When the idea of this fly-on-the-wall documentary was originally suggested to the school’s head teacher, he was justifiably concerned that it wouldn’t present a balanced picture of life in his school and could lead to unfair criticisms of his staff. Exposing teachers and pupils to such scrutiny was a risk, yet the finished program vindicates his decision to go ahead. It shows us the everyday reality of life in the classroom but doesn’t appear to have an agenda. What it reveals is that complex issues, often hidden from the rest of adult society, are part and parcel of life for teachers. The program goes a long way towards exploding the common myth that teaching is a doddle, comprising short working days and extended holidays. These people deserve our respect. By showing challenging moments in classes of difficult students, some with behavioral problems, the documentary raises relevant issues for debate and airs complex issues. It makes for compelling viewing.
CHINH PHỤC MỌI MIỀN KIẾN THỨC 55

LUYỆN THI ĐÁNH GIÁ NĂNG LỰC 2025 -TEAM EMPIRE
This program sheds welcome light on the world of secondary education in the UK. Originally planned as an exposé of the problems facing teachers in inner-city schools, it has actually managed to break through the stereotypes to show us what lies beneath. It was a brave move to allow cameras into the school but it does seem to have had some positive knock-on effects. In last night’s program, one teacher claimed he was now regarded with more respect by a class with whom he had previously had a very combative relationship. The risks of misrepresentation in any such program are high. The temptation to edit out those sequences that do not provide entertaining viewing can lead to a biased picture emerging. But the film-makers seem to have avoided those particular pitfalls. If this program has gone some way towards enhancing the reputation of teaching and enticing a new generation into the profession, then it was worth making for that reason alone.
The editors of the program inevitably focus on moments they think will engage the audience — that’s their brief, after all. They’re in the business of audience ratings and their inclination is to concentrate on moments of conflict and drama. For me, this is exploitation as I’m sure that some of the disruption is occurring solely for the benefit of the camera. Whatever was the head teacher thinking of in agreeing to this intrusion? Although the teachers are shown in a good light, one wonders why they had allowed these conflicts to arise in the first place. They did nothing to restore my confidence in the profession. Quite what this program has added to the debate about education in this country remains unclear to me.
I felt very enthusiastic about the concept of this program: a documentary that would bring the teaching profession into the public eye and show not only the problems but also the good that teachers do. I can see why the head teacher gave the go-ahead. However, as I watched last night’s program, I had mixed feelings. Why didn’t we see the studious children being asked about their feelings? It’s depressing to watch learning being disrupted by students who clearly have li􏰀le interest in being there and deeply worrying to see teachers apparently oblivious to the needs of the majority. Just occasionally, we get glimpses of something more reassuring. On exam results day students were shown crying, either from delight or disappointment, emotions evidently shared by their teachers.
(Adapted from: Advanced Expert for CAE by by Drew Hyde, Jan Bell, and Roger Gower)
Câu 641: [EMPIRE TEAM] What was the head teacher’s initial concern about the documentary? A. It might negatively influence his relationship with students.
B. It could present an unbalanced and unfair view of the school.
C. It would lead to criticism of the broader educational system.
D. It might not highlight the challenges teachers face.
Câu 642: [EMPIRE TEAM] What is paragraph 2 mainly about?
A. How the documentary subtly dismantles preconceived notions about teaching through nuanced storytelling.
B. The portrayal of teachers’ struggles in inner-city schools to elicit public sympathy and engagement.
C. The documentary's unexpected success in reshaping societal a􏰀itudes towards the teaching profession.
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LUYỆN THI ĐÁNH GIÁ NĂNG LỰC 2025 - TEAM EMPIRE
D. How editorial decisions might distort the reality of education while a􏰀empting to entertain viewers.
Câu 643: [EMPIRE TEAM] Which of the following best paraphrases this sentence from paragraph 3: "The editors of the program inevitably focus on moments they think will engage the audience — that’s their brief, after all."?
A. Editors prioritize audience engagement by selecting moments they believe will captivate viewers.
B. The focus on engaging scenes is unavoidable, as entertaining the audience is their primary task.
C. Editors often choose scenes based on entertainment value, even if it risks misrepresenting reality.
D. The editors are required to include scenes that align with their goal of delivering accurate content.
Câu 644: [EMPIRE TEAM] Which of the following is NOT mentioned in the passage? A. The program’s focus is on moments of conflict and drama.
B. Teachers being shown crying alongside students on exam results day.
C. Teachers expressing concerns about being misrepresented.
D. Students giving feedback about their classroom experiences.
Câu 645: [EMPIRE TEAM] What can be inferred about the writer’s opinion in paragraph 4? A. The documentary fails to provide a balanced view of teaching.
B. The program effectively showcases the dedication of all teachers.
C. The writer believes the program encourages disruptive behavior.
D. The writer feels it lacks focus on the achievements of studious children.

