Mở bài
Trong kỷ nguyên số hóa toàn cầu, vấn đề digital equity (công bằng số) đang trở thành một chủ đề nóng hổi và thường xuyên xuất hiện trong các đề thi IELTS Reading gần đây. Chủ đề này liên quan đến nhiều khía cạnh xã hội như giáo dục, kinh tế, và công nghệ – những lĩnh vực mà IELTS thường khai thác để đánh giá khả năng đọc hiểu học thuật của thí sinh.
Qua kinh nghiệm giảng dạy hơn 20 năm, tôi nhận thấy các bài đọc về công nghệ và xã hội chiếm khoảng 25-30% trong các đề thi IELTS Reading thực tế. Đặc biệt, chủ đề digital equity kết hợp nhiều dạng câu hỏi khó như Matching Headings, Yes/No/Not Given, và Summary Completion.
Bài viết này cung cấp cho bạn một đề thi hoàn chỉnh với 3 passages theo đúng chuẩn IELTS, từ mức độ dễ đến khó, bao gồm 40 câu hỏi đa dạng, đáp án chi tiết kèm giải thích, và bộ từ vựng quan trọng được chọn lọc kỹ lưỡng. Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format thi thật và nâng cao kỹ năng làm bài một cách bài bản.
1. Hướng dẫn làm bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test là một trong bốn phần thi quan trọng, được thiết kế để đánh giá khả năng đọc hiểu tiếng Anh học thuật của bạn trong môi trường đại học hoặc chuyên môn.
Cấu trúc bài thi:
- Thời gian: 60 phút cho 3 passages (không có thời gian chuyển đáp án)
- Tổng số câu hỏi: 40 câu
- Điểm số: Mỗi câu đúng = 1 điểm (raw score), sau đó quy đổi thành band 1-9
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút
- Passage 2 (Medium): 18-20 phút
- Passage 3 (Hard): 23-25 phút
Lưu ý quan trọng: Bạn cần viết đáp án trực tiếp vào phiếu trả lời ngay trong 60 phút. Không có thêm thời gian để chuyển đáp án như phần Listening.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Đúng/Sai/Không được nhắc đến
- Yes/No/Not Given – Có/Không/Không được nhắc đến
- Matching Headings – Nối tiêu đề với đoạn văn
- Sentence Completion – Hoàn thành câu
- Summary Completion – Hoàn thành đoạn tóm tắt
- Matching Features – Nối thông tin với đặc điểm
Mỗi dạng yêu cầu kỹ năng và chiến lược khác nhau, nhưng tất cả đều kiểm tra khả năng scanning, skimming và hiểu ý nghĩa sâu của văn bản.
2. IELTS Reading Practice Test
PASSAGE 1 – Bridging the Digital Divide in Rural Communities
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
The concept of digital equity has become increasingly important as technology continues to reshape modern society. Digital equity refers to the fair and inclusive access to digital tools, internet connectivity, and technology skills for all members of society, regardless of their socioeconomic status, geographic location, or personal circumstances. While urban areas often enjoy high-speed internet and the latest technological infrastructure, many rural communities around the world still struggle with basic digital access.
In recent years, governments and non-profit organizations have recognized that the digital divide – the gap between those who have access to technology and those who do not – poses significant challenges to educational opportunities, economic development, and social inclusion. Children in rural areas without reliable internet access cannot participate fully in online learning, which became particularly evident during the COVID-19 pandemic when schools shifted to remote education. Similarly, small businesses in remote locations find it difficult to compete in the digital marketplace without proper technological infrastructure.
One successful approach to addressing digital inequality has been the implementation of community technology centers. These centers, often established in schools, libraries, or community halls, provide free or low-cost access to computers and internet services. In rural India, for example, the government has set up thousands of Common Service Centers that offer digital services to villagers, including internet access, computer training, and assistance with online government applications. These centers have helped millions of people who previously had no way to access digital resources.
Mobile technology has also played a crucial role in promoting digital equity in developing regions. Since mobile phones are more affordable and require less infrastructure than traditional computers and broadband connections, they have become the primary means of internet access for many people in rural and low-income areas. In sub-Saharan Africa, mobile banking services like M-Pesa have revolutionized financial inclusion, allowing people without bank accounts to send money, pay bills, and access credit through their mobile phones.
However, simply providing access to technology is not enough to achieve true digital equity. Digital literacy – the ability to effectively use digital tools and navigate online environments – is equally important. Many older adults and people from disadvantaged backgrounds may have physical access to technology but lack the skills and confidence to use it effectively. This is why comprehensive digital literacy programs are essential components of any digital equity initiative.
