Mở Bài
Chủ đề về vai trò của giáo dục trong việc thúc đẩy công bằng xã hội là một trong những đề tài xuất hiện thường xuyên nhất trong IELTS Reading, đặc biệt trong các bài thi Academic. Đây là chủ đề thuộc lĩnh vực khoa học xã hội, liên quan chặt chẽ đến các vấn đề như bình đẳng, cơ hội tiếp cận giáo dục, và sự phát triển bền vững của xã hội. Qua hơn 20 năm kinh nghiệm giảng dạy IELTS, tôi nhận thấy nhiều học viên Việt Nam gặp khó khăn với dạng bài này do thiếu hiểu biết về bối cảnh văn hóa và từ vựng chuyên ngành.
Trong bài viết này, bạn sẽ được thực hành với một bộ đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard. Mỗi passage đi kèm với các dạng câu hỏi đa dạng như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion – giống y như trong bài thi thật. Đặc biệt, bạn sẽ nhận được đáp án chi tiết với giải thích cụ thể về cách xác định thông tin trong bài, kỹ thuật paraphrase, và bảng từ vựng quan trọng kèm phiên âm.
Bộ đề 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 nâng cao khả năng đọc hiểu học thuật. Hãy chuẩn bị đồng hồ bấm giờ, giấy nháp và bắt đầu thử thách 60 phút với đề thi mẫu này!
Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test kéo dài 60 phút và bao gồm 3 passages với tổng cộng 40 câu hỏi. Điểm đặc biệt là bạn không có thời gian phụ để chuyển đáp án như phần Listening, do đó việc quản lý thời gian là vô cùng quan trọng.
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút (độ khó thấp, câu hỏi tương đối dễ xác định)
- Passage 2: 18-20 phút (độ khó trung bình, cần kỹ năng paraphrase tốt)
- Passage 3: 23-25 phút (độ khó cao, yêu cầu phân tích sâu)
Lưu ý dành 2-3 phút cuối để kiểm tra lại các câu trả lời, đặc biệt chú ý đến chính tả và số từ giới hạn trong các dạng câu điền từ.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice: Chọn đáp án đúng từ 3-4 lựa chọn
- True/False/Not Given: Xác định thông tin đúng, sai hoặc không được nhắc đến
- Matching Information: Nối thông tin với đoạn văn tương ứng
- Sentence Completion: Hoàn thành câu với từ trong bài đọc
- Matching Headings: Chọn tiêu đề phù hợp cho mỗi đoạn văn
- Summary Completion: Điền từ vào tóm tắt nội dung
- Short-answer Questions: Trả lời câu hỏi ngắn dựa trên thông tin trong bài
IELTS Reading Practice Test
PASSAGE 1 – Education as a Path to Equal Opportunities
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
Education has long been recognised as one of the most powerful tools for promoting social justice and creating a more equitable society. Throughout history, access to quality education has proven to be a crucial factor in determining an individual’s life chances and their ability to participate fully in society. In many countries, educational reforms have been implemented with the specific goal of reducing social inequalities and providing all citizens, regardless of their background, with the opportunity to succeed.
The relationship between education and social justice is multifaceted. Firstly, education provides individuals with the knowledge and skills necessary to secure better employment opportunities. People with higher levels of education typically earn more money, have access to better healthcare, and enjoy a higher quality of life. By ensuring that everyone has access to quality education, societies can help to break the cycle of poverty that often affects disadvantaged families for generations. When children from poor backgrounds receive good education, they are more likely to find well-paid jobs and improve their living conditions.
Secondly, education plays a vital role in empowering individuals to understand their rights and responsibilities as citizens. An educated population is better equipped to participate in democratic processes, make informed decisions, and hold their leaders accountable. This is particularly important for marginalized groups who have historically been excluded from political participation. Through education, people learn about laws, government systems, and how to advocate for their interests, which helps to create a more inclusive society where everyone’s voice can be heard.
Moreover, schools and universities serve as important spaces for promoting social cohesion and understanding between different groups. When students from diverse backgrounds learn together, they have the opportunity to challenge stereotypes, develop empathy, and build relationships across social divides. This intercultural interaction is essential for creating a society where people respect differences and work together towards common goals. Many educational institutions now include diversity training and programs designed to help students appreciate different cultures, religions, and perspectives.
However, achieving educational equity remains a significant challenge in many parts of the world. Despite considerable progress in recent decades, disparities in access to quality education persist. Children from wealthy families often attend well-funded schools with experienced teachers and modern facilities, while those from poor communities may study in overcrowded classrooms with limited resources. In some regions, girls face particular barriers to education due to cultural norms and economic pressures. Additionally, children with disabilities or those from ethnic minorities may encounter discrimination that prevents them from receiving the education they deserve.
