Giới Thiệu
Chủ đề về vai trò của công nghệ trong giảm nghèo toàn cầu là một trong những chủ đề xã hội quan trọng thường xuyên xuất hiện trong IELTS Reading. Với sự phát triển nhanh chóng của công nghệ thông tin, fintech, nông nghiệp số và giáo dục trực tuyến, đây là lĩnh vực đang tạo ra những thay đổi căn bản trong cuộc sống của hàng tỷ người trên toàn thế giới. Trong kỳ thi IELTS, các passage về chủ đề này thường kết hợp nhiều góc độ từ kinh tế, xã hội đến phát triển bền vững.
Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard, bao gồm 40 câu hỏi đa dạng giống thi thật. Bạn sẽ được luyện tập với các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích vị trí trong bài và kỹ thuật paraphrase, giúp bạn hiểu rõ cách tìm thông tin và xử lý các câu hỏi khó.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, đặc biệt hữu ích cho những bạn đang nhắm đến band 6.5-7.5. Ngoài việc luyện tập kỹ năng đọc, bạn còn được trang bị hơn 40 từ vựng học thuật quan trọng với phiên âm, nghĩa tiếng Việt và cách sử dụng trong ngữ cảnh thực tế.
1. Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test bao gồm 3 passages với tổng cộng 40 câu hỏi phải hoàn thành trong 60 phút. Đây là thời gian thử thách đòi hỏi bạn phải có chiến lược phân bổ thời gian hợp lý:
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút – Đây là passage dễ nhất, bạn cần tận dụng để ghi điểm tối đa
- Passage 2 (Medium): 18-20 phút – Độ khó trung bình, yêu cầu kỹ năng paraphrase tốt
- Passage 3 (Hard): 23-25 phút – Passage khó nhất với từ vựng học thuật và cấu trúc phức tạp
Lưu ý quan trọng: Không có thời gian bổ sung để chép đáp án vào answer sheet, vì vậy bạn cần ghi đáp án trực tiếp trong quá trình làm bài.
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 – Câu hỏi trắc nghiệm với 3-4 lựa chọn
- True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
- Matching Information – Nối thông tin với đoạn văn tương ứng
- Summary Completion – Điền từ vào tóm tắt đoạn văn
- Matching Headings – Nối tiêu đề với đoạn văn phù hợp
- Matching Features – Nối đặc điểm với người/tổ chức được nhắc đến
- Short-answer Questions – Trả lời câu hỏi ngắn với số từ giới hạn
2. IELTS Reading Practice Test
PASSAGE 1 – Mobile Banking: Bridging the Financial Gap
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
In many developing countries, access to traditional banking services has long been a significant barrier to economic participation for millions of people. Physical banks are often located far from rural communities, making it difficult and expensive for poor families to save money, receive payments, or access credit. However, the rapid expansion of mobile phone technology over the past two decades has created an unexpected solution to this problem. Mobile banking, also known as m-banking, has emerged as one of the most effective tools for poverty reduction in the 21st century.
The concept of mobile banking is relatively simple. Users can perform basic financial transactions using their mobile phones without needing to visit a physical bank branch. This includes checking account balances, transferring money to other users, paying bills, and even applying for small loans. The most famous example of this technology is M-Pesa, which was launched in Kenya in 2007. Within just a few years, M-Pesa had attracted millions of users across East Africa and revolutionized the way people handle money.
Dịch vụ ngân hàng di động M-Pesa giúp người dân nông thôn châu Phi tiếp cận tài chính dễ dàng
What makes mobile banking so powerful for poverty alleviation is its ability to reach people who were previously excluded from the formal financial system. In Kenya, for instance, over 80% of adults now have access to mobile banking services, compared to less than 30% who have traditional bank accounts. This dramatic shift has had profound effects on people’s lives. Small business owners can now receive payments instantly from customers anywhere in the country. Parents working in cities can send money home to their families in rural areas without expensive and time-consuming trips. Farmers can pay for supplies and receive payment for their crops electronically, reducing the risks associated with carrying cash.
The impact on women has been particularly significant. In many traditional societies, women have limited access to financial resources and often depend on male family members for banking services. Mobile banking provides a level of financial independence that was previously impossible. Women can save money privately, start small businesses, and make financial decisions without requiring permission or assistance from others. Research conducted in several African countries has shown that women who use mobile banking services are more likely to start businesses and have higher household incomes than those who don’t.
Mobile banking has also proven valuable during emergency situations. When natural disasters strike or when people face sudden medical expenses, the ability to send and receive money quickly can be lifesaving. During the COVID-19 pandemic, many governments used mobile money platforms to distribute emergency aid to vulnerable populations, reaching people who would have been difficult to assist through traditional banking channels. This rapid distribution of funds helped millions of families survive economic hardships caused by lockdowns and business closures.
Despite its success, mobile banking does face several challenges. The most obvious is that users must have access to a mobile phone and cellular network coverage. While mobile phone penetration rates in developing countries have increased dramatically, some remote areas still lack reliable coverage. Additionally, users need at least basic digital literacy to operate mobile banking services safely. Security concerns, including fraud and theft, also pose ongoing challenges. Banking providers must continuously work to educate users about protecting their accounts and develop better security measures.
Another important consideration is the cost of services. While mobile banking is generally cheaper than traditional banking, transaction fees can still be significant for very poor users who make frequent small transactions. Some critics argue that mobile banking companies are making substantial profits from poor communities and should reduce their fees. However, these companies counter that they need to cover their operating costs and that their services still represent excellent value compared to alternatives like money transfer agents, which often charge much higher fees.
