Đề thi thử Tốt nghiệp THPT 2027 môn Tiếng Anh – Đề số 13 (Chủ đề: Autism)

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 1 to 6.

UNDERSTANDING AUTISM

The Student Support Centre is proud to launch "Understanding Autism", a week-long campaign designed to build a more inclusive school community. We invite every student to take part. If we all (1) ______ together, we can make our school a friendlier place for autistic classmates.

Many people still believe that autism is an illness to be cured. In fact, it is simply a different way of (2) ______ the world. Autistic students may find loud noise or bright light overwhelming, so the school will (3) ______ quiet rooms where anyone can recharge for a few minutes. Teachers will also be trained to (4) ______ instructions clearly and to allow extra time for tasks.

Our goal is to (5) ______ a culture of acceptance rather than pity. Autistic students do not need to be fixed; they need to be understood. Small changes - a calm corner, a visual timetable, a patient listener - can make a huge difference.

Volunteers will help run games and talks during the lunch break. Please sign up outside the library. Your (6) ______ is what will turn this week into real change.

Question 2.

Question 3.

Question 4.

Question 5.

Question 6.

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 7 to 11.

Question 7.
Dear colleagues,
a. Please confirm your attendance by Friday so that we can prepare enough materials.
b. We would be delighted if you could join our workshop on supporting autistic learners in mainstream classes.
c. The session will be led by Dr Lan, a specialist in inclusive education.
d. It will take place in the school hall from 2 p.m. to 4 p.m. next Wednesday.
e. Should you require any further information, do not hesitate to contact me. Kind regards,

Question 8.
a. Customer: Great. Could I have a table in the quiet corner, away from the speakers?
b. Customer: Hello, I'd like to reserve a table for two this Saturday evening.
c. Assistant: Certainly. We also have a small sound-proof room upstairs if you prefer.

Question 9.
a. However, many employers still design recruitment processes that quietly screen out people who think differently.
b. Neurodiversity refers to the natural variation in how human brains process information.
c. Companies that adapt - offering written instructions, flexible hours or quiet workspaces - often report higher productivity.
d. This is a serious loss, because autistic employees frequently excel at pattern recognition, memory and attention to detail.
e. Recognising this, a growing number of firms now run specialised hiring programmes.

Question 10.
a. Mai: Why do you think so?
b. Mai: I've just watched a series whose main character is autistic. I found it quite moving.
c. Mai: That makes sense. I'll look at it that way.
d. Nam: Because the character isn't shown as a hero or as a victim - just as a person.
e. Nam: Really? I usually avoid such shows, but this one sounds different.

Question 11.
a. Early results showed a marked drop in bullying reports and a clear rise in friendship networks.
b. The school then paired autistic pupils with trained peer mentors during break times.
c. For years, pupils on the autism spectrum at Riverton Primary spent most break times alone.
d. Encouraged by these findings, the head teacher decided to extend the programme to all year groups.
e. In response, staff introduced structured games that gave every child a clear role.

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 12 to 16.

For much of the twentieth century, autism was described almost entirely in terms of deficit. Clinicians wrote about what autistic children could not do, and the possibility (12) ______ rarely crossed their minds. Today a growing number of researchers argue that this framing was a mistake. Autism, they suggest, is not a broken version of a typical mind but a different cognitive style, (13) ______.

The claim is not that autism brings no difficulties. Sensory overload, anxiety and social exhaustion are real, (14) ______. What the neurodiversity movement objects to is the assumption that difference automatically means deficiency. (15) ______, it asks for support rather than a cure: quiet spaces, predictable routines and colleagues who say exactly what they mean.

None of this (16) ______. It simply proposes that a society able to accommodate a wider range of minds will, in the end, be a more inventive and a more humane one.

(Adapted from Neurodiversity in Practice)

Question 12.

Question 13.

Question 14.

Question 15.

Question 16.

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 17 to 26.