Educational institutions have begun to recognize the importance of teaching digital skills alongside traditional subjects. Some schools have introduced mandatory computer literacy courses starting from primary level, ensuring that all students develop basic technological competencies. These programs teach not only how to use specific software or devices, but also critical skills like evaluating online information, understanding digital privacy, and practicing safe online behavior.
Public-private partnerships have emerged as an effective strategy for expanding digital access. Technology companies often have the resources and expertise to develop infrastructure and training programs, while governments can provide regulatory support and ensure that initiatives reach underserved populations. For instance, several major technology corporations have partnered with governments in Southeast Asia to provide free Wi-Fi hotspots in public spaces and subsidized devices for students from low-income families.
Despite these positive developments, significant challenges remain in achieving universal digital equity. The cost of devices and internet services continues to be prohibitive for many families, particularly in developing countries where a basic smartphone might cost the equivalent of several months’ income. Additionally, in some regions, cultural barriers and language issues prevent certain groups, especially women and ethnic minorities, from fully accessing and benefiting from digital resources.
Moving forward, achieving digital equity will require sustained commitment from governments, businesses, civil society, and communities themselves. It demands not only investment in infrastructure but also attention to the social, economic, and cultural factors that influence technology access and use. Only through such comprehensive approaches can we ensure that the benefits of the digital age are shared by all members of society.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, digital equity refers to:
A) Equal internet speeds for everyone
B) Fair access to technology regardless of background
C) Government control of digital resources
D) Free technology for all citizens
2. The COVID-19 pandemic highlighted digital inequality particularly in the area of:
A) Healthcare services
B) Online shopping
C) Remote education
D) Entertainment access
3. Common Service Centers in India provide:
A) Only internet access
B) Free computers to take home
C) Various digital services including training
D) Mobile phones to rural residents
4. Mobile technology has been especially important for digital equity because:
A) It is more powerful than computers
B) It requires less infrastructure and is more affordable
C) Everyone already knows how to use it
D) It was invented in developing countries
5. According to the passage, digital literacy includes:
A) Only knowing how to type
B) Using social media effectively
C) Skills like evaluating online information and understanding privacy
D) Programming and software development
Questions 6-9: True/False/Not Given
Do the following statements agree with the information given in the passage?
Write:
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this
6. Urban areas always have better internet access than rural areas worldwide.
7. M-Pesa is a mobile banking service used in sub-Saharan Africa.
8. All technology companies are required by law to participate in digital equity programs.
9. The cost of digital devices remains a barrier for many families in developing countries.
Questions 10-13: Sentence Completion
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. Schools have started teaching digital skills along with __ __.
11. Some companies have partnered with governments to provide free __ __ in public areas.
12. In certain regions, __ __ prevent some groups from accessing digital resources.
13. Achieving digital equity requires attention to social, economic, and __ factors.
PASSAGE 2 – Economic Implications of the Digital Divide
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The persistent digital divide between technologically advanced and underserved communities has profound economic implications that extend far beyond individual inconvenience. As the global economy becomes increasingly digitized, the ability to access and utilize digital technologies has become a critical determinant of economic opportunity, social mobility, and national competitiveness. This technological stratification creates a self-perpetuating cycle where those without digital access fall further behind, while those with robust technological infrastructure continue to advance economically.
A. The relationship between digital access and economic productivity has been well-documented in academic research. Studies have shown that regions with higher rates of broadband penetration experience faster economic growth, lower unemployment rates, and higher average incomes. The causal mechanism is straightforward: businesses in digitally connected areas can access larger markets, streamline operations through digital tools, and participate in the global supply chain more effectively. Conversely, businesses in areas with poor digital infrastructure face competitive disadvantages that limit their growth potential and ability to create jobs.
B. The labor market has undergone a fundamental transformation in the digital age, with technology skills becoming prerequisites for an expanding range of occupations. Even traditionally non-technical jobs now require basic digital competencies, from using point-of-sale systems in retail to accessing scheduling software in hospitality. Workers without these skills find themselves increasingly marginalized in the job market, facing limited employment prospects and stagnant wages. This skills gap is particularly acute for older workers and those from disadvantaged backgrounds who may have had limited opportunities to develop digital literacy.
C. Educational outcomes, which are closely linked to future economic success, have become increasingly dependent on digital access. Students without home internet access face significant disadvantages in completing homework, conducting research, and developing the technological skills that employers value. This homework gap – a term coined to describe the inability to complete schoolwork due to lack of internet access – disproportionately affects students from low-income households and rural areas. During the pandemic, this gap widened dramatically as schools moved to online learning, with millions of students unable to participate effectively in remote education.