Looking to the future, mobile banking appears likely to become even more integrated into people’s daily lives. New features are constantly being added, including insurance products, international remittances, and connections to global e-commerce platforms. Several countries are developing digital currencies that would work seamlessly with mobile banking systems. As technology continues to advance and more people gain access to smartphones, the potential for mobile banking to contribute to poverty reduction will only increase.
The success of mobile banking in developing countries offers important lessons about the relationship between technology and social development. It demonstrates that technological solutions need not be highly complex or expensive to create significant positive change. Sometimes, the most effective innovations are those that adapt existing technology to meet local needs in practical and accessible ways. By making financial services available to billions of people who were previously excluded, mobile banking has proven that technology can indeed be a powerful force for reducing global poverty.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C or D.
-
What is identified as a major barrier to banking in developing countries?
A. High account fees
B. Distance from bank branches
C. Lack of identification documents
D. Government regulations -
According to the passage, M-Pesa was first introduced in
A. 2005
B. 2006
C. 2007
D. 2008 -
The percentage of Kenyan adults with mobile banking access is approximately
A. 30%
B. 50%
C. 65%
D. 80% -
Mobile banking has particularly benefited women by providing
A. higher salaries
B. financial independence
C. education opportunities
D. healthcare access -
During the COVID-19 pandemic, mobile banking was used by governments to
A. collect taxes
B. monitor population movements
C. distribute emergency aid
D. promote health information
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
- M-Pesa has only been successful in Kenya.
- Women using mobile banking services are more likely to start businesses.
- All rural areas in developing countries now have mobile phone coverage.
- Mobile banking transaction fees are always lower than money transfer agent fees.
Questions 10-13: Sentence Completion
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
- Users need basic __ to safely use mobile banking services.
- Some critics believe mobile banking companies should reduce their __.
- Future mobile banking services may include connections to global __.
- The passage suggests that effective innovations should meet local needs in __ ways.
PASSAGE 2 – Agricultural Technology and Rural Poverty
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The relationship between agricultural productivity and poverty has been understood for centuries, but only in recent decades has technology begun to fundamentally transform this equation. Precision agriculture, climate-smart farming techniques, and digital agricultural platforms are collectively reshaping how small-scale farmers in developing nations approach cultivation, potentially lifting millions out of poverty. However, the path from technological innovation to poverty reduction is neither straightforward nor universally successful, requiring careful consideration of local contexts and systematic barriers.
Paragraph A
Traditional farming in developing countries has long been characterized by low productivity, vulnerability to climate variations, and limited market access. Small-holder farmers, who constitute the majority of the world’s poor, typically work plots of land smaller than two hectares using methods passed down through generations. While this subsistence farming has sustained families for centuries, it offers little opportunity for economic advancement. The introduction of modern agricultural technology promises to break this cycle, but the nature and delivery of these technologies are crucial to their success.
Paragraph B
One of the most transformative technologies involves precision agriculture tools adapted for small-scale farmers. GPS-enabled devices, now affordable enough for developing country markets, allow farmers to optimize fertilizer application, reducing waste and increasing crop yields. Soil sensors, which can be installed for less than $100, provide real-time data about moisture levels and nutrient content, enabling farmers to make informed decisions about irrigation and fertilization. In India, farmers using these technologies have reported yield increases of 20-30% while simultaneously reducing input costs by approximately 15%. This dual benefit represents a significant step toward greater profitability and food security.
Paragraph C
Perhaps even more revolutionary are mobile-based agricultural platforms that connect farmers with essential information and services. These applications provide weather forecasts tailored to specific locations, enabling farmers to optimize planting and harvesting schedules. They offer real-time market prices, helping farmers negotiate better deals and reducing the power of middlemen who have traditionally exploited information asymmetries. Some platforms connect farmers directly with buyers, eliminating multiple layers of intermediaries and ensuring farmers receive a greater share of the final sale price. In Kenya, the Role of education in fostering global citizenship platform M-Farm has helped farmers increase their incomes by up to 20% through better market information alone.
Paragraph D
Climate change represents an escalating threat to agricultural productivity, particularly in regions where farmers are already operating at the margins of viability. Technology is providing crucial tools for climate adaptation. Drought-resistant crop varieties, developed through both traditional breeding and modern genetic modification techniques, help farmers maintain productivity even as rainfall patterns become less predictable, similar to challenges discussed in Impact of climate change on the spread of diseases. Remote sensing technology, using satellite imagery, can identify areas of crop stress before they become visible to the naked eye, allowing for early intervention. Weather prediction models have become increasingly sophisticated, giving farmers longer lead times to prepare for extreme weather events. These climate-smart technologies are essential for protecting vulnerable farming communities from the worst effects of environmental change.
Nông dân ở quốc gia đang phát triển sử dụng công nghệ cảm biến đất và thiết bị GPS để tối ưu hóa canh tác
Paragraph E
However, the successful deployment of agricultural technology faces significant obstacles. The most fundamental is the digital divide that persists in many rural areas. Without reliable internet connectivity and electricity, many sophisticated technologies simply cannot function. Even where infrastructure exists, the cost of devices and data can be prohibitive for the poorest farmers. Furthermore, technological literacy varies widely, and training programs are often inadequate or non-existent. A farmer who has never used a smartphone cannot suddenly begin utilizing complex agricultural applications without substantial support.
Paragraph F
The question of appropriate technology is equally important. Technologies developed for large-scale industrial farming in wealthy nations may not translate well to small plots in developing countries. Equipment may be too expensive to purchase or maintain, or it may require inputs that are not locally available. Successful agricultural technology interventions typically involve significant adaptation to local conditions, consideration of traditional farming knowledge, and consultation with the farmers themselves. When technology is imposed from outside without genuine community involvement, adoption rates tend to be disappointingly low.
