Làm thử Đề thi thử tốt nghiệp THPT · Tiếng Anh · Đề 108

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 1 to 6.

GLOBAL FUTURES SCHOLARSHIP 2026

Are you a Grade 12 student with (1) ____ strong record of community work? Apply now for a scholarship worth 20 million VND.

Applicants must submit an essay describing a project they (2) ____ last year, together with two letters of recommendation.

The scholarship committee is especially interested in projects (3) ____ benefit the local environment or bring people from different backgrounds together.

Shortlisted candidates will be invited to an interview, (4) ____ they should be ready to talk confidently about their goals.

Winners are announced in June and receive their funding before the new school year (5) ____.

Applications must be submitted online; paper forms will not (6) ____ under any circumstances.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 1 to 6.

GLOBAL FUTURES SCHOLARSHIP 2026

Are you a Grade 12 student with (1) ____ strong record of community work? Apply now for a scholarship worth 20 million VND.

Applicants must submit an essay describing a project they (2) ____ last year, together with two letters of recommendation.

The scholarship committee is especially interested in projects (3) ____ benefit the local environment or bring people from different backgrounds together.

Shortlisted candidates will be invited to an interview, (4) ____ they should be ready to talk confidently about their goals.

Winners are announced in June and receive their funding before the new school year (5) ____.

Applications must be submitted online; paper forms will not (6) ____ under any circumstances.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 1 to 6.

GLOBAL FUTURES SCHOLARSHIP 2026

Are you a Grade 12 student with (1) ____ strong record of community work? Apply now for a scholarship worth 20 million VND.

Applicants must submit an essay describing a project they (2) ____ last year, together with two letters of recommendation.

The scholarship committee is especially interested in projects (3) ____ benefit the local environment or bring people from different backgrounds together.

Shortlisted candidates will be invited to an interview, (4) ____ they should be ready to talk confidently about their goals.

Winners are announced in June and receive their funding before the new school year (5) ____.

Applications must be submitted online; paper forms will not (6) ____ under any circumstances.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 1 to 6.

GLOBAL FUTURES SCHOLARSHIP 2026

Are you a Grade 12 student with (1) ____ strong record of community work? Apply now for a scholarship worth 20 million VND.

Applicants must submit an essay describing a project they (2) ____ last year, together with two letters of recommendation.

The scholarship committee is especially interested in projects (3) ____ benefit the local environment or bring people from different backgrounds together.

Shortlisted candidates will be invited to an interview, (4) ____ they should be ready to talk confidently about their goals.

Winners are announced in June and receive their funding before the new school year (5) ____.

Applications must be submitted online; paper forms will not (6) ____ under any circumstances.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 1 to 6.

GLOBAL FUTURES SCHOLARSHIP 2026

Are you a Grade 12 student with (1) ____ strong record of community work? Apply now for a scholarship worth 20 million VND.

Applicants must submit an essay describing a project they (2) ____ last year, together with two letters of recommendation.

The scholarship committee is especially interested in projects (3) ____ benefit the local environment or bring people from different backgrounds together.

Shortlisted candidates will be invited to an interview, (4) ____ they should be ready to talk confidently about their goals.

Winners are announced in June and receive their funding before the new school year (5) ____.

Applications must be submitted online; paper forms will not (6) ____ under any circumstances.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 1 to 6.

GLOBAL FUTURES SCHOLARSHIP 2026

Are you a Grade 12 student with (1) ____ strong record of community work? Apply now for a scholarship worth 20 million VND.

Applicants must submit an essay describing a project they (2) ____ last year, together with two letters of recommendation.

The scholarship committee is especially interested in projects (3) ____ benefit the local environment or bring people from different backgrounds together.

Shortlisted candidates will be invited to an interview, (4) ____ they should be ready to talk confidently about their goals.

Winners are announced in June and receive their funding before the new school year (5) ____.

Applications must be submitted online; paper forms will not (6) ____ under any circumstances.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 7 to 12.

SUMMER ENGLISH INTENSIVE COURSE

Improve your English this summer with (7) ____ eight-week intensive course taught by experienced native and Vietnamese teachers.