Worldwide, roughly one child in a hundred is autistic. Yet for most of the last century the condition was understood through a single lens: the medical one. Autism appeared in diagnostic manuals as a triad of impairments - in communication, in social interaction, in imagination - and the language of deficit followed autistic people from the clinic into the classroom and the workplace.

A different account has gained ground over the past two decades. It begins not with what autistic people lack but with how their brains process information. Many autistic people report that their attention is drawn to detail in a way that is unusually intense and sustained: they notice the misaligned tile, the hum of the refrigerator, the pattern running through a column of figures. In the right setting this is an asset rather than a flaw; a great deal of scientific, engineering and artistic work depends on precisely such absorption.

[I] What is often called impairment, the argument continues, is frequently a mismatch between a person and an environment. [II] A lecture delivered at speed in a crowded, echoing hall is not hard for an autistic student because of some inner defect; it is hard because it demands rapid filtering of noise that the student's brain does not filter automatically. [III] Change the hall, slow the pace, supply the notes in advance, and the difficulty largely dissolves. [IV]

This reframing has practical consequences. Employers who hire autistic staff often discover that the adjustments required - written instructions, clearly stated expectations, a predictable timetable - cost almost nothing and benefit everyone in the team. Schools that reduce unnecessary noise and visual clutter report calmer classrooms overall. The changes are not acts of charity; they are redesigns that remove barriers the majority never noticed were there.

None of this means that autism is never disabling, nor that support should be withheld. It means only that the question "what is wrong with this person?" is less useful than the question "what is wrong with this situation?". The first invites a cure; the second invites a ramp.

(Adapted from Neurodiversity in Practice)

Question 17. The word lens in paragraph 1 is closest in meaning to ______.

Question 18. According to paragraph 1, autism was once described mainly in terms of ______.

Question 19. Which of the following is NOT true according to paragraph 2?

Question 20. Where in paragraph 3 does the following sentence best fit?

In other words, the disability is often located in the setting rather than in the person.

Question 21. Which of the following best summarises paragraph 4?

Question 22. The word they in paragraph 4 refers to ______.

Question 23. What can be concluded from paragraph 5?

Question 24. Which of the following is true according to the passage?

Question 25. Which of the following can be inferred from the passage?

Question 26. Which of the following would be the best title for the passage?

Read the following advertisement 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 27 to 32.

QUIETSPACE: BUILDING TECHNOLOGY THAT INCLUDES EVERYONE

QuietSpace is looking for two junior app developers to join our team this autumn. The more varied our workforce is, the better our products become, and we actively welcome applications from autistic candidates.

(27) ______, we offer a fully accessible interview process: the questions are sent in advance and a quiet room is available on the day. In addition, (28) ______ role comes with a personal mentor for the first six months, so nobody is left to find their own way around the office.

Applicants (29) ______ send a short portfolio to [email protected] by 30 September. Never before (30) ______ a technology company made such a public commitment to neurodiverse talent. We would love you (31) ______ part of it.

QuietSpace: technology that finally works for (32) ______.

Question 27.

Question 28.

Question 29.

Question 30.

Question 31.

Question 32.

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 33 to 40.

Ask a group of autistic adults what they remember of school and the answers rarely concern lessons. They concern the fire bell that rang without warning, the canteen that smelled of four hundred lunches, and the phrase "look at me when I'm speaking to you". None of these is a fact about mathematics or history; each is a fact about the environment in which learning was supposed to happen.

This is why a number of schools have begun to audit not their pupils but their corridors. One secondary school in Bristol replaced the fluorescent lighting in two classrooms with softer bulbs, introduced a five-minute warning before any fire drill, and allowed students who found the cafeteria unbearable to eat in a small side room. The cost was modest. The following year the school recorded a forty per cent fall in incidents involving autistic pupils and, notably, a fall in incidents involving everyone else as well.

