leaf. b. Supply chains – which account for a majority share of corporate emissions – become levers for redesign when procurement embeds naturepositive criteria and datarich traceability. c. Exchanges and regulators, by codifying disclosure and enabling green instruments, help funnel capital toward companies whose strategies integrate biodiversity and circularity. d. In practice, sustainability operates not as a compliance box but as a flywheel for product differentiation, operational efficiency, and market access. e. Where policy frameworks and finance cohere, sustainabilityled models outinnovate peers and scale faster. (Adapted from World Economic Forum, “Unlocking green growth: Sustainability as a key driver of corporate innovation”) A. d – a – b – c – e B. a – d – b – e – c   C. b – d – a – c – e   D. d – b – a – c – e Question 14. a. CEO: We’ll publish a glossy “netzero” pledge next quarter. b. CEO: Point taken; substance must precede slogans. c. CSO: Then let’s tie it to procurement KPIs and supplier transition plans – otherwise it’s theatre. (Adapted from World Economic Forum, “Unlocking green growth: Sustainability as a key driver of corporate innovation”) A. a – b – c   B. a – c – b   C. b – a – c    D. c – a – b Question 15. a. Principal: Our ranking dipped; surely we need more test drills. b. Teacher: Rehearsal without alignment to taught curriculum inflates noise, not learning. c. Principal: But the board equates scores with quality – can we risk moving away? d. Principal: If rigor and transparency are built in, I can defend that to the board. e. Teacher: Let’s evidence growth via rich tasks – writing portfolios, problem solving – benchmarked over time. (Adapted from ASCD, “Why Standardized Tests Don't Measure Educational Quality”) A. a – b – d – c – e  B. a – c – b – d – e   C. c – a – b – d – e   D. a – b – c – e – d Question 16. a. Because normreferenced scores hinge on narrow item samples, they misrepresent classroom learning when used as school report cards. b. Our district’s overreliance on standardised tests is distorting instruction and shortchanging students. c. I urge the board to adopt a balanced evidence model that foregrounds curriculumaligned performance assessments alongside moderated work samples. d. Multiple studies document mismatches between what is taught and what these instruments sample, especially in diverse contexts. e. Accountability is essential, but the tools must fit the task. (Adapted from ASCD, “Why Standardized Tests Don't Measure Educational Quality”) A. d – b – a – e – c   B. e – b – d – a – c  C. b – a – d – e – c  D. b – d – a – e – c Question 17. a. Films function as mnemonic constellations in which disparate pasts are reedited into the present, a process that foregrounds how memory is performed rather than recovered.