IELTS Reading: Khởi Nghiệp Cho Giới Trẻ – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Trong bối cảnh kinh tế toàn cầu ngày càng năng động và cạnh tranh, khả năng khởi nghiệp đã trở thành một kỹ năng sống quan trọng cho thế hệ trẻ. Chủ đề “How To Foster Entrepreneurship In Young People” không chỉ phổ biến trong các kỳ thi IELTS Reading mà còn phản ánh xu hướng giáo dục hiện đại, khi các quốc gia trên thế giới đang tìm cách nuôi dưỡng tinh thần khởi nghiệp từ rất sớm.

Từ kinh nghiệm giảng dạy hơn 20 năm, tôi nhận thấy chủ đề về giáo dục khởi nghiệp xuất hiện thường xuyên trong IELTS Reading, đặc biệt là ở Cambridge IELTS 13-18. Đây là chủ đề đa dạng, có thể kết hợp với nhiều khía cạnh khác như giáo dục, kinh tế, tâm lý học và phát triển xã hội.

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 đầy đủ 40 câu hỏi với nhiều dạng bài khác nhau như trong kỳ thi thật. Bạn sẽ nhận được đáp án chi tiết kèm giải thích cụ thể, vị trí thông tin trong bài, cùng với kho từ vựng học thuật phong phú giúp nâng cao band điểm Reading.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format thi thật, rèn luyện kỹ năng quản lý thời gian và phát triển chiến lược làm bài hiệu quả.

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, không bị trừ điểm khi sai. Độ khó của các passages tăng dần, và bạn cần phân bổ thời gian hợp lý để hoàn thành toàn bộ bài thi.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó Easy, band 5.0-6.5)
• Passage 2: 18-20 phút (độ khó Medium, band 6.0-7.5)
• Passage 3: 23-25 phút (độ khó Hard, band 7.0-9.0)

Lưu ý quan trọng là bạn cần chuyển đáp án lên Answer Sheet trong thời gian 60 phút này, không có thời gian bổ sung như phần Listening. Do đó, hãy tập viết đáp án trực tiếp lên giấy nháp hoặc Answer Sheet ngay khi 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 – Chọn đáp án đúng từ các lựa chọn cho sẵn
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Matching Headings – Chọn tiêu đề phù hợp cho từng đoạn
5. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
6. Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
7. Short-answer Questions – Trả lời câu hỏi ngắn với số từ giới hạn

IELTS Reading Practice Test

PASSAGE 1 – Building Entrepreneurial Mindsets in Schools

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The traditional education system has long focused on preparing students for employment rather than self-employment. However, in recent years, there has been a growing recognition that young people need to develop entrepreneurial skills and mindsets to thrive in an increasingly uncertain economic landscape. Schools around the world are now experimenting with various approaches to foster entrepreneurship among their students, with some remarkable results.

One of the most effective methods is project-based learning, where students work on real-world business challenges. At Riverside High School in California, fifteen-year-old students spend one semester developing and launching their own mini-businesses. These ventures range from handmade jewelry shops to online tutoring services. The program teaches them essential skills such as market research, financial planning, and customer service. More importantly, it helps students understand that failure is part of the learning process. When Sarah Chen’s organic soap business didn’t generate enough profit, she learned valuable lessons about pricing strategies and product differentiation that she wouldn’t have gained from textbooks alone.

Mentorship programs represent another powerful approach. In Finland, the Young Entrepreneurs Initiative connects high school students with successful business owners who guide them through the process of developing business ideas. These mentors meet with students monthly, offering advice on everything from identifying market opportunities to overcoming obstacles. Research conducted by the University of Helsinki shows that students participating in these programs are three times more likely to start their own businesses within five years of graduation compared to those who don’t.

Some schools are also redesigning their curricula to include entrepreneurship education as a core subject. The Singapore Ministry of Education introduced “Applied Learning Programmes” that integrate entrepreneurial thinking across subjects like mathematics, science, and humanities. Students learn to apply critical thinking and problem-solving skills to real business scenarios. For instance, in a geography lesson about climate change, students might be asked to develop sustainable business solutions that address environmental challenges while remaining profitable.

Extracurricular activities play a crucial role too. Business clubs, innovation competitions, and startup weekends provide platforms for young people to test their ideas in a supportive environment. The annual Young Innovators Competition in Australia attracts over 5,000 participants aged 12-18, who present their business concepts to panels of judges comprising venture capitalists and industry experts. Winners receive seed funding to develop their prototypes, with several going on to become successful commercial products.

However, critics argue that not all students are suited to entrepreneurship, and the education system shouldn’t push everyone toward starting businesses. Professor Michael Roberts from Harvard Business School suggests that entrepreneurial education should focus on developing transferable skills like creativity, resilience, and adaptability rather than just business creation. These qualities are valuable whether students eventually become entrepreneurs, work for established companies, or pursue other career paths.

Technology has also transformed how schools teach entrepreneurship. Online platforms now offer young people access to resources that were previously unavailable. Platforms like Youth Business International provide free courses on topics ranging from digital marketing to financial management. Students can learn at their own pace, experiment with different business models through simulations, and connect with peer networks globally. This democratization of entrepreneurial education means that students from any background can develop business skills, not just those attending elite institutions.

Perhaps most importantly, schools are teaching students that entrepreneurship isn’t solely about making money. Social entrepreneurship – using business principles to solve social problems – has become a major focus. At Green Valley Academy in Canada, students launched a waste reduction initiative that collected food scraps from the cafeteria and converted them into compost, which they then sold to local gardeners. The project taught students about environmental sustainability, community engagement, and how businesses can create positive social impact alongside profits.

The evidence suggests that early exposure to entrepreneurial thinking benefits young people regardless of their future career choices. Studies show that students who receive entrepreneurship education demonstrate higher levels of self-confidence, better decision-making abilities, and greater career satisfaction later in life. As the global economy continues to evolve, these programs are preparing the next generation not just to adapt to change, but to drive it.

Questions 1-6

Do the following statements agree with the information given in Passage 1?

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

1. Traditional education systems have always emphasized entrepreneurship as a core skill.
2. Students at Riverside High School spend half an academic year running their own small businesses.
3. The Young Entrepreneurs Initiative in Finland requires mentors to meet students every week.
4. Students in Singapore’s Applied Learning Programmes study entrepreneurship only in business classes.
5. The Young Innovators Competition in Australia provides financial support to winning entries.
6. All teachers in schools with entrepreneurship programs have business experience.

