Làm thử Thi thử tốt nghiệp THPT năm 2026 · Tiếng Anh · Sở GD&ĐT Bắc Ninh · Mã đề 101

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Question 8. Where in paragraph 4 does the following sentence best fit?

This destruction of established social structures is the worst possible approach to the difficulties of living in a town or city.

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 1 to 10. Urban life has always involved a balancing of opportunities and rewards against dangers and stress; its motivating force is, in the broadest sense, money. Opportunities to make money mean competition and competition is stressful; it is often at its most intense in the largest cities, where opportunities are greatest. The presence of huge numbers of people inevitably involves more conflict, more travelling, the overloading of public services and exposure to those deviants and criminals who are drawn to the rich pickings of great cities. Crime has always flourished in the relative anonymity of urban life, but today's ease of movement makes its control more difficult than ever; there is much evidence that its extent has a direct relationship to the size of communities. City dwellers may become trapped in their homes by the fear of crime around them. As a defence against these developments, city dwellers tend to use various strategies to try and reduce the pressures upon themselves: contacts with other people are generally made brief and impersonal; doors are kept locked; telephone numbers may be ex-directory; journeys outside the home are usually hurried, rather than a source of pleasure. There are other strategies too which are positively harmful to the individual; for example, reducing awareness through drugs or alcohol. Furthermore, all these defensive forms of behaviour are harmful to society in general; they cause widespread loneliness and destroy the community's concern for its members. Lack of informal social contact and indifference to the misfortunes of others, if they are not personally known to oneself, are amongst the major causes of urban crime. Inner areas of cities tend to be abandoned by the more successful and left to those who have done badly in the competitive struggle or who belong to minority groups; these people are then geographically trapped because so much economic activity has migrated to the suburbs and beyond. Present-day architecture and planning have enormously worsened the human problems of urban life. [I] Old-established neighbourhoods have been ruthlessly swept away, by both public and private organisations, usually to be replaced by huge, ugly, impersonal structures. [II] People have been forced to leave their familiar homes, usually to be rehoused in tower blocks which are drab, inconvenient, and fail to provide any setting for human interaction or support. [III] Instead, every effort should be made to conserve the human scale of the environment, and to retain familiar landmarks. [IV] (Adapted from: Cambridge Proficiency Examination Practice 5)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 11 to 18. Exam-Obsessed Schools Leave Youth Unprepared for Work An "exam-obsessed" school system is leaving young people fundamentally unprepared for the workforce, according to Alan Milburn. The former cabinet minister, currently leading a government-commissioned review into young people and work, argues that the current model is "brilliant at sorting young people by academic ability" but "poor at equipping them for adult life." Milburn's intervention highlights a growing disconnect between classroom priorities and the demands of a fast- changing labour market, where employers frequently report that school leavers are simply not work-ready. New YouGov polling of over 1,000 teachers reinforces this concern, with 74% stating there is too much emphasis on passing exams. Furthermore, 73% of educators believe there is insufficient focus on developing essential "soft skills" or preparing pupils for employment. The data reveals a troubling trend: six in ten teachers say young people's soft skills have worsened over the past five years, while 66% believe overall readiness for work has declined. This serves as a "gauntlet" to policymakers to bridge the gap between academic standards and employability. Milburn insists that high educational standards and real-world skills are not competing priorities. Instead, he advocates for a curriculum fostering the attributes young people need to succeed - communication and collaboration skills, agility and creativity alongside formal qualifications. Teachers largely support this shift, with 98% backing universal careers advice and 92% supporting vocational pathways before age 16. There is a clear consensus that the system must provide alternative routes for those who struggle under the current high-stakes testing regime without lowering overall standards. The review comes as official statistics show nearly 1 million 16- to 24-year-olds are not in education, employment, or training (Neet). Milburn warns that a system judged more on exam results than student destinations will face increasing scrutiny. To reverse the rise in youth inactivity, he calls for stronger links with employers and expanded access to meaningful work experience, asserting that government ambition must be matched by "action at scale" to ensure long-term economic and social success. (Adapted from: https://www.theguardian.com)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 19 to 23. Many students assume that mathematical ability is inherited - that people either possess a natural talent for math or they do not. (19) _______. Over time, students who achieve the most success