Small classes (8) ____ no more than twelve students allow every learner plenty of speaking practice.

Students are placed into groups according to their level, (9) ____ is checked with a short test on the first day.

The course focuses on speaking and listening skills that students often struggle (10) ____ in regular school lessons.

Early registration is strongly advised, (11) ____ places filled up quickly last summer.

For more information, please (12) ____ our office at 028 3822 1199.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 7 to 12.

SUMMER ENGLISH INTENSIVE COURSE

Improve your English this summer with (7) ____ eight-week intensive course taught by experienced native and Vietnamese teachers.

Small classes (8) ____ no more than twelve students allow every learner plenty of speaking practice.

Students are placed into groups according to their level, (9) ____ is checked with a short test on the first day.

The course focuses on speaking and listening skills that students often struggle (10) ____ in regular school lessons.

Early registration is strongly advised, (11) ____ places filled up quickly last summer.

For more information, please (12) ____ our office at 028 3822 1199.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 7 to 12.

SUMMER ENGLISH INTENSIVE COURSE

Improve your English this summer with (7) ____ eight-week intensive course taught by experienced native and Vietnamese teachers.

Small classes (8) ____ no more than twelve students allow every learner plenty of speaking practice.

Students are placed into groups according to their level, (9) ____ is checked with a short test on the first day.

The course focuses on speaking and listening skills that students often struggle (10) ____ in regular school lessons.

Early registration is strongly advised, (11) ____ places filled up quickly last summer.

For more information, please (12) ____ our office at 028 3822 1199.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 7 to 12.

SUMMER ENGLISH INTENSIVE COURSE

Improve your English this summer with (7) ____ eight-week intensive course taught by experienced native and Vietnamese teachers.

Small classes (8) ____ no more than twelve students allow every learner plenty of speaking practice.

Students are placed into groups according to their level, (9) ____ is checked with a short test on the first day.

The course focuses on speaking and listening skills that students often struggle (10) ____ in regular school lessons.

Early registration is strongly advised, (11) ____ places filled up quickly last summer.

For more information, please (12) ____ our office at 028 3822 1199.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 7 to 12.

SUMMER ENGLISH INTENSIVE COURSE

Improve your English this summer with (7) ____ eight-week intensive course taught by experienced native and Vietnamese teachers.

Small classes (8) ____ no more than twelve students allow every learner plenty of speaking practice.

Students are placed into groups according to their level, (9) ____ is checked with a short test on the first day.

The course focuses on speaking and listening skills that students often struggle (10) ____ in regular school lessons.

Early registration is strongly advised, (11) ____ places filled up quickly last summer.

For more information, please (12) ____ our office at 028 3822 1199.

Read the following notice/advertisement and mark the letter A, B, C, or D to indicate the correct option that best fits each of the numbered blanks from 7 to 12.

SUMMER ENGLISH INTENSIVE COURSE

Improve your English this summer with (7) ____ eight-week intensive course taught by experienced native and Vietnamese teachers.

Small classes (8) ____ no more than twelve students allow every learner plenty of speaking practice.

Students are placed into groups according to their level, (9) ____ is checked with a short test on the first day.

The course focuses on speaking and listening skills that students often struggle (10) ____ in regular school lessons.

Early registration is strongly advised, (11) ____ places filled up quickly last summer.

For more information, please (12) ____ our office at 028 3822 1199.

Question 15. a. Their early data suggests the population has grown slightly since local fishermen agreed to avoid certain stretches of the river.
b. The team now hopes to persuade more villages along the river to join the protection scheme.
c. A small team of researchers has spent the last three years tracking a rare population of river dolphins in the Mekong Delta.
d. However, the researchers warn that plastic waste and boat traffic still threaten the dolphins' survival.
e. Using underwater microphones, they record the dolphins' clicks and whistles to estimate how many individuals remain in the area.