Addressing these inequalities requires comprehensive policy interventions at multiple levels. Governments must invest adequate resources in education, ensuring that schools in disadvantaged areas receive the support they need to provide quality teaching. This includes hiring and retaining qualified teachers, providing up-to-date learning materials, and maintaining safe and conducive learning environments. Financial barriers must also be removed through measures such as free tuition, scholarships, and meal programs that help poor families send their children to school.
Furthermore, curriculum reform is necessary to ensure that education is relevant and responsive to the needs of all students. Traditional educational approaches often reflect the values and experiences of dominant groups, marginalizing the perspectives of minority communities. By developing more inclusive curricula that represent diverse histories, cultures, and contributions, schools can help all students see themselves reflected in what they learn. This not only improves educational outcomes for marginalized students but also helps all learners develop a more comprehensive understanding of their society.
The role of teachers in promoting social justice through education cannot be overstated. Teachers are not merely transmitters of knowledge; they are role models and advocates who can significantly influence students’ attitudes and opportunities. Professional development programs that help teachers understand issues of inequality, develop culturally responsive teaching practices, and create inclusive classrooms are essential. When teachers are equipped with these skills, they can better support all students to reach their full potential, regardless of their background.
Lớp học đa văn hóa thúc đẩy công bằng xã hội thông qua giáo dục IELTS Reading
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C or D.
1. According to the passage, education helps reduce poverty by:
A. providing free meals to students
B. giving people skills to get better jobs
C. offering scholarships to poor families
D. creating more schools in rural areas
2. The text suggests that educated citizens are better able to:
A. earn the highest salaries in their country
B. travel to different countries easily
C. participate effectively in democracy
D. become political leaders
3. Schools promote social cohesion by:
A. separating students according to ability
B. bringing together students from different backgrounds
C. focusing only on academic achievement
D. requiring all students to wear uniforms
4. One major challenge to educational equity mentioned is:
A. lack of interest from students
B. differences in school funding between rich and poor areas
C. too many teachers in wealthy schools
D. students preferring online learning
5. According to the passage, inclusive curricula should:
A. focus only on the history of majority groups
B. be the same in all countries
C. represent diverse cultures and perspectives
D. eliminate all traditional teaching methods
Questions 6-9: True/False/Not Given
Do the following statements agree with the information given in the passage?
Write:
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this
6. People with more education generally have better health outcomes.
7. All countries have successfully eliminated gender barriers in education.
8. Teachers need special training to create inclusive classrooms.
9. Private schools are always better than public schools.
Questions 10-13: Sentence Completion
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. Education helps disadvantaged families escape the __ that affects them across generations.
11. When students from different backgrounds learn together, they can challenge __ and develop empathy.
12. Children with disabilities may face __ that prevents them from accessing education.
13. Teachers should be seen not just as transmitters of knowledge but also as __ and advocates.
PASSAGE 2 – Systemic Barriers and Educational Reform
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The pursuit of social justice through education is considerably more complex than simply ensuring that all children attend school. While universal enrollment is certainly an important starting point, true educational equity requires addressing the deeply entrenched systemic barriers that prevent certain groups from fully benefiting from educational opportunities. These barriers operate at multiple levels – from the macro-level policies that determine funding allocation to the micro-level interactions between teachers and students in classrooms – and their cumulative effect can significantly undermine the transformative potential of education.
One of the most persistent forms of educational inequality stems from the way schools are funded in many countries. In systems where school financing depends heavily on local property taxes, wealthy neighbourhoods can generate substantially more revenue per student than poor areas. This creates a self-perpetuating cycle in which affluent communities invest in state-of-the-art facilities, attract the most qualified teachers with higher salaries, and offer extensive extracurricular programs, while schools in disadvantaged areas struggle with deteriorating infrastructure, teacher shortages, and limited resources. Research has consistently shown that these resource disparities translate directly into achievement gaps, with students from well-funded schools significantly outperforming their peers from under-resourced institutions.
However, the relationship between funding and educational outcomes is not entirely straightforward. Some studies have found that simply increasing financial investment does not automatically lead to improved results if the additional resources are not strategically deployed. What matters is how money is spent: hiring experienced teachers, reducing class sizes, providing targeted support for struggling students, and implementing evidence-based interventions have all been shown to make a significant difference. This suggests that educational reform must focus not only on the quantity of resources but also on the quality and effectiveness of their utilization.