Paragraph G
Access to finance represents another critical barrier. Many proven technologies could benefit small-scale farmers, but the upfront costs are beyond their means. Traditional banks rarely lend to poor farmers, who lack collateral and are considered high-risk borrowers. Innovative financing models, including microfinance institutions and mobile lending platforms, are beginning to address this gap. Some organizations provide technology on a lease-to-own basis, allowing farmers to pay from increased earnings rather than requiring large initial investments. Others bundle technology with training and ongoing support, creating comprehensive programs that address multiple barriers simultaneously.
Paragraph H
Gender dynamics also play a crucial role in technology adoption and benefit distribution. In many societies, women perform the majority of agricultural labor but have limited control over land, resources, and decision-making. When new technologies are introduced, they often flow primarily to men, potentially widening existing gender gaps. Effective technology interventions must consciously address gender issues, ensuring that women have equal access to training, financing, and decision-making power. Evidence from multiple countries suggests that when women farmers receive the same access to resources and technology as men, their productivity increases substantially, with corresponding benefits for household nutrition and children’s education.
The potential for agricultural technology to reduce rural poverty is undeniable, but realizing this potential requires more than simply making technology available. It demands comprehensive approaches that address infrastructure gaps, provide adequate training and support, adapt technologies to local conditions, ensure affordable financing, and consciously promote inclusive access. When these elements align, the results can be transformative, offering small-scale farmers pathways out of poverty and toward sustainable prosperity.
Questions 14-26
Questions 14-18: Matching Headings
Choose the correct heading for paragraphs A-E from the list of headings below.
List of Headings:
i. The infrastructure challenge in rural areas
ii. Weather-related technological solutions
iii. Traditional farming limitations
iv. Financial barriers to technology adoption
v. Market information platforms
vi. Tools for measuring soil quality
vii. Gender considerations in technology distribution
viii. Adaptation of technology to local needs
- Paragraph A
- Paragraph B
- Paragraph C
- Paragraph D
- Paragraph E
Questions 19-23: 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
- Technology alone can solve agricultural poverty without other interventions.
- Small-scale farmers typically work on plots smaller than two hectares.
- GPS-enabled devices are now affordable for developing country farmers.
- All agricultural technologies from wealthy nations work well in developing countries.
- Women farmers who receive equal access to technology show increased productivity.
Questions 24-26: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
Agricultural technology offers significant potential for poverty reduction, but faces multiple challenges. In India, farmers using precision tools have increased yields by 20-30% while reducing (24) __ by about 15%. However, many rural areas suffer from a (25) __ that prevents technology use. Additionally, the question of (26) __ is crucial, as technologies must be adapted to local farming conditions.
PASSAGE 3 – Digital Education Platforms and Socioeconomic Mobility
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The democratization of education through digital platforms represents one of the most ambitious experiments in using technology to address structural inequality and facilitate socioeconomic mobility. Massive Open Online Courses (MOOCs), educational applications, and digital learning resources have proliferated over the past fifteen years, promising to deliver high-quality education to anyone with internet access, regardless of geographic location or economic circumstances. Proponents argue that these platforms are fundamentally disrupting traditional educational hierarchies and creating unprecedented opportunities for individuals in developing nations to acquire skills and credentials that can transform their economic prospects. However, emerging research suggests a more complex and occasionally paradoxical reality, wherein digital education may simultaneously expand access while reinforcing certain dimensions of inequality.
The theoretical foundation for digital education as a poverty reduction mechanism rests on several interconnected premises. First, education is widely recognized as one of the most reliable pathways to economic advancement, with substantial evidence demonstrating positive correlations between educational attainment and lifetime earnings. Second, traditional educational systems in developing countries often suffer from severe quality and capacity constraints, leaving millions of individuals without access to adequate schooling. Third, digital delivery mechanisms can theoretically overcome geographic and financial barriers that prevent disadvantaged populations from accessing quality education. Combining these premises yields a compelling narrative: by making world-class educational content available at minimal cost to anyone with internet access, digital platforms can help individuals in poverty acquire marketable skills and credentials that enable them to secure better employment and improve their economic circumstances.
Sinh viên ở quốc gia đang phát triển tham gia khóa học trực tuyến MOOC trên máy tính xách tay
The practical implementation of digital education in developing contexts has yielded demonstrable successes. Platforms such as Khan Academy, Coursera, and edX have reached tens of millions of learners globally, with substantial representation from low-income countries. Numerous individual success stories document learners from disadvantaged backgrounds who have used these platforms to acquire programming skills, business knowledge, or technical certifications that subsequently enabled them to secure employment in the global digital economy. In countries like India, Indonesia, and Nigeria, digital learning platforms specifically designed for local contexts have helped students prepare for competitive examinations, acquire vocational skills, and access supplementary educational content that compensates for deficiencies in formal schooling systems.
Moreover, digital platforms have introduced innovative pedagogical approaches that may be particularly beneficial for disadvantaged learners. Adaptive learning algorithms can customize content difficulty and pacing to individual student needs, providing personalized support that is rarely available in overcrowded classrooms in developing countries. Gamification elements can increase engagement and motivation, particularly for learners who may have experienced discouragement in traditional educational settings. The ability to learn at one’s own pace, repeat content as needed, and access materials at flexible times accommodates the constraints faced by individuals who must balance education with work or family responsibilities. These features collectively suggest that digital education may be especially well-suited to serving populations that have been poorly served by conventional educational models.