tend to be those who consistently put in effort, rather than those with the highest intelligence. For these learners, perseverance, rather than innate talent, (20) _______. In her book Mindset: The New Psychology of Success, (21) _______. Building on this idea, she argues that a student's mindset strongly influences how they respond to challenges. Those with a "fixed mindset" tend to believe their abilities are limited, so they often give up when faced with difficulty. In contrast, students with a "growth mindset" view challenges as opportunities to develop their skills. They understand that intelligence can be improved through practice and experience, and are therefore more willing to persist. A similar idea is presented by Geoff Colvin in Talent Is Overrated. He emphasizes the importance of "deliberate practice," (22) _______. Although natural talent may provide an initial advantage, it is long-term dedication that ultimately leads to success. As one teacher notes, it is uncommon for a hardworking student to fail. Developing the right mindset is therefore essential. When students believe in their ability to improve and are encouraged to work consistently, (23) _______. (Adapted from: TOEFL Reading Comprehension)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 19 to 23. Many students assume that mathematical ability is inherited - that people either possess a natural talent for math or they do not. (19) _______. Over time, students who achieve the most success tend to be those who consistently put in effort, rather than those with the highest intelligence. For these learners, perseverance, rather than innate talent, (20) _______. In her book Mindset: The New Psychology of Success, (21) _______. Building on this idea, she argues that a student's mindset strongly influences how they respond to challenges. Those with a "fixed mindset" tend to believe their abilities are limited, so they often give up when faced with difficulty. In contrast, students with a "growth mindset" view challenges as opportunities to develop their skills. They understand that intelligence can be improved through practice and experience, and are therefore more willing to persist. A similar idea is presented by Geoff Colvin in Talent Is Overrated. He emphasizes the importance of "deliberate practice," (22) _______. Although natural talent may provide an initial advantage, it is long-term dedication that ultimately leads to success. As one teacher notes, it is uncommon for a hardworking student to fail. Developing the right mindset is therefore essential. When students believe in their ability to improve and are encouraged to work consistently, (23) _______. (Adapted from: TOEFL Reading Comprehension)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 19 to 23. Many students assume that mathematical ability is inherited - that people either possess a natural talent for math or they do not. (19) _______. Over time, students who achieve the most success tend to be those who consistently put in effort, rather than those with the highest intelligence. For these learners, perseverance, rather than innate talent, (20) _______. In her book Mindset: The New Psychology of Success, (21) _______. Building on this idea, she argues that a student's mindset strongly influences how they respond to challenges. Those with a "fixed mindset" tend to believe their abilities are limited, so they often give up when faced with difficulty. In contrast, students with a "growth mindset" view challenges as opportunities to develop their skills. They understand that intelligence can be improved through practice and experience, and are therefore more willing to persist. A similar idea is presented by Geoff Colvin in Talent Is Overrated. He emphasizes the importance of "deliberate practice," (22) _______. Although natural talent may provide an initial advantage, it is long-term dedication that ultimately leads to success. As one teacher notes, it is uncommon for a hardworking student to fail. Developing the right mindset is therefore essential. When students believe in their ability to improve and are encouraged to work consistently, (23) _______. (Adapted from: TOEFL Reading Comprehension)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 19 to 23. Many students assume that mathematical ability is inherited - that people either possess a natural talent for math or they do not. (19) _______. Over time, students who achieve the most success tend to be those who consistently put in effort, rather than those with the highest intelligence. For these learners, perseverance, rather than innate talent, (20) _______. In her book Mindset: The New Psychology of Success, (21) _______. Building on this idea, she argues that a student's mindset strongly influences how they respond to challenges. Those with a "fixed mindset" tend to believe their abilities are limited, so they often give up when faced with difficulty. In contrast, students with a "growth mindset" view challenges as opportunities to develop their skills. They understand that intelligence can be improved through practice and experience, and are therefore more willing to persist. A similar idea is presented by Geoff Colvin in Talent Is Overrated. He emphasizes the importance of "deliberate practice," (22) _______. Although natural talent may provide an initial advantage, it is long-term dedication that ultimately leads to success. As one teacher notes, it is uncommon for a hardworking student to fail. Developing the right mindset is therefore essential. When students believe in their ability to improve and are encouraged to work consistently, (23) _______. (Adapted from: TOEFL Reading Comprehension)

Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 19 to 23. Many students assume that mathematical ability is inherited - that people either possess a natural talent for math or they do not. (19) _______. Over time, students who achieve the most success tend to be those who consistently put in effort, rather than those with the highest intelligence. For these learners, perseverance, rather than innate talent, (20) _______. In her book Mindset: The New Psychology of Success, (21) _______. Building on this idea, she argues that a student's mindset strongly influences how they respond to challenges. Those with a "fixed mindset" tend to believe their abilities are limited, so they often give up when faced with difficulty. In contrast, students with a "growth mindset" view challenges as opportunities to develop their skills. They understand that intelligence can be improved through practice and experience, and are therefore more willing to persist. A similar idea is presented by Geoff Colvin in Talent Is Overrated. He emphasizes the importance of "deliberate practice," (22) _______. Although natural talent may provide an initial advantage, it is long-term dedication that ultimately leads to success. As one teacher notes, it is uncommon for a hardworking student to fail. Developing the right mindset is therefore essential. When students believe in their ability to improve and are encouraged to work consistently, (23) _______. (Adapted from: TOEFL Reading Comprehension)

Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 24 to 29. JOIN OUR CREATIVE TEAM "Are you prepared to dedicate yourself to working collaboratively with a team of like-minded professionals? Are you (24) ____ to apply your education, experience, and creativity in a meaningful way? If so, this opportunity may be exactly what you are looking for. Karning Creative Designs is currently undergoing expansion, and with our continued success comes your opportunity. Karning Creative Designs was established ten years ago as a (25) _ set up in the home of our current CEO and founder, Shirin Navani. Now situated in a modern loft in downtown Hollinson, our company currently employs 25 full-time staff members. We are presently seeking designers and artists (26) to work effectively in a fast-paced, collaborative setting. The ideal candidate should demonstrate a strong ability to work closely (27) _ _ colleagues while maintaining exceptional standards of quality. At Karning, you will have valuable opportunities to interact with clients and (28) _ business contacts. If you would prefer (29) ____ independently rather than work in large groups while still contributing to a cohesive team, this position could be an excellent fit for you. If you're ready to join us, contact Salvador Tomassin at 608-555-0144. Apply by March 31. (Adapted from: TOEIC ETS actual tests 2025)

Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 24 to 29. JOIN OUR CREATIVE TEAM "Are you prepared to dedicate yourself to working collaboratively with a team of like-minded professionals? Are you (24) ____ to apply your education, experience, and creativity in a meaningful way? If so, this opportunity may be exactly what you are looking for. Karning Creative Designs is currently undergoing expansion, and with our continued success comes your opportunity. Karning Creative Designs was established ten years ago as a (25) _ set up in the home of our current CEO and founder, Shirin Navani. Now situated in a modern loft in downtown Hollinson, our company currently employs 25 full-time staff members. We are presently seeking designers and artists (26) to work effectively in a fast-paced, collaborative setting. The ideal candidate should demonstrate a strong ability to work closely (27) _ _ colleagues while maintaining exceptional standards of quality. At Karning, you will have valuable opportunities to interact with clients and (28) _ business contacts. If you would prefer (29) ____ independently rather than work in large groups while still contributing to a cohesive team, this position could be an excellent fit for you. If you're ready to join us, contact Salvador Tomassin at 608-555-0144. Apply by March 31. (Adapted from: TOEIC ETS actual tests 2025)

Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 24 to 29. JOIN OUR CREATIVE TEAM "Are you prepared to dedicate yourself to working collaboratively with a team of like-minded professionals? Are you (24) ____ to apply your education, experience, and creativity in a meaningful way? If so, this opportunity may be exactly what you are looking for. Karning Creative Designs is currently undergoing expansion, and with our continued success comes your opportunity. Karning Creative Designs was established ten years ago as a (25) _ set up in the home of our current CEO and founder, Shirin Navani. Now situated in a modern loft in downtown Hollinson, our company currently employs 25 full-time staff members. We are presently seeking designers and artists (26) to work effectively in a fast-paced, collaborative setting. The ideal candidate should demonstrate a strong ability to work closely (27) _ _ colleagues while maintaining exceptional standards of quality. At Karning, you will have valuable opportunities to interact with clients and (28) _ business contacts. If you would prefer (29) ____ independently rather than work in large groups while still contributing to a cohesive team, this position could be an excellent fit for you. If you're ready to join us, contact Salvador Tomassin at 608-555-0144. Apply by March 31. (Adapted from: TOEIC ETS actual tests 2025)

Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 24 to 29. JOIN OUR CREATIVE TEAM "Are you prepared to dedicate yourself to working collaboratively with a team of like-minded professionals? Are you (24) ____ to apply your education, experience, and creativity in a meaningful way? If so, this opportunity may be exactly what you are looking for. Karning Creative Designs is currently undergoing expansion, and with our continued success comes your opportunity. Karning Creative Designs was established ten years ago as a (25) _ set up in the home of our current CEO and founder, Shirin Navani. Now situated in a modern loft in downtown Hollinson, our company currently employs 25 full-time staff members. We are presently seeking designers and artists (26) to work effectively in a fast-paced, collaborative setting. The ideal candidate should demonstrate a strong ability to work closely (27) _ _ colleagues while maintaining exceptional standards of quality. At Karning, you will have valuable opportunities to interact with clients and (28) _ business contacts. If you would prefer (29) ____ independently rather than work in large groups while still contributing to a cohesive team, this position could be an excellent fit for you. If you're ready to join us, contact Salvador Tomassin at 608-555-0144. Apply by March 31. (Adapted from: TOEIC ETS actual tests 2025)

Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 24 to 29. JOIN OUR CREATIVE TEAM "Are you prepared to dedicate yourself to working collaboratively with a team of like-minded professionals? Are you (24) ____ to apply your education, experience, and creativity in a meaningful way? If so, this opportunity may be exactly what you are looking for. Karning Creative Designs is currently undergoing expansion, and with our continued success comes your opportunity. Karning Creative Designs was established ten years ago as a (25) _ set up in the home of our current CEO and founder, Shirin Navani. Now situated in a modern loft in downtown Hollinson, our company currently employs 25 full-time staff members. We are presently seeking designers and artists (26) to work effectively in a fast-paced, collaborative setting. The ideal candidate should demonstrate a strong ability to work closely (27) _ _ colleagues while maintaining exceptional standards of quality. At Karning, you will have valuable opportunities to interact with clients and (28) _ business contacts. If you would prefer (29) ____ independently rather than work in large groups while still contributing to a cohesive team, this position could be an excellent fit for you. If you're ready to join us, contact Salvador Tomassin at 608-555-0144. Apply by March 31. (Adapted from: TOEIC ETS actual tests 2025)