Beyond financial considerations, the hidden curriculum – the implicit messages and unstated norms that students absorb through the educational process – plays a crucial role in either reinforcing or challenging social inequalities. Students from privileged backgrounds often arrive at school already familiar with the cultural codes and behavioral expectations valued by educational institutions, giving them an inherent advantage. Meanwhile, students from different cultural or socioeconomic contexts may find that their home experiences are not recognized or valued by the school system, leading to feelings of alienation and disengagement. Teachers’ unconscious biases can further exacerbate these problems, as research has shown that educators sometimes hold lower expectations for students from certain backgrounds, which can become self-fulfilling prophecies.
Addressing these more subtle forms of educational inequality requires comprehensive teacher preparation and ongoing professional development. Educators need training in culturally responsive pedagogy – teaching approaches that recognize and build upon the diverse cultural assets students bring to the classroom. This involves more than superficial celebrations of diversity; it requires a fundamental rethinking of instructional practices to ensure they are genuinely inclusive and accessible to all learners. Teachers must also develop awareness of their own biases and learn strategies to ensure that all students receive equitable opportunities to participate, be challenged, and succeed.
The structure and content of the curriculum itself is another critical area for reform. Traditional curricula have often marginalized or omitted the histories, contributions, and perspectives of minority groups, presenting a narrow worldview that centers dominant cultural narratives. This epistemological exclusion sends a powerful message about whose knowledge and experiences matter, potentially damaging the self-esteem and academic engagement of students from underrepresented groups. Decolonizing the curriculum – a movement gaining momentum in many countries – involves critically examining what is taught and actively incorporating diverse voices and perspectives. This not only benefits marginalized students by validating their experiences but also provides all students with a richer, more nuanced understanding of the world.
Assessment practices represent yet another dimension where educational systems can either promote or hinder social justice. Standardized tests, while intended to provide objective measures of student learning, have been widely criticized for their cultural bias and their tendency to disadvantage students from certain backgrounds. These tests often rely on specific cultural knowledge and linguistic conventions that favor students from mainstream, affluent families. Moreover, the high-stakes nature of many standardized assessments – where test scores determine access to educational opportunities and resources – means that these biases can have profound long-term consequences for students’ life trajectories. Alternative assessment methods that evaluate student learning through portfolios, projects, and performance-based tasks may provide more equitable ways to demonstrate knowledge and skills.
Finally, it is important to recognize that schools cannot single-handedly solve the problem of social inequality. Educational institutions operate within broader societal contexts marked by economic disparities, discrimination, and unequal access to healthcare, housing, and other fundamental resources. Children who arrive at school hungry, stressed, or dealing with housing insecurity face substantial barriers to learning that even the best schools struggle to overcome. Therefore, truly effective educational reform must be accompanied by complementary social policies that address these wider determinants of educational success, including poverty reduction programs, healthcare access, and community development initiatives.
Hệ thống giáo dục công bằng với phân bổ nguồn lực và cơ hội học tập đồng đều
Questions 14-26
Questions 14-18: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage?
Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
14. Simply ensuring all children go to school is sufficient to achieve educational equity.
15. Schools funded by local property taxes tend to create inequality between wealthy and poor areas.
16. Increasing financial investment in schools always leads to better educational outcomes.
17. Teachers’ unconscious biases can affect their expectations of students from different backgrounds.
18. Standardized tests provide completely objective measures of student ability.
Questions 19-23: Matching Headings
Choose the correct heading for sections A-E from the list of headings below.
List of Headings:
i. The limitations of standardized assessment
ii. Financial investment alone is not enough
iii. The importance of community support programs
iv. How funding systems create educational gaps
v. The need for broader social reforms
vi. Rethinking what we teach in schools
vii. Training teachers to address inequality
viii. The role of parental involvement
ix. Technology in modern classrooms
19. Section A (Paragraph 2: “One of the most persistent forms…”)
20. Section B (Paragraph 3: “However, the relationship between funding…”)
21. Section C (Paragraph 5: “Addressing these more subtle forms…”)
22. Section D (Paragraph 6: “The structure and content…”)
23. Section E (Paragraph 8: “Finally, it is important to recognize…”)
Questions 24-26: Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
The hidden curriculum refers to the implicit messages students receive through education. Students from privileged backgrounds are often familiar with the 24. __ valued by schools, giving them an advantage. Meanwhile, students from different backgrounds may experience 25. __ when their home experiences are not recognized. To address this, teachers need training in 26. __, which builds on the diverse strengths students bring to learning.
