IELTS Reading: Hành Động Khí Hậu Trong Nghiên Cứu Văn Hóa – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở bài

Chủ đề về hành động khí hậu được tích hợp vào nghiên cứu văn hóa (How Climate Action Is Integrated Into Cultural Studies) đang ngày càng xuất hiện thường xuyên trong các đề thi IELTS Reading gần đây. Điều này phản ánh xu hướng toàn cầu về sự giao thoa giữa các vấn đề môi trường và khoa học xã hội – nhân văn. Với hơn 20 năm kinh nghiệm giảng dạy IELTS, tôi nhận thấy nhiều học viên gặp khó khăn với những bài đọc liên quan đến chủ đề này do tính học thuật cao và từ vựng chuyên ngành đa dạng.

Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages theo đúng chuẩn Cambridge, bao gồm: Passage 1 (độ khó Easy – Band 5.0-6.5), Passage 2 (độ khó Medium – Band 6.0-7.5), và Passage 3 (độ khó Hard – Band 7.0-9.0). Bạn sẽ được luyện tập với 40 câu hỏi đa dạng dạng, đáp án chi tiết kèm giải thích cụ thể, cùng bảng từ vựng quan trọng giúp nâng cao vốn từ học thuật. Đề thi này phù hợp cho học viên từ band 5.0 trở lên muốn cải thiện kỹ năng Reading một cách bài bản và hiệu quả.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, và tổng điểm thô sẽ được quy đổi thành band score từ 1-9.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó thấp nhất)
• Passage 2: 18-20 phút (độ khó trung bình)
• Passage 3: 23-25 phút (độ khó cao nhất)

Lưu ý quan trọng: Không có thời gian riêng để chép đáp án vào answer sheet, vì vậy bạn cần quản lý thời gian chặt chẽ và 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:

1. Multiple Choice – Trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không có
3. Yes/No/Not Given – Xác định quan điểm tác giả
4. Matching Headings – Nối tiêu đề với đoạn văn
5. Summary Completion – Hoàn thành tóm tắt
6. Matching Features – Nối thông tin với đặc điểm
7. Short-answer Questions – Câu hỏi trả lời ngắn

2. IELTS Reading Practice Test

PASSAGE 1 – Cultural Responses to Environmental Change

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Throughout history, human societies have always adapted their cultural practices in response to environmental challenges. Today, as climate change presents one of the most significant threats to our planet, communities worldwide are integrating environmental awareness into their traditional customs, beliefs, and daily activities. This phenomenon represents a fascinating area of study where cultural anthropology meets environmental science.

In many indigenous communities, the connection between culture and nature has always been fundamental. For centuries, these groups have developed sustainable practices that reflect a deep understanding of their local ecosystems. The Inuit people of the Arctic, for example, have traditional knowledge systems that help them navigate changing ice conditions. As temperatures rise and ice patterns become less predictable, they are adapting their hunting techniques while maintaining their cultural identity. Their oral histories and seasonal calendars are being updated to reflect new environmental realities, demonstrating how cultural transmission can incorporate climate awareness.

Educational institutions are also playing a crucial role in this cultural transformation. Schools in countries like Sweden and Finland have incorporated climate education into their curricula, not as a separate subject but as an integrated approach that touches every aspect of learning. Students learn about carbon footprints in mathematics classes, study renewable energy in science lessons, and explore environmental justice in social studies. This holistic method ensures that climate awareness becomes part of the cultural fabric of the next generation.

The arts have emerged as a powerful vehicle for climate activism and cultural change. Contemporary artists around the world are creating works that highlight environmental issues, from sculptures made of ocean plastic to performance art addressing species extinction. Museums and galleries are curating exhibitions that explore humanity’s relationship with nature, encouraging visitors to reconsider their own environmental impact. These cultural institutions serve as spaces where people can emotionally connect with climate issues in ways that scientific data alone cannot achieve.

Religious organizations have also begun to integrate climate action into their teachings and practices. Pope Francis’s encyclical “Laudato Si” called for ecological conversion and inspired Catholic communities worldwide to adopt more sustainable lifestyles. Buddhist monasteries in Thailand have implemented forest conservation programs, linking environmental protection to their spiritual teachings about interconnectedness. Islamic scholars have issued declarations on climate change, emphasizing environmental stewardship as a religious duty. These initiatives demonstrate how faith-based communities can mobilize cultural resources for climate action.

The corporate sector is experiencing its own cultural shift regarding environmental responsibility. Companies are moving beyond mere compliance with regulations to embrace sustainability as a core value. This change is driven partly by consumer demand but also reflects a broader cultural evolution in business practices. Organizations are developing environmental mission statements, celebrating employees who propose green innovations, and creating workplace cultures that prioritize ecological considerations. Annual reports now routinely include sustainability metrics, indicating that environmental performance has become culturally significant in the business world.