The critics raise two objections. The first is that such measures are a form of indulgence, preparing young people for a world that will not adapt to them. It is true that offices are rarely as considerate as classrooms can be made. But the argument proves the opposite of what it intends: if the workplace is unlikely to change on its own, then the young adult who has never been taught to ask for an adjustment - or who has learned only that asking is a weakness - is the worse prepared, not the better.

The second objection is that accommodations are expensive. In practice, most are not: a warning before a drill, written rather than spoken instructions, a seat away from the door. What is expensive is the alternative. Autistic adults without qualifications face unemployment rates that would be treated as a national emergency if they applied to any other group.

The deeper point is not about autism at all. A school that dims its lights and warns before its bells has quietly admitted something universal: that a great deal of what we call "difficulty in learning" is in fact difficulty in the conditions of learning. The pupils who benefit most may be autistic, but they are never the only ones.

(Adapted from an article on inclusive education)

Question 33. In paragraph 1, the writer wants to show that ______.

Question 34. The word audit in paragraph 2 is closest in meaning to ______.

Question 35. Which of the following best paraphrases the underlined sentence "But the argument proves the opposite of what it intends" in paragraph 3?

Question 36. The word they in paragraph 5 refers to ______.

Question 37. Which of the following is NOT mentioned in paragraph 2?

Question 38. Which of the following statements would the writer NOT agree with?

Question 39. In which paragraph does the writer discuss the financial argument?

Question 40. Which of the following would be the best title for the passage?

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Thí sinh không được sử dụng tài liệu. Giám thị không giải thích gì thêm.

HƯỚNG DẪN CHẤM VÀ ĐÁP ÁN

A. BẢNG ĐÁP ÁN

Mỗi câu trả lời đúng được 0,25 điểm.

B. GIẢI THÍCH CHI TIẾT

Question 1. B — Câu điều kiện loại 1: mệnh đề if dùng hiện tại đơn, chủ ngữ "we" nên động từ là "work".

Question 2. D — Sau giới từ "of" phải dùng V-ing: "a different way of seeing the world" (một cách nhìn thế giới khác).

Question 3. A — "set up" = thành lập, thiết lập (phòng yên tĩnh). "set off" = khởi hành, "set out" = bắt đầu, "set back" = cản trở.

Question 4. C — Cụm cố định "give instructions" = đưa ra chỉ dẫn.

Question 5. D — "foster a culture of acceptance" = vun đắp một nền văn hoá chấp nhận. "raise/grow/rise" không hợp nghĩa.

Question 6. A — Sau tính từ sở hữu "Your" cần danh từ: "participation" (sự tham gia). "participant" là người tham gia.

Question 7. C — Trình tự thư mời: b (lời mời) → c (người dẫn buổi) → d (thời gian, địa điểm) → a (yêu cầu xác nhận) → e (liên hệ + kết thư).

Question 8. B — Hội thoại đặt bàn: b (nêu yêu cầu) → a (yêu cầu bàn yên tĩnh) → c (nhân viên trả lời).

Question 9. D — b (nêu khái niệm) → a (tuy nhiên, tuyển dụng vẫn loại bỏ) → d (đó là mất mát vì người tự kỷ có thế mạnh) → e (nhận ra điều này, doanh nghiệp có chương trình riêng) → c (kết quả tích cực).

Question 10. A — b (Mai chia sẻ) → e (Nam phản hồi) → a (Mai hỏi lý do) → d (Nam giải thích "Because...") → c (Mai kết lại).

Question 11. C — c (vấn đề) → e (giải pháp của giáo viên) → b (ghép bạn đồng hành) → a (kết quả) → d (mở rộng chương trình).

Question 12. B — Cần mệnh đề danh ngữ "the possibility that + mệnh đề" (khả năng rằng...); A, D sai cấu trúc, C sai vì "which" không đứng sau danh từ trừu tượng theo cách này.

Question 13. C — "one that comes with..." là mệnh đề quan hệ đồng cách (appositive) bổ nghĩa cho "a different cognitive style"; A, B, D sai cấu trúc/động từ.