PASSAGE 3 – Critical Pedagogy and Transformative Education
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The discourse surrounding education’s role in promoting social justice has evolved considerably over recent decades, moving beyond liberal reformist approaches that focus primarily on equal access and opportunity toward more radical conceptualizations that view education as a site of potential social transformation. This paradigm shift has been significantly influenced by critical pedagogy, a theoretical framework that interrogates the relationship between education, power, and social structures, arguing that schools should not merely prepare students to function within existing society but should actively work to create a more just and equitable social order. Proponents of critical pedagogy, drawing on the work of seminal thinkers such as Paulo Freire, contend that education is never neutral but always involves choices about what knowledge is worth transmitting and whose interests are served by particular educational practices.
At the heart of critical pedagogy lies the concept of conscientization – the process through which learners develop critical consciousness about the social, political, and economic contradictions that shape their lives and acquire the capacity to take action against oppressive elements of reality. Freire argued that traditional education often functions as what he termed “banking education,” in which teachers deposit information into passive students, thereby perpetuating existing power relations and discouraging critical thinking. In contrast, problem-posing education encourages dialogue, mutual learning, and the problematization of taken-for-granted assumptions about society. Through this pedagogical approach, both teachers and students become co-investigators of reality, working together to understand and ultimately transform conditions of injustice and oppression.
The implementation of critical pedagogy in practice presents considerable challenges, however, particularly within institutional contexts that may be resistant to its emancipatory aims. Schools exist within broader political and economic systems that often have vested interests in maintaining the status quo rather than fostering radical social change. Teachers who attempt to implement critical pedagogical approaches may face pushback from administrators, parents, or policymakers who view such methods as politically controversial or inappropriate for educational settings. Moreover, standardized curricula and high-stakes testing regimes that dominate many contemporary educational systems leave little room for the open-ended inquiry and student-directed learning that critical pedagogy emphasizes. These structural constraints raise important questions about the feasibility of using education as a vehicle for social transformation within fundamentally unequal societal structures.
Nevertheless, numerous educators have found ways to incorporate critical pedagogical principles into their practice, adapting them to their specific contexts and student populations. Some have focused on developing culturally relevant curricula that center the experiences and knowledge of marginalized communities, helping students see their own lives and struggles reflected in their education. Others have created opportunities for students to engage in community-based research and social action projects that connect classroom learning to real-world issues of justice and inequality. These pedagogical innovations demonstrate that even within constraining institutional environments, teachers can create spaces for critical reflection and empowerment.
One particularly promising approach involves what some scholars call “teaching for social justice,” which shares critical pedagogy’s concern with equity and transformation but places greater emphasis on practical classroom strategies and empirical evidence of effectiveness. This framework focuses on helping students develop both the analytical skills to understand social inequalities and the agency to work toward changing them. Research on social justice pedagogy has identified several key components: establishing caring and trusting relationships with students, maintaining high expectations for all learners, using culturally responsive teaching methods, connecting curriculum to students’ lives and communities, facilitating critical analysis of social issues, and providing opportunities for civic engagement and social action. Studies suggest that when implemented effectively, these approaches can improve academic outcomes for marginalized students while simultaneously developing their critical consciousness and sense of efficacy.
The question of how to prepare teachers to enact social justice pedagogies has become increasingly central to discussions of educational reform. Traditional teacher education programs have often done little to help prospective educators understand issues of inequality, privilege, and oppression, nor have they typically provided the pedagogical tools needed to address these issues in classrooms. In recent years, however, many teacher preparation programs have begun to explicitly foreground social justice as an organizing principle, requiring future teachers to examine their own identities and biases, study the structural dimensions of inequality, and learn pedagogical approaches for creating more equitable learning environments. Research on these reformed programs suggests they can be effective in developing teachers’ social justice orientations, though sustaining these commitments once teachers enter schools that may not share these values remains a significant challenge.
Critics of critical pedagogy and social justice education raise several concerns worth considering. Some argue that these approaches politicize education in inappropriate ways, imposing particular ideological viewpoints on students rather than allowing them to develop their own perspectives. Others worry that an excessive focus on social issues may come at the expense of academic rigor and the transmission of essential knowledge and skills. Additionally, some scholars have noted that critical pedagogy, despite its emancipatory aspirations, can sometimes reproduce forms of paternalism if teachers assume they possess superior consciousness that they must bestow upon students. These critiques highlight the need for reflexivity and ongoing dialogue about the purposes and practices of education aimed at promoting social justice.