Questions 7-10

Complete the sentences below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

7. Sarah Chen’s failed business taught her important lessons about __ that textbooks couldn’t provide.
8. According to University of Helsinki research, mentored students are __ more likely to start businesses after graduation.
9. Professor Roberts believes entrepreneurial education should prioritize developing __ rather than just creating businesses.
10. Green Valley Academy students sold __ to people in their local community.

Questions 11-13

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

11. What is the main purpose of project-based learning in entrepreneurship education?

• A. To help students earn money during school
• B. To teach students through practical business experience
• C. To replace traditional business textbooks
• D. To identify students with natural business talent

12. According to the passage, technology has improved entrepreneurship education by:

• A. Making it cheaper for schools to run programs
• B. Replacing the need for human teachers
• C. Providing equal access to learning resources
• D. Guaranteeing business success for students

13. The passage suggests that social entrepreneurship is important because it:

• A. Generates higher profits than traditional businesses
• B. Is easier for young people to understand
• C. Combines business skills with solving social problems
• D. Requires less initial investment capital

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PASSAGE 2 – The Psychology of Entrepreneurial Development in Youth

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

Understanding how to cultivate entrepreneurial capabilities in young people requires examining the psychological foundations that underpin entrepreneurial behavior. Contemporary research in developmental psychology and behavioral economics has revealed that certain cognitive patterns and personality traits can be nurtured during formative years, significantly increasing the likelihood that young people will pursue entrepreneurial ventures later in life. This has profound implications for how families, educators, and policymakers approach youth development programs.

Self-efficacy – the belief in one’s ability to succeed in specific situations – stands as perhaps the most critical psychological factor in entrepreneurial development. Albert Bandura’s pioneering work demonstrated that self-efficacy is not innate but rather developed through mastery experiences, vicarious learning, social persuasion, and physiological states. When applied to entrepreneurship education, this means that young people need opportunities to experience small successes, observe role models who resemble them, receive constructive feedback, and learn to interpret anxiety as excitement rather than fear. Dr. Elena Rodriguez, a developmental psychologist at Stanford University, conducted a longitudinal study following 500 teenagers through entrepreneurship programs over five years. Her findings indicated that participants who demonstrated increased self-efficacy scores were 4.5 times more likely to launch businesses by age 25, regardless of their family’s socioeconomic background.

The concept of “growth mindset”, popularized by psychologist Carol Dweck, has become central to understanding entrepreneurial potential. Individuals with a growth mindset believe that abilities and intelligence can be developed through dedication and hard work, whereas those with a “fixed mindset” view talents as static traits. This distinction profoundly affects how young people respond to the inevitable setbacks in entrepreneurship. A study published in the Journal of Applied Psychology examined 800 young entrepreneurs aged 18-25 and found that those with growth mindsets were significantly more likely to pivot their business models after failures, persist despite challenges, and ultimately achieve commercial success. Critically, the research demonstrated that growth mindsets could be deliberately cultivated through specific pedagogical interventions, such as reframing failure narratives and emphasizing process over outcomes.

However, critics of intensive entrepreneurship promotion warn of potential psychological risks. Dr. James Morrison, a child psychologist at the University of Toronto, argues that excessive pressure to become entrepreneurial may induce anxiety and feelings of inadequacy in young people who possess different strengths. His research suggests that cultural narratives glorifying entrepreneurship can create a sense that traditional career paths represent failure. This “entrepreneurial imperative” may be particularly damaging during adolescence, a period when identity formation is fragile and peer comparison is intense. Morrison advocates for a more nuanced approach that presents entrepreneurship as one valuable option among many, rather than as the ultimate marker of success.

The role of “tolerance for ambiguity” – the ability to function effectively in uncertain situations – has emerged as another crucial psychological variable. Entrepreneurial environments are inherently unpredictable, requiring individuals to make decisions with incomplete information and adapt to rapidly changing circumstances. Research by Professors Huang and Knight at Oxford University revealed that tolerance for ambiguity in adolescence strongly correlated with later entrepreneurial activity. Interestingly, their study identified specific experiential factors that enhanced this trait, including exposure to diverse cultures, participation in open-ended creative projects, and engagement with complex problem-solving that lacked clear solutions. These findings suggest that fostering entrepreneurship may require educational experiences quite different from traditional structured curricula with predetermined answers.

Emotional regulation represents another dimension often overlooked in discussions of entrepreneurial development. The capacity to manage frustration, anxiety, and disappointment while maintaining motivation proves essential for sustaining effort through the prolonged uncertainty of building ventures. Dr. Patricia Lee’s research at the National University of Singapore examined how emotional intelligence training influenced entrepreneurial outcomes among young people. Her controlled study found that participants who received systematic instruction in emotional regulation techniques – including cognitive reappraisal, mindfulness practices, and stress management – demonstrated superior persistence rates in their ventures, with 67% still actively working on their businesses after two years compared to 34% in the control group.

The social dimension of entrepreneurial psychology cannot be neglected. Collaborative skills and the ability to build effective networks often determine whether business concepts succeed or fail. Traditional education systems frequently emphasize individual achievement, potentially hindering the interpersonal competencies essential for entrepreneurship. Progressive programs now incorporate team-based challenges where young people must negotiate roles, resolve conflicts, and leverage diverse strengths – experiences that build both social capital and collaborative capacity. Research from the European Youth Entrepreneurship Foundation demonstrates that young people who participated in team-based entrepreneurial activities developed stronger leadership skills and more extensive professional networks, advantages that extended well beyond their initial ventures.

Furthermore, the “locus of control” – whether individuals attribute outcomes to internal actions or external circumstances – significantly influences entrepreneurial behavior. Young people with an “internal locus of control” believe they can shape their circumstances through effort and decisions, while those with an “external locus” see outcomes as determined by luck, fate, or powerful others. Studies consistently show that entrepreneurs typically exhibit strong internal loci of control. Importantly, this orientation can be strengthened through educational experiences that emphasize personal agency and connect actions to consequences. Programs that allow young people to see direct relationships between their decisions and outcomes appear particularly effective in developing this crucial psychological orientation.

The emerging field of “entrepreneurial cognition” examines how entrepreneurs think differently about opportunities, risks, and resources. Research suggests that entrepreneurial thinking involves recognizing patterns, making creative connections between seemingly unrelated concepts, and imagining possibilities others overlook. These cognitive skills can be developed through specific training techniques, including lateral thinking exercises, constraint-based creativity challenges, and exposure to diverse knowledge domains. Cognitive psychologists argue that adolescence, with its neuroplasticity and exploratory nature, represents an optimal period for developing these thinking patterns.

