Term Paper 25

Paper 1 Reading 1 of 20 - for HKDSE -

PART A
Text 1
Read Text 1 and answer questions 1-17 on pages 3-7 of the Question-Answer Section for Part A. (40 marks)

The future of education is virtually here

[1] For decades, the idea of entering a virtual classroom instead of a physical one was the stuff of science fiction. Yet in the
last ten years, the technology needed to hold gatherings and collaborate on projects from home has become widely available.
According to the digital education consultant Sherry Yeung, ‘We’re waking up to the fact that we can do so much more with
what we have.’ It is highly common today for an assignment to be distributed, completed, returned and marked entirely
5 online. Online lectures are somewhat common as well, and in a small but growing number of cases even class discussions are
held, or attempted, via videoconferencing. But these adventures in learning are not without their hiccups.

Technical issues
[2] ‘It was a disaster,’ said Liam Wong. Wong is a maths teacher at a senior secondary school. He was explaining to me his
first attempt at teaching a class online, after the pandemic forced his school to close. ‘Some students couldn’t figure out how
10 to enter the group chat, or their connection kept dropping out. Those who managed to get my video to stream complained
that the quality wasn’t high enough, and they couldn’t read what was on the board. Just an absolute mess.’

[3] Yeung says such issues are not unusual. Even in a well-connected city like Hong Kong, not all students will have an Internet
service that is fast enough, making learning via video-streaming a challenge. Nor will they all have the right hardware. Their
computer may be too slow – or, as with Mr Wong, their webcam may not be up to the task. ‘Technological issues can happen on
15 the teacher’s side, too,’ she confirms. And then of course there’s the issue of tech literacy. Using new software is a challenge, and
for many people videoconferencing and collaborative document editing are not yet parts of their skill set. These problems can be
insurmountable in families with only one computer being shared between two or more students taking classes at the same time.

[4] In past years, Wong would make each study group produce a video about practical mathematics application in everyday
life. But with students working remotely this year, a video project did not seem feasible. So, he told them to make a
20 presentation instead, and told them what software to download. Martha Hui, a student in Wong’s class, described a group
project that ran into problems because of technical glitches and digital incompetence. ‘I downloaded it,’ said Martha, ‘but it
wouldn’t work on my computer.’

[5] In the end, Martha contributed research and planning, which she emailed to another group member, Ashley, who put her
work into their presentation. A third group member, Joe, said the program was working on his computer, but he couldn’t
25 figure out how to make the edits he was supposed to. Ashley ended up doing his work too. When she tried to email the
finished presentation for them to review, the file was too big and it wouldn’t send. Frustrated, Ashley decided to simply
submit it to the teacher through the school’s file-sharing system. Martha and Joe never saw the presentation.

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With great power comes great responsibility

[6] In the above case, Martha, Ashley and Joe were at least making an effort to complete their work as a group. As classes go
30 digital, students are being given more responsibility over maintaining their focus and managing their time.

[7] ‘I’ve definitely seen students fall asleep during a video class,’ says Wong. ‘And then of course who knows how many are
actually playing games or browsing social media instead of listening to me. Some don’t even try to hide it.’ Yeung agrees
that the distance created by remote learning makes it harder for students to concentrate on school work. Working on a
computer that is connected to all the distractions the Web provides certainly does not help either.

35 [8] However, Yeung recognizes that digital learning also means that students get to learn to work on their own away from the
watchful gaze of an instructor. Wong recalls that the initial switch to e-learning led to a spike in the late submission of
homework, though now, he says, ‘Things have improved. They’re handing things in on time now.’ Yeung believes
self-motivated learning is an important thing to learn. ‘Sitting on a seat at school all day isn’t really natural. It doesn’t teach
you to take control of your own life.’ So perhaps more freedom and responsibility is good for learning important life skills.

40 The human touch

[9] Physical distance is still a problem, though. ‘Learning is social,’ says Yeung. ‘Casually chatting with friends about
lessons, bonding over assignments – these things facilitate learning.’ Students may have trouble getting invested in the
subject if they lack a sense that they are going through it with their friends.

[10] Wong continues, ‘In class, I see students asking each other questions all the time. They help each other understand the
45 subject. Not everyone is comfortable asking their teachers the questions they have. If they’re not sitting together in a
classroom, I’m not sure they’ll bother asking anyone at all.’ Without social support, students may fail to grasp key concepts.

