DOPAMINE FASTING: A TREND THAT NEEDS CAREFUL READING 

How it is presented: Online, dopamine fasting is often (1) __________ as a simple way to “reset the brain” by avoiding highly stimulating activities for a short period.

What it actually asks: In practice, the idea asks people (2) __________ back from constant novelty—short videos, background entertainment, repeated snacking, and nonstop alerts. For individuals (3) __________ attention has become fragmented, even a quiet hour may feel unexpectedly difficult.

Why caution matters: Specialists note that lasting change depends less on slogans than on (4) __________, sleep habits, and realistic routines. Used sensibly, the method may encourage reflection; used rigidly, it can lead people to (5) __________ the mistake of treating discomfort as proof of progress. Without balance, the practice may come (6) __________ the expense of sleep, relationships, and emotional stability.

Question 1:
A.  marketed        B. labelled        C. codified        D. framed

Question 2:
A.  how to step        B. to step
C.  stepping        D. to stepping

Question 3:
A.  whom        B. whose
C.  at which        D. where

Question 4:
A.  daily attention management        B. attention daily management

C.  management daily attention        D. daily management attention

Question 5:
A.  make
B.  do        C. take        D. have

Question 6:
A.  on        B. for        C. with        D. at

SOLO TRAVEL BRIEF

Why Some People Travel Alone

• Some travellers are not trying to escape people; (7) __________, they are trying to hear their own thoughts more clearly. For them, travelling alone can offer space, silence, and a slower way of noticing the world.

How They Move

• (8) __________ solo travellers now plan fewer destinations and longer stays, choosing depth over speed.

• Some return to the same street more than once; (9) __________ prefer changing direction without a fixed schedule.

What They Gain

• Good preparation can (10) __________ confidence before departure and make uncertainty feel manageable.

• In the end, solo travel often leaves not just memories, but a sharper sense of (11) __________ and emotional (12) __________.

Question 7: A. therefore        B. rather
C.  otherwise        D. besides

Question 8: A. A growing number of         B. More and more        

C.  A larger number                D. The most of

Question 9: A. another        B. the other        C. the others        D. others

Question 10: A. build up
B.  draw on        C. bring about        D. hold up

Question 11: A. distance        B. direction        C. self-awareness        D. self-control

Question 12: A. restraint        B. composure        C. sensitivity        D. resilience

Question 13:

a. Ava: That sounds less like poor time management and more like a workplace that treats exhaustion as proof of loyalty.

b. Noah: Maybe, but everyone at the office stays online after midnight, so leaving on time makes me feel guilty.

c. Ava: You call it burnout, but when did it start—after your new project, or after your manager praised people for answering emails at 1
A. m.?

A. a – c – b        B. b – c – a        C. c – b – a        D. c – a – b

Question 14:

a. Leo: That sounds designed, honestly. The longer you stay anxious, the more ads and outrage they can feed you.

b. Mia: Just scrolling. I kept thinking one more post would explain everything, but I only felt more restless.

c. Leo: You were online until almost three again. Were you working, or just stuck scrolling bad news?

d. Leo: Not necessarily. Start with a timer, unfollow panic accounts, and wait ten minutes before opening anything that spikes your mood.

e. Mia: So what do I do—delete every app?

A. c – b – d – e – a        B. c – b – a – e – d        C. d – e – a – b – c        D. c – e – a – b – d

Question 15:

Dear Ken,

How have you been? Is university treating you kindly?

a. At school, teachers praised me for sounding “fully local”, while relatives smiled only when I spoke our home language without hesitation.

b. For years, I thought that tension was normal, like carrying two invisible report cards in the same backpack.

c. Last weekend, I skipped a family gathering to finish a group project, and the silence at dinner later felt heavier than any argument.

d. I’m starting to see that second-generation kids are often measured twice: once by the country outside, and once by the culture waiting at the front door.

e. Maybe that is why simple choices—how we dress, who we date, even what accent we use—can feel strangely loaded.