Question 17. a. As a result, many finish their training with hands-on skills and, often, a job offer already waiting for them.
b. Critics argue, however, that apprenticeships can narrow a young person's options too early.
c. More Vietnamese students are choosing apprenticeships over a traditional four-year degree.
d. Instead of sitting in lecture halls, apprentices spend most of their week working alongside experienced staff in a real workplace.

Read the following passage and mark the letter A, B, C, or D to indicate the option that best fits each of the numbered blanks from 18 to 22.

Duy Nguyen was working as a high school teacher when he first became curious about podcasts. Every evening, (18) ____, he listened to interviews and documentaries on his phone during the bus ride home.

In 2019 he decided to try recording one himself, (19) ____ a laptop microphone and a free editing app. His first episodes were short conversations with local writers about growing up in Vietnam.

At first almost nobody listened. Had he not kept releasing new episodes every week, (20) ____. Slowly, though, listeners began sharing his show with friends, and by 2021 it had become one of the most downloaded Vietnamese-language podcasts for teenagers.

Duy says the biggest change (21) ____ since those first episodes is how honestly his guests now speak, something he credits to the trust he has built with his audience over time.

Today he still edits every episode himself, and he insists that (22) ____ that keeps the show sounding personal rather than polished like a radio programme.

Read the following passage and mark the letter A, B, C, or D to indicate the option that best fits each of the numbered blanks from 18 to 22.

Duy Nguyen was working as a high school teacher when he first became curious about podcasts. Every evening, (18) ____, he listened to interviews and documentaries on his phone during the bus ride home.

In 2019 he decided to try recording one himself, (19) ____ a laptop microphone and a free editing app. His first episodes were short conversations with local writers about growing up in Vietnam.

At first almost nobody listened. Had he not kept releasing new episodes every week, (20) ____. Slowly, though, listeners began sharing his show with friends, and by 2021 it had become one of the most downloaded Vietnamese-language podcasts for teenagers.

Duy says the biggest change (21) ____ since those first episodes is how honestly his guests now speak, something he credits to the trust he has built with his audience over time.

Today he still edits every episode himself, and he insists that (22) ____ that keeps the show sounding personal rather than polished like a radio programme.

Read the following passage and mark the letter A, B, C, or D to indicate the option that best fits each of the numbered blanks from 18 to 22.

Duy Nguyen was working as a high school teacher when he first became curious about podcasts. Every evening, (18) ____, he listened to interviews and documentaries on his phone during the bus ride home.

In 2019 he decided to try recording one himself, (19) ____ a laptop microphone and a free editing app. His first episodes were short conversations with local writers about growing up in Vietnam.

At first almost nobody listened. Had he not kept releasing new episodes every week, (20) ____. Slowly, though, listeners began sharing his show with friends, and by 2021 it had become one of the most downloaded Vietnamese-language podcasts for teenagers.

Duy says the biggest change (21) ____ since those first episodes is how honestly his guests now speak, something he credits to the trust he has built with his audience over time.

Today he still edits every episode himself, and he insists that (22) ____ that keeps the show sounding personal rather than polished like a radio programme.

Read the following passage and mark the letter A, B, C, or D to indicate the option that best fits each of the numbered blanks from 18 to 22.

Duy Nguyen was working as a high school teacher when he first became curious about podcasts. Every evening, (18) ____, he listened to interviews and documentaries on his phone during the bus ride home.

In 2019 he decided to try recording one himself, (19) ____ a laptop microphone and a free editing app. His first episodes were short conversations with local writers about growing up in Vietnam.

At first almost nobody listened. Had he not kept releasing new episodes every week, (20) ____. Slowly, though, listeners began sharing his show with friends, and by 2021 it had become one of the most downloaded Vietnamese-language podcasts for teenagers.

Duy says the biggest change (21) ____ since those first episodes is how honestly his guests now speak, something he credits to the trust he has built with his audience over time.

Today he still edits every episode himself, and he insists that (22) ____ that keeps the show sounding personal rather than polished like a radio programme.

Read the following passage and mark the letter A, B, C, or D to indicate the option that best fits each of the numbered blanks from 18 to 22.