Question 14. D — Cấu trúc "... are real, and the distress they cause to families is too" (tương tự "so is..."), giữ đúng thì hiện tại đơn và sự hoà hợp chủ ngữ.

Question 15. C — "Rather than + V-ing" = thay vì; mệnh đề chính "it asks for support" đứng sau.

Question 16. D — Cấu trúc "None of this is to say that..." = điều này không có nghĩa là...

Question 17. A — "lens" (thấu kính) dùng ẩn dụ = "perspective" (cách nhìn, góc nhìn).

Question 18. B — Đoạn 1: "Clinicians wrote about what autistic children could not do" — mô tả bằng khiếm khuyết.

Question 19. D — Đoạn 2 nói ngược lại: chú ý chi tiết là lợi thế trong khoa học, kỹ thuật, nghệ thuật.

Question 20. D — Câu cần chèn khái quát ý "khiếm khuyết nằm ở môi trường", phù hợp ngay sau [I] (nêu ý mismatch) trước khi đến ví dụ ở [II].

Question 21. B — Đoạn 4: điều chỉnh "cost almost nothing and benefit everyone" — rẻ và có lợi cho tất cả.

Question 22. C — "The changes are not acts of charity; they are redesigns..." → "they" = the changes.

Question 23. D — Đoạn 5: câu hỏi "what is wrong with this situation?" dẫn đến giải pháp thực tế ("invites a ramp").

Question 24. A — Đoạn 3: "impairment... is frequently a mismatch between a person and an environment".

Question 25. C — Đoạn 2 + 3: cùng một đặc điểm (chú ý chi tiết) là lợi thế ở môi trường phù hợp nhưng là trở ngại ở môi trường ồn ào, nhanh.

Question 26. B — Toàn bài nhấn mạnh việc thiết kế lại môi trường thay vì "sửa chữa" cá nhân.

Question 27. D — "Additionally" = thêm vào đó; A, B, C không hợp logic liệt kê.

Question 28. B — "each + danh từ số ít" = mỗi một; "every" không đi với "role" ở đây sau "In addition," theo nghĩa nhấn mạnh từng vị trí, và "both/either" sai số lượng.

Question 29. D — "should" dùng cho khuyến nghị/yêu cầu lịch sự với ứng viên; "ought" thiếu "to", "must not/needn't" sai nghĩa.

Question 30. A — Đảo ngữ với "Never before": Never before + has/have + S + V3/ed → "has a technology company made".

Question 31. C — Cấu trúc "would love somebody to do something".

Question 32. B — "works for everyone" = dành cho tất cả mọi người.

Question 33. A — Đoạn 1 nhấn mạnh ký ức về trường học của người tự kỷ thường liên quan đến môi trường (tiếng chuông, mùi căng tin, lời nhắc).

Question 34. C — "audit" = kiểm tra, xem xét kỹ (= examine).

Question 35. A — Lập luận của người phản đối lại chứng minh điều ngược lại với ý họ muốn → phản bác lại chính ý kiến phê bình.

Question 36. C — "The pupils who benefit most may be autistic, but they are never the only ones" → "they" = nhóm học sinh hưởng lợi nhiều nhất.

Question 37. D — Đoạn 2 không hề nói học sinh tự kỷ bị chuyển sang trường riêng.

Question 38. B — Tác giả phản đối việc bao bọc học sinh khỏi mọi khó khăn; đoạn 3 cho rằng cần dạy các em biết yêu cầu điều chỉnh.

Question 39. C — Lập luận về chi phí ("accommodations are expensive... What is expensive is the alternative") nằm ở đoạn 4.

Question 40. B — Tiêu đề khái quát: thiết kế lại nhà trường và nhìn lại khái niệm "khó học".

Học sinh chọn phương án khác nhưng lập luận đúng và tương đương về nghĩa vẫn được tính điểm tối đa.