D. The rise of the digital economy has created new forms of economic opportunity, but these benefits are unequally distributed. E-commerce platforms, freelance marketplaces, and remote work opportunities have opened up possibilities for entrepreneurship and flexible employment, but only for those with reliable internet access and appropriate devices. The gig economy, which offers both opportunities and challenges for workers, remains largely inaccessible to those on the wrong side of the digital divide. This exclusion from emerging economic models reinforces existing inequalities and prevents upward mobility for disadvantaged groups.
E. Financial inclusion has emerged as another critical dimension of digital equity with direct economic consequences. Digital banking, mobile payment systems, and online financial services offer convenience, lower costs, and access to credit that can help individuals and small businesses grow. However, approximately 1.7 billion adults worldwide remain unbanked, lacking access to formal financial services. While some of this exclusion results from lack of documentation or proximity to physical bank branches, digital barriers increasingly prevent people from accessing modern financial tools. This financial marginalization limits economic participation and perpetuates poverty.
F. Government services have rapidly migrated online, creating efficiency gains but also potentially excluding citizens without digital access. From tax filing to benefit applications, healthcare appointment scheduling to business licensing, many government interactions now occur primarily or exclusively through digital channels. While this digitalization reduces costs and can improve service delivery, it creates barriers for digitally excluded populations who may find it difficult or impossible to access essential services. Some governments have recognized this problem and implemented mitigation strategies, such as maintaining alternative service channels and providing assisted digital access points.
G. The macroeconomic implications of digital inequality extend to national competitiveness in the global economy. Countries with widespread digital access and high levels of digital literacy are better positioned to attract investment, develop knowledge-based industries, and participate in international trade. The digital transformation of manufacturing, services, and agriculture requires a digitally literate workforce and robust technological infrastructure. Nations that fail to address digital equity risk falling behind in global competitiveness, leading to slower economic growth and reduced standards of living.
Addressing these economic dimensions of digital inequality requires multifaceted interventions that go beyond simply providing technology. Sustainable solutions must combine infrastructure investment with skills development, consider affordability challenges, and address the socioeconomic barriers that prevent effective technology adoption. The economic case for digital equity is compelling: investments in universal digital access can generate substantial returns through increased productivity, enhanced innovation, improved educational outcomes, and more inclusive economic growth.
Questions 14-26
Questions 14-20: Matching Headings
The passage has seven paragraphs labeled A-G. Choose the correct heading for each paragraph from the list of headings below.
List of Headings:
i. The transformation of job requirements in the digital era
ii. Global competition and national digital strategies
iii. Banking services and economic participation
iv. Educational disadvantages linked to internet access
v. Digital technology’s impact on regional economic growth
vi. New economic models and their accessibility issues
vii. Government digitalization and citizen access concerns
viii. Social media and economic development
ix. The role of artificial intelligence in inequality
14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F
20. Paragraph G
Questions 21-23: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage?
Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
21. The digital divide creates a cycle that makes it increasingly difficult for disadvantaged groups to catch up economically.
22. All governments have successfully implemented strategies to help digitally excluded populations access online services.
23. Investment in universal digital access provides good economic returns for society.
Questions 24-26: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
The digital divide has serious economic consequences. Research shows that areas with better broadband access experience higher (24) __ __ and lower unemployment. In education, students without internet at home face a (25) __ __ that prevents them from completing schoolwork effectively. Meanwhile, approximately 1.7 billion adults worldwide remain (26) __, unable to access formal financial services.
PASSAGE 3 – Socio-Cultural Dimensions of Digital Inclusion
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
While the infrastructural and economic aspects of digital equity have received considerable scholarly attention, the socio-cultural dimensions of digital inclusion remain relatively underexplored yet critically important. The assumption that providing technological access automatically translates into meaningful digital participation represents a form of technological determinism that fails to account for the complex interplay of social, cultural, and psychological factors that shape technology adoption and use. Understanding these nuanced dimensions is essential for developing holistic approaches to digital equity that address not merely access but also the contextual relevance, cultural appropriateness, and subjective meaningfulness of digital technologies for diverse populations.
The concept of digital capital, adapted from Bourdieu’s theory of social capital, provides a useful analytical framework for understanding how digital inequalities intersect with and reinforce existing social hierarchies. Digital capital encompasses not only access to technological resources but also the cognitive skills, social networks, and cultural competencies required to leverage digital technologies effectively for personal and professional advancement. Research has demonstrated that digital capital is unequally distributed across different demographic groups, with disparities closely mirroring traditional lines of socioeconomic stratification. Middle-class and affluent families typically possess greater digital capital, enabling them to extract more value from technology through what scholars term “capital-enhancing activities” such as educational enrichment, professional networking, and civic engagement.