Yet the fundamental premise that education should contribute to creating a more just society rather than simply reproducing existing inequalities remains compelling for many educators and researchers. In an era marked by growing economic disparities, persistent racial injustice, environmental crisis, and other pressing social challenges, the question is not whether schools should address issues of justice and equity but how they can most effectively do so. This requires continued innovation in pedagogical practice, sustained commitment to examining and addressing structural barriers to educational equity, and ongoing research to understand which approaches are most effective in different contexts. It also requires recognition that educational change alone is insufficient without broader social transformation, but that education nevertheless represents a crucial site for developing the critical capacities and collective commitments necessary for such transformation to occur.
The international dimension of educational justice has also gained increasing attention, as globalization has made it clear that inequalities in education are not merely national concerns but global challenges requiring transnational solutions. Comparative research has revealed vast disparities in educational access and quality between wealthy and poor nations, with children in the Global South often facing severe obstacles to obtaining even basic education. International organizations and advocacy groups have promoted various initiatives aimed at achieving universal primary education and improving educational equity worldwide, though progress has been uneven and significant challenges remain. Understanding education’s role in promoting social justice thus requires attention not only to inequalities within societies but also to the global structures that produce and maintain educational disadvantage on a worldwide scale.
Phương pháp giáo dục phê phán thúc đẩy biến đổi xã hội và tư duy phản biện
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C or D.
27. According to the passage, critical pedagogy differs from liberal reformist approaches by:
A. focusing exclusively on equal access to education
B. viewing education as a means to transform society
C. emphasizing standardized testing
D. supporting traditional teaching methods
28. Freire’s concept of “banking education” refers to:
A. education that teaches financial literacy
B. expensive private school systems
C. passive learning where teachers deposit information
D. collaborative learning between teachers and students
29. The passage suggests that implementing critical pedagogy is difficult because:
A. students are not interested in social issues
B. the approach has no theoretical foundation
C. schools exist within systems that resist change
D. teachers lack basic teaching qualifications
30. Research on teaching for social justice indicates that effective approaches:
A. focus only on academic skills
B. combine analytical skills with opportunities for action
C. avoid discussing social inequality
D. work only with advanced students
31. Critics of social justice education are concerned that it may:
A. improve academic achievement too much
B. be too expensive to implement
C. impose specific ideological views on students
D. require too much teacher training
Questions 32-36: Matching Features
Match each description (32-36) with the correct educational concept (A-H).
Educational Concepts:
A. Conscientization
B. Problem-posing education
C. Culturally relevant curricula
D. Banking education
E. Teaching for social justice
F. Community-based research
G. High-stakes testing
H. Standardized curricula
32. A passive learning model that maintains existing power structures
33. The process of developing critical awareness about social contradictions
34. Educational content that reflects the experiences of marginalized groups
35. Learning connected to real-world community issues
36. A framework emphasizing both analytical skills and practical action
Questions 37-40: Short-answer Questions
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What does critical pedagogy interrogate the relationship between education, power, and?
38. According to Freire, who should become co-investigators of reality in problem-posing education?
39. What do critics worry may be sacrificed if schools focus too much on social issues?
40. What does the passage say education represents for developing capacities needed for social transformation?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- B
- B
- C
- TRUE
- FALSE
- TRUE
- NOT GIVEN
- cycle of poverty
- stereotypes
- discrimination
- role models
PASSAGE 2: Questions 14-26
- NO
- YES
- NO
- YES
- NO
- iv
- ii
- vii
- vi
- v
- cultural codes
- alienation / disengagement
- culturally responsive pedagogy
PASSAGE 3: Questions 27-40
- B
- C
- C
- B
- C
- D
- A
- C
- F
- E
- social structures
- teachers and students
- academic rigor
- crucial site
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: education, reduce poverty
- Vị trí trong bài: Đoạn 2, dòng 2-4
- Giải thích: Bài đọc nói rõ “education provides individuals with the knowledge and skills necessary to secure better employment opportunities” và “People with higher levels of education typically earn more money”. Đây là cách giáo dục giúp giảm nghèo – bằng cách cung cấp kỹ năng để có việc làm tốt hơn. Đáp án A, C, D là các giải pháp hỗ trợ nhưng không phải cách chính mà giáo dục giảm nghèo.
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: educated citizens, better able to
- Vị trí trong bài: Đoạn 3, dòng 1-3
- Giải thích: Bài viết khẳng định “An educated population is better equipped to participate in democratic processes, make informed decisions, and hold their leaders accountable”. Đây là paraphrase của “participate effectively in democracy”. Các đáp án khác không được đề cập hoặc không chính xác.