Best,
Nina

A. a – d – b – e – c        B. d – b – a – c – e        C. b – d – a – e – c        D. d – a – b – e – c

Question 16:

a. Money can impress, but emotional survival feels closer to ordinary life, where getting out of bed, answering messages, or asking for help may already be a victory.

b. These stories also strip away the fantasy that growth is always neat, since recovery usually includes relapse, shame, silence, and slow trust.

c. Stories about people who came through depression often stay with us longer than stories about wealth because they describe a fight many readers secretly understand.

d. As a result, they do more than celebrate achievement; they give language to pain and let people imagine a future before they fully believe in one.

e. That scale matters: a millionaire’s success can look distant, while a person rebuilding a damaged inner life makes courage seem reachable.

A. c – a – b – e – d        B. a – c – e – b – d        C. c – e – a – d – b        D. c – a – e – b – d

Question 17:

a. In that atmosphere, even curiosity can turn defensive: people sign up for classes not because a subject pulls them forward, but because unemployment, automation, and younger talent seem to be closing in.

b. We are told to keep learning as if standing still were a moral failure, so courses, certificates, and productivity podcasts begin to feel less like tools and more like emergency supplies.

c. The problem is the fear-market built around it, where every weakness becomes a sales pitch and every pause is framed as proof that you are already falling behind.

d. The problem is not learning itself, which can enlarge a life, sharpen judgment, and create genuine freedom.

e. Real development starts later, when a person can ask whether a new skill serves a meaningful direction or merely calms the panic of being left out for one more month.

A. b – a – c – d – e        B. b – a – d – c – e        C. b – d – a – c – e        D. d – c – b – a – e

Far from disappearing once a screen is closed, online actions often accumulate into a persistent record known as a “digital footprint.” Whenever an individual interacts with a website or shares a post, (18) __________. While many users perceive their online activities as ephemeral, the reality is that these data points are meticulously harvested by algorithms to construct comprehensive consumer profiles. This systemic collection of personal information has transformed the internet into a landscape where privacy is increasingly scarce, (19) __________. Recruiters and admissions officers, who increasingly examine the social media profiles applicants maintain online, often treat online behaviour as evidence of personal judgment, although a single impulsive comment, posted in frustration and later forgotten by its author, may seem trivial at the time but can still jeopardize future career prospects employers (20) __________. However, the burden of managing one's reputation is compounded by (21) __________. Once information is uploaded, it can be duplicated, archived, or screenshotted, rendering it nearly impossible to completely erase. Despite the inherent risks, some experts argue that a well-curated digital footprint can serve as a powerful asset. (22) __________. Ultimately, the challenge lies in striking a balance between reaping the benefits of digital engagement and safeguarding one's long-term autonomy in an environment that never forgets.

Question 18: 

A. they may unknowingly leave behind data traces that can later be collected and interpreted

B. data traces may unknowingly be left behind, later collected and interpreted by online systems

C. what they may unknowingly leave behind are data traces later collected and interpreted

D. left behind unknowingly are data traces that online systems may later collect and interpret

Question 19: 

A. with the need for greater caution now defining much of users’ online conduct

B. a shift under which far greater caution is now required in users’ online conduct

C. so that what users do online now requires far greater caution than before

D. making users’ online conduct something that now requires far greater caution

Question 20: 

A. because they may be judged in terms of maturity, and a dependable professional image

B. often associate with sound judgment, digital maturity, and professional reliability

C. whom often associate with good sense, self-restraint, and credible public image

D. frequently seen as resting on maturity, discretion, and a dependable professional image

Question 21: 

A. the fact that much of what is shared online quickly passes beyond an individual’s immediate control

B. and an individual’s immediate control extends over far less of what is shared online than many assume

C. what is shared online, once widely circulated, often moving beyond an individual’s direct control

D. the amount of content shared online that stays within an individual’s immediate control is often limited

Question 22: 

A. While handled with foresight, it may become a source of credibility and professional advantage

B. Professional advantage may arise when credibility is built through handling it with foresight

C. With sufficient foresight, its value may lie in the credibility and professional opportunities it helps create

D. With foresight, professional opportunities may be created by the credibility from which its value comes

A teenager watches a creator speak about success with bright eyes and perfect timing. In another video, a young entrepreneur turns failure into a polished lesson, neat enough to fit inside a minute. By the time the phone is put down, ambition has already been stirred. What once grew slowly through teachers, books, or private reflection now often arrives through visibility. A future feels desirable not simply because it is meaningful, but because someone has made it look luminous on screen.