A whole new world

[11] Many of the more technical issues stem in part from the sheer novelty of distance learning. Teachers and students are
simply not accustomed to using these tools; and the tools ― software, computers, Internet access ― need to be further
50 developed to better cater to their users. And while some good technology does exist, its novelty is part of the reason it is not
more widespread.

[12] With time, people will learn to use all kinds of technology. They will get used to interacting through a screen. That will
be especially true of young people, people born into a digital world ― so-called ‘digital natives’. Even human bonding and
supporting one’s friends will become easier, and improved technology will make our digital interactions more fluid and
55 natural.

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Paper 1 Reading 3 of 20 - for HKDSE -

QUESTION-ANSWER SECTION
PART A
Read Text 1 and answer questions 1-17. (40 marks)

1. What does the writer mean by ‘the stuff of science fiction’ (line 1)?
A. something not yet possible
B. something no longer possible
C. something already commonplace
A B C D
D. something recently made possible    

2. Complete the sentence below based on information given in paragraph 1 by choosing the best option for each blank.
(2 marks)

The technology needed for online classes is (i) while the practice of holding class discussions online is (ii) .

i) A. unpopular
B. already here
C. non-existent
A B C D
D. not good enough    

ii) A. unheard of
B. quite common
C. beginning to grow A B C D
D. no longer available    

3. In line 6, the word ‘hiccups’ refers to …

A. criticisms.
B. moral issues.
C. small problems. A B C D
D. pleasant surprises.    

4. Which phrase in paragraph 1 means ‘becoming aware of’?

5. What word in paragraph 1 suggests that online class discussions are not always successful?

6. What was ‘a disaster’ (line 8), according to Wong?

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7. Complete the table below that show the problems faced by teachers and students when using online learning and
examples of them mentioned in paragraph 3. You may need to use more than one word for some blanks. (5 marks)

Problem Example(s)

- lack of an Internet service that is - difficulty learning via video-streaming

(i) _______________________________

- lack of the necessary hardware - (ii) _________________________ that are too slow

- (iii) _________________________ that are not good

enough

- students in the same household needing to share one

computer
- (iv) ______________________________ - not knowing how to videoconference

- not knowing how to (v) ________________________

___________________________________________

8. i) How did Wong change the group project he would usually assign to students? (1 mark)

ii) Why did he make this change? (1 mark)

9. In paragraphs 4 and 5, what examples of the following are given? (3 marks)

i) technical glitches:
-
-

ii) digital incompetence:

-

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10. Complete the summary below by filling in the blanks with information given in paragraphs 6 and 7. All answers can be
found in said paragraphs. (6 marks)

Online classes put extra (i) in the hands of students. For one, students must learn to
maintain (ii) during online classes, especially as there are various
(iii) they can access online, such as (iv) and social media. Even
with digital tools to help them connect, there is still physical (v) between students and
teachers, which may explain why some students do not even try to (vi) their
inattentiveness during online classes.

11. How often did students hand in their homework late once they had switched to e-learning? Choose the graph that best
fits Wong’s description in paragraph 8.
A. B.

C. D.

A B C D
   

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

12. What does Yeung think of …
 i) keeping kids in a traditional classroom? (1 mark)


 ii) giving kids more control over their time? (1 mark)


13. What kinds of student interactions happen in person, and how do they help students learn, according to the following
 people? (4 marks)
 i) Yeung:
 - Student interaction:
 - Helps them to:

 ii) Wong:
 - Student interaction:
 - Helps them to:

14. Determine whether the following statements are True, False, or if the information is Not Given in paragraph 11.
 Blacken ONE circle only for each statement. (4 marks)
 T F NG
 i) The technology for online learning is as good as it needs to be.
 ii) People already know how to use the technology because it has been around for
 a while.
 iii) Students are generally better than teachers at using technology because they are
 younger.
 iv) Using digital learning technology more frequently makes us more aware of its
 shortcomings.

15. Find words in paragraphs 10-12 that have similar meanings to the following: (4 marks)

 i) take the trouble to
 ii) common
 iii) newness
 iv) smooth

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16. A ‘digital native’ is …

A. someone who has grown up around technology.
B. someone who spends all their time online.
C. an AI being that exists on a computer. A B C D
D. a world full of digital technology.    

17. Which of the following best expresses the writer’s opinion?

A. Online interactions will become real and replace in-person interactions completely.
B. Better technology will lead to online interactions that feel more natural.
C. Digital communication will always feel artificial and inadequate. A B C D
D. Digital relationships will erode our real, in-person relationships.    