Gender-based digital exclusion represents a particularly pernicious form of inequality that reflects and perpetuates broader patterns of gender discrimination. In many societies, particularly in South Asia and sub-Saharan Africa, women face multifaceted barriers to digital access and participation. These barriers include discriminatory social norms that prioritize male family members’ access to technology, educational disparities that leave women with lower baseline literacy and numeracy skills, economic constraints that limit women’s purchasing power, and safety concerns related to online harassment and gender-based violence in digital spaces. The gender digital divide has profound implications for women’s economic empowerment, access to information, political participation, and ability to exercise their rights. Interventionist programs that address digital equity must therefore incorporate gender-sensitive approaches that acknowledge and address these intersecting disadvantages.
Linguistic diversity presents another significant yet often overlooked challenge to digital equity. The internet remains disproportionately anglophone, with English dominating online content despite representing the first language of only about 5% of the global population. Speakers of minoritized languages frequently encounter limited content in their native tongues, interfaces designed for dominant languages, and algorithmic biases that privilege certain linguistic communities. This linguistic homogenization has homogenizing effects on culture and knowledge, potentially leading to what some scholars characterize as “digital linguistic imperialism.” Indigenous communities face particularly acute challenges, as their languages and knowledge systems may be poorly represented or entirely absent from digital platforms, threatening cultural preservation and intergenerational knowledge transmission.
The phenomenon of digital ageism deserves greater attention in discussions of digital equity. Older adults often experience systematic exclusion from digital spaces due to age-related cognitive and physical changes, generational gaps in technological familiarity, and interface designs that assume younger users’ capabilities and preferences. The pervasive assumption that digital “nativeness” is the norm marginalizes older adults who may have rich life experience and valuable contributions but struggle with digital interfaces. This exclusion has intensified during the COVID-19 pandemic, as essential services and social connections moved online. Age-inclusive design principles and targeted digital literacy interventions for older adults are necessary to ensure that digitalization does not inadvertently create age-based segregation.
Disability represents another crucial dimension of digital equity that demands attention. While assistive technologies have created unprecedented opportunities for people with disabilities to access information and participate in society, many digital platforms and services remain inaccessible to users with visual, auditory, motor, or cognitive impairments. Web accessibility standards exist but are frequently unenforced or inadequately implemented, creating de facto exclusion. Moreover, the premium pricing of specialized assistive technologies places them beyond reach for many people with disabilities, particularly in low-income countries. The principle of universal design – creating technologies inherently usable by the widest range of people – offers a more inclusive paradigm than post-hoc accessibility adaptations.
Cultural relevance significantly influences whether communities embrace or resist digital technologies. Technologies developed in Western contexts often embody particular cultural assumptions about individualism, privacy, communication styles, and social organization that may conflict with the values and practices of other cultures. For instance, social media platforms designed around Western concepts of individual identity and personal branding may be ill-suited to cultures with more collectivist orientations. Indigenous communities have raised concerns about how digital technologies, particularly those involving data collection and algorithmic processing, may conflict with traditional knowledge governance systems and communal ownership practices. Achieving genuine digital equity requires not merely extending existing technologies to underserved populations but also supporting the development of culturally appropriate digital tools and platforms that reflect diverse worldviews and social arrangements.
The psychological dimension of digital equity involves examining how digital exclusion affects individuals’ sense of belonging, self-efficacy, and social identity. Digital participation has become so normative in many societies that those without digital access or skills may experience social stigma, diminished self-esteem, and reduced life satisfaction. The concept of “digital shame” has emerged to describe the psychological distress experienced by people who feel unable to meet societal expectations for digital competence. This emotional dimension of digital inequality suggests that interventions must address not only practical barriers but also the psychological impacts of exclusion and work to build digital confidence alongside digital skills.
Ultimately, achieving substantive digital equity requires moving beyond technocentric solutions toward approaches that recognize technology as socially embedded and culturally mediated. This demands participatory methodologies that involve marginalized communities in co-designing digital solutions, policy frameworks that address structural inequalities rather than individual deficits, and ongoing critical reflection on how technological systems may inadvertently perpetuate or exacerbate existing patterns of discrimination and exclusion. The challenges of ensuring digital equity are thus inseparable from the broader project of creating more just, inclusive, and equitable societies.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, technological determinism refers to:
A) The belief that technology controls human behavior completely
B) The assumption that providing access automatically leads to meaningful participation
C) The idea that technology always improves society
D) The theory that only certain people can use technology effectively
28. Digital capital includes all of the following EXCEPT:
A) Access to technological resources
B) Social networks
C) Physical fitness levels
D) Cultural competencies
29. The gender digital divide is particularly significant because it:
A) Only affects women in developing countries
B) Reflects and perpetuates broader gender discrimination
C) Cannot be addressed through interventions
D) Is caused solely by educational differences
30. The passage suggests that the dominance of English on the internet:
A) Benefits all users equally
B) Should be maintained for consistency
C) Creates linguistic imperialism and threatens minority languages
D) Has no impact on cultural preservation
31. Universal design in technology refers to:
A) Making all websites look the same
B) Creating technologies inherently usable by the widest range of people
C) Designing only for people with disabilities
D) Standardizing all digital interfaces globally
Questions 32-36: Matching Features
Match each issue (32-36) with the correct group it primarily affects (A-G). You may use any letter more than once.