Popular culture and media play an essential role in normalizing climate-conscious behaviors. Television shows increasingly feature characters who make environmentally friendly choices without making it the central plot point, thereby normalizing sustainable living. Social media influencers promote zero-waste lifestyles and plant-based diets, making these choices aspirational for millions of followers. Streaming platforms produce documentaries that combine stunning cinematography with urgent climate messages, reaching global audiences and shaping cultural conversations about environmental responsibility.

However, integrating climate action into cultural studies is not without challenges. Some critics argue that cultural approaches may lack the urgency needed to address the climate crisis, preferring instead to focus on policy changes and technological solutions. Others worry about cultural appropriation when Western institutions study and adopt indigenous environmental practices. Additionally, there are concerns about performative environmentalism, where individuals or organizations make superficial cultural gestures toward sustainability without making substantial changes to their practices.

Questions 1-13

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C, or D.

1. According to the passage, indigenous communities are dealing with climate change by:
   A) Abandoning their traditional practices entirely
   B) Updating their knowledge while preserving cultural identity
   C) Moving to different geographical locations
   D) Relying solely on modern technology

2. In Scandinavian schools, climate education is:
   A) Taught as a separate subject
   B) Only included in science classes
   C) Integrated across all subjects
   D) Optional for students

3. The passage suggests that art contributes to climate action by:
   A) Providing scientific data
   B) Creating emotional connections to environmental issues
   C) Replacing traditional education methods
   D) Generating revenue for environmental projects

4. Religious organizations have responded to climate change by:
   A) Focusing exclusively on spiritual matters
   B) Avoiding environmental discussions
   C) Connecting environmental action to religious teachings
   D) Criticizing scientific research

5. The corporate cultural shift toward sustainability is motivated by:
   A) Government regulations only
   B) Consumer demands and broader cultural changes
   C) Competition between companies
   D) International trade agreements

Questions 6-9: True/False/Not Given

Do the following statements agree with the information 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. The Inuit people have completely changed their hunting methods due to climate change.

7. Museums and galleries exclusively display artworks made from recycled materials.

8. Pope Francis’s encyclical influenced Catholic communities to adopt sustainable practices.

9. All companies now prioritize environmental concerns over profit.

Questions 10-13: Summary Completion

Complete the summary below using words from the passage. Write NO MORE THAN TWO WORDS for each answer.

Popular culture helps normalize climate-conscious behaviors through various channels. Television programs feature characters making (10) ____ without emphasizing environmental themes. Social media personalities encourage followers to adopt (11) ____ and plant-based eating habits. Documentary films combine beautiful visuals with climate messages, influencing (12) ____ about environmental issues. However, some critics express concern about (13) ____, where environmental actions are superficial rather than substantial.

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PASSAGE 2 – The Intersection of Climate Science and Cultural Pedagogy

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The integration of climate action into cultural studies represents a significant paradigm shift in how academic institutions approach both environmental education and humanities scholarship. This interdisciplinary convergence challenges traditional boundaries between the sciences and humanities, creating new frameworks for understanding how societies can mobilize cultural resources to address the climate crisis. Scholars in this emerging field argue that technical solutions alone are insufficient; meaningful progress requires transforming cultural attitudes, values, and practices that have contributed to environmental degradation.

Cultural pedagogy offers unique insights into how people learn about and respond to climate change. Unlike conventional didactic methods that present scientific facts in isolation, culturally-grounded approaches recognize that environmental knowledge is always mediated through cultural lenses. Research by educational anthropologists has demonstrated that climate literacy varies significantly across cultures, influenced by factors such as cosmological beliefs, economic systems, and historical relationships with the natural world. For instance, communities with animistic worldviews may conceptualize climate change in terms of disturbed relationships with non-human entities, while secular industrial societies frame it primarily as a technical problem requiring engineering solutions.

The concept of climate justice has become central to cultural approaches in climate education. This framework emphasizes that climate change impacts are not distributed equally; marginalized communities often bear disproportionate burdens despite contributing least to greenhouse gas emissions. Cultural studies scholars examine how power dynamics, colonial legacies, and systemic inequalities shape both vulnerability to climate impacts and access to adaptation resources. By foregrounding these issues, cultural pedagogy aims to cultivate not just environmental awareness but also critical consciousness about the social dimensions of ecological crises.

Several universities have pioneered innovative programs that exemplify this integrated approach. The University of Oslo’s Culture and Climate Change Initiative brings together researchers from literature, history, philosophy, and climate science to explore how cultural narratives influence climate policy and action. Students in the program analyze everything from medieval agricultural practices to contemporary climate fiction, examining how different societies have understood and responded to environmental change. Similarly, Arizona State University’s Center for Imagination in the Anthropocene uses creative practices—including speculative fiction, artistic installations, and participatory design—to help communities envision and work toward sustainable futures.