However, empirical research increasingly reveals significant limitations and complications in digital education’s capacity to reduce poverty. Perhaps most fundamentally, the digital divide persists as a formidable barrier. While internet access has expanded rapidly in developing countries, substantial populations remain without reliable connectivity, particularly in rural and remote areas. The quality of internet connections matters considerably; watching educational videos or participating in interactive exercises requires bandwidth that may be unavailable or prohibitively expensive for poor users. Device access presents additional challenges, as educational platforms increasingly require computers or tablets rather than basic mobile phones. These infrastructure limitations mean that digital education often reaches individuals who are already relatively advantaged within developing countries rather than the most marginalized populations.
Equally significant is the question of completion rates and learning outcomes. Research on MOOCs has consistently documented completion rates below 10%, with even lower rates among learners from developing countries and disadvantaged backgrounds. Multiple factors contribute to this pattern. Digital education requires substantial self-direction and intrinsic motivation, capacities that may be constrained by the circumstances of poverty, including stress, time scarcity, and competing priorities. The absence of structured support systems, physical learning communities, and direct interaction with instructors represents a particular disadvantage for learners who have not developed strong independent learning skills. Furthermore, not all digital educational content is of high quality or pedagogically sound, and disadvantaged learners may lack the discriminatory capacity to identify valuable resources among the proliferation of available options.
The credentialing and recognition dimension presents additional complications. While digital platforms can deliver educational content effectively, the credentials they provide often carry limited weight in labor markets. Employers in developing countries may not recognize or value certificates from online platforms, particularly compared to degrees from traditional institutions. The individuals best positioned to benefit from digital credentials are often those who already possess conventional educational qualifications and are using digital platforms for supplementary skills development rather than as substitutes for formal education. This pattern suggests that digital education may be more effective in helping the middle class enhance their employability than in providing pathways out of poverty for the most disadvantaged.
Cultural and linguistic factors further complicate digital education’s reach and effectiveness. Much digital educational content is produced in English and reflects Western cultural contexts and pedagogical traditions. While translation efforts have expanded, high-quality educational content in many languages remains limited. Beyond simple translation, effective educational content should be culturally adapted to resonate with local contexts, examples, and learning preferences. The production of such localized content requires substantial investment and expertise, limiting its availability. Additionally, educational norms and expectations vary across cultures; pedagogical approaches that work well in one context may be less effective in another, as discussed in Role of education in fostering global citizenship.
Some researchers have identified a potential “Matthew effect” in digital education, wherein initial advantages compound over time. Individuals with better prior education, stronger digital literacy, more reliable internet access, and greater social capital are systematically better positioned to benefit from digital educational platforms. These same individuals typically have more opportunities and alternatives available to them. Consequently, digital education may primarily serve to further advantage those who are already relatively privileged rather than providing transformative opportunities for the most marginalized. This pattern could potentially exacerbate rather than ameliorate educational and economic inequalities.
Nevertheless, dismissing digital education’s potential contribution to poverty reduction would be premature. The technology is still relatively young and evolving rapidly. Initiatives that combine digital content with structured support, mentorship, and community learning environments have demonstrated considerably higher completion rates and more substantial outcomes. Projects that explicitly target disadvantaged populations and design interventions around their specific constraints and needs have shown promise. The expansion of mobile internet access and the development of educational content optimized for mobile devices may address some accessibility barriers. Partnerships between digital platforms and traditional educational institutions or employers may enhance credential recognition and labor market relevance.
The path forward likely requires moving beyond techno-optimistic narratives that present digital education as a straightforward solution to educational inequality and poverty. Instead, a more nuanced approach recognizes digital platforms as potentially valuable tools that must be deployed thoughtfully, with explicit attention to the barriers faced by disadvantaged populations. Effective interventions will likely combine technological solutions with investments in infrastructure, complementary support systems, and policy frameworks that facilitate recognition and labor market integration of digital credentials. When conceptualized not as a replacement for traditional education but as one component of a comprehensive approach to expanding educational access and quality, digital platforms can indeed contribute to poverty reduction, though probably not with the revolutionary speed and scope that early enthusiasts anticipated.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C or D.
-
According to the passage, the theoretical basis for digital education as a poverty reduction tool is based on
A. a single proven principle
B. several connected assumptions
C. limited empirical evidence
D. government policy recommendations -
The passage indicates that MOOC completion rates are
A. higher than 50%
B. approximately 25-40%
C. below 10%
D. not yet measured -
The “Matthew effect” in digital education refers to
A. religious influences on learning
B. initial advantages that compound over time
C. the benefits of traditional education
D. gender differences in technology access -
According to the passage, digital education credentials are
A. universally recognized by employers
B. more valuable than traditional degrees
C. often carry limited weight in labor markets
D. only accepted in Western countries -
The passage suggests that the most effective digital education interventions
A. replace traditional education entirely
B. focus exclusively on technological solutions
C. combine digital content with structured support
D. target only urban populations
Questions 32-36: Matching Features
Match each characteristic (32-36) with the correct aspect of digital education (A-F).
Characteristics:
32. Can adjust to individual student requirements
33. Make learning more engaging through game-like elements
34. Often unavailable in rural areas
35. Requires ability to evaluate quality independently
36. May not be recognized by local employers
Aspects:
A. Adaptive learning algorithms
B. Gamification elements
C. Internet connectivity
D. Digital credentials
E. Discriminatory capacity
F. Cultural adaptation
Questions 37-40: Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
- What type of economy have some disadvantaged learners entered after acquiring digital skills?
- What two personal qualities does digital education require that may be limited by poverty?