Issues:
32. Online harassment concerns limiting digital participation
33. Interface designs assuming younger users’ capabilities
34. Conflict between data collection practices and traditional knowledge governance
35. Premium pricing of specialized assistive technologies
36. Social stigma related to lack of digital competence
Groups:
A) Women
B) Older adults
C) People with disabilities
D) Indigenous communities
E) Low-income populations
F) Linguistic minorities
G) All digitally excluded individuals
Questions 37-40: Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What theoretical framework does the concept of digital capital derive from?
38. What term describes the psychological distress people feel when unable to meet digital competence expectations?
39. What type of methodologies does the passage suggest for involving marginalized communities in creating digital solutions?
40. What broader societal project is digital equity linked to, according to the conclusion?
3. Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- C
- B
- C
- NOT GIVEN
- TRUE
- NOT GIVEN
- TRUE
- traditional subjects
- Wi-Fi hotspots
- cultural barriers
- cultural
PASSAGE 2: Questions 14-26
- v
- i
- iv
- vi
- iii
- vii
- ii
- YES
- NO
- YES
- economic growth
- homework gap
- unbanked
PASSAGE 3: Questions 27-40
- B
- C
- B
- C
- B
- A
- B
- D
- C
- G
- Bourdieu’s theory
- digital shame
- participatory methodologies
- equitable societies
4. Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: digital equity refers to
- Vị trí trong bài: Đoạn 1, dòng 2-4
- Giải thích: Đoạn văn định nghĩa rõ ràng: “Digital equity refers to the fair and inclusive access to digital tools, internet connectivity, and technology skills for all members of society, regardless of their socioeconomic status…” Đây là paraphrase của đáp án B “Fair access to technology regardless of background”. Các đáp án khác không được nhắc đến hoặc quá hạn hẹp.
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: COVID-19 pandemic, highlighted
- Vị trí trong bài: Đoạn 2, dòng 5-7
- Giải thích: Bài văn nói rõ: “…which became particularly evident during the COVID-19 pandemic when schools shifted to remote education.” Từ “particularly evident” tương đương với “highlighted” trong câu hỏi, và “remote education” chính là đáp án C.
Câu 6: NOT GIVEN
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: urban areas, always, better internet, worldwide
- Giải thích: Mặc dù bài văn đề cập “urban areas often enjoy high-speed internet” (đoạn 1), từ “often” không tương đương với “always”. Bài không khẳng định điều này đúng cho toàn thế giới nên đáp án là NOT GIVEN.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: M-Pesa, mobile banking, sub-Saharan Africa
- Vị trí trong bài: Đoạn 4, dòng 4-5
- Giải thích: Bài văn nói chính xác: “In sub-Saharan Africa, mobile banking services like M-Pesa have revolutionized financial inclusion…” – khớp hoàn toàn với câu hỏi.
Thách thức công bằng số ở vùng nông thôn – Trung tâm công nghệ cộng đồng
Câu 10: traditional subjects
- Dạng câu hỏi: Sentence Completion
- Từ khóa: schools, teaching digital skills along with
- Vị trí trong bài: Đoạn 6, dòng 1-2
- Giải thích: Câu văn gốc: “Educational institutions have begun to recognize the importance of teaching digital skills alongside traditional subjects.” Cần điền đúng hai từ “traditional subjects”.
Passage 2 – Giải Thích
Câu 14: v (Paragraph A)
- Dạng câu hỏi: Matching Headings
- Ý chính đoạn: Đoạn A thảo luận về “relationship between digital access and economic productivity”, “regions with higher rates of broadband penetration experience faster economic growth”
- Giải thích: Heading v “Digital technology’s impact on regional economic growth” khớp chính xác với nội dung chính của đoạn văn này.
Câu 15: i (Paragraph B)
- Ý chính đoạn: Đoạn B nói về “labor market has undergone a fundamental transformation”, “technology skills becoming prerequisites for an expanding range of occupations”
- Giải thích: Heading i “The transformation of job requirements in the digital era” tóm tắt chính xác nội dung này.