Museum studies provides another arena where climate action and cultural work converge. Progressive museums are reimagining their role, moving beyond passive exhibition to become active agents in climate education and community mobilization. The Museum of the Future in Dubai, for instance, uses immersive technologies to place visitors in scenarios of both climate catastrophe and sustainable prosperity, encouraging reflection on the cultural choices that lead to different outcomes. Meanwhile, natural history museums worldwide are updating their dioramas and interpretive materials to address how anthropogenic change is affecting the ecosystems and species they showcase.

The role of storytelling in climate education represents a particularly rich area of cultural research. Scholars have documented how narrative frameworks shape people’s engagement with climate information. Apocalyptic narratives that emphasize disaster and doom can lead to psychological paralysis rather than action. Conversely, stories that highlight agency, collective action, and successful adaptations tend to be more mobilizing. This insight has informed the development of climate communication strategies that draw on cultural mythologies, folktales, and heroic narratives to frame environmental challenges in ways that resonate with specific audiences.

Language itself is a cultural domain where climate integration is occurring. Ecolinguistics, an emerging subfield, examines how language shapes environmental perception and action. Researchers have noted, for example, that many languages lack adequate vocabulary to describe emerging climate phenomena or sustainable practices. Some cultures are creating new terms—like the Swedish word “flygskam” (flight shame)—to name and normalize climate-conscious behaviors. Others are reviving indigenous languages that contain rich ecological vocabularies lost in colonial linguistic suppression.

Critics of cultural approaches to climate action raise several concerns. Some argue that the humanities’ methodologies—emphasizing interpretation, critique, and complexity—are ill-suited to the urgent, action-oriented demands of the climate crisis. They contend that resources would be better allocated to technological research and policy implementation rather than cultural analysis. Additionally, there are debates about whether foregrounding cultural differences might impede the development of universal climate solutions or provide excuses for climate inaction in cultures resistant to change.

Furthermore, the commercialization of climate culture presents ethical dilemmas. As environmental consciousness becomes fashionable, there’s risk that authentic cultural transformation may be replaced by superficial green branding. Critics point to examples of greenwashing, where corporations use cultural symbolism of environmental responsibility to mask unsustainable core practices. This raises questions about how to distinguish genuine cultural evolution toward sustainability from performative gestures that serve public relations objectives without substantive impact.

Despite these challenges, proponents argue that cultural integration of climate action is not merely desirable but essential. They note that social movements throughout history—from civil rights to gender equality—succeeded not just through policy changes but through fundamental cultural transformation. Climate action, they argue, requires similar deep changes in how societies understand prosperity, progress, and human relationship with the natural world. Cultural studies provides tools to analyze, understand, and potentially accelerate these transformations, making it an indispensable component of comprehensive climate strategy.

Tích hợp hành động khí hậu vào văn hóa giáo dục và nghiên cứu nhân văn hiện đại

Questions 14-26

Questions 14-18: Yes/No/Not Given

Do the following statements agree with the claims of the writer in the passage?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

14. Technical solutions by themselves are adequate to address climate change effectively.

15. Cultural beliefs significantly influence how different communities understand climate change.

16. Climate justice focuses on equal distribution of climate change impacts.

17. Medieval agricultural practices were more sustainable than modern methods.

18. Apocalyptic narratives about climate change are more effective at motivating action than positive stories.

Questions 19-22: Matching Headings

The passage has ten paragraphs. Choose the correct heading for paragraphs C, E, G, and I from the list of headings below.

List of Headings:
i. Language innovation in climate discourse
ii. The limitations of humanities approaches
iii. Climate justice and social inequality
iv. Museum transformation in climate education
v. Commercial exploitation of environmental culture
vi. Cross-cultural variations in environmental understanding
vii. International policy frameworks
viii. Technological solutions to climate problems

19. Paragraph C ___
20. Paragraph E ___
21. Paragraph G ___
22. Paragraph I ___

Questions 23-26: Summary Completion

Complete the summary using the list of words A-K below.

Several universities have developed programs that integrate climate science with cultural studies. The University of Oslo’s initiative combines disciplines including (23) ____, history, and philosophy to study how cultural narratives affect climate policy. Arizona State University employs (24) ____ practices such as speculative fiction to help communities imagine sustainable futures. The field of ecolinguistics examines how (25) ____ influences environmental perception. Some critics worry that emphasizing cultural differences might prevent development of (26) ____ climate solutions.