For many young people, career imagination is increasingly shaped by stories they can see, not only by formal advice or labour market data. That shift is not shallow by nature. For students with little guidance, public figures can widen the map of what seems possible. A life once hidden by geography, class, or limited exposure may suddenly come into view. In that sense, influence can do something generous. It can place new language around dreams people had felt but could not yet name.

The difficulty lies elsewhere. A visible path is not always a solid one. When clear career guidance is weak, polished stories begin to carry more authority than they should. A job becomes an image. A calling becomes a mood. Hard years of training, boredom, doubt, and repetition are pushed to the edges, while confidence takes center stage. That is where the line sharpens. Raising awareness gives people a broader sense of possibility. Exploiting longing sells aspiration in a form too edited to be trusted.

No one should be mocked for wanting examples to follow. Human beings have always borrowed courage from other lives. The real question is what kind of example deserves belief. Probably not the loudest one, nor the most varnished. More often, the trustworthy voice is the one that leaves the rough edges in place, showing not only the shine of arrival but the long, uneven road beneath it. Influence may awaken desire. Direction asks for something deeper.

[Adapted from recent World Economic Forum reporting on youth careers and aspirations]

Question 23. Which of the following is NOT mentioned in paragraphs 1 and 2 as a way public figures may shape young people’s career imagination?

A. They can make certain futures look attractive through visible success stories.

B. They can help students with little guidance imagine lives once outside their view.

C. They can give language to ambitions that some young people had not yet clearly expressed.

D. They can provide more reliable labour market data than formal career advisors.

Question 24. The word “stirred” in paragraph 1 is closest in meaning to __________.

A. shaken        B. encouraged        C. awakened        D. shaped

Question 25. The word “varnished” in paragraph 4 is OPPOSITE in meaning to __________.

A. polished        B. smooth        C. raw        D. refined

Question 26. The word “It” in paragraph 2 refers to __________.

A. influence        B. that sense        C. a life once hidden        D. public guidance

Question 27. Which of the following best paraphrases the underlined sentence in paragraph 3?

A. Helpful influence expands what people believe they might pursue, while manipulative influence markets ambition through stories made unreal by too much editing.

B. Public inspiration becomes harmful only when it presents too many possible careers for young people to consider carefully.

C. The main problem with online career content is that it discourages desire and leaves students with fewer goals than before.

D. When aspiration is communicated clearly online, it usually becomes more accurate and therefore easier for young people to trust.

Question 28. Which of the following is TRUE according to paragraph 4?

A. The most convincing examples are usually those that present success in a polished and uninterrupted form.

B. A believable example often keeps visible the hardship and imperfection behind achievement.

C. People tend to follow examples only when those examples remove uncertainty from ambition.

D. What makes an example trustworthy is its ability to turn desire into immediate direction.

Question 29. Which paragraph focuses on the risk of confusing genuine career awareness with aspiration packaged for emotional effect?

A. Paragraph 1        B. Paragraph 2        C. Paragraph 3        D. Paragraph 4

Question 30. In which paragraph does the author suggest that following someone else’s example is a natural human behavior?

A. Paragraph 1        B. Paragraph 2        C. Paragraph 3        D. Paragraph 4

Fluency has always enjoyed an advantage over hesitation. A statement delivered smoothly, with confident cadence and tidy phrasing, tends to feel more trustworthy than one that pauses, qualifies itself, or admits uncertainty. In the age of generative AI, that old human bias has acquired a powerful new instrument. A machine-produced answer can be immediate, articulate, and impressively composed even when its content is unsound, which is why AI hallucination is so unsettling. Its most troubling failures do not announce themselves as failure. They arrive looking like competence. [I]

[II] That gap is not merely an incidental flaw waiting to be engineered away. Large language models are often trained and evaluated in settings that reward plausible completion more readily than candid restraint. Under those conditions, producing an answer can appear more successful than withholding one, even when the answer is false. The distortion is easy to miss because many evaluation systems flatten different outcomes into the same metric. A confident fabrication and a careful refusal do not impose the same costs on the user, yet they may be treated as adjacent points on a performance scale. What emerges, then, is not simply a system that makes mistakes, but one that has learned the optics of knowing. That is what gives hallucination its peculiar force: error arrives not in the shape of confusion, but in the tone of authority.