Câu 21: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: digital divide, cycle, disadvantaged groups, catch up
- Vị trí trong bài: Đoạn 1, dòng 3-5
- Giải thích: Bài viết khẳng định: “This technological stratification creates a self-perpetuating cycle where those without digital access fall further behind…” – hoàn toàn đồng ý với quan điểm trong câu hỏi.
Câu 24: economic growth
- Dạng câu hỏi: Summary Completion
- Từ khóa: areas, better broadband, experience higher
- Vị trí trong bài: Đoạn A, dòng 2-3
- Giải thích: Câu gốc: “regions with higher rates of broadband penetration experience faster economic growth, lower unemployment rates…” Cần điền “economic growth”.
Câu 25: homework gap
- Từ khóa: students, internet at home, prevents completing schoolwork
- Vị trí trong bài: Đoạn C, dòng 3-5
- Giải thích: Bài văn định nghĩa rõ ràng: “This homework gap – a term coined to describe the inability to complete schoolwork due to lack of internet access…”
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: technological determinism
- Vị trí trong bài: Đoạn 1, dòng 3-5
- Giải thích: Bài văn giải thích: “The assumption that providing technological access automatically translates into meaningful digital participation represents a form of technological determinism…” – chính xác là đáp án B.
Câu 29: B
- Từ khóa: gender digital divide, significant
- Vị trí trong bài: Đoạn 3, dòng 1-2
- Giải thích: “Gender-based digital exclusion represents a particularly pernicious form of inequality that reflects and perpetuates broader patterns of gender discrimination.” Đây chính là paraphrase của đáp án B.
Câu 32: A (Women)
- Dạng câu hỏi: Matching Features
- Từ khóa: online harassment, limiting participation
- Vị trí trong bài: Đoạn 3, dòng 5-6
- Giải thích: “safety concerns related to online harassment and gender-based violence in digital spaces” – rõ ràng đề cập đến phụ nữ.
Câu 33: B (Older adults)
- Từ khóa: interface designs, younger users
- Vị trí trong bài: Đoạn 5, dòng 2-3
- Giải thích: “interface designs that assume younger users’ capabilities and preferences” – ngay sau khi thảo luận về digital ageism và older adults.
Câu 37: Bourdieu’s theory
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: digital capital, derive from
- Vị trí trong bài: Đoạn 2, dòng 1
- Giải thích: “The concept of digital capital, adapted from Bourdieu’s theory of social capital…” – đáp án chính xác.
Câu 38: digital shame
- Từ khóa: psychological distress, unable to meet digital competence
- Vị trí trong bài: Đoạn 8, dòng 3-4
- Giải thích: “The concept of ‘digital shame’ has emerged to describe the psychological distress experienced by people who feel unable to meet societal expectations for digital competence.”
Rào cản công nghệ số đối với phụ nữ – Bất bình đẳng giới trong tiếp cận kỹ thuật số
5. Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| digital equity | n | /ˈdɪdʒɪtl ˈekwɪti/ | công bằng số, bình đẳng số | Digital equity refers to the fair and inclusive access to digital tools | achieve/ensure digital equity |
| reshape | v | /riːˈʃeɪp/ | định hình lại, thay đổi cấu trúc | technology continues to reshape modern society | reshape society/economy |
| infrastructure | n | /ˈɪnfrəstrʌktʃər/ | cơ sở hạ tầng | the latest technological infrastructure | build/develop infrastructure |
| socioeconomic status | n | /ˌsəʊsiəʊˌiːkəˈnɒmɪk ˈsteɪtəs/ | địa vị kinh tế xã hội | regardless of their socioeconomic status | low/high socioeconomic status |
| digital divide | n | /ˈdɪdʒɪtl dɪˈvaɪd/ | khoảng cách số | the digital divide poses significant challenges | bridge/narrow the digital divide |
| participate fully | v phrase | /pɑːˈtɪsɪpeɪt ˈfʊli/ | tham gia đầy đủ | cannot participate fully in online learning | participate fully/actively |
| shift to | v phrase | /ʃɪft tuː/ | chuyển sang | schools shifted to remote education | shift to remote/online |
| address | v | /əˈdres/ | giải quyết, xử lý | addressing digital inequality | address issues/challenges |