END OF PART A

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
PART B1
Text 2
Read Text 2 and answer questions 18-39 on pages 10-14 of the Question-Answer Section for Part B1. (40 marks)

School lunch around the world

[1] After a hard morning of studying, students get hungry. Most schools around the world provide lunch for many or all of
their students. While a few may bring a lunchbox or even leave campus to eat, the rest turn their eyes to the cafeteria menu to
see what will satisfy their appetite that day. But school lunches are not all made equal. They reflect the cuisine and culture of
their region or country. And while some students enjoy a tasty, healthy meal, others approach the canteen with dread. Read
5 on to learn about school food in different countries.

France
[2] How lucky it is to be a student in France, enjoying the famously refined French cuisine! Of course, the mass-produced
meals provided at schools are not equal to those served at fancy restaurants, but the standard of school meals in France is
nonetheless still high – each comes with a nice entrée and some kind of side or appetizer, often a salad. Each lunch is also
10 required to include fruit and veg, at least one portion of which must be raw. This requirement might even be fulfilled by the
dessert, which is often simply a piece of fruit. And of course every meal comes with sources of protein. This is often found
both in the meat in the entrée and in dairy, which often comes in the form of cheese that can be spread on a serving of bread.

[3] These multi-course meals are cooked fresh, not reheated. Indeed, menus are planned out and posted well in advance, so
that French parents know what their children will be eating each day. And if that sounds like a lot of food to eat, do not
15 worry – students have plenty of time to finish their meal. Lunch is a sacred ritual in France, and even at school it can last for
an hour or two.

Japan
[4] Japanese schools are just as serious as their French counterparts regarding lunch, and the meals served in the two
countries have a lot in common. Like French lunches, Japanese ones include a variety of foods to ensure nutritional balance
20 and are also carefully planned in advance. Yet, unsurprisingly, they are also quite different. Rather than cheese and a salad,
the typical side dish is miso soup. The main course is often a rice dish, and tofu is much more common here than in France.
Still, foods from around the world are served.

[5] Japanese school lunches also differ from their French counterparts in the way that they are served. While professional
chefs prepare the food, students are expected to help distribute it among themselves. Additionally, once the meal is finished,
25 students collect their own dishes and clean up after themselves. Lunch is not just a chance to eat, but also a chance to learn –
about nutrition, of course, but also about responsibility and good cleaning habits.

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Cuba
[6] Lunch in Cuban schools is a rather different affair from what it is in the two relatively high-income countries mentioned
above. School lunch in Cuba is usually based around rice and beans, two foods that together provide good basic nutrition at a
30 low cost. Fresh fruit and vegetables are rarer, however, as is protein from meat. (Beans are rich in protein, so that essential
nutrient isn’t missing from students’ diet.)

[7] However, Cuban school lunches do have one obvious advantage over the other ones discussed so far: despite having
lower funding for schools, schools cover the entire cost of the meals – they are free of charge to students. In contrast, parents
in France and Japan must pay for their kids’ lunches (though the cost is partly covered by the school).

35 Nigeria
[8] So far we have seen the differences in school lunches between countries, but there are also lots of variations within
countries – between schools, and often between states or provinces too. That is especially true in large countries like Nigeria,
which is more populous than any of the countries discussed so far. School meal programmes in Nigeria are run at the state
level, according to national standards. The state of Osun is particularly well known for its school lunches.

40 [9] As in most places around the world, the Osun school lunch is varied, but generally composed of a starch and a protein.
The protein is often some kind of stew, and typical starches include rice and yam. The meal usually includes a piece of fruit,
such as an orange or a banana, and often vegetables or beans as well. The majority of the ingredients are grown locally, and
the chef at each school has considerable freedom to set the menu.

[10] As with most school lunches, one of their goals is to improve student nutrition, which is of particular concern in Nigeria,
45 another lower-income country. A less obvious goal is to use the promise of a solid meal to increase the school attendance rate,
which is lower than in many other countries – though the gap has narrowed recently thanks to the success of the school lunch
programme.

United States
[11] The US is an even larger country than Nigeria. It too provides guidelines but leaves a lot of decisions up to individual
50 states and schools, which means you can find everything from the nutritional ideal to junk food on US lunch menus. Guilty
pleasures like pizza and hamburgers are not uncommon. Vegetables such as carrots and broccoli are also provided, but in
many schools they are frozen and reheated, not cooked fresh. The nutritional value of the meals simply depends on the
school. Many make a real effort to provide fresh, healthy food with what little resources they have. The US is another
country where parents must pay for their children to eat lunch at school – though, lunches are free for students from
55 low-income families in some places.