Read the following advertisement and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 24 to 29. JOIN OUR CREATIVE TEAM "Are you prepared to dedicate yourself to working collaboratively with a team of like-minded professionals? Are you (24) ____ to apply your education, experience, and creativity in a meaningful way? If so, this opportunity may be exactly what you are looking for. Karning Creative Designs is currently undergoing expansion, and with our continued success comes your opportunity. Karning Creative Designs was established ten years ago as a (25) _ set up in the home of our current CEO and founder, Shirin Navani. Now situated in a modern loft in downtown Hollinson, our company currently employs 25 full-time staff members. We are presently seeking designers and artists (26) to work effectively in a fast-paced, collaborative setting. The ideal candidate should demonstrate a strong ability to work closely (27) _ _ colleagues while maintaining exceptional standards of quality. At Karning, you will have valuable opportunities to interact with clients and (28) _ business contacts. If you would prefer (29) ____ independently rather than work in large groups while still contributing to a cohesive team, this position could be an excellent fit for you. If you're ready to join us, contact Salvador Tomassin at 608-555-0144. Apply by March 31. (Adapted from: TOEIC ETS actual tests 2025)

Read the following article and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 30 to 35. Embrace Imperfection and Stop Pleasing Everyone Many people feel pressure to stay busy, satisfy others, and complete too (30) _ _ tasks each day. However, some readers have discovered that doing less can improve both happiness and well-being. By reducing unnecessary (31) they have gained more time, energy, and peace of mind. One important lesson is to stop trying to please everyone. Accepting short (32) of discomfort and allowing (33) to solve their own problems can protect emotional energy. Another is to accept that things do not need to be perfect. For instance, choosing a suitable travel plan quickly instead of searching endlessly can save time and reduce stress. People can also (34)__ phone calls instead of sending constant messages. Planning regular downtime, taking short breaks, and focusing on one important task at a time may also make life easier. Doing less does not mean achieving less. (35) _, it can help people live more calmly, clearly, and effectively. (Adapted from: https://www.theguardian.com)

Read the following article and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 30 to 35. Embrace Imperfection and Stop Pleasing Everyone Many people feel pressure to stay busy, satisfy others, and complete too (30) _ _ tasks each day. However, some readers have discovered that doing less can improve both happiness and well-being. By reducing unnecessary (31) they have gained more time, energy, and peace of mind. One important lesson is to stop trying to please everyone. Accepting short (32) of discomfort and allowing (33) to solve their own problems can protect emotional energy. Another is to accept that things do not need to be perfect. For instance, choosing a suitable travel plan quickly instead of searching endlessly can save time and reduce stress. People can also (34)__ phone calls instead of sending constant messages. Planning regular downtime, taking short breaks, and focusing on one important task at a time may also make life easier. Doing less does not mean achieving less. (35) _, it can help people live more calmly, clearly, and effectively. (Adapted from: https://www.theguardian.com)

Read the following article and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 30 to 35. Embrace Imperfection and Stop Pleasing Everyone Many people feel pressure to stay busy, satisfy others, and complete too (30) _ _ tasks each day. However, some readers have discovered that doing less can improve both happiness and well-being. By reducing unnecessary (31) they have gained more time, energy, and peace of mind. One important lesson is to stop trying to please everyone. Accepting short (32) of discomfort and allowing (33) to solve their own problems can protect emotional energy. Another is to accept that things do not need to be perfect. For instance, choosing a suitable travel plan quickly instead of searching endlessly can save time and reduce stress. People can also (34)__ phone calls instead of sending constant messages. Planning regular downtime, taking short breaks, and focusing on one important task at a time may also make life easier. Doing less does not mean achieving less. (35) _, it can help people live more calmly, clearly, and effectively. (Adapted from: https://www.theguardian.com)