None of this makes such systems trivial or useless. Their practical value is real. [III] They can clarify dense material, widen access to information, and lower the threshold for asking questions people might otherwise find too basic, too technical, or too embarrassing to raise. The difficulty lies elsewhere, in the habits that form around convenience. As users become accustomed to elegant answers delivered without friction, doubt itself begins to feel inefficient. In classrooms, offices, and everyday decisions, the tool can move from supporting judgment to quietly pre-empting it. Not through coercion, but through ease.

The deeper AI trust crisis, then, is not reducible to error rates alone. It concerns the culture in which those errors are received, especially the premium placed on speed, fluency, and the appearance of certainty. People are rarely offended by limitation. [IV] What they resist is being carried into trust too easily. Once eloquence begins to stand in for truth, the problem has already exceeded the technical. It has become civic, moral, and harder to correct than any single mistaken answer.

[Adapted from Why language models hallucinate]

Question 31: Where in the passage does the following sentence best fit?

The danger begins there, in the subtle but consequential gap between sounding informed and being so.

A. [I]
B. [II]
C. [III]
D. [IV]

Question 32. In paragraph 2, the phrase “That gap” refers to the gap between __________.

A. human hesitation and machine fluency        B. quick delivery and careful explanation

C. seeming informed and being informed        D. technical progress and moral concern

Question 33. Which of the following is most likely implied in paragraph 1 about why AI hallucination is especially disturbing?

A. Falsehood can mislead because it appears polished and credible.

B. It becomes most dangerous when users know little about a subject.

C. Its main threat lies in how quickly it can produce responses.

D. It is disturbing chiefly because its training process is opaque.

Question 34. Which of the following best summarises paragraph 2?

A. Hallucination persists mainly because researchers are unwilling to correct model errors and prefer speed to safety in public release.

B. The central problem is that users punish careful refusals more than they punish confident wrong answers in daily interaction.

C. Hallucination is best understood as a temporary engineering weakness that will disappear once models become more advanced and selective.

D. The paragraph argues that some training and evaluation settings reward plausible output over honest restraint, allowing authority-shaped error to look like success.

Question 35. The word “stand in for truth” in paragraph 4 is closest in meaning to __________.

A. take the place of truth                B. draw attention to truth

C. cast doubt on truth                D. cover up truth

Question 36. Which of the following is NOT stated in the passage?

A. AI tools can help people approach material they might otherwise avoid for being too difficult or embarrassing.

B. Some evaluation systems do not clearly separate careful refusal from confident falsehood.

C. Users often see admitted limitation as just as damaging to trust as confident error.

D. The AI trust problem depends not only on mistakes themselves but also on the way people receive them.

Question 37. According to paragraph 3, which of the following is true?

A. The risk lies less in the tool’s usefulness itself than in the habits of dependence that convenience can gradually create.

B. When AI becomes common in work and study, people are likely to stop making decisions without direct coercion.

C. AI systems mainly become harmful when they replace access to information rather than making that access easier.

D. The author suggests that users ask basic questions only because AI removes the need for human teachers and experts.

Question 38. Which of the following best paraphrases the underlined sentence in paragraph 3?

A. Polished answers can make hesitation seem like a weakness rather than a form of care.

B. Convenient answers may lead people to view skepticism as an unnecessary burden.

C. Repeated exposure to fluent responses can make uncertainty feel unprofessional in public life.

D. Easy access to elegant explanations encourages users to abandon difficult topics altogether.

Question 39. Which of the following can be inferred from the passage?

A. The best way to solve the AI trust crisis is to reduce the speed at which systems produce answers in public settings.

B. Even if technical accuracy improves, trust problems may remain if people continue to equate fluency with truth.

C. Since users dislike uncertainty, systems should avoid refusals and provide the most plausible answer available each time.

D. Because the main danger is civic rather than technical, AI tools have limited value in education and professional work.

Question 40. Which of the following best summarises the passage?

A. Fluent AI responses can be useful, but the deeper danger lies in how polished, convenient authority makes error easy to trust and harder to resist.

B. AI matters mainly because fast systems sometimes produce false answers, especially when users rely on them too heavily in work and study.

C. The real problem with AI is not hallucination itself but the growing habit of using it in place of teachers, experts, and independent thought.

D. Trust in AI will improve once training and evaluation systems become better at reducing confident fabrication and rewarding caution.