Câu 6: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: more education, better health outcomes
- Vị trí trong bài: Đoạn 2, dòng 3-4
- Giải thích: Bài đọc nói “People with higher levels of education typically earn more money, have access to better healthcare, and enjoy a higher quality of life”. Câu này xác nhận người có trình độ học vấn cao hơn có khả năng tiếp cận chăm sóc sức khỏe tốt hơn, tương đương với “better health outcomes”.
Câu 7: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: all countries, eliminated gender barriers
- Vị trí trong bài: Đoạn 5, dòng 5-6
- Giải thích: Bài viết nói “In some regions, girls face particular barriers to education due to cultural norms and economic pressures”. Điều này chứng tỏ rào cản giới tính vẫn còn tồn tại, không phải tất cả các quốc gia đã loại bỏ được.
Câu 10: cycle of poverty
- Dạng câu hỏi: Sentence Completion
- Từ khóa: disadvantaged families, escape
- Vị trí trong bài: Đoạn 2, dòng 5-6
- Giải thích: Bài đọc sử dụng cụm “break the cycle of poverty that often affects disadvantaged families for generations”. Câu hỏi paraphrase “break” thành “escape” và yêu cầu điền cụm từ chính xác từ bài.
Câu 13: role models
- Dạng câu hỏi: Sentence Completion
- Từ khóa: teachers, not just transmitters of knowledge
- Vị trí trong bài: Đoạn 8, dòng 2-3
- Giải thích: Bài viết nói “Teachers are not merely transmitters of knowledge; they are role models and advocates”. Câu hỏi yêu cầu điền từ mô tả vai trò khác của giáo viên ngoài việc truyền đạt kiến thức.
Passage 2 – Giải Thích
Câu 14: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: ensuring all children go to school, sufficient
- Vị trí trong bài: Đoạn 1, câu đầu
- Giải thích: Câu mở đầu của passage khẳng định “The pursuit of social justice through education is considerably more complex than simply ensuring that all children attend school”. Tác giả nói việc đảm bảo trẻ em đi học là “starting point” nhưng không đủ, cần phải giải quyết các rào cản hệ thống. Điều này trái ngược với quan điểm trong câu hỏi.
Câu 15: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: local property taxes, inequality
- Vị trí trong bài: Đoạn 2, dòng 1-5
- Giải thích: Bài viết giải thích chi tiết “In systems where school financing depends heavily on local property taxes, wealthy neighbourhoods can generate substantially more revenue per student than poor areas. This creates a self-perpetuating cycle…” Tác giả rõ ràng cho rằng hệ thống này tạo ra bất bình đẳng.
Câu 16: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: increasing financial investment, always leads to better outcomes
- Vị trí trong bài: Đoạn 3, câu đầu
- Giải thích: Đoạn văn bắt đầu bằng “However, the relationship between funding and educational outcomes is not entirely straightforward” và tiếp tục “Some studies have found that simply increasing financial investment does not automatically lead to improved results”. Từ “always” trong câu hỏi mâu thuẫn với “not automatically” trong bài.
Câu 19: iv
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn 2
- Giải thích: Đoạn này tập trung vào việc giải thích cách hệ thống tài trợ dựa trên thuế địa phương tạo ra khoảng cách giữa trường giàu và nghèo. Heading “How funding systems create educational gaps” (iv) khái quát chính xác nội dung này.
Câu 21: vii
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn 5
- Giải thích: Đoạn này thảo luận về việc giáo viên cần được đào tạo về “culturally responsive pedagogy” và “professional development” để giải quyết bất bình đẳng. Heading “Training teachers to address inequality” (vii) phù hợp nhất.
Câu 24: cultural codes
- Dạng câu hỏi: Summary Completion
- Từ khóa: privileged backgrounds, familiar with, valued by schools
- Vị trí trong bài: Đoạn 4, dòng 3-5
- Giải thích: Bài viết nói “Students from privileged backgrounds often arrive at school already familiar with the cultural codes and behavioral expectations valued by educational institutions”. Summary yêu cầu điền chính xác cụm từ này.