Học sinh phát triển kỹ năng tư duy khởi nghiệp và tâm lý doanh nhân thông qua hoạt động giáo dục

Questions 14-19

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

14. According to Bandura’s theory mentioned in the passage, self-efficacy is developed through:

• A. Genetic inheritance and family background
• B. Financial resources and educational opportunities
• C. Experiences, observation, feedback and emotional interpretation
• D. Intelligence and natural entrepreneurial talent

15. Dr. Elena Rodriguez’s study found that increased self-efficacy was linked to:

• A. Higher family income levels
• B. Better academic performance in school
• C. Greater likelihood of starting businesses
• D. Improved relationships with mentors

16. According to the passage, individuals with a growth mindset:

• A. Are born with natural business abilities
• B. Avoid taking risks in business ventures
• C. View abilities as developable through effort
• D. Rarely experience failures in their careers

17. Dr. James Morrison’s concern is that excessive entrepreneurship promotion may:

• A. Create anxiety in young people with different strengths
• B. Reduce the quality of traditional education
• C. Lead to too many failed businesses
• D. Decrease interest in academic studies

18. The research by Professors Huang and Knight found that tolerance for ambiguity could be enhanced by:

• A. Studying business management textbooks
• B. Following structured curricula with clear answers
• C. Exposure to diverse cultures and open-ended projects
• D. Focusing on single specialized subjects

19. Dr. Patricia Lee’s study demonstrated that emotional intelligence training resulted in:

• A. Higher initial business profits
• B. Better persistence rates in ventures
• C. Faster business growth
• D. Larger team sizes

Questions 20-23

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

The psychology of entrepreneurial development involves several key factors. Young people with an internal (20) __ believe they can influence outcomes through their own actions, rather than attributing results to external factors. The field of entrepreneurial (21) __ studies how entrepreneurs think differently about opportunities and risks. Traditional education often emphasizes (22) __, which may not develop the interpersonal skills needed for successful entrepreneurship. The adolescent period is particularly suitable for developing entrepreneurial thinking due to the brain’s **(23) __.

Questions 24-26

Do the following statements agree with the claims of the writer in Passage 2?

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

24. Growth mindsets are more important than self-efficacy for entrepreneurial success.
25. Emotional regulation skills are frequently emphasized in entrepreneurship education programs.
26. Team-based entrepreneurial activities provide benefits beyond the immediate business ventures.

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PASSAGE 3 – Systemic Approaches to Fostering Youth Entrepreneurship: Policy, Culture, and Ecosystem Development

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The question of how societies can effectively nurture entrepreneurial capacity in their youth populations transcends individual educational interventions, demanding instead a comprehensive examination of the systemic conditions that either facilitate or impede the emergence of entrepreneurial behavior. Contemporary scholarship in institutional economics, organizational sociology, and development studies has converged on an ecosystem perspective, which posits that entrepreneurial activity arises not merely from individual attributes but from the dynamic interplay between multiple institutional actors, cultural norms, regulatory frameworks, and resource availability. This paradigm shift has profound implications for policymakers seeking to cultivate entrepreneurship among young people, suggesting that isolated interventions – however well-designed – will prove insufficient without attention to the broader contextual architecture.

The concept of an “entrepreneurial ecosystem” gained prominence through the work of Daniel Isenberg at Harvard Business School, who identified six domains that collectively determine regional entrepreneurial vitality: policy and governance, financial capital, culture and norms, human capital, markets, and institutional support systems. Subsequent empirical research has validated this framework while revealing significant cross-national variation in how these domains interact. A comparative study by the Global Entrepreneurship Monitor examining 65 countries found that nations with high youth entrepreneurial activity shared certain characteristics: relatively low regulatory burdens for business formation, accessible seed capital mechanisms, cultural valorization of entrepreneurial risk-taking, robust mentorship networks, and most critically, what researchers termed “failure-tolerant societies” where unsuccessful ventures did not carry lasting stigma or impose insurmountable barriers to subsequent attempts.

However, the relationship between ecosystem characteristics and youth entrepreneurship proves more complex than linear causation models suggest. Professor Sarah Johannisson’s longitudinal research in Scandinavia revealed that ecosystem elements function interdependently through feedback loops and emergent properties. For instance, cultural attitudes toward entrepreneurial failure both influence and are influenced by bankruptcy legislation, media narratives, educational curricula, and the visibility of role models who overcame setbacks. This systemic interconnection implies that effective policy interventions must address multiple leverage points simultaneously rather than targeting isolated variables. Johannisson’s team documented how Sweden’s remarkable increase in youth entrepreneurship during the 2010s resulted not from any single initiative but from coordinated reforms spanning educational policy, tax incentives, public procurement practices that favored startups, and government-sponsored platforms connecting young entrepreneurs with experienced mentors and potential collaborators.

The role of financial capital accessibility deserves particular attention, as capital constraints represent one of the most frequently cited barriers to youth entrepreneurship. Traditional venture capital models typically prove unsuitable for youth entrepreneurs, who often lack the track records, collateral, and established networks that investors expect. Recognizing this market failure, several nations have experimented with alternative financing mechanisms specifically designed for young people. Chile’s “Start-Up Chile” program provides seed funding, workspace, and mentorship to young entrepreneurs globally, requiring no equity stake in return – a radical departure from conventional investment models. Preliminary evaluations suggest remarkable cost-effectiveness, with participating ventures generating economic value far exceeding the public investment, while also creating knowledge spillovers and network effects that benefit the broader entrepreneurial ecosystem. Similarly, France’s “French Tech Ticket” initiative and Estonia’s digital residency program exemplify innovative policy approaches that reduce financial barriers while simultaneously building ecosystem infrastructure.

Yet critics caution against what they term “entrepreneurship evangelism” – the uncritical promotion of entrepreneurial activity as a universal solution to youth unemployment and economic development challenges. Professor Michael Carolan at Colorado State University argues that this discourse often obscures structural inequalities and systemic barriers that differential impact young people from disadvantaged backgrounds. His research demonstrates that even in well-developed ecosystems, social capital, cultural capital, and economic capital – to use Bourdieu’s terminology – profoundly influence which young people can actually access entrepreneurial opportunities. Entrepreneurship programs that ignore these stratification dynamics risk reproducing existing inequalities under the guise of meritocratic opportunity. Carolan advocates for “equity-conscious ecosystem development” that explicitly addresses disparities in access through targeted interventions such as community-based incubators in underserved neighborhoods, first-generation entrepreneur scholarships, and affirmative mentorship programs that connect young people from marginalized communities with successful entrepreneurs who share similar backgrounds.