| low-cost | adj | /ləʊ kɒst/ | chi phí thấp | low-cost access to computers | low-cost solution/service |
| revolutionize | v | /ˌrevəˈluːʃənaɪz/ | cách mạng hóa | have revolutionized financial inclusion | revolutionize the industry |
| digital literacy | n | /ˈdɪdʒɪtl ˈlɪtərəsi/ | năng lực số, hiểu biết công nghệ số | digital literacy is equally important | improve/develop digital literacy |
| navigate | v | /ˈnævɪɡeɪt/ | điều hướng, sử dụng thành thạo | navigate online environments | navigate websites/systems |
| underserved | adj | /ˌʌndəˈsɜːvd/ | thiếu dịch vụ, chưa được phục vụ đầy đủ | reach underserved populations | underserved communities/areas |
| prohibitive | adj | /prəˈhɪbɪtɪv/ | quá đắt, cấm đoán | cost continues to be prohibitive | prohibitively expensive |
| sustained commitment | n phrase | /səˈsteɪnd kəˈmɪtmənt/ | cam kết bền vững | requires sustained commitment | demonstrate sustained commitment |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| persistent | adj | /pəˈsɪstənt/ | dai dẳng, bền bỉ | the persistent digital divide | persistent problem/issue |
| profound | adj | /prəˈfaʊnd/ | sâu sắc, to lớn | profound economic implications | profound impact/effect |
| determinant | n | /dɪˈtɜːmɪnənt/ | yếu tố quyết định | critical determinant of economic opportunity | key/major determinant |
| self-perpetuating | adj | /self pəˈpetʃueɪtɪŋ/ | tự duy trì | creates a self-perpetuating cycle | self-perpetuating cycle/system |
| broadband penetration | n phrase | /ˈbrɔːdbænd ˌpenɪˈtreɪʃn/ | mức độ phủ sóng băng rộng | higher rates of broadband penetration | increase broadband penetration |
| streamline | v | /ˈstriːmlaɪn/ | tinh giản, tối ưu hóa | streamline operations through digital tools | streamline processes/operations |
| competitive disadvantage | n phrase | /kəmˈpetətɪv ˌdɪsədˈvɑːntɪdʒ/ | bất lợi cạnh tranh | face competitive disadvantages | overcome competitive disadvantage |
| prerequisite | n | /ˌpriːˈrekwɪzɪt/ | điều kiện tiên quyết | becoming prerequisites for occupations | essential/necessary prerequisite |
| marginalized | adj | /ˈmɑːdʒɪnəlaɪzd/ | bị gạt ra ngoài lề | find themselves increasingly marginalized | marginalized groups/communities |
| stagnant | adj | /ˈstæɡnənt/ | trì trệ, đình trệ | stagnant wages | stagnant economy/growth |
| disproportionately | adv | /ˌdɪsprəˈpɔːʃənətli/ | không cân xứng, không tương xứng | disproportionately affects students | disproportionately affected/impacted |
| gig economy | n | /ɡɪɡ ɪˈkɒnəmi/ | kinh tế việc làm tự do | the gig economy remains inaccessible | participate in the gig economy |
| upward mobility | n phrase | /ˈʌpwəd məʊˈbɪləti/ | khả năng thăng tiến | prevents upward mobility | social/economic upward mobility |
| unbanked | adj | /ʌnˈbæŋkt/ | không có tài khoản ngân hàng | 1.7 billion adults remain unbanked | unbanked population |
| macroeconomic | adj | /ˌmækrəʊˌiːkəˈnɒmɪk/ | vĩ mô kinh tế | macroeconomic implications | macroeconomic policy/factors |
| multifaceted | adj | /ˌmʌltiˈfæsɪtɪd/ | nhiều mặt, đa dạng | requires multifaceted interventions | multifaceted approach/problem |
| substantial returns | n phrase | /səbˈstænʃl rɪˈtɜːnz/ | lợi nhuận đáng kể | generate substantial returns | achieve/deliver substantial returns |
Tác động kinh tế của khoảng cách số – Chuyển đổi thị trường lao động
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| socio-cultural | adj | /ˌsəʊsiəʊ ˈkʌltʃərəl/ | thuộc về văn hóa xã hội | socio-cultural dimensions | socio-cultural factors/context |
| technological determinism | n phrase | /ˌteknəˈlɒdʒɪkl dɪˈtɜːmɪnɪzəm/ | chủ nghĩa quyết định công nghệ | represents technological determinism | avoid technological determinism |
| holistic | adj | /həʊˈlɪstɪk/ | toàn diện, tổng thể | holistic approaches to digital equity | holistic approach/perspective |
| intersect with | v phrase | /ˌɪntəˈsekt wɪð/ | giao thoa với, chồng chéo với | inequalities intersect with social hierarchies | intersect with other issues |