Question

When the idea of this fly-on-the-wall documentary was originally suggested to the school’s head teacher, he was justifiably concerned that it wouldn’t present a balanced picture of life in his school and could lead to unfair criticisms of his staff. Exposing teachers and pupils to such scrutiny was a risk, yet the finished program vindicates his decision to go ahead. It shows us the everyday reality of life in the classroom but doesn’t appear to have an agenda. What it reveals is that complex issues, often hidden from the rest of adult society, are part and parcel of life for teachers. The program goes a long way towards exploding the common myth that teaching is a doddle, comprising short working days and extended holidays. These people deserve our respect. By showing challenging moments in classes of difficult students, some with behavioral problems, the documentary raises relevant issues for debate and airs complex issues. It makes for compelling viewing.
  CHINH PHỤC MỌI MIỀN KIẾN THỨC 55

LUYỆN THI ĐÁNH GIÁ NĂNG LỰC 2025 -TEAM EMPIRE
This program sheds welcome light on the world of secondary education in the UK. Originally planned as an exposé of the problems facing teachers in inner-city schools, it has actually managed to break through the stereotypes to show us what lies beneath. It was a brave move to allow cameras into the school but it does seem to have had some positive knock-on effects. In last night’s program, one teacher claimed he was now regarded with more respect by a class with whom he had previously had a very combative relationship. The risks of misrepresentation in any such program are high. The temptation to edit out those sequences that do not provide entertaining viewing can lead to a biased picture emerging. But the film-makers seem to have avoided those particular pitfalls. If this program has gone some way towards enhancing the reputation of teaching and enticing a new generation into the profession, then it was worth making for that reason alone.
The editors of the program inevitably focus on moments they think will engage the audience — that’s their brief, after all. They’re in the business of audience ratings and their inclination is to concentrate on moments of conflict and drama. For me, this is exploitation as I’m sure that some of the disruption is occurring solely for the benefit of the camera. Whatever was the head teacher thinking of in agreeing to this intrusion? Although the teachers are shown in a good light, one wonders why they had allowed these conflicts to arise in the first place. They did nothing to restore my confidence in the profession. Quite what this program has added to the debate about education in this country remains unclear to me.
I felt very enthusiastic about the concept of this program: a documentary that would bring the teaching profession into the public eye and show not only the problems but also the good that teachers do. I can see why the head teacher gave the go-ahead. However, as I watched last night’s program, I had mixed feelings. Why didn’t we see the studious children being asked about their feelings? It’s depressing to watch learning being disrupted by students who clearly have li􏰀le interest in being there and deeply worrying to see teachers apparently oblivious to the needs of the majority. Just occasionally, we get glimpses of something more reassuring. On exam results day students were shown crying, either from delight or disappointment, emotions evidently shared by their teachers.
(Adapted from: Advanced Expert for CAE by by Drew Hyde, Jan Bell, and Roger Gower)
Câu 641: [EMPIRE TEAM] What was the head teacher’s initial concern about the documentary? A. It might negatively influence his relationship with students.
B. It could present an unbalanced and unfair view of the school.
C. It would lead to criticism of the broader educational system.
D. It might not highlight the challenges teachers face.
Câu 642: [EMPIRE TEAM] What is paragraph 2 mainly about?
A. How the documentary subtly dismantles preconceived notions about teaching through nuanced storytelling.
B. The portrayal of teachers’ struggles in inner-city schools to elicit public sympathy and engagement.
C. The documentary&#x27;s unexpected success in reshaping societal a􏰀itudes towards the teaching profession.
    56 CHINH PHỤC MỌI MIỀN KIẾN THỨC
 
LUYỆN THI ĐÁNH GIÁ NĂNG LỰC 2025 - TEAM EMPIRE
D. How editorial decisions might distort the reality of education while a􏰀empting to entertain viewers.
Câu 643: [EMPIRE TEAM] Which of the following best paraphrases this sentence from paragraph 3: "The editors of the program inevitably focus on moments they think will engage the audience — that’s their brief, after all."?
A. Editors prioritize audience engagement by selecting moments they believe will captivate viewers.
B. The focus on engaging scenes is unavoidable, as entertaining the audience is their primary task.
C. Editors often choose scenes based on entertainment value, even if it risks misrepresenting reality.
D. The editors are required to include scenes that align with their goal of delivering accurate content.
Câu 644: [EMPIRE TEAM] Which of the following is NOT mentioned in the passage? A. The program’s focus is on moments of conflict and drama.
B. Teachers being shown crying alongside students on exam results day.
C. Teachers expressing concerns about being misrepresented.
D. Students giving feedback about their classroom experiences.
Câu 645: [EMPIRE TEAM] What can be inferred about the writer’s opinion in paragraph 4? A. The documentary fails to provide a balanced view of teaching.
B. The program effectively showcases the dedication of all teachers.
C. The writer believes the program encourages disruptive behavior.
D. The writer feels it lacks focus on the achievements of studious children.

Accepted Answer

This passage does not present a direct question. However, I can still assist with tasks such as summarizing or analyzing the text if needed.

This text appears to be an opinion piece about a documentary program focused on secondary education in the UK.

This text is about someone&#x27;s opinion on a TV program that features a school. They are unhappy with the show because it focuses on dramatic and conflictive moments, which they believe were created for the sake of the cameras. They think the head teacher made a mistake by allowing the program to film at the school and that it did not portray teachers positively.

No question is presented in this passage.

Tôi sẽ trả lời các câu hỏi như sau:

641. B. It could present an unbalanced and unfair view of the school.

642. D. How editorial decisions might distort the reality of education while attempting to entertain viewers.

643. C. Editors often choose scenes based on entertainment value, even if it risks misrepresenting reality.

644. B. Teachers being shown crying alongside students on exam results day.

645. A. The documentary fails to provide a balanced view of teaching.

When the idea of this fly-on-the-wall documentary was originally suggested to the school’s head teacher, he was justifiably concerned that it wouldn’t present a balanced picture of life in his school a...