A. creative
B. literature
C. universal
D. language
E. scientific
F. religious
G. economic
H. political
I. traditional
J. regional
K. individual

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PASSAGE 3 – Epistemological Frameworks and Cultural Praxis in Climate Mitigation

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The epistemological reconfiguration necessitated by the Anthropocene has compelled scholars to fundamentally reconsider the ontological boundaries between nature and culture, challenging the Cartesian dualism that has underpinned Western thought since the Enlightenment. This theoretical intervention has profound implications for how climate action is conceptualized, legitimized, and implemented within cultural frameworks. Contemporary theorists argue that the persistent bifurcation between natural sciences and humanities represents not merely an administrative artifact of academic organization but a deeper cognitive schema that actively impedes holistic responses to climate change. The integration of climate action into cultural studies, therefore, constitutes more than interdisciplinary collaboration; it represents an epistemic rupture that potentially reorients humanity’s relationship with the biosphere.

Critical climate studies has emerged as a distinct subfield that applies the analytical tools of cultural theory to examine the discursive constructions, power relations, and ideological formations surrounding climate change. Drawing on post-structuralist theory, scholars like Dipesh Chakrabarty and Bruno Latour have argued that climate change fundamentally destabilizes modern historical consciousness. Chakrabarty’s concept of the “species history” suggests that climate change forces humanity to recognize itself simultaneously as a geological agent capable of planetary transformation and as a vulnerable species subject to ecological constraints—a paradoxical position that existing cultural narratives struggle to accommodate. This conceptual dissonance manifests in what scholars term “climate anxiety” or “ecological grief,” affective states that cultural studies is uniquely positioned to analyze and address.

The praxeological dimension of integrating climate action into cultural studies involves developing methodologies that bridge the explanatory aims of natural sciences with the interpretive orientations of humanities. Ethnographic research has proven particularly valuable, documenting how communities negotiate the disjuncture between scientific climate projections and experiential knowledge. Anthropologist Heather Swanson’s work on Japanese satoyama landscapes illustrates this approach, demonstrating how multispecies ethnography can reveal co-evolutionary relationships between human cultural practices and ecosystem health. Her research shows that effective climate adaptation strategies must account for the dense networks of reciprocal relationships—between farmers and forests, between agricultural rituals and seasonal cycles, between economic systems and biodiversity—that constitute cultural landscapes.

Postcolonial climate studies represents another crucial theoretical intervention, interrogating how colonial epistemologies continue to shape both climate science and mitigation policies. Scholars in this tradition argue that dominant climate discourse often universalizes a Western technoscientific rationality while marginalizing or appropriating indigenous knowledge systems. Arun Agrawal’s concept of “environmentality“—adapting Foucault’s notion of governmentality—describes how environmental governance produces particular kinds of environmental subjects through regulatory frameworks, educational programs, and cultural institutions. This perspective reveals that integrating climate action into cultural studies is not politically neutral; it involves contested processes of knowledge validation, resource allocation, and authority distribution.

The materialist turn in cultural studies has particular salience for climate scholarship, emphasizing that culture is not merely ideational or symbolic but fundamentally material—composed of physical infrastructures, technological systems, and embodied practices. Energy humanities, pioneered by scholars like Imre Szeman and Dominic Boyer, examines how fossil fuel dependence has shaped not just economies but imaginaries, temporalities, and spatial organizations of modern societies. They argue that transitioning to renewable energy systems requires not merely infrastructural substitution but profound cultural transformation in how communities understand work, mobility, comfort, and progress. This perspective suggests that effective climate action must address the affective investments and habituated practices that sustain carbon-intensive lifestyles.

Speculative design and design fiction represent innovative pedagogical practices emerging at the intersection of cultural studies and climate action. These approaches use prototyping, scenario development, and narrative construction to help communities imagine and experiment with alternative futures. Rather than presenting climate adaptation as a matter of implementing predetermined technical solutions, these methods recognize that sustainable futures must be culturally invented, requiring imaginative work that draws on diverse cultural resources. The work of designers like Dunne and Raby exemplifies this approach, creating provocative artifacts that defamiliarize current socio-technical arrangements and open space for considering alternative configurations of human-environment relations.

The digital humanities offers powerful tools for analyzing cultural dimensions of climate change at unprecedented scales. Computational text analysis can process vast archives of cultural production—from historical documents to social media posts—identifying patterns in how climate issues are narrativized, moralized, and politicized across different contexts. Network analysis reveals the circulation and transformation of climate ideas through cultural institutions, media ecosystems, and social movements. Spatial humanities employs geographic information systems to map the spatial distribution of climate vulnerabilities, cultural resources, and adaptation capacities, revealing spatial injustices that might otherwise remain invisible. These computational methodologies complement rather than replace traditional humanistic interpretation, offering macro-scale perspectives that contextualize close readings of particular cultural texts or practices.