| pernicious | adj | /pəˈnɪʃəs/ | độc hại, có hại | particularly pernicious form of inequality | pernicious effect/influence |
| multifaceted barriers | n phrase | /ˌmʌltiˈfæsɪtɪd ˈbæriəz/ | rào cản đa chiều | face multifaceted barriers | overcome multifaceted barriers |
| discriminatory | adj | /dɪˈskrɪmɪnətri/ | phân biệt đối xử | discriminatory social norms | discriminatory practices/policies |
| baseline literacy | n phrase | /ˈbeɪslaɪn ˈlɪtərəsi/ | mức hiểu biết cơ bản | lower baseline literacy | improve baseline literacy |
| disproportionately | adv | /ˌdɪsprəˈpɔːʃənətli/ | không cân đối | internet remains disproportionately anglophone | disproportionately represented |
| linguistic imperialism | n phrase | /lɪŋˈɡwɪstɪk ɪmˈpɪəriəlɪzəm/ | chủ nghĩa đế quốc ngôn ngữ | digital linguistic imperialism | combat linguistic imperialism |
| intergenerational | adj | /ˌɪntədʒenəˈreɪʃənl/ | liên thế hệ | intergenerational knowledge transmission | intergenerational conflict/transfer |
| systematic exclusion | n phrase | /ˌsɪstəˈmætɪk ɪkˈskluːʒn/ | sự loại trừ có hệ thống | experience systematic exclusion | face systematic exclusion |
| de facto | adj | /deɪ ˈfæktəʊ/ | trên thực tế | creating de facto exclusion | de facto standard/control |
| assistive technology | n phrase | /əˈsɪstɪv tekˈnɒlədʒi/ | công nghệ hỗ trợ | specialized assistive technologies | use assistive technology |
| universal design | n phrase | /ˌjuːnɪˈvɜːsl dɪˈzaɪn/ | thiết kế phổ quát | principle of universal design | apply universal design |
| collectivist | adj | /kəˈlektɪvɪst/ | tập thể, cộng đồng | more collectivist orientations | collectivist culture/society |
| communal ownership | n phrase | /kəˈmjuːnl ˈəʊnəʃɪp/ | quyền sở hữu cộng đồng | communal ownership practices | promote communal ownership |
| self-efficacy | n | /self ˈefɪkəsi/ | tự hiệu năng | individuals’ sense of self-efficacy | improve/develop self-efficacy |
| technocentric | adj | /ˌteknəʊˈsentrɪk/ | lấy công nghệ làm trung tâm | moving beyond technocentric solutions | technocentric approach/view |
| socially embedded | adj phrase | /ˈsəʊʃəli ɪmˈbedɪd/ | gắn kết xã hội | technology as socially embedded | socially embedded practices |
| co-designing | v | /kəʊ dɪˈzaɪnɪŋ/ | đồng thiết kế | co-designing digital solutions | co-designing with users |
| inadvertently | adv | /ˌɪnədˈvɜːtntli/ | vô tình, không chủ ý | may inadvertently perpetuate | inadvertently cause/create |
Kết bài
Chủ đề digital equity không chỉ là một vấn đề công nghệ đơn thuần mà còn liên quan mật thiết đến nhiều khía cạnh của đời sống xã hội hiện đại, từ giáo dục, kinh tế cho đến văn hóa và tâm lý. Qua ba passages với độ khó tăng dần, bạn đã được làm quen với cách IELTS khai thác chủ đề này từ nhiều góc độ khác nhau: từ các giải pháp thực tiễn ở cấp độ cộng đồng, đến những hệ quả kinh tế vĩ mô, và cuối cùng là những chiều kích văn hóa xã hội sâu sắc của vấn đề này.
Đề thi mẫu này đã cung cấp cho bạn trải nghiệm làm bài hoàn chỉnh với 40 câu hỏi thuộc 7 dạng khác nhau – đúng như những gì bạn sẽ gặp trong kỳ thi IELTS thực tế. Đáp án chi tiết kèm giải thích không chỉ giúp bạn kiểm tra kết quả mà còn hiểu rõ cách tìm thông tin, paraphrase, và áp dụng kỹ thuật làm bài cho từng dạng câu hỏi cụ thể.
Bộ từ vựng được tổng hợp theo từng passage với hơn 40 từ và cụm từ quan trọng sẽ giúp bạn mở rộng vốn từ học thuật, đặc biệt trong các chủ đề về công nghệ và xã hội – những lĩnh vực thường xuyên xuất hiện trong IELTS Reading. Hãy chú ý học thuộc các collocations và cách sử dụng từ vựng trong ngữ cảnh cụ thể.
Để đạt hiệu quả tối ưu, bạn nên làm lại đề thi này ít nhất 2-3 lần, mỗi lần tập trung vào một kỹ năng khác nhau: lần đầu làm đúng giờ để kiểm tra tốc độ, lần thứ hai phân tích kỹ các câu hỏi sai, và lần thứ ba học từ vựng và cấu trúc câu. Chúc bạn ôn tập hiệu quả và đạt band điểm mong muốn trong kỳ thi IELTS sắp tới!
