Đề DOL soạn tốt nghiệp THPT môn Tiếng Anh năm 2025 - Mã đề 10

Green Startups and Youth Entrepreneurship

In many countries, young entrepreneurs are increasingly turning to green startups as a way to combine environmental impact with business opportunity. These enterprises rely heavily on collaboration, often bringing together people [1] ______ they’ve met through school programs, youth conferences, or online innovation challenges. However, only ventures with clearly defined goals tend to [2] ______ long-term investor interest.

One marker of potential is the team’s ability to scale without compromising their values. Projects that originate from student initiatives or university incubators often [3] ______ from access to mentorship, peer collaboration, and basic funding. Yet what truly differentiates strong candidates is how they respond when early outcomes fall short of expectations. A pattern of [4] ______ attempts at planning and execution often signals deeper issues in leadership or adaptability. This includes rethinking supply chains, leveraging digital tools, and anticipating future demands—skills that require both creativity and discipline. As climate-conscious business models grow in popularity, [5] ______ scalable ideas are beginning to attract widespread attention. The movement is no longer confined to niche circles but has started to [6] ______ broader attention worldwide.

AI-powered language learning tools are increasingly embedded in both classroom instruction and independent study, offering personalised pathways that respond to learner performance. These systems employ core adaptive mechanisms such as natural language processing, speech recognition, real-time learner analytics, and adaptive sequencing to adjust vocabulary drills, grammar explanations, and pronunciation feedback. In parallel, they provide engagement-enhancing features including gesture-based interaction, voice-triggered input, mobile-compatible platforms, and browser-based extensions. The proliferation of these tools—driven by easier mobile access and lightweight browser design—has made them available to a far wider audience. To sustain motivation, many integrate gamified elements such as performance streaks, unlockable content, and adaptive quizzes—design choices intended to generate measurable gains in time on task.

Proponents contend that AI-assisted learning addresses gaps in conventional language education by enabling targeted, form-focused practice with immediate feedback loops. Machine learning models can diagnose recurring errors in pronunciation, syntax, or usage and deliver remediation through micro-drills, rewriting tasks, or input enhancement. Some systems paraphrase or restructure learner output to model more native-like expressions. Critics, however, highlight the risk of algorithmic opacity: users are seldom informed of the rationale behind correction priorities, and training data may encode subtle linguistic or cultural biases. Feedback—though rapid—can appear impersonal, rigid, or demotivating when it contradicts classroom instruction or lacks contextual nuance.

Educational ministries across Southeast Asia are integrating AI into hybrid teaching models and national language programmes. Government-funded pilots of AI-based writing assessment have demonstrated notable efficiencies in scoring and rubric alignment. In these trials, ministries, teacher associations, and technical partners each contributed to refining the system’s accuracy. They also show that combining algorithmic suggestions with teacher moderation allows instructors to override or annotate automated recommendations, balancing scalability with pedagogical soundness. Nevertheless, concerns around transparency, accountability, and governance of learner data must be addressed to maintain inclusivity and instructional integrity.

Policy reviews show that most participating ministries reported sustained improvements in marking efficiency and reduced teacher workload after adopting AI–human moderation systems. This compromise preserves the speed of automation while retaining educators’ judgement. Its success depends on continued professional training and on regulations that safeguard learner privacy while clarifying the permissible scope of algorithmic decision-making. By embedding human expertise within robust governance structures, policymakers aim to create a scalable yet accountable model that serves diverse learner populations and sustains public trust.

Across secondary schools in Vietnam, student-led climate campaigns are gaining unprecedented traction. Sparked by visible environmental threats—such as prolonged heatwaves, flash floods, and declining air quality—these initiatives represent more than isolated acts of awareness. They signal a broader shift in youth agency: students are no longer waiting for institutional solutions but are mobilising peers to respond locally and visibly. [I] Whereas adult-led programmes often advance through administrative mandates, youth efforts pivot on emotional resonance, shared accountability, and the symbolic pull of peer-to-peer influence to cultivate ecological urgency.

Despite lacking formal authority, these campaigns generate measurable campus change. From clothing-swap corners and zero-waste cafeterias to ride-sharing systems, students recast climate action as a collective lifestyle ethic. Their online presence—sustained through short-form storytelling and interactive challenges—enables rapid diffusion across schools and provinces. [II] Yet progress is constrained by structural obstacles: organisers face bureaucratic gatekeeping, limited access to discretionary budgets, and minimal training in media engagement or stakeholder negotiation. More critically, proposals that question entrenched infrastructure or long-standing policy routines are sometimes sidelined as naïve or impractical.

The pedagogical value of these efforts is, however, gaining recognition. Educators increasingly treat campaign participation as an extension of climate literacy, offering experiential insight into systems thinking, collaboration, and civic negotiation. [III] Student organisers often work alongside faculty committees, student unions, and local NGOs to pool resources and expertise. Some school administrators have observed that these projects strengthen links between formal curricula and extracurricular initiatives. They have also articulated demands, mediated disagreements, drafted policy alternatives, and linked local problems to global frameworks. What began as recycling drives or anti-plastic pledges has, in many cases, evolved into durable advocacy networks that transcend individual campuses and engage external institutions.

This cultural recalibration suggests a generational shift in how environmental responsibility is framed. [IV] While student campaigns may not deliver immediate legislative change, they recast youth from passive beneficiaries into active stakeholders. Their influence—though informal—has become a persuasive force that prompts institutions to reflect, adjust, and, over time, reform.

Language and Social Hierarchy

In many societies, language quietly signals social position. People may claim to judge others based on ideas or actions, [30] ______. A slight change in accent, rhythm, or vocabulary can shift how a speaker is perceived — from confident to uncertain, from credible to naive — without any change in meaning. These reactions are rarely deliberate. Instead, [31] ______, which are absorbed early and rarely questioned.

[32] ______. People describe certain ways of speaking as “clear” or “professional” unaware that these terms often echo the speech of dominant groups. [33] ______, even when their ideas are just as thoughtful. In many cases, speakers must modify their natural speech to meet these norms, not to clarify meaning but to avoid being dismissed before they’ve said anything of substance.

Some institutions have begun to challenge these assumptions, encouraging reflection not only on what we say but on what we expect to hear — and who we expect to sound right. In certain universities and professional programs, educators now ask students to examine their own biases about speech, [34] ______. These exercises are not meant to erase difference, but to reveal how social status is often misread as clarity, and how linguistic privilege can masquerade as merit.

Tips for Managing Your Digital Life

Feeling mentally cluttered by notifications, feeds, and endless tabs? These simple habits can help you take back control and build a healthier relationship [35] ______ your digital life.

– You should either silence app notifications [36] ______ switch on Focus Mode during working hours to stay undisturbed. – Declutter your home screen to include only [37] ______ essential tools and communication apps you truly rely on. – Encourage your peers and [38] ______ to commit to reduced screen time together — social accountability boosts results. – Try to [39] ______ the mental space left by less scrolling with creative or restorative activities like drawing, meditating, or reading. – Avoid starting and ending your day with screens; instead, use those moments to set intentions or unwind naturally. – Over time, these strategies can produce [40] ______ for your focus, sleep, and emotional clarity — even with small consistent effort.