Performative approaches to climate pedagogy recognize that climate action requires not just cognitive understanding but affective engagement and embodied practice. Theatre practitioners and performance scholars have developed participatory performances that transform audiences from passive spectators into active participants in climate scenarios. These immersive experiences leverage performance’s capacity for empathetic identification and embodied knowledge, creating what performance theorist Baz Kershaw terms “radical atmospheres“—shared experiences that can catalyze collective imagination and action. Climate Games, an international network, organizes public interventions and theatrical protests that combine aesthetic innovation with political mobilization, demonstrating culture’s role not merely in representing climate issues but in enacting climate politics.

Nevertheless, integrating climate action into cultural studies faces substantial epistemological and institutional obstacles. The valorization of quantifiable metrics in contemporary research assessment frameworks often disadvantages humanistic scholarship, whose contributions may be qualitative, long-term, or indirect. The temporal mismatch between humanities research cycles and the urgency of climate action creates tensions about disciplinary priorities and resource allocation. Furthermore, methodological incommensurabilities between interpretive approaches and predictive modeling can hinder productive dialogue between climate scientists and cultural scholars. Some natural scientists view cultural analysis as subjective speculation lacking the empirical rigor necessary for informing policy, while some humanists regard scientific reductionism as inadequate for grappling with climate change’s existential dimensions.

Despite these challenges, advocates argue that the stakes of the climate crisis demand epistemological pluralism and methodological innovation. They point to emerging collaborative models where scientists and humanists work together from project inception rather than in sequential consultation. The Future Earth initiative, for instance, explicitly incorporates humanities perspectives into its transdisciplinary research programs, recognizing that effective sustainability transitions require understanding cultural values, political economies, and historical trajectories alongside biophysical processes. Such initiatives suggest that integrating climate action into cultural studies is not a peripheral concern but central to developing comprehensive, equitable, and ultimately effective responses to the defining challenge of our geological epoch.

Nghiên cứu văn hóa khi hậu trong kỷ nguyên Anthropocene và chuyển đổi tri thức môi trường

Questions 27-40

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C, or D.

27. According to the passage, the epistemological reconfiguration in the Anthropocene involves:
    A) Strengthening the boundaries between nature and culture
    B) Maintaining Cartesian dualism in academic disciplines
    C) Challenging the traditional separation of nature and culture
    D) Focusing exclusively on natural sciences

28. Chakrabarty’s concept of “species history” suggests that humans:
    A) Are only vulnerable to ecological constraints
    B) Occupy a paradoxical position as both geological agents and vulnerable species
    C) Should focus solely on technological solutions
    D) Have no significant impact on planetary systems

29. Postcolonial climate studies critiques dominant climate discourse for:
    A) Including too many indigenous perspectives
    B) Focusing exclusively on developing countries
    C) Universalizing Western scientific rationality while marginalizing indigenous knowledge
    D) Avoiding scientific methodologies entirely

30. Energy humanities argues that transitioning to renewable energy requires:
    A) Only infrastructural changes
    B) Simple technological substitution
    C) Profound cultural transformation in how societies understand progress
    D) Maintaining current lifestyles unchanged

31. The digital humanities contributes to climate studies by:
    A) Replacing traditional humanistic interpretation
    B) Analyzing cultural patterns at unprecedented scales
    C) Focusing only on social media
    D) Avoiding computational methodologies

Questions 32-36: Matching Features

Match each concept (Questions 32-36) with the correct description (A-H).

Concepts:
32. Multispecies ethnography
33. Environmentality
34. Speculative design
35. Radical atmospheres
36. Epistemological pluralism

Descriptions:
A. Shared performance experiences that catalyze collective action
B. How environmental governance produces particular environmental subjects
C. Methods to imagine and experiment with alternative futures
D. Rejecting all scientific approaches to climate
E. Documents co-evolutionary relationships between humans and ecosystems
F. Exclusive focus on technological solutions
G. Accepting diverse knowledge systems for addressing climate crisis
H. Traditional educational methods only

Questions 37-40: Short-answer Questions

Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.

37. What type of analysis can process vast archives to identify patterns in climate narratives?

38. What does network analysis reveal about climate ideas through cultural institutions?

39. What kind of knowledge does performance create through empathetic identification?

40. What does the Future Earth initiative incorporate into its transdisciplinary research programs?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. C
5. B
6. FALSE
7. NOT GIVEN
8. TRUE
9. FALSE
10. environmentally friendly choices
11. zero-waste lifestyles
12. cultural conversations
13. performative environmentalism

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NO
17. NOT GIVEN
18. NO
19. iii
20. iv
21. i
22. v
23. B
24. A
25. D
26. C

PASSAGE 3: Questions 27-40

27. C
28. B
29. C
30. C
31. B
32. E
33. B
34. C
35. A
36. G
37. Computational text analysis
38. circulation and transformation
39. embodied knowledge
40. humanities perspectives