Duy Nguyen was working as a high school teacher when he first became curious about podcasts. Every evening, (18) ____, he listened to interviews and documentaries on his phone during the bus ride home.

In 2019 he decided to try recording one himself, (19) ____ a laptop microphone and a free editing app. His first episodes were short conversations with local writers about growing up in Vietnam.

At first almost nobody listened. Had he not kept releasing new episodes every week, (20) ____. Slowly, though, listeners began sharing his show with friends, and by 2021 it had become one of the most downloaded Vietnamese-language podcasts for teenagers.

Duy says the biggest change (21) ____ since those first episodes is how honestly his guests now speak, something he credits to the trust he has built with his audience over time.

Today he still edits every episode himself, and he insists that (22) ____ that keeps the show sounding personal rather than polished like a radio programme.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 23 to 30.

For most of the twentieth century, a career meant choosing one profession, training for it once, and staying in it until retirement. Psychologists who study work today say that model is quickly disappearing. According to recent workforce surveys, the average worker in many countries now changes jobs, and often entire industries, several times before the age of forty, a pattern that would have seemed unusual to their grandparents.

One major reason is technology. Roles that barely existed twenty years ago, such as social media manager or data analyst, are now common, while other jobs have shrunk or disappeared as machines took over routine tasks. Because entire industries can rise or vanish within a single decade, career researchers argue that expecting to stay in one job for forty years has become almost as risky as refusing to learn any new skill at all. As a result, workers increasingly treat their skills, rather than their job title, as their most valuable asset.

This shift brings both benefits and costs. On the positive side, people who move between roles often build a wider range of transferable skills, from project management to public speaking, that make them more adaptable when a particular industry slows down. On the negative side, researchers note that constant change can also produce stress, since workers must repeatedly prove themselves in unfamiliar environments and rebuild professional networks from scratch. Career counsellors therefore advise young people to plan not for a single job but for a lifelong pattern of learning.

The clearest advice from this research is simple: treat learning as a permanent part of working life, not something that ends once school or university does. Employees who regularly update their skills, whether through short courses, mentorship or simply trying new tasks at work, tend to move between roles with far less difficulty than those who assume their original training will last a lifetime.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.

Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions from 31 to 40.

A growing number of researchers are turning their attention to teenagers who run small businesses while still at school. Advances that once required years of savings and a physical shop, an online store, a payment app, a global audience through social media, are now available to anyone with a smartphone. Several recent studies suggest that this generation is starting businesses earlier, and in far greater numbers, than any before it.

Most teen entrepreneurs the researchers interviewed described a strikingly similar path. [I] They usually begin with something small, reselling secondhand clothes, designing phone cases, or offering tutoring sessions to younger students, mainly to test whether anyone would actually pay for it. [II] Only after that first sale, researchers found, do most teenagers reinvest their profit and begin treating the venture as a proper business rather than a hobby. [III] Few of them start with any formal plan; instead, they learn pricing, marketing and customer service by trial and error. [IV]

Beyond the money involved, researchers say the experience itself teaches skills that no classroom can fully replicate. Running even a tiny business forces a teenager to manage time, handle disappointed customers and make decisions with real financial consequences, lessons that many adults do not learn until years into their first job. Interestingly, several participants said the confidence gained from running a business, rather than the profit itself, was the most valuable outcome.

The path is not without serious risks. Younger entrepreneurs are frequent targets of online scams, from fake suppliers who take payment without delivering goods to buyers who dispute genuine transactions after receiving them. Balancing schoolwork with a growing business can also be exhausting, and several students in the study admitted their grades suffered during their busiest sales periods. Researchers stress that a supportive parent, teacher or mentor makes a considerable difference, since teenagers rarely have the legal knowledge to handle contracts, taxes or supplier disputes alone.

For now, most schools have no formal way to support these young business owners, though a handful of pilot programmes have begun offering short courses in basic accounting and consumer rights. Researchers argue that as more teenagers try entrepreneurship, schools that ignore the trend risk leaving their students both financially unprepared and dangerously exposed to scams they do not yet know how to recognise.