Câu 26: culturally responsive pedagogy
- Dạng câu hỏi: Summary Completion
- Từ khóa: teachers need training, builds on diverse strengths
- Vị trí trong bài: Đoạn 5, dòng 3-4
- Giải thích: Bài đọc đề cập “Educators need training in culturally responsive pedagogy – teaching approaches that recognize and build upon the diverse cultural assets students bring”. Đây là paraphrase của “builds on diverse strengths” trong summary.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: critical pedagogy, differs from liberal reformist
- Vị trí trong bài: Đoạn 1, dòng 1-5
- Giải thích: Bài viết giải thích discourse đã “moving beyond liberal reformist approaches that focus primarily on equal access and opportunity toward more radical conceptualizations that view education as a site of potential social transformation”. Critical pedagogy nhìn nhận giáo dục là công cụ biến đổi xã hội, không chỉ đơn thuần cung cấp cơ hội bình đẳng.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: banking education, Freire
- Vị trí trong bài: Đoạn 2, dòng 4-6
- Giải thích: Freire định nghĩa banking education là “teachers deposit information into passive students, thereby perpetuating existing power relations and discouraging critical thinking”. Đây là mô hình học tập thụ động nơi giáo viên “gửi” thông tin vào học sinh.
Câu 29: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: implementing critical pedagogy, difficult
- Vị trí trong bài: Đoạn 3, dòng 1-4
- Giải thích: Bài viết nói “Schools exist within broader political and economic systems that often have vested interests in maintaining the status quo rather than fostering radical social change”. Các hệ thống này kháng cự với mục tiêu giải phóng của critical pedagogy.
Câu 32: D (Banking education)
- Dạng câu hỏi: Matching Features
- Mô tả: passive learning model, maintains existing power structures
- Vị trí trong bài: Đoạn 2
- Giải thích: Banking education được mô tả là model mà “teachers deposit information into passive students, thereby perpetuating existing power relations” – duy trì cấu trúc quyền lực hiện tại.
Câu 33: A (Conscientization)
- Dạng câu hỏi: Matching Features
- Mô tả: developing critical awareness about social contradictions
- Vị trí trong bài: Đoạn 2, câu đầu
- Giải thích: Conscientization được định nghĩa là “the process through which learners develop critical consciousness about the social, political, and economic contradictions that shape their lives”.
Câu 37: social structures
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: critical pedagogy interrogates, education, power
- Vị trí trong bài: Đoạn 1, dòng 6-7
- Giải thích: Bài viết nói critical pedagogy “interrogates the relationship between education, power, and social structures”. Câu hỏi yêu cầu điền yếu tố thứ ba trong mối quan hệ này.
Câu 40: crucial site
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: education represents, developing capacities, social transformation
- Vị trí trong bài: Đoạn 8, dòng cuối
- Giải thích: Câu cuối của passage khẳng định “education nevertheless represents a crucial site for developing the critical capacities and collective commitments necessary for such transformation to occur”.
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| equitable | adj | /ˈekwɪtəbl/ | công bằng, bình đẳng | creating a more equitable society | equitable distribution, equitable access |
| implement | v | /ˈɪmplɪment/ | thực hiện, triển khai | reforms have been implemented | implement policies, implement changes |
| multifaceted | adj | /ˌmʌltiˈfæsɪtɪd/ | nhiều mặt, đa chiều | relationship is multifaceted | multifaceted problem, multifaceted approach |
| empower | v | /ɪmˈpaʊə(r)/ | trao quyền, làm mạnh hơn | empowering individuals to understand | empower people, empower communities |
| marginalized | adj | /ˈmɑːdʒɪnəlaɪzd/ | bị gạt ra ngoài lề | marginalized groups | marginalized communities, marginalized voices |
| advocate | v/n | /ˈædvəkeɪt/ | ủng hộ, người ủng hộ | advocate for their interests | advocate for change, strong advocate |
| disparity | n | /dɪˈspærəti/ | sự chênh lệch, bất bình đẳng | disparities in access persist | income disparity, educational disparity |
| conducive | adj | /kənˈdjuːsɪv/ | có lợi cho, thuận lợi | conducive learning environments | conducive to learning, conducive atmosphere |
| responsive | adj | /rɪˈspɒnsɪv/ | đáp ứng, phản hồi tích cực | responsive to the needs | responsive teaching, responsive curriculum |