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: indigenous communities, dealing with climate change
• Vị trí trong bài: Đoạn 2, dòng 4-7
• Giải thích: Bài đọc nói rõ “they are adapting their hunting techniques while maintaining their cultural identity” và “Their oral histories and seasonal calendars are being updated to reflect new environmental realities”. Điều này cho thấy họ cập nhật kiến thức nhưng vẫn giữ bản sắc văn hóa, chính xác với đáp án B. Đáp án A sai vì họ không từ bỏ hoàn toàn tập quán truyền thống.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Inuit people, completely changed, hunting methods
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Câu trong bài viết “adapting their hunting techniques while maintaining their cultural identity” cho thấy họ điều chỉnh chứ không phải thay đổi hoàn toàn (completely changed). Từ “adapting” được dùng thay vì “completely changing”, vì vậy câu khẳng định là FALSE.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Pope Francis, encyclical, Catholic communities, sustainable practices
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: Bài đọc nêu rõ “Pope Francis’s encyclical ‘Laudato Si’ called for ecological conversion and inspired Catholic communities worldwide to adopt more sustainable lifestyles”, hoàn toàn khớp với thông tin trong câu hỏi.

Câu 10: environmentally friendly choices

• Dạng câu hỏi: Summary Completion
• Từ khóa: television programs, characters making
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: Câu trong bài: “Television shows increasingly feature characters who make environmentally friendly choices without making it the central plot point”. Cụm từ này phù hợp với ngữ cảnh và giới hạn từ.

Phương pháp giải đề IELTS Reading hiệu quả với chủ đề hành động khí hậu trong văn hóa

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: technical solutions, adequate, address climate change
• Vị trí trong bài: Đoạn 1, dòng 4-6
• Giải thích: Tác giả khẳng định “technical solutions alone are insufficient; meaningful progress requires transforming cultural attitudes, values, and practices”. Điều này mâu thuẫn trực tiếp với ý kiến rằng giải pháp kỹ thuật là đủ.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: cultural beliefs, influence, communities understand climate change
• Vị trí trong bài: Đoạn 2, dòng 3-6
• Giải thích: Bài đọc nêu “climate literacy varies significantly across cultures, influenced by factors such as cosmological beliefs, economic systems, and historical relationships with the natural world”, rõ ràng ủng hộ quan điểm của câu hỏi.

Câu 19: iii (Climate justice and social inequality)

• Dạng câu hỏi: Matching Headings
• Vị trí: Đoạn C (đoạn 3)
• Giải thích: Đoạn này tập trung vào “climate justice”, nhấn mạnh “marginalized communities often bear disproportionate burdens” và “power dynamics, colonial legacies, and systemic inequalities”, phù hợp hoàn toàn với tiêu đề iii.

Câu 23: B (literature)

• Dạng câu hỏi: Summary Completion
• Từ khóa: University of Oslo, combines disciplines
• Vị trí trong bài: Đoạn 4, dòng 2-3
• Giải thích: “The University of Oslo’s Culture and Climate Change Initiative brings together researchers from literature, history, philosophy, and climate science”. Từ “literature” xuất hiện đầu tiên trong danh sách các ngành học được kết hợp.

Passage 3 – Giải Thích

Câu 27: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: epistemological reconfiguration, Anthropocene
• Vị trí trong bài: Đoạn 1, dòng 1-3
• Giải thích: Câu mở đầu nêu rõ sự tái cấu hình nhận thức luận “has compelled scholars to fundamentally reconsider the ontological boundaries between nature and culture, challenging the Cartesian dualism”. Đây chính là việc thách thức sự phân chia truyền thống giữa tự nhiên và văn hóa.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Chakrabarty, species history
• Vị trí trong bài: Đoạn 2, dòng 3-6
• Giải thích: Bài đọc mô tả rõ ràng: “climate change forces humanity to recognize itself simultaneously as a geological agent capable of planetary transformation and as a vulnerable species subject to ecological constraints—a paradoxical position”. Đáp án B tóm tắt chính xác ý này.

Câu 32: E (Documents co-evolutionary relationships between humans and ecosystems)

• Dạng câu hỏi: Matching Features
• Từ khóa: multispecies ethnography
• Vị trí trong bài: Đoạn 3, dòng 4-7
• Giải thích: Heather Swanson’s work demonstrates “how multispecies ethnography can reveal co-evolutionary relationships between human cultural practices and ecosystem health”, khớp chính xác với mô tả E.

Câu 37: Computational text analysis

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: process vast archives, identify patterns, climate narratives
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: “Computational text analysis can process vast archives of cultural production…identifying patterns in how climate issues are narrativized”. Đây chính xác là ba từ trả lời câu hỏi, nằm trong giới hạn yêu cầu.