The cultural dimension of entrepreneurship ecosystems warrants deeper examination, particularly regarding how societal narratives about entrepreneurship shape youth aspirations and behaviors. Anthropological research by Dr. Keiko Nakamura in Japan illuminates how deeply embedded cultural values can either align with or contradict entrepreneurial imperatives. Japanese society’s traditional emphasis on organizational loyalty, risk aversion, and conformity has historically discouraged entrepreneurial activity, particularly among young people. Despite government initiatives to promote startups, cultural transformation has proven slow, underscoring that ecosystem development requires not merely policy reforms but fundamental shifts in collective beliefs and social practices. Conversely, Nakamura’s comparative work in Israel revealed how cultural narratives celebrating “chutzpah” (boldness), combined with mandatory military service that develops problem-solving skills and dense social networks, create what she terms a “pro-entrepreneurial habitus” that extends across socioeconomic strata.

The temporal dynamics of ecosystem development introduce additional complexity. Entrepreneurial ecosystems exhibit path dependence, whereby historical trajectories and critical junctures shape contemporary configurations. Research by economic geographers demonstrates how regions develop self-reinforcing cycles: successful ventures generate wealth that can be reinvested as angel capital, experienced entrepreneurs become mentors and role models, specialized service providers emerge to support startups, and talented individuals are attracted to entrepreneurial hubs. This suggests that ecosystem development may require sustained commitment over decades rather than short-term programs, and that first-mover disadvantages may be substantial for regions lacking entrepreneurial heritage. However, scholars also identify potential disruption points where strategic interventions can catalyze accelerated development, particularly through what are termed “anchor institutions” – universities, research centers, or major companies that can seed entrepreneurial activity through spin-offs, knowledge transfer, and network formation.

Recent scholarship has begun exploring the gendered dimensions of youth entrepreneurship ecosystems, revealing systematic differences in how young men and women experience entrepreneurial opportunities and barriers. Dr. Amanda Chen’s research across Southeast Asia documented that young women entrepreneurs face distinctive challenges including limited access to male-dominated networks, stereotype threat in investor pitches, disproportionate domestic responsibilities, and in some contexts, legal restrictions on business ownership and contract signing. These structural obstacles mean that gender-neutral ecosystem interventions often perpetuate male advantage. Chen’s findings advocate for gender-responsive ecosystem development incorporating women entrepreneur networks, gender-sensitive mentorship, inclusive financing mechanisms that don’t disadvantage those with non-traditional career patterns, and policy frameworks that address work-family integration challenges particularly salient for young women.

The digital transformation of economies has fundamentally altered the landscape for youth entrepreneurship, creating both unprecedented opportunities and new forms of exclusion. Digital technologies have dramatically reduced entry barriers for certain types of ventures, enabling young people to reach global markets with minimal capital through e-commerce platforms, social media marketing, and digital service delivery. However, researchers warn against techno-utopianism that overlooks the “digital divide”. Dr. Rajesh Patel’s extensive study across South Asia revealed that while urban, educated youth with reliable internet access and digital literacy can indeed leverage these opportunities, young people in rural areas or from lower socioeconomic backgrounds face compounding disadvantages. Effective ecosystem development in the digital age must therefore address fundamental infrastructure gaps, provide accessible technology training, and create pathways for young people to develop digital capabilities alongside entrepreneurial skills.

Finally, the sustainability imperative is reshaping how we conceptualize youth entrepreneurship ecosystems. Younger generations demonstrate heightened concern about environmental degradation and social inequalities, leading many young entrepreneurs to pursue ventures that generate both economic value and positive societal impact. This “impact entrepreneurship” requires ecosystem characteristics somewhat different from those supporting conventional profit-maximizing ventures, including patient capital willing to accept longer returns, impact measurement frameworks, values-aligned networks, and regulatory environments that recognize social enterprises‘ hybrid nature. Countries like the Netherlands and South Korea have begun adapting their entrepreneurship ecosystems to accommodate and encourage this shift, suggesting that fostering youth entrepreneurship increasingly means supporting alternative business models aligned with younger generations’ values and society’s long-term sustainability requirements.

Hệ sinh thái khởi nghiệp toàn cầu hỗ trợ thanh niên phát triển doanh nghiệp bền vững

Questions 27-31

Complete the summary using the list of words/phrases, A-L, below.

The entrepreneurial ecosystem concept suggests that youth entrepreneurship depends on systemic conditions rather than just individual qualities. Daniel Isenberg identified six key domains, and research shows that successful nations share characteristics like (27) __ for starting businesses, accessible funding, and cultures that don’t permanently stigmatize failed ventures. Professor Johannisson’s research revealed that ecosystem elements function through (28) __ and emergent properties, meaning reforms must address multiple areas simultaneously. Financial capital accessibility is crucial, as traditional venture capital is often unsuitable for young entrepreneurs who lack (29) __ and established networks. Programs like Chile’s Start-Up Chile provide funding without requiring (30) __, representing an innovative approach. However, critics warn against **(31) __ that ignores structural inequalities affecting disadvantaged youth.

A. equity stakes
B. low regulatory burdens
C. government approval
D. feedback loops
E. entrepreneurship evangelism
F. track records
G. university degrees
H. cultural resistance
I. business licenses
J. international partnerships
K. tax exemptions
L. linear progression

Questions 32-36

Do the following statements agree with the claims of the writer in Passage 3?

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

32. Isolated educational interventions are sufficient to foster youth entrepreneurship without addressing broader systemic factors.
33. Cultural attitudes toward entrepreneurial failure both influence and are influenced by various other ecosystem elements.
34. All countries that implemented entrepreneurship programs achieved similar levels of success.
35. Gender-neutral ecosystem interventions often maintain existing advantages for male entrepreneurs.
36. Digital technologies have eliminated all barriers to youth entrepreneurship globally.

Questions 37-40

Matching Information

Which paragraph contains the following information?

NB: You may use any letter more than once.