| comprehensive | adj | /ˌkɒmprɪˈhensɪv/ | toàn diện, bao quát | comprehensive understanding | comprehensive approach, comprehensive study |
| transmitter | n | /trænzˈmɪtə(r)/ | người truyền đạt | transmitters of knowledge | transmitter of information, cultural transmitter |
| intercultural | adj | /ˌɪntəˈkʌltʃərəl/ | liên văn hóa | intercultural interaction | intercultural communication, intercultural understanding |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| entrenched | adj | /ɪnˈtrentʃt/ | ăn sâu, bám rễ | deeply entrenched systemic barriers | entrenched attitudes, entrenched inequality |
| undermine | v | /ˌʌndəˈmaɪn/ | làm suy yếu, phá hoại | undermine the transformative potential | undermine confidence, undermine efforts |
| persistent | adj | /pəˈsɪstənt/ | dai dẳng, bền bỉ | most persistent forms of inequality | persistent problem, persistent efforts |
| self-perpetuating | adj | /self pəˈpetʃueɪtɪŋ/ | tự duy trì, tự tái tạo | self-perpetuating cycle | self-perpetuating system, self-perpetuating pattern |
| strategically | adv | /strəˈtiːdʒɪkli/ | một cách chiến lược | strategically deployed | strategically planned, strategically important |
| exacerbate | v | /ɪɡˈzæsəbeɪt/ | làm trầm trọng thêm | exacerbate these problems | exacerbate tensions, exacerbate inequality |
| alienation | n | /ˌeɪliəˈneɪʃn/ | sự xa lánh, cô lập | feelings of alienation | social alienation, cultural alienation |
| pedagogy | n | /ˈpedəɡɒdʒi/ | phương pháp sư phạm | culturally responsive pedagogy | effective pedagogy, teaching pedagogy |
| epistemological | adj | /ɪˌpɪstɪməˈlɒdʒɪkl/ | thuộc về nhận thức luận | epistemological exclusion | epistemological approach, epistemological assumptions |
| validate | v | /ˈvælɪdeɪt/ | xác nhận, chứng thực | validating their experiences | validate feelings, validate research |
| hinder | v | /ˈhɪndə(r)/ | cản trở, gây khó khăn | hinder social justice | hinder progress, hinder development |
| trajectories | n | /trəˈdʒektəriz/ | quỹ đạo, lộ trình | students’ life trajectories | career trajectories, developmental trajectories |
| complementary | adj | /ˌkɒmplɪˈmentri/ | bổ sung, hỗ trợ | complementary social policies | complementary approaches, complementary measures |
| determinants | n | /dɪˈtɜːmɪnənts/ | yếu tố quyết định | wider determinants of success | social determinants, key determinants |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| discourse | n | /ˈdɪskɔːs/ | diễn ngôn, luận thuyết | discourse surrounding education | academic discourse, public discourse |
| paradigm shift | n | /ˈpærədaɪm ʃɪft/ | thay đổi mô hình tư duy | paradigm shift in thinking | major paradigm shift, paradigm shift occurred |
| interrogate | v | /ɪnˈterəɡeɪt/ | xem xét kỹ, tra vấn | interrogates the relationship | interrogate assumptions, interrogate practices |
| proponent | n | /prəˈpəʊnənt/ | người ủng hộ, đề xướng | proponents of critical pedagogy | leading proponent, strong proponent |
| seminal | adj | /ˈsemɪnl/ | có ảnh hưởng lớn, quan trọng | seminal thinkers | seminal work, seminal study |
| conscientization | n | /ˌkɒnʃənˌtaɪˈzeɪʃn/ | ý thức hóa | concept of conscientization | process of conscientization, critical conscientization |
| perpetuate | v | /pəˈpetʃueɪt/ | duy trì, kéo dài | perpetuating existing power relations | perpetuate stereotypes, perpetuate inequality |
| problematization | n | /ˌprɒbləmətaɪˈzeɪʃn/ | vấn đề hóa | problematization of assumptions | critical problematization, process of problematization |
| emancipatory | adj | /ɪˈmænsɪpətəri/ | giải phóng | emancipatory aims | emancipatory education, emancipatory potential |
| feasibility | n | /ˌfiːzəˈbɪləti/ | tính khả thi | questions about the feasibility | economic feasibility, feasibility study |
| agency | n | /ˈeɪdʒənsi/ | năng lực tự chủ, quyền hành động | develop their agency | sense of agency, personal agency |
| reflexivity | n | /ˌriːflekˈsɪvəti/ | tính phản tư | need for reflexivity | critical reflexivity, theoretical reflexivity |
| paternalism | n | /pəˈtɜːnəlɪzəm/ | chủ nghĩa gia trưởng | reproduce forms of paternalism | cultural paternalism, state paternalism |
| transnational | adj | /trænzˈnæʃnəl/ | xuyên quốc gia | transnational solutions | transnational cooperation, transnational issues |
| disparity | n | /dɪˈspærəti/ | sự chênh lệch | vast disparities in access | income disparity, educational disparity |
Kết Bài
Chủ đề về vai trò của giáo dục trong thúc đẩy công bằng xã hội không chỉ là