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QUESTION-ANSWER SECTION

PART B1
Read Text 2 and answer questions 18-39. (40 marks)

18. What are students doing during the ‘hard morning’ (line 1)?
A. going on a school trip
B. attending classes at school
C. studying for exams at home A B C D
D. attending extra-curricular activities    

19. Which of the following is NOT mentioned in paragraph 1 as a way for students to get lunch?
A. bringing lunch from home
B. eating a school lunch
C. going out for lunch A B C D
D. ordering delivery    

20. What does ‘school lunches are not all made equal’ (line 3) mean?
A. School lunches that cost more are more nutritious and tasty.
B. School cafeterias offer a wide range of meal choices to students.
C. Different students from the same school get different portion sizes at lunch.
A B C D
D. School lunches offered in different schools, regions and countries are different.    

21. What is the opinion of students who ‘approach the canteen with dread’ (line 4) on school lunches?

22. The writer thinks French school lunches are …

A. as good as those in the best French restaurants.
B. quite good based on school lunch standards.
C. are served in portions that are too small. A B C D
D. not healthy enough for students.    

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23. The following diagram represents the typical school lunch served in France. Each oval shape represents one part of the
the school lunch. Label the diagram by writing the letters (A-D) in the correct oval shapes. (4 marks)

A. Soft cheese B. Chicken breast C. Spinach salad D. A pear

24. Find words in paragraph 2 with the following meanings. (2 marks)

i) main course
ii) uncooked

25. How do French parents know what their children will be eating at school each day?

26. Why does the writer say ‘do not worry’ (line 14)?
A. There is enough food.
B. There is not too much food.
C. There is enough time for lunch. A B C D
D. There is not enough time for lunch.    

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27. i) What do Japanese and French school lunches have in common? (2 marks)
-
-

ii) Name one ingredient that is common in Japanese school lunches but uncommon in French ones. (1 mark)

iii) The writer thinks the differences between Japanese and French school lunches are … (1 mark)
A. strange.
B. pointless.
C. beneficial. A B C D
D. predictable.    

28. Determine whether the following statements are True, False, or if the information is Not Given in paragraph 5. Blacken
ONE circle only for each statement. (3 marks)
T F NG
i) Japanese schools never serve French cuisine for lunch.
ii) Japanese students help cook their own lunches.
iii) At lunch, Japanese students learn to take care of themselves and others.

29. In what way is it surprising that schools pay for lunch in Cuba?

30. Complete the profile below using information given in paragraphs 6 and 7. You may need to use more than one word for
some blanks. (7 marks)

School lunch facts

Country: Cuba
Typical ingredients: (i) ____________________ and (ii) ____________________

Pros: Cons:
- provides essential (iii) ___________________ - lack of fresh (vi) ___________________ and
- low (iv) ____________________ (vii) ____________________
- (v) ____________________ to students

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31. Which of the following is true about school meal programmes in Nigeria?
A. They are all free of charge to students.
B. They are all the same across the whole country.
C. States have flexibility but have to follow the same national standards.
A B C D
D. States do not allow individual chefs to decide what goes on the menu.    

32. How is protein typically served in Osun’s school lunches?

33. What starchy food served in Nigerian school lunches is not mentioned in school lunches served elsewhere?

34. Besides providing a healthy meal, why do schools in Nigeria provide school lunches?

35. What does ‘the gap’ (line 46) refer to?

36. Why does the writer mention ‘pizza and hamburgers’ in paragraph 11?

37. In paragraph 11, carrots are used as example of …

A. fresh vegetables.
B. reheated food.
C. comfort food.
A B C D
D. junk food.    

38. In the US, school lunches are free for …

A. some of the best students.
B. all public school students.
C. all of the youngest students.
A B C D
D. some of the poorest students.    

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39. Determine whether school lunch in each of the places mentioned in the text matches any/each of the criteria in the table
below. Put a ‘tick’ () in the appropriate boxes. One mark is given for each correctly ticked row. (4 marks)

Frequently serves rice Varies greatly by state

i) France

ii) Japan

iii) Cuba

iv) The United States

END OF PART B1

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PART B2
Text 3
Read Text 3 and answer questions 40-56 on pages 17-20 of the Question-Answer Section for Part B2. (40 marks)

Tech-knowledge-y: Learning in a new era

[1] It is a cliché to note that technology has turned the world on its head over the last few decades. The way we work, shop,
communicate and entertain ourselves would be unrecognizable to a time traveller from only a quarter-century ago. It is no
surprise then that modern tech has also been creeping into the classroom even though many have pointed out how the
education sector has been slow to change. Nonetheless, a gleaming new future of techno-education is just visible on the
5 horizon.