37. An explanation of how successful entrepreneurial regions develop self-sustaining cycles
38. A description of cultural factors in Japan that traditionally discouraged entrepreneurial activity
39. Evidence that young women face specific challenges in entrepreneurship distinct from those faced by men
40. A discussion of how younger entrepreneurs increasingly prioritize social and environmental impact

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. FALSE
2. TRUE
3. NOT GIVEN
4. FALSE
5. TRUE
6. NOT GIVEN
7. pricing strategies
8. three times
9. transferable skills
10. compost
11. B
12. C
13. C

PASSAGE 2: Questions 14-26

14. C
15. C
16. C
17. A
18. C
19. B
20. locus of control
21. cognition
22. individual achievement
23. neuroplasticity
24. NOT GIVEN
25. NO
26. YES

PASSAGE 3: Questions 27-40

27. B
28. D
29. F
30. A
31. E
32. NO
33. YES
34. NOT GIVEN
35. YES
36. NO
37. Paragraph 7 (The temporal dynamics paragraph)
38. Paragraph 6 (Dr. Keiko Nakamura’s research)
39. Paragraph 8 (Dr. Amanda Chen’s research)
40. Paragraph 10 (Final paragraph on sustainability)

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Traditional education systems, always emphasized entrepreneurship
• Vị trí trong bài: Đoạn 1, câu đầu tiên
• Giải thích: Bài viết nói rõ “The traditional education system has long focused on preparing students for employment rather than self-employment”, điều này mâu thuẫn trực tiếp với câu hỏi cho rằng hệ thống giáo dục truyền thống “always emphasized entrepreneurship”. Từ “rather than” (thay vì) cho thấy sự đối lập.

Câu 2: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Riverside High School, spend, one semester, half academic year
• Vị trí trong bài: Đoạn 2, câu thứ 2
• Giải thích: Bài viết đề cập “students spend one semester developing and launching their own mini-businesses”. Một semester (học kỳ) thường tương đương với nửa năm học, do đó thông tin trong câu hỏi khớp với bài đọc.

Câu 3: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Young Entrepreneurs Initiative, Finland, mentors meet, every week
• Vị trí trong bài: Đoạn 3
• Giải thích: Bài viết chỉ nói “These mentors meet with students monthly” (hàng tháng), không đề cập gì đến việc gặp hàng tuần. Câu hỏi hỏi về tần suất “every week” nên đây là thông tin không được nói đến.

Câu 4: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Singapore, Applied Learning Programmes, study entrepreneurship, only in business classes
• Vị trí trong bài: Đoạn 4, câu thứ 2
• Giải thích: Bài viết nói rõ chương trình “integrate entrepreneurial thinking across subjects like mathematics, science, and humanities”, nghĩa là tích hợp vào nhiều môn học khác nhau, không chỉ môn kinh doanh. Từ “only” trong câu hỏi làm cho câu này sai.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Young Innovators Competition, Australia, financial support, winners
• Vị trí trong bài: Đoạn 5, câu cuối
• Giải thích: Bài viết đề cập “Winners receive seed funding to develop their prototypes”, seed funding (vốn khởi động) chính là hỗ trợ tài chính. Đây là paraphrase của “financial support”.

Câu 7: pricing strategies

• Dạng câu hỏi: Sentence Completion (tối đa 3 từ)
• Từ khóa: Sarah Chen, failed business, lessons, textbooks
• Vị trí trong bài: Đoạn 2, câu cuối
• Giải thích: Câu trong bài: “she learned valuable lessons about pricing strategies and product differentiation that she wouldn’t have gained from textbooks alone”. Cần điền từ sau “about” mà Sarah học được.

Câu 8: three times

• Dạng câu hỏi: Sentence Completion
• Từ khóa: University of Helsinki, mentored students, more likely, start businesses
• Vị trí trong bài: Đoạn 3, câu cuối
• Giải thích: “students participating in these programs are three times more likely to start their own businesses”. Câu hỏi dùng cấu trúc so sánh bội số.

Câu 9: transferable skills

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Professor Roberts, entrepreneurial education, developing
• Vị trí trong bài: Đoạn 6, câu thứ 2
• Giải thích: “entrepreneurial education should focus on developing transferable skills like creativity, resilience, and adaptability rather than just business creation”. Từ “prioritize” trong câu hỏi là paraphrase của “should focus on”.

Câu 10: compost

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Green Valley Academy, students sold, local community
• Vị trí trong bài: Đoạn 8, câu thứ 2
• Giải thích: “converted them into compost, which they then sold to local gardeners”. Học sinh đã bán phân compost cho người trong cộng đồng địa phương.

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Giải thích: Đoạn 2 mô tả project-based learning cho phép học sinh “work on real-world business challenges” và “developing and launching their own mini-businesses”. Mục đích chính là học qua trải nghiệm thực tế (practical experience), không phải chỉ kiếm tiền (A), thay thế sách giáo khoa (C) hay tìm kiếm tài năng (D).

Câu 12: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 7
• Giải thích: Bài viết nói công nghệ đã tạo ra “democratization of entrepreneurial education means that students from any background can develop business skills, not just those attending elite institutions”. Đây chính là việc cung cấp quyền truy cập bình đẳng (equal access) vào tài nguyên học tập.

Câu 13: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 8
• Giải thích: “Social entrepreneurship – using business principles to solve social problems – has become a major focus”. Đây là lý do khiến khởi nghiệp xã hội quan trọng: kết hợp kỹ năng kinh doanh với giải quyết vấn đề xã hội.

Passage 2 – Giải Thích

Câu 14: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, câu thứ 2-3
• Giải thích: Bandura’s theory đề cập rằng self-efficacy phát triển qua “mastery experiences, vicarious learning, social persuasion, and physiological states”. Đáp án C tóm tắt đúng 4 yếu tố này: experiences (trải nghiệm), observation (quan sát học hỏi), feedback (thuyết phục xã hội) và emotional interpretation (trạng thái sinh lý).

Câu 15: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, câu cuối
• Giải thích: Nghiên cứu của Dr. Rodriguez “indicated that participants who demonstrated increased self-efficacy scores were 4.5 times more likely to launch businesses by age 25”. Đây là mối liên hệ giữa tăng self-efficacy và khả năng khởi nghiệp cao hơn.

Câu 16: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 3, câu thứ 2
• Giải thích: “Individuals with a growth mindset believe that abilities and intelligence can be developed through dedication and hard work”. Đây là định nghĩa chính xác của growth mindset.

Câu 17: A

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 4, câu thứ 2
• Giải thích: Dr. Morrison “argues that excessive pressure to become entrepreneurial may induce anxiety and feelings of inadequacy in young people who possess different strengths”. Điều này khớp với đáp án A.

Câu 18: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 5, câu thứ 4
• Giải thích: Nghiên cứu “identified specific experiential factors that enhanced this trait, including exposure to diverse cultures, participation in open-ended creative projects, and engagement with complex problem-solving”. Đây chính là các yếu tố trong đáp án C.

Câu 19: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 6, câu cuối
• Giải thích: Nghiên cứu của Dr. Lee cho thấy những người nhận được đào tạo về điều chỉnh cảm xúc “demonstrated superior persistence rates in their ventures, with 67% still actively working on their businesses after two years compared to 34% in the control group”. Đây là về tỷ lệ kiên trì (persistence rates).