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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
adapt	v	/əˈdæpt/	Thích nghi, điều chỉnh	Societies have always adapted their cultural practices	adapt to climate change, adapt practices
sustainable	adj	/səˈsteɪnəbl/	Bền vững, có thể duy trì	Indigenous communities have developed sustainable practices	sustainable practices, sustainable lifestyles
integrate	v	/ˈɪntɪɡreɪt/	Tích hợp, hòa nhập	Schools have integrated climate education into curricula	integrate into, integrate across
indigenous	adj	/ɪnˈdɪdʒənəs/	Bản địa, thổ dân	Indigenous communities have traditional knowledge systems	indigenous people, indigenous knowledge
incorporate	v	/ɪnˈkɔːpəreɪt/	Kết hợp, gộp vào	Educational institutions have incorporated climate education	incorporate into, incorporate ideas
holistic	adj	/həʊˈlɪstɪk/	Toàn diện, tổng thể	This holistic method ensures climate awareness	holistic approach, holistic method
activism	n	/ˈæktɪvɪzəm/	Hoạt động vì mục đích xã hội	The arts serve as vehicle for climate activism	climate activism, environmental activism
conservation	n	/ˌkɒnsəˈveɪʃn/	Bảo tồn, gìn giữ	Monasteries have implemented forest conservation programs	forest conservation, wildlife conservation
stewardship	n	/ˈstjuːədʃɪp/	Trách nhiệm quản lý, bảo vệ	Environmental stewardship as a religious duty	environmental stewardship, climate stewardship
sustainability	n	/səˌsteɪnəˈbɪləti/	Tính bền vững	Companies embrace sustainability as a core value	embrace sustainability, promote sustainability
normalize	v	/ˈnɔːməlaɪz/	Chuẩn hóa, làm bình thường	Media normalizes climate-conscious behaviors	normalize behaviors, normalize practices
performative	adj	/pəˈfɔːmətɪv/	Mang tính trình diễn, hình thức	Concerns about performative environmentalism	performative gesture, performative action

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigm shift	n	/ˈpærədaɪm ʃɪft/	Sự thay đổi mô hình tư duy	Integration represents a significant paradigm shift	undergo paradigm shift, major paradigm shift
interdisciplinary	adj	/ˌɪntədɪsəˈplɪnəri/	Liên ngành	This interdisciplinary convergence challenges boundaries	interdisciplinary approach, interdisciplinary research
pedagogy	n	/ˈpedəɡɒdʒi/	Phương pháp sư phạm	Cultural pedagogy offers unique insights	climate pedagogy, critical pedagogy
mediate	v	/ˈmiːdieɪt/	Trung gian, hòa giải	Knowledge is mediated through cultural lenses	mediate through, mediate between
marginalized	adj	/ˈmɑːdʒɪnəlaɪzd/	Bị gạt ra ngoài lề	Marginalized communities bear disproportionate burdens	marginalized groups, marginalized communities
vulnerability	n	/ˌvʌlnərəˈbɪləti/	Tính dễ bị tổn thương	Examining vulnerability to climate impacts	climate vulnerability, social vulnerability
speculative	adj	/ˈspekjələtɪv/	Thuộc về suy đoán, phỏng đoán	Speculative fiction helps envision sustainable futures	speculative fiction, speculative design
immersive	adj	/ɪˈmɜːsɪv/	Đắm chìm, chìm đắm	Museums use immersive technologies	immersive experience, immersive technologies
narrative	n	/ˈnærətɪv/	Tường thuật, câu chuyện	Apocalyptic narratives emphasize disaster	climate narrative, cultural narrative
mobilizing	adj	/ˈməʊbəlaɪzɪŋ/	Có tính động viên, huy động	Stories highlighting collective action are more mobilizing	mobilizing force, mobilizing effect
ecolinguistics	n	/ˌiːkəʊlɪŋˈɡwɪstɪks/	Ngôn ngữ học sinh thái	Ecolinguistics examines how language shapes perception	study ecolinguistics, ecolinguistics research
greenwashing	n	/ˈɡriːnwɒʃɪŋ/	Tẩy xanh (tạo hình ảnh thân thiện môi trường giả tạo)	Examples of greenwashing mask unsustainable practices	corporate greenwashing, avoid greenwashing
commercialization	n	/kəˌmɜːʃəlaɪˈzeɪʃn/	Sự thương mại hóa	Commercialization of climate culture presents dilemmas	excessive commercialization, prevent commercialization
comprehensive	adj	/ˌkɒmprɪˈhensɪv/	Toàn diện, bao quát	Cultural studies is indispensable component of comprehensive strategy	comprehensive approach, comprehensive strategy