Access
[2] Improving access to education is the biggest promise of educational technology for a few reasons. For one, it is the most
important change that technology can bring to education. The value of education is in its power to spread knowledge and
skills as far as possible throughout society. No matter how good a type of educational technology is, if it is limited to a few
10 people then its potential is going to be wasted.

[3] Fortunately, improving access by way of reducing distance is a given with technology. Digital files are easy to
disseminate via websites, and can be accessed on all kinds of personal devices. On an individual basis, e-books and video
lectures are cheaper to produce than their physical counterparts, and access via the Internet removes logistical barriers. These
technologies ― digital texts and streaming videos ― are already extremely commonplace. Indeed, they are currently being
15 used to make education free or much more affordable than before for people around the world.

[4] Already, schools are making texts extremely cheap or even free for their students by providing them digitally and
allowing non-students to join classes by watching them online. Outside formal institutions of learning, the Internet is full of
high-quality information on every subject, making self-directed study more and more common.

Big data
20 [5] Doing things digitally means more data can be collected than ever before. If a test is done on paper, the teacher can
calculate what percentage of students got a question right or wrong, but doing it manually is time consuming. If a test is done
on a computer, such data can be calculated automatically. What’s more, data over many years for the whole school or the
whole city can easily be aggregated for comparison and analysis. Other performance metrics that are not traditionally
possible to measure, such as how long the average student spends on a given question, can be analyzed as well. This sort of
25 data collection can be applied to other tasks as well, such as reading: What section of a digital textbook did students spend
the most time studying? What words did they have to look up in the e-dictionary? Teachers can compare this sort of
information with quiz results to determine which areas of learning require more review.

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Personalization
[6] This sort of mass collection of data is useful for drawing general conclusions about what works in the classroom, but it
30 can also be used to cater to individual learning. Some students may learn more if given plenty of reading material, while
others may absorb information better from documentaries, or from charts, graphs and diagrams. Some students may prefer
abstract, theoretical explanations, while others may connect better with concrete examples. Teachers can find these
differences in the data and give different students different materials according to their needs.

[7] Indeed, a teacher may not have to make the effort ― in the near future, such a system might be automated, giving
35 teachers free time for other tasks; though some fear that technology may take the personal touch out of education. In fact, it
has the potential to liberate educators from tedious tasks such as marking exams. This could lead to more one-on-one time
with students ― a practice that will remain valuable no matter how advanced technology gets. This is another way in which
tech advancements could lead to a more ‘personalized’ learning experience.

Immersion
40 [8] We have come a long way from the days when students would flip through pages to see a wall of text and perhaps an illustration
or two. Today, visiting a distant land or historical event is easier than walking to the grocery store, thanks to widespread access to
videos, photos and all sorts of virtual tours. Of course, it is not quite the same as actually travelling somewhere in person. But to
actually visit a certain city or palace, battlefield or biosphere, you have to either live in the right place or have plenty of money.
Technology, however, continues to bring us closer to immersive site visits without the need for an airplane (or time machine). The
45 next big step is virtual reality, which will allow students not just to see another environment, but to feel as though they are actually
in it, and to interact with it. Learning is enhanced when distant places and events become a little more real.

Not all shiny and perfect

[9] Technology will not improve education automatically. Applied incorrectly, it could even hurt students. For example, the
quality of digital learning materials may be improving, but many people around the world still lack Internet access and the
50 necessary hardware. As more and more resources go digital and move online, some students may fall far behind with no way to
catch up.

[10] Furthermore, turning education into a set of data points could lead students and teachers alike to game the system. Teachers
who encourage their students’ curiosity and help them explore knowledge beyond the exam are not likely to be rewarded by a
rigid system of measurement. Students may learn to spend the right amount of time on a certain page or a certain question, and
55 even produce the right answer, without gaining a deeper understanding or an ability to actually think. Worse, the surveillance of
individual students’ learning habits could increase pressure on already stressed-out students. As they devote more attention to
checking boxes and going through the motions, they will have less for the actual subject matter at hand.