Read the following article and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 30 to 35. Embrace Imperfection and Stop Pleasing Everyone Many people feel pressure to stay busy, satisfy others, and complete too (30) _ _ tasks each day. However, some readers have discovered that doing less can improve both happiness and well-being. By reducing unnecessary (31) they have gained more time, energy, and peace of mind. One important lesson is to stop trying to please everyone. Accepting short (32) of discomfort and allowing (33) to solve their own problems can protect emotional energy. Another is to accept that things do not need to be perfect. For instance, choosing a suitable travel plan quickly instead of searching endlessly can save time and reduce stress. People can also (34)__ phone calls instead of sending constant messages. Planning regular downtime, taking short breaks, and focusing on one important task at a time may also make life easier. Doing less does not mean achieving less. (35) _, it can help people live more calmly, clearly, and effectively. (Adapted from: https://www.theguardian.com)

Read the following article and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 30 to 35. Embrace Imperfection and Stop Pleasing Everyone Many people feel pressure to stay busy, satisfy others, and complete too (30) _ _ tasks each day. However, some readers have discovered that doing less can improve both happiness and well-being. By reducing unnecessary (31) they have gained more time, energy, and peace of mind. One important lesson is to stop trying to please everyone. Accepting short (32) of discomfort and allowing (33) to solve their own problems can protect emotional energy. Another is to accept that things do not need to be perfect. For instance, choosing a suitable travel plan quickly instead of searching endlessly can save time and reduce stress. People can also (34)__ phone calls instead of sending constant messages. Planning regular downtime, taking short breaks, and focusing on one important task at a time may also make life easier. Doing less does not mean achieving less. (35) _, it can help people live more calmly, clearly, and effectively. (Adapted from: https://www.theguardian.com)

Read the following article and mark the letter A, B, C, or D on your answer sheet to indicate the option that best fits each of the numbered blanks from 30 to 35. Embrace Imperfection and Stop Pleasing Everyone Many people feel pressure to stay busy, satisfy others, and complete too (30) _ _ tasks each day. However, some readers have discovered that doing less can improve both happiness and well-being. By reducing unnecessary (31) they have gained more time, energy, and peace of mind. One important lesson is to stop trying to please everyone. Accepting short (32) of discomfort and allowing (33) to solve their own problems can protect emotional energy. Another is to accept that things do not need to be perfect. For instance, choosing a suitable travel plan quickly instead of searching endlessly can save time and reduce stress. People can also (34)__ phone calls instead of sending constant messages. Planning regular downtime, taking short breaks, and focusing on one important task at a time may also make life easier. Doing less does not mean achieving less. (35) _, it can help people live more calmly, clearly, and effectively. (Adapted from: https://www.theguardian.com)

Question 36. Hi Gemma, a. I was quite surprised that something as ordinary as wrapping a present could involve such careful planning and precision. b. When people know the exact dimensions of a gift, they can calculate a much more suitable amount of wrapping paper. c. This often makes the present look more elegant and helps avoid wasting unnecessary materials. d. I recently came across an article about the maths formula for perfectly wrapped gifts, and it immediately made me think of you. e. I hope you will try this idea someday, because it can make gift-giving both easier and more meaningful. Write back soon, Billy

Question 37. a. However, many teenagers argue that these bans are ineffective, as students often find ways around them and may become even more dependent on their devices. b. Some also point out that school-provided laptops and tablets can be equally distracting, which makes such policies appear inconsistent in practice. c. For this reason, many students believe that teaching responsible technology use may be more effective than simply banning it. d. Schools have recently introduced a range of technology bans in an effort to reduce distractions and improve students' focus in class. e. Even so, some students admit that when strictly enforced, these measures can improve concentration and encourage more meaningful face-to-face interaction.

Question 38. a. Researchers warn that relying too heavily on these tools may gradually weaken memory, creativity, and critical thinking. b. In one MIT study, students who used ChatGPT to write essays showed much less brain activity and later struggled to remember what they had written. c. As large language models become more common, many people are using them to complete tasks that once required independent thinking. d. Some experts fear that this pattern of accepting AI-generated answers with little questioning may eventually contribute to cognitive decline, especially among younger users. e. Teachers also found that many AI-assisted essays looked similar, lacked originality, and were often described as "soulless."