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
epistemological	adj	/ɪˌpɪstɪməˈlɒdʒɪkl/	Thuộc về nhận thức luận	Epistemological reconfiguration necessitated by Anthropocene	epistemological framework, epistemological pluralism
ontological	adj	/ˌɒntəˈlɒdʒɪkl/	Thuộc về bản thể luận	Reconsider ontological boundaries between nature and culture	ontological boundaries, ontological questions
bifurcation	n	/ˌbaɪfəˈkeɪʃn/	Sự phân đôi, chia nhánh	Persistent bifurcation between natural sciences and humanities	prevent bifurcation, avoid bifurcation
discursive	adj	/dɪˈskɜːsɪv/	Thuộc về diễn ngôn	Examine discursive constructions surrounding climate change	discursive practices, discursive formations
praxeological	adj	/ˌpræksɪəˈlɒdʒɪkl/	Thuộc về hành động thực tiễn	The praxeological dimension involves developing methodologies	praxeological approach, praxeological dimension
ethnographic	adj	/ˌeθnəˈɡræfɪk/	Thuộc về dân tộc học	Ethnographic research documents how communities negotiate	ethnographic research, ethnographic methods
postcolonial	adj	/ˌpəʊstkəˈləʊniəl/	Thuộc về hậu thực dân	Postcolonial climate studies represents theoretical intervention	postcolonial theory, postcolonial perspective
governmentality	n	/ˌɡʌvənmenˈtæləti/	Tính chất quản trị	Adapting Foucault’s notion of governmentality	environmental governmentality, concept of governmentality
materialist	adj	/məˈtɪəriəlɪst/	Theo chủ nghĩa duy vật	The materialist turn in cultural studies	materialist approach, materialist perspective
infrastructural	adj	/ˌɪnfrəˈstrʌktʃərəl/	Thuộc về cơ sở hạ tầng	Transitioning requires more than infrastructural substitution	infrastructural changes, infrastructural development
defamiliarize	v	/diːfəˈmɪliəraɪz/	Làm xa lạ, làm mất quen thuộc	Artifacts that defamiliarize current arrangements	defamiliarize assumptions, defamiliarize practices
computational	adj	/ˌkɒmpjuˈteɪʃənl/	Thuộc về tính toán	Computational text analysis processes vast archives	computational methods, computational analysis
performative	adj	/pəˈfɔːmətɪv/	Thuộc về biểu diễn, thực hành	Performative approaches to climate pedagogy	performative practice, performative intervention
valorization	n	/ˌvæləraɪˈzeɪʃn/	Sự đánh giá cao	Valorization of quantifiable metrics disadvantages scholarship	excessive valorization, critical valorization
incommensurability	n	/ɪnkəˌmenʃərəˈbɪləti/	Tính không thể so sánh được	Methodological incommensurabilities hinder dialogue	epistemological incommensurability, theoretical incommensurability
transdisciplinary	adj	/ˌtrænzdɪsəˈplɪnəri/	Xuyên ngành, liên ngành cao	Future Earth’s transdisciplinary research programs	transdisciplinary approach, transdisciplinary collaboration

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Kết bài

Chủ đề về hành động khí hậu được tích hợp vào nghiên cứu văn hóa không chỉ phản ánh xu hướng học thuật đương đại mà còn là một trong những chủ đề có khả năng xuất hiện cao trong các kỳ thi IELTS Reading sắp tới. Qua bộ đề thi mẫu này, bạn đã được luyện tập với đầy đủ ba mức độ khó từ Easy đến Hard, giúp xây dựng kỹ năng làm bài một cách bài bản và toàn diện.

Ba passages đã cung cấp góc nhìn đa chiều về cách các cộng đồng, thể chế giáo dục và học giả tích hợp nhận thức về khí hậu vào văn hóa. Passage 1 giới thiệu các ví dụ thực tế dễ hiểu, Passage 2 đi sâu vào phương pháp sư phạm và chiến lược giáo dục, trong khi Passage 3 khám phá các khung lý thuyết phức tạp ở cấp độ học thuật cao.

Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, phân biệt giữa paraphrase và thông tin gốc, cũng như áp dụng kỹ thuật skimming và scanning hiệu quả. Bảng từ vựng với hơn 40 từ quan trọng sẽ giúp bạn làm giàu vốn từ học thuật, đặc biệt hữu ích cho những ai đang nhắm đến band điểm từ 7.0 trở lên.

Hãy làm lại đề thi này nhiều lần, phân tích kỹ các câu trả lời sai và học thuộc từ vựng để tối đa hóa hiệu quả học tập. Với chủ đề này, bạn đã có trong tay không chỉ một đề luyện tập mà còn là kiến thức nền tảng về một trong những vấn đề quan trọng nhất của thời đại chúng ta.

Để tìm hiểu thêm về các chủ đề liên quan, bạn có thể tham khảo bài viết về What are the effects of climate change on water availability? để nắm vững hơn về tác động của biến đổi khí hậu đến nguồn nước. Đồng thời, những ai quan tâm đến khía cạnh nông nghiệp có thể xem How climate change is affecting crop yields globally để hiểu rõ hơn mối liên hệ giữa khí hậu và an ninh lương thực toàn cầu.