[11] None of this is inevitable. On the whole, technology tends to increase knowledge and spread learning. This has been
true from the printing press to the World Wide Web, and with the right approach, it will continue to be true for the next
60 generation of educational innovations.

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QUESTION-ANSWER SECTION

PART B2
Read Text 3 and answer questions 40-56. (40 marks)

40. Which phrase in paragraph 1 means ‘changed completely’?

41. Based on paragraph 1, shopping has changed significantly within the past ________ years.
A. 4
B. 10
C. 25 A B C D
D. 30    

42. Answer the following questions based on information given in paragraph 1.

i) How does the writer feel about the growing use of technology in education? (1 mark)
A. disappointed
B. unsurprised
C. triumphant A B C D
D. concerned    

ii) What criticism has there been of the education sector? (1 mark)

43. Answer the following questions based on paragraph 2.

i) The writer thinks technology … (1 mark)
A. cannot help people learn.
B. is being wasted on a few people.
C. is going to be monopolized by a few people.
A B C D
D. has the potential to bring positive change to education.    

ii) The writer believes education should be … (1 mark)

A. paid for by the government.
B. free to the most talented students.
C. free to students who live in poverty.
A B C D
D. accessible to as many people as possible.
   

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44. What advantages do digital learning materials have over printed ones? (2 marks)
-
-

45. In paragraph 4, ‘formal institutions of learning’ refers to ________ .

46. What is the writer’s view of the Internet, according to paragraph 4?

A. It is full of misinformation and misleads people.
B. It has some good information on it but there are large gaps.
C. It is very informative and is a great platform for people to learn from on their own.
A B C D
D. It is full of facts but they are not presented well enough for independent learning.    

47. Determine whether the following statements are True, False, or if the information is Not Given in paragraph 5. Blacken
ONE circle only for each statement. (4 marks)
T F NG

i) An exam must be done digitally for a teacher to analyse the results.

ii) It is simple to combine the data from large groups of students digitally.

iii) Data analysis can reveal why students answered a question the way they did.

iv) Analysing exam data leads to higher exam scores.

48. Determine when each of the following can be measured, according to paragraph 5. Tick the appropriate boxes. You may
tick more than one box or no boxes in each row. One mark is given for each correctly marked row. (4 marks)

In an exam In a reading assignment

i) Vocabulary lookups

ii) Time spent

iii) Confidence level

iv) Accuracy in answers

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Term Paper 25
Paper 1 Reading 19 of 20 - for HKDSE -

49. What does each student below like to learn from? Beneath each quote, write a word or phrase from paragraph 6.
(3 marks)
Learning from the case study I love this history book my Watching videos of birds
of this local business helped teacher gave me – it’s got so migrating is more interesting
me understand the kinds of much interesting information in than listening to my teacher try
challenges businesses run it! to explain it.
into in this city.

_________________________ _________________________ _________________________

50. Find words each in paragraphs 6 and 7 with the following meanings. (3 marks)
i) take in
ii) free
iii) boring

51. What method of studying is being referred to in the first sentence of paragraph 8?

52. Why does the writer mention …

i) ‘walking to the grocery store’ (line 41)? (1 mark)

ii) a ‘time machine’ (line 44)? (1 mark)

53. According to the writer, virtual reality improves education by …

A. lowering costs.
B. sharing new information.
C. improving students’ memories.
A B C D
D. making the subject matter seem real.    

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Term Paper 25
Paper 1 Reading 20 of 20 - for HKDSE -

54. Complete the diagram below with information given in paragraph 9. You may need to use more than one word for some
blanks. (4 marks)

More and more educational resources are being put on (i) __________________________ .

Individuals with the (ii) __________________________ technology can get

(iii) __________________________ to digital resources.

Those without it will probably (iv) __________________________ .

55. Complete the summary below by filling in the blanks with information given in paragraph 10. Use ONE word only for
each blank. All the words can be found in the same paragraph. (7 marks)

The flaws of a data-driven education system are such that it only rewards those who know how to
(i) it. The way some students do this is by focusing on giving the correct
(ii) and spending the expected amount of (iii) on an assignment.
However, this does not reward teachers who emphasize the importance of learners’ (iv)
and exploration of knowledge outside of the (v) format. Naturally, this puts more and
more (vi) on students and also takes their (vii) away from actual
learning.

56. Overall, the writer thinks …

A. technology is sure to harm education.
B. technology has already improved education greatly.
C. technology has the potential to improve education further.
A B C D
D. technology will never be able to replace traditional means of education.    

END OF PART B2

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First published January, 2021