- What should educational content be to work effectively in different cultures?
- What type of narratives does the passage suggest moving beyond?
3. Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- D
- B
- C
- FALSE
- TRUE
- FALSE
- TRUE
- digital literacy
- fees
- e-commerce platforms
- practical and accessible
PASSAGE 2: Questions 14-26
- iii
- vi
- v
- ii
- i
- NO
- YES
- YES
- NO
- YES
- input costs
- digital divide
- appropriate technology
PASSAGE 3: Questions 27-40
- B
- C
- B
- C
- C
- A
- B
- C
- E
- D
- global digital economy
- self-direction and intrinsic motivation (hoặc: intrinsic motivation and self-direction)
- culturally adapted
- techno-optimistic narratives
4. Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: major barrier, banking, developing countries
- Vị trí trong bài: Đoạn 1, câu đầu tiên
- Giải thích: Bài đọc nói rõ “Physical banks are often located far from rural communities, making it difficult and expensive for poor families” – ngân hàng nằm xa cộng đồng nông thôn. Đây chính là paraphrase của “distance from bank branches”. Các đáp án khác không được nhắc đến như là rào cản chính.
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: M-Pesa, first introduced
- Vị trí trong bài: Đoạn 2, câu cuối
- Giải thích: Câu trong bài viết rõ ràng: “M-Pesa, which was launched in Kenya in 2007”. Từ “launched” được paraphrase thành “first introduced” trong câu hỏi.
Câu 3: D
- Dạng câu hỏi: Multiple Choice
- Từ khóa: percentage, Kenyan adults, mobile banking access
- Vị trí trong bài: Đoạn 3, câu thứ 2
- Giải thích: Bài viết nói “over 80% of adults now have access to mobile banking services” tại Kenya. Từ “over 80%” tương ứng với “approximately 80%” trong đáp án D.
Câu 4: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: benefited women
- Vị trí trong bài: Đoạn 4, câu thứ 2-3
- Giải thích: Đoạn văn nói rõ “Mobile banking provides a level of financial independence that was previously impossible” và đây là lợi ích đặc biệt cho phụ nữ.
Câu 5: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: COVID-19 pandemic, governments
- Vị trí trong bài: Đoạn 5, câu thứ 3
- Giải thích: “During the COVID-19 pandemic, many governments used mobile money platforms to distribute emergency aid” – rõ ràng chỉ ra việc phân phối hỗ trợ khẩn cấp.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: M-Pesa, only successful, Kenya
- Vị trí trong bài: Đoạn 2, câu cuối
- Giải thích: Bài viết nói M-Pesa “had attracted millions of users across East Africa” – khắp Đông Phi, không chỉ Kenya. Do đó câu này sai.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: women, mobile banking, start businesses
- Vị trí trong bài: Đoạn 4, câu cuối
- Giải thích: “Research… has shown that women who use mobile banking services are more likely to start businesses” – hoàn toàn trùng khớp với câu hỏi.
Câu 8: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: all rural areas, mobile phone coverage
- Vị trí trong bài: Đoạn 6, câu thứ 2
- Giải thích: Bài viết nói “some remote areas still lack reliable coverage” – một số vùng vẫn thiếu, không phải tất cả đều có. Câu này sai.
Câu 9: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: transaction fees, lower than money transfer agent
- Vị trí trong bài: Đoạn 7, câu cuối
- Giải thích: “their services still represent excellent value compared to alternatives like money transfer agents, which often charge much higher fees” – phí của đại lý chuyển tiền cao hơn nhiều, nghĩa là phí mobile banking thấp hơn.
Câu 10: digital literacy
- Dạng câu hỏi: Sentence Completion
- Từ khóa: users need basic, safely use
- Vị trí trong bài: Đoạn 6, câu thứ 3
- Giải thích: “users need at least basic digital literacy to operate mobile banking services safely” – chính xác là “digital literacy”.
Câu 11: fees
- Dạng câu hỏi: Sentence Completion
- Từ khóa: critics believe, should reduce
- Vị trí trong bài: Đoạn 7, câu thứ 3
- Giải thích: “Some critics argue that mobile banking companies… should reduce their fees” – từ cần điền là “fees”.
Câu 12: e-commerce platforms
- Dạng câu hỏi: Sentence Completion
- Từ khóa: future services, connections to global
- Vị trí trong bài: Đoạn 8, câu thứ 2
- Giải thích: “connections to global e-commerce platforms” – đúng với từ trong bài.
Câu 13: practical and accessible
- Dạng câu hỏi: Sentence Completion
- Từ khóa: innovations, meet local needs
- Vị trí trong bài: Đoạn 9, câu thứ 3
- Giải thích: “adapt existing technology to meet local needs in practical and accessible ways” – cụm từ đầy đủ.
Passage 2 – Giải Thích
Câu 14: iii (Traditional farming limitations)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph A
- Giải thích: Đoạn A mô tả “low productivity”, “vulnerability to climate variations”, “limited market access” và “subsistence farming” – đều là những hạn chế của nông nghiệp truyền thống.
Câu 15: vi (Tools for measuring soil quality)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph B
- Giải thích: Đoạn B tập trung vào “Soil sensors… provide real-time data about moisture levels and nutrient content” – công cụ đo chất lượng đất.
Câu 16: v (Market information platforms)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph C
- Giải thích: Đoạn C nói về “mobile-based agricultural platforms” cung cấp thông tin giá thị trường và kết nối nông dân với người mua.