Câu 20: locus of control

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 8, câu đầu
• Giải thích: “the ‘locus of control’ – whether individuals attribute outcomes to internal actions or external circumstances”. Câu sau đó giải thích về internal locus of control.

Câu 21: cognition

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 9, câu đầu
• Giải thích: “The emerging field of ‘entrepreneurial cognition’ examines how entrepreneurs think differently about opportunities, risks, and resources”.

Câu 22: individual achievement

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 7, câu thứ 2
• Giải thích: “Traditional education systems frequently emphasize individual achievement, potentially hindering the interpersonal competencies essential for entrepreneurship”.

Câu 23: neuroplasticity

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn 9, câu cuối
• Giải thích: “Cognitive psychologists argue that adolescence, with its neuroplasticity and exploratory nature, represents an optimal period for developing these thinking patterns”.

Câu 24: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài viết đề cập cả hai khái niệm self-efficacy (đoạn 2) và growth mindset (đoạn 3) đều quan trọng, nhưng không có so sánh trực tiếp nào nói cái nào quan trọng hơn.

Câu 25: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 6, câu đầu
• Giải thích: Bài viết nói “Emotional regulation represents another dimension often overlooked in discussions of entrepreneurial development”, từ “overlooked” (bị bỏ qua) mâu thuẫn với “frequently emphasized” trong câu hỏi.

Câu 26: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 7, câu cuối
• Giải thích: “young people who participated in team-based entrepreneurial activities developed stronger leadership skills and more extensive professional networks, advantages that extended well beyond their initial ventures”. Cụm từ “extended well beyond” xác nhận lợi ích vượt ra ngoài dự án ban đầu.

Passage 3 – Giải Thích

Câu 27: B (low regulatory burdens)

• Dạng câu hỏi: Summary Completion với word bank
• Vị trí trong bài: Đoạn 2, câu thứ 3
• Giải thích: “nations with high youth entrepreneurial activity shared certain characteristics: relatively low regulatory burdens for business formation”. Đây là đặc điểm đầu tiên được liệt kê.

Câu 28: D (feedback loops)

• Vị trí trong bài: Đoạn 3, câu thứ 2
• Giải thích: “ecosystem elements function interdependently through feedback loops and emergent properties”. Từ “through” chỉ ra cách thức hoạt động.

Câu 29: F (track records)

• Vị trí trong bài: Đoạn 4, câu thứ 2
• Giải thích: “Traditional venture capital models typically prove unsuitable for youth entrepreneurs, who often lack the track records, collateral, and established networks that investors expect”.

Câu 30: A (equity stakes)

• Vị trí trong bài: Đoạn 4, câu thứ 4
• Giải thích: “Chile’s ‘Start-Up Chile’ program provides seed funding, workspace, and mentorship to young entrepreneurs globally, requiring no equity stake in return”.

Câu 31: E (entrepreneurship evangelism)

• Vị trí trong bài: Đoạn 5, câu đầu
• Giải thích: “Yet critics caution against what they term ‘entrepreneurship evangelism’ – the uncritical promotion of entrepreneurial activity”. Đây là cụm từ chính xác từ bài đọc.

Câu 32: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 1, câu cuối
• Giải thích: Bài viết nói rõ “isolated interventions – however well-designed – will prove insufficient without attention to the broader contextual architecture”. Điều này mâu thuẫn trực tiếp với câu hỏi cho rằng isolated interventions là đủ.

Câu 33: YES

• Vị trí trong bài: Đoạn 3, câu thứ 3
• Giải thích: “cultural attitudes toward entrepreneurial failure both influence and are influenced by bankruptcy legislation, media narratives, educational curricula”. Cấu trúc “both influence and are influenced by” thể hiện mối quan hệ hai chiều.

Câu 34: NOT GIVEN

• Giải thích: Mặc dù bài viết đề cập nhiều chương trình khác nhau ở các quốc gia (Chile, France, Estonia), nhưng không có so sánh trực tiếp về mức độ thành công giống nhau hay khác nhau giữa các quốc gia này.

Câu 35: YES

• Vị trí trong bài: Đoạn 8, câu cuối
• Giải thích: “These structural obstacles mean that gender-neutral ecosystem interventions often perpetuate male advantage”. Từ “perpetuate” (duy trì) có nghĩa là giữ nguyên lợi thế hiện tại cho nam giới.

Câu 36: NO

• Vị trí trong bài: Đoạn 9
• Giải thích: Mặc dù công nghệ số tạo ra cơ hội, bài viết cảnh báo “researchers warn against techno-utopianism that overlooks the ‘digital divide'” và đề cập những người thiệt thòi vẫn gặp “compounding disadvantages”. Điều này cho thấy rào cản vẫn tồn tại, không phải đã bị loại bỏ hoàn toàn.

Câu 37: Paragraph 7

• Dạng câu hỏi: Matching Information
• Giải thích: Đoạn 7 bắt đầu với “The temporal dynamics of ecosystem development” và giải thích “Entrepreneurial ecosystems exhibit path dependence” và “regions develop self-reinforcing cycles: successful ventures generate wealth that can be reinvested”. Đây chính là chu trình tự duy trì (self-sustaining cycles).

Câu 38: Paragraph 6

• Giải thích: “Anthropological research by Dr. Keiko Nakamura in Japan illuminates how deeply embedded cultural values can either align with or contradict entrepreneurial imperatives. Japanese society’s traditional emphasis on organizational loyalty, risk aversion, and conformity has historically discouraged entrepreneurial activity”.

Câu 39: Paragraph 8

• Giải thích: “Recent scholarship has begun exploring the gendered dimensions of youth entrepreneurship ecosystems… Dr. Amanda Chen’s research across Southeast Asia documented that young women entrepreneurs face distinctive challenges including limited access to male-dominated networks, stereotype threat in investor pitches…”.