Câu 17: ii (Weather-related technological solutions)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph D
- Giải thích: Đoạn D tập trung vào “climate adaptation”, “drought-resistant crop varieties”, “weather prediction models” – các giải pháp liên quan đến thời tiết.
Câu 18: i (The infrastructure challenge in rural areas)
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph E
- Giải thích: Đoạn E nói về “digital divide”, thiếu “internet connectivity and electricity” ở vùng nông thôn – thách thức về cơ sở hạ tầng.
Câu 19: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: technology alone, solve agricultural poverty
- Vị trí: Đoạn cuối
- Giải thích: Bài viết nói rõ “realizing this potential requires more than simply making technology available” – cần nhiều yếu tố khác, không chỉ công nghệ. Tác giả không đồng ý với quan điểm này.
Câu 20: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: small-scale farmers, plots smaller than two hectares
- Vị trí: Paragraph A, câu thứ 2
- Giải thích: “Small-holder farmers… typically work plots of land smaller than two hectares” – đồng ý với quan điểm tác giả.
Câu 21: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: GPS-enabled devices, affordable
- Vị trí: Paragraph B, câu thứ 2
- Giải thích: “GPS-enabled devices, now affordable enough for developing country markets” – tác giả xác nhận điều này.
Câu 22: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: all agricultural technologies, wealthy nations, work well
- Vị trí: Paragraph F, câu đầu
- Giải thích: “Technologies developed for large-scale industrial farming in wealthy nations may not translate well” – tác giả không đồng ý rằng tất cả đều hoạt động tốt.
Câu 23: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: women farmers, equal access, increased productivity
- Vị trí: Paragraph H, câu cuối
- Giải thích: “Evidence… suggests that when women farmers receive the same access to resources and technology as men, their productivity increases substantially” – tác giả đồng ý với quan điểm này.
Câu 24: input costs
- Dạng câu hỏi: Summary Completion
- Từ khóa: India, farmers, precision tools, increased yields, reducing
- Vị trí: Paragraph B, câu cuối
- Giải thích: “yield increases of 20-30% while simultaneously reducing input costs by approximately 15%”.
Câu 25: digital divide
- Dạng câu hỏi: Summary Completion
- Từ khóa: rural areas suffer, prevents technology use
- Vị trí: Paragraph E, câu đầu
- Giải thích: “The most fundamental is the digital divide that persists in many rural areas”.
Câu 26: appropriate technology
- Dạng câu hỏi: Summary Completion
- Từ khóa: question of, adapted to local farming conditions
- Vị trí: Paragraph F, câu đầu
- Giải thích: “The question of appropriate technology is equally important”.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: theoretical basis, poverty reduction tool
- Vị trí: Đoạn 2, câu đầu
- Giải thích: “The theoretical foundation… rests on several interconnected premises” – dựa trên nhiều tiền đề có kết nối với nhau.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: MOOC completion rates
- Vị trí: Đoạn 6, câu thứ 2
- Giải thích: “Research on MOOCs has consistently documented completion rates below 10%” – rõ ràng dưới 10%.
Câu 29: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Matthew effect
- Vị trí: Đoạn 9, câu đầu và thứ 2
- Giải thích: “Matthew effect… wherein initial advantages compound over time” – lợi thế ban đầu tích lũy theo thời gian.
Câu 30: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: digital education credentials
- Vị trí: Đoạn 7, câu thứ 2
- Giải thích: “the credentials they provide often carry limited weight in labor markets” – có giá trị hạn chế trên thị trường lao động.
Câu 31: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: most effective interventions
- Vị trí: Đoạn 10, câu thứ 2
- Giải thích: “Initiatives that combine digital content with structured support, mentorship, and community learning environments have demonstrated considerably higher completion rates” – kết hợp nội dung số với hỗ trợ có cấu trúc.
Câu 32: A (Adaptive learning algorithms)
- Dạng câu hỏi: Matching Features
- Từ khóa: adjust to individual student requirements
- Vị trí: Đoạn 4, câu thứ 2
- Giải thích: “Adaptive learning algorithms can customize content difficulty and pacing to individual student needs”.
Câu 33: B (Gamification elements)
- Dạng câu hỏi: Matching Features
- Từ khóa: make learning engaging, game-like
- Vị trí: Đoạn 4, câu thứ 3
- Giải thích: “Gamification elements can increase engagement and motivation”.
Câu 34: C (Internet connectivity)
- Dạng câu hỏi: Matching Features
- Từ khóa: often unavailable in rural areas
- Vị trí: Đoạn 5, câu thứ 2
- Giải thích: “substantial populations remain without reliable connectivity, particularly in rural and remote areas”.
Câu 35: E (Discriminatory capacity)
- Dạng câu hỏi: Matching Features
- Từ khóa: evaluate quality independently
- Vị trí: Đoạn 6, câu cuối
- Giải thích: “disadvantaged learners may lack the discriminatory capacity to identify valuable resources”.
Câu 36: D (Digital credentials)
- Dạng câu hỏi: Matching Features
- Từ khóa: not recognized by local employers
- Vị trí: Đoạn 7, câu thứ 2
- Giải thích: “Employers in developing countries may not recognize or value certificates from online platforms”.
Câu 37: global digital economy
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: type of economy, disadvantaged learners entered
- Vị trí: Đoạn 3, câu thứ 2
- Giải thích: “subsequently enabled them to secure employment in the global digital economy”.
Câu 38: self-direction and intrinsic motivation (hoặc ngược lại)
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: personal qualities, digital education requires, limited by poverty
- Vị trí: Đoạn 6, câu thứ 4
- Giải thích: “Digital education requires substantial self-direction and intrinsic motivation, capacities that may be constrained by the circumstances of poverty”.