Câu 40: Paragraph 10

• Giải thích: Đoạn cuối bắt đầu với “the sustainability imperative is reshaping how we conceptualize youth entrepreneurship ecosystems. Younger generations demonstrate heightened concern about environmental degradation and social inequalities, leading many young entrepreneurs to pursue ventures that generate both economic value and positive societal impact”.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
foster	v	/ˈfɒstə(r)/	Nuôi dưỡng, khuyến khích	Schools are experimenting with various approaches to foster entrepreneurship	foster entrepreneurship, foster growth, foster development
entrepreneurial	adj	/ˌɒntrəprəˈnɜːriəl/	Thuộc về khởi nghiệp	develop entrepreneurial skills and mindsets	entrepreneurial skills, entrepreneurial spirit, entrepreneurial mindset
uncertain	adj	/ʌnˈsɜːtn/	Không chắc chắn, bất định	thrive in an increasingly uncertain economic landscape	uncertain future, uncertain times, uncertain situation
venture	n	/ˈventʃə(r)/	Dự án kinh doanh, liên doanh	These ventures range from handmade jewelry shops	business venture, joint venture, new venture
differentiation	n	/ˌdɪfərenʃiˈeɪʃn/	Sự phân biệt, khác biệt hóa	lessons about product differentiation	product differentiation, market differentiation, brand differentiation
mentorship	n	/ˈmentɔːʃɪp/	Sự cố vấn, hướng dẫn	Mentorship programs represent another powerful approach	mentorship program, provide mentorship, seek mentorship
obstacle	n	/ˈɒbstəkl/	Trở ngại, chướng ngại vật	offering advice on overcoming obstacles	overcome obstacles, face obstacles, major obstacle
pivot	v	/ˈpɪvət/	Thay đổi hướng, xoay chiều	more likely to pivot their business models	pivot strategy, pivot quickly, pivot the business
resilience	n	/rɪˈzɪliəns/	Sức bền, khả năng phục hồi	focus on developing transferable skills like creativity, resilience	build resilience, demonstrate resilience, emotional resilience
adaptability	n	/əˌdæptəˈbɪləti/	Khả năng thích ứng	developing transferable skills like adaptability	adaptability skills, show adaptability, enhance adaptability
sustainability	n	/səˌsteɪnəˈbɪləti/	Sự bền vững	taught students about environmental sustainability	environmental sustainability, long-term sustainability, promote sustainability
democratization	n	/dɪˌmɒkrətaɪˈzeɪʃn/	Sự dân chủ hóa	This democratization of entrepreneurial education	democratization of education, democratization of access, promote democratization

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
cultivate	v	/ˈkʌltɪveɪt/	Trau dồi, phát triển	how to cultivate entrepreneurial capabilities	cultivate skills, cultivate relationships, cultivate talent
cognitive	adj	/ˈkɒɡnətɪv/	Thuộc về nhận thức	certain cognitive patterns can be nurtured	cognitive skills, cognitive development, cognitive ability
formative	adj	/ˈfɔːmətɪv/	Có tính hình thành, định hình	can be nurtured during formative years	formative years, formative period, formative experience
self-efficacy	n	/self ˈefɪkəsi/	Niềm tin vào năng lực bản thân	Self-efficacy stands as the most critical psychological factor	develop self-efficacy, high self-efficacy, build self-efficacy
longitudinal	adj	/ˌlɒŋɡɪˈtjuːdɪnl/	Theo chiều dọc, dài hạn	conducted a longitudinal study	longitudinal study, longitudinal research, longitudinal data
socioeconomic	adj	/ˌsəʊsiəʊˌiːkəˈnɒmɪk/	Thuộc kinh tế – xã hội	regardless of their family’s socioeconomic background	socioeconomic status, socioeconomic factors, socioeconomic conditions
inevitable	adj	/ɪnˈevɪtəbl/	Không thể tránh khỏi	how young people respond to the inevitable setbacks	inevitable outcome, inevitable consequence, inevitable failure
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	Thuộc sư phạm, giáo dục học	through specific pedagogical interventions	pedagogical approach, pedagogical methods, pedagogical innovation
induce	v	/ɪnˈdjuːs/	Gây ra, dẫn đến	may induce anxiety and feelings of inadequacy	induce stress, induce change, induce fear
ambiguity	n	/ˌæmbɪˈɡjuːəti/	Sự mơ hồ, không rõ ràng	tolerance for ambiguity in adolescence	tolerance for ambiguity, accept ambiguity, deal with ambiguity
correlate	v	/ˈkɒrəleɪt/	Có mối tương quan	strongly correlated with later entrepreneurial activity	strongly correlate, correlate with success, positively correlate
persistence	n	/pəˈsɪstəns/	Sự kiên trì, bền bỉ	demonstrated superior persistence rates	show persistence, require persistence, persistence rate
interpersonal	adj	/ˌɪntəˈpɜːsənl/	Giữa các cá nhân	potentially hindering the interpersonal competencies	interpersonal skills, interpersonal relationships, interpersonal communication
locus of control	n phrase	/ˈləʊkəs əv kənˈtrəʊl/	Điểm kiểm soát (tâm lý)	the locus of control significantly influences behavior	internal locus of control, external locus of control, strong locus
neuroplasticity	n	/ˌnjʊərəʊplæˈstɪsəti/	Tính dẻo dai của thần kinh	adolescence, with its neuroplasticity	brain neuroplasticity, enhance neuroplasticity, neuroplasticity research

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
nurture	v	/ˈnɜːtʃə(r)/	Nuôi dưỡng, vun đắp	how societies can effectively nurture entrepreneurial capacity	nurture talent, nurture relationships, nurture growth
systemic	adj	/sɪˈstemɪk/	Mang tính hệ thống	examination of the systemic conditions	systemic problems, systemic change, systemic approach
facilitate	v	/fəˈsɪlɪteɪt/	Tạo điều kiện thuận lợi	conditions that either facilitate or impede	facilitate learning, facilitate development, facilitate growth
impede	v	/ɪmˈpiːd/	Cản trở, ngăn cản	conditions that either facilitate or impede	impede progress, impede development, impede growth
paradigm	n	/ˈpærədaɪm/	Mô hình, khuôn mẫu	This paradigm shift has profound implications	paradigm shift, new paradigm, dominant paradigm
ecosystem	n	/ˈiːkəʊsɪstəm/	Hệ sinh thái	entrepreneurial ecosystem gained prominence	business ecosystem, innovation ecosystem, entrepreneurial ecosystem
vitality	n	/vaɪˈtæləti/	Sức sống, năng lượng	determine regional entrepreneurial vitality	economic vitality, cultural vitality, demonstrate vitality
regulatory	adj	/ˈreɡjələtəri/	Thuộc quy định, luật lệ	relatively low regulatory burdens	regulatory framework, regulatory requirements, regulatory environment
valorization	n	/ˌvælərɪˈzeɪʃn/	Sự tôn vinh, đánh giá cao	cultural valorization of entrepreneurial risk-taking	cultural valorization, social valorization
stigma	n	/ˈstɪɡmə/	Sự kỳ thị, dấu ấn xấu	where unsuccessful ventures did not carry lasting stigma	social stigma, carry stigma, reduce stigma
insurmountable	adj	/ˌɪnsəˈmaʊntəbl/	Không thể vượt qua	did not impose insurmountable barriers	insurmountable obstacles, insurmountable challenges, insurmountable difficulties
longitudinal	adj	/ˌlɒŋɡɪˈtjuːdɪnl/	Theo chiều dọc, dài hạn	longitudinal research in Scandinavia	longitudinal study, longitudinal data, longitudinal analysis
interdependently	adv	/ˌɪntədɪˈpendəntli/	Một cách phụ thuộc lẫn nhau	ecosystem elements function interdependently	function interdependently, work interdependently, operate interdependently
leverage	v	/ˈliːvərɪdʒ/	Tận dụng, khai thác	address multiple leverage points	leverage resources, leverage opportunities, leverage technology
collateral	n	/kəˈlætərəl/	Tài sản thế chấp	who often lack the collateral and established networks	provide collateral, require collateral, lack collateral
equity stake	n phrase	/ˈekwəti steɪk/	Cổ phần sở hữu	requiring no equity stake in return	equity stake in company, acquire equity stake, hold equity stake
spillover	n	/ˈspɪləʊvə(r)/	Tác động lan tỏa	creating knowledge spillovers and network effects	knowledge spillover, positive spillover, economic spillover
evangelism	n	/ɪˈvændʒəlɪzəm/	Sự truyền bá nhiệt thành	what they term entrepreneurship evangelism	market evangelism, brand evangelism, technology evangelism
stratification	n	/ˌstrætɪfɪˈkeɪʃn/	Sự phân tầng	ignore these stratification dynamics	social stratification, economic stratification, stratification system
meritocratic	adj	/ˌmerɪtəˈkrætɪk/	Theo chế độ nhân tài	under the guise of meritocratic opportunity	meritocratic system, meritocratic society, meritocratic approach
marginalized	adj	/ˈmɑːdʒɪnəlaɪzd/	Bị gạt ra lề, thiệt thòi	connect young people from marginalized communities	marginalized groups, marginalized communities, marginalized populations
habitus	n	/həˈbiːtəs/	Tính khí (khái niệm xã hội học)	create what she terms a pro-entrepreneurial habitus	cultural habitus, social habitus, professional habitus
path dependence	n phrase	/pɑːθ dɪˈpendəns/	Sự phụ thuộc đường đi	Entrepreneurial ecosystems exhibit path dependence	demonstrate path dependence, show path dependence, path dependence theory
stereotype threat	n phrase	/ˈsteriətaɪp θret/	Mối đe dọa từ khuôn mẫu	stereotype threat in investor pitches	experience stereotype threat, stereotype threat effect, reduce stereotype threat
techno-utopianism	n	/ˌteknəʊ juːˈtəʊpiənɪzəm/	Chủ nghĩa không tưởng công nghệ	researchers warn against techno-utopianism	critique techno-utopianism, techno-utopianism overlooks

Từ vựng IELTS Reading chủ đề khởi nghiệp thanh niên với các thuật ngữ quan trọng

Kết Bài

Chủ đề “How to foster entrepreneurship in young people” đại diện cho một trong những xu hướng giáo dục và phát triển xã hội quan trọng nhất trong thế kỷ 21. Qua bộ đề thi IELTS Reading hoàn chỉnh này, bạn đã được trải nghiệm ba cấp độ khó tăng dần, từ việc tìm hiểu các phương pháp giáo dục khởi nghiệp trong trường học, đến nghiên cứu sâu về tâm lý học đằng sau sự phát triển tinh thần doanh nhân, và cuối cùng là phân tích các hệ sinh thái khởi nghiệp phức tạp ở cấp độ xã hội. Với tổng thể kiến thức này, How sustainability education is shaping future leaders cũng thể hiện xu hướng tương tự trong việc phát triển các lãnh đạo tương lai thông qua giáo dục.

Ba passages trong đề thi này đã cung cấp đầy đủ 40 câu hỏi với 7 dạng bài khác nhau, phản ánh chính xác cấu trúc và độ khó của kỳ thi IELTS thực tế. Passage 1 giúp bạn làm quen với các thông tin rõ ràng và dễ định vị, phù hợp cho band 5.0-6.5. Passage 2 yêu cầu kỹ năng paraphrase và hiểu sâu hơn về các khái niệm tâm lý học, phục vụ thí sinh band 6.0-7.5. Passage 3 với nội dung học thuật cao, từ vựng chuyên ngành và cấu trúc câu phức tạp, thách thức những ai hướng đến band 7.0-9.0.

Phần đáp án chi tiết không chỉ cung cấp câu trả lời đúng mà còn giải thích rõ ràng vị trí thông tin trong bài, cách paraphrase được sử dụng, và lý do tại sao các đáp án khác không chính xác. Đây là tài liệu quý giá giúp bạn tự đánh giá năng lực, hiểu rõ điểm yếu và phát triển chiến lược làm bài hiệu quả hơn.

Kho từ vựng phong phú với hơn 40 từ học thuật được trình bày theo bảng chi tiết, kèm phiên âm, nghĩa tiếng Việt, ví dụ thực tế và collocations sẽ giúp bạn không chỉ làm tốt bài thi Reading mà còn nâng cao vốn từ vựng tổng thể, hỗ trợ cho cả phần Writing và Speaking. Những xu hướng như Economic migration impact on host countries và Impacts of AI on traditional employment cũng thường xuất hiện trong các đề thi IELTS với cách tiếp cận tương tự, kết hợp phân tích đa chiều và từ vựng học thuật.

Hãy sử dụng đề thi này như một công cụ luyện tập thực chiến: đặt thời gian 60 phút, làm bài trong điều kiện thi thật, sau đó đối chiếu đáp án và phân tích kỹ lưỡng những câu sai. Ghi chú lại các từ vựng mới, cấu trúc câu hay và kỹ thuật làm bài hiệu quả mà bạn học được. Nếu bạn quan tâm đến các chủ đề toàn cầu hóa và chính sách, bài viết về What are the benefits and risks of open borders? cũng cung cấp góc nhìn thú vị về các vấn đề kinh tế – xã hội đương đại.

Thành công trong IELTS Reading không đến từ việc học thuộc lòng đáp án mà từ việc hiểu rõ cách thức hoạt động của kỳ thi, phát triển kỹ năng đọc hiểu học thuật và xây dựng vốn từ vựng vững chắc. Với sự chuẩn bị bài bản và luyện tập đều đặn, bạn hoàn toàn có thể đạt được band điểm mục tiêu. Chúc bạn học tốt và thành công trong kỳ thi IELTS sắp tới!