Câu 39: culturally adapted
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: educational content, effectively in different cultures
- Vị trí: Đoạn 8, câu thứ 4
- Giải thích: “effective educational content should be culturally adapted to resonate with local contexts”.
Câu 40: techno-optimistic narratives
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: passage suggests moving beyond
- Vị trí: Đoạn 11, câu đầu
- Giải thích: “moving beyond techno-optimistic narratives that present digital education as a straightforward solution”.
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 |
|---|---|---|---|---|---|
| access | n | /ˈæk.ses/ | khả năng tiếp cận | access to traditional banking services | access to credit/resources/information |
| revolutionize | v | /ˌrev.əˈluː.ʃən.aɪz/ | cách mạng hóa, thay đổi căn bản | M-Pesa had revolutionized the way people handle money | revolutionize the industry/system |
| poverty alleviation | n | /ˈpɒv.ə.ti əˌliː.viˈeɪ.ʃən/ | giảm nghèo | powerful for poverty alleviation | poverty alleviation program/strategy |
| excluded | adj | /ɪkˈskluː.dɪd/ | bị loại trừ | excluded from the formal financial system | socially/economically excluded |
| dramatic shift | n | /drəˈmæt.ɪk ʃɪft/ | sự thay đổi mạnh mẽ | This dramatic shift has had profound effects | dramatic shift in policy/attitudes |
| financial independence | n | /faɪˈnæn.ʃəl ˌɪn.dɪˈpen.dəns/ | độc lập tài chính | provides a level of financial independence | achieve/gain financial independence |
| emergency situations | n | /ɪˈmɜː.dʒən.si ˌsɪtʃ.uˈeɪ.ʃənz/ | tình huống khẩn cấp | valuable during emergency situations | deal with/respond to emergency situations |
| mobile money platforms | n | /ˈməʊ.baɪl ˈmʌn.i ˈplæt.fɔːmz/ | nền tảng tiền di động | used mobile money platforms to distribute aid | develop/use mobile money platforms |
| penetration rates | n | /ˌpen.ɪˈtreɪ.ʃən reɪts/ | tỷ lệ thâm nhập | mobile phone penetration rates have increased | high/low penetration rates |
| digital literacy | n | /ˈdɪdʒ.ɪ.təl ˈlɪt.ər.ə.si/ | kiến thức số | users need at least basic digital literacy | improve/develop digital literacy |
| transaction fees | n | /trænˈzæk.ʃən fiːz/ | phí giao dịch | transaction fees can still be significant | pay/charge transaction fees |
| money transfer agents | n | /ˈmʌn.i ˈtræns.fɜːr ˈeɪ.dʒənts/ | đại lý chuyển tiền | compared to money transfer agents | use money transfer agents |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| precision agriculture | n | /prɪˈsɪʒ.ən ˈæɡ.rɪˌkʌl.tʃər/ | nông nghiệp chính xác | Precision agriculture is reshaping farming | adopt/implement precision agriculture |
| climate-smart farming | n | /ˈklaɪ.mət smɑːt ˈfɑː.mɪŋ/ | canh tác thông minh với khí hậu | climate-smart farming techniques | promote climate-smart farming |
| subsistence farming | n | /səbˈsɪs.təns ˈfɑː.mɪŋ/ | canh tác tự cung tự cấp | this subsistence farming has sustained families | rely on subsistence farming |
| transformative technologies | n | /trænsˈfɔː.mə.tɪv tekˈnɒl.ə.dʒiz/ | công nghệ mang tính chuyển đổi | the most transformative technologies | develop transformative technologies |
| crop yields | n | /krɒp jiːldz/ | năng suất cây trồng | increasing crop yields | improve/maximize crop yields |
| nutrient content | n | /ˈnjuː.tri.ənt ˈkɒn.tent/ | hàm lượng chất dinh dưỡng | provide data about nutrient content | analyze/measure nutrient content |
| profitability | n | /ˌprɒf.ɪ.təˈbɪl.ə.ti/ | khả năng sinh lời | step toward greater profitability | increase/improve profitability |
| food security | n | /fuːd sɪˈkjʊə.rə.ti/ | an ninh lương thực | greater profitability and food security | ensure/achieve food security |
| climate adaptation | n | /ˈklaɪ.mət ˌæd.æpˈteɪ.ʃən/ | thích ứng với khí hậu | crucial tools for climate adaptation | support climate adaptation |
| drought-resistant | adj | /draʊt rɪˈzɪs.tənt/ | chống chịu hạn hán | Drought-resistant crop varieties | drought-resistant crops/plants |
| digital divide | n | /ˈdɪdʒ.ɪ.təl dɪˈvaɪd/ | khoảng cách số | the digital divide that persists | bridge/narrow the digital divide |
| technological literacy | n | /ˌtek.nəˈlɒdʒ.ɪ.kəl ˈlɪt.ər.ə.si/ | hiểu biết công nghệ | technological literacy varies widely | improve technological literacy |
| microfinance institutions | n | /ˈmaɪ.krəʊ.faɪ.næns ˌɪn.stɪˈtʃuː.ʃənz/ | tổ chức tài chính vi mô | including microfinance institutions | support/establish microfinance institutions |
| inclusive access | n | /ɪnˈkluː.sɪv ˈæk.ses/ | tiếp cận toàn diện | promote inclusive access | ensure/provide inclusive access |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| democratization | n | /dɪˌmɒk.rə.taɪˈzeɪ.ʃən/ | dân chủ hóa | The democratization of education | democratization of knowledge/access |
| structural inequality | n | /ˈstrʌk.tʃər.əl ˌɪn.ɪˈkwɒl.ə.ti/ | bất bình đẳng cấu trúc | address structural inequality | combat/reduce structural inequality |
| socioeconomic mobility | n | /ˌsəʊ.si.əʊˌiː.kəˈnɒm.ɪk məʊˈbɪl.ə.ti/ | di động xã hội kinh tế | facilitate socioeconomic mobility | enhance/promote socioeconomic mobility |
| MOOCs | n | /muːks/ | khóa học trực tuyến mở đại chúng | Massive Open Online Courses | enroll in/complete MOOCs |
| disrupting | v | /dɪsˈrʌpt.ɪŋ/ | phá vỡ, làm gián đoạn | disrupting traditional educational hierarchies | disrupting the market/industry |
| poverty reduction mechanism | n | /ˈpɒv.ə.ti rɪˈdʌk.ʃən ˈmek.ə.nɪ.zəm/ | cơ chế giảm nghèo | digital education as a poverty reduction mechanism | effective poverty reduction mechanism |
| economic advancement | n | /ˌiː.kəˈnɒm.ɪk ədˈvɑːns.mənt/ | tiến bộ kinh tế | reliable pathways to economic advancement | achieve/promote economic advancement |
| marketable skills | n | /ˈmɑː.kɪ.tə.bəl skɪlz/ | kỹ năng có giá trị thị trường | acquire marketable skills | develop/gain marketable skills |
| global digital economy | n | /ˈɡləʊ.bəl ˈdɪdʒ.ɪ.təl ɪˈkɒn.ə.mi/ | nền kinh tế số toàn cầu | employment in the global digital economy | participate in global digital economy |
| adaptive learning algorithms | n | /əˈdæp.tɪv ˈlɜː.nɪŋ ˈæl.ɡə.rɪ.ðəmz/ | thuật toán học thích ứng | Adaptive learning algorithms can customize content | use/develop adaptive learning algorithms |
| gamification elements | n | /ˌɡeɪ.mɪ.fɪˈkeɪ.ʃən ˈel.ɪ.mənts/ | các yếu tố game hóa | Gamification elements can increase engagement | incorporate gamification elements |
| self-direction | n | /ˌself.dɪˈrek.ʃən/ | tự định hướng | requires substantial self-direction | develop/demonstrate self-direction |
| intrinsic motivation | n | /ɪnˈtrɪn.zɪk ˌməʊ.tɪˈveɪ.ʃən/ | động lực nội tại | self-direction and intrinsic motivation | foster/maintain intrinsic motivation |
| discriminatory capacity | n | /dɪˈskrɪm.ɪ.nə.tər.i kəˈpæs.ə.ti/ | khả năng phân biệt | lack the discriminatory capacity | develop discriminatory capacity |
| credentialing | n | /krɪˈden.ʃəl.ɪŋ/ | cấp chứng chỉ | The credentialing dimension presents complications | credentialing systems/processes |
| culturally adapted | adj | /ˈkʌl.tʃər.əl.i əˈdæp.tɪd/ | được điều chỉnh về văn hóa | content should be culturally adapted | culturally adapted materials/content |
| Matthew effect | n | /ˈmæθ.juː ɪˈfekt/ | hiệu ứng Matthew | potential Matthew effect in digital education | demonstrates the Matthew effect |
| techno-optimistic narratives | n | /ˈtek.nəʊ ˌɒp.tɪˈmɪs.tɪk ˈnær.ə.tɪvz/ | những câu chuyện lạc quan về công nghệ | moving beyond techno-optimistic narratives | challenge techno-optimistic narratives |
Kết Bài
Chủ đề về vai trò của công nghệ trong giảm nghèo toàn cầu không chỉ là một chủ đề xã hội quan trọng mà còn là nội dung thường xuyên xuất hiện trong IELTS Reading. Qua bộ đề thi mẫu này, bạn đã được luyện tập với ba passages có độ khó tăng dần, từ Mobile Banking ở mức Easy, Agricultural Technology ở mức Medium, đến Digital Education Platforms ở mức Hard.
Ba passages này cung cấp tổng cộng 40 câu hỏi đa dạng với 7 dạng câu hỏi khác nhau, bao gồm Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Matching Features, Summary Completion, và Short-answer Questions. Đây là sự kết hợp toàn diện giúp bạn làm quen với mọi dạng bài có thể gặp trong kỳ thi thực tế.
Phần đáp án chi tiết không chỉ cung cấp đáp án đúng mà còn giải thích rõ ràng vị trí thông tin trong bài, cách paraphrase giữa câu hỏi và passage, cũng như kỹ thuật xác định đáp án. Điều này giúp bạn hiểu sâu về cách thức ra đề và phương pháp tiếp cận hiệu quả cho từng dạng câu hỏi.
Hơn 40 từ vựng học thuật được trình bày trong bảng từ vựng sẽ là tài sản quý giá cho việc nâng cao vốn từ của bạn. Những từ này không chỉ xuất hiện trong bài thi Reading mà còn rất hữu ích cho Writing Task 2 khi bạn viết về các chủ đề xã hội, công nghệ và phát triển.
Hãy sử dụng đề thi này như một bài thi thử thực sự: đặt hẹn giờ 60 phút, làm bài trong điều kiện giống thi thật, sau đó đối chiếu đáp án và đọc kỹ phần giải thích. Chỉ qua việc luyện tập bài bản như vậy, bạn mới có thể cải thiện band điểm Reading một cách vững chắc và tự tin bước vào phòng thi IELTS.
Chúc bạn ôn tập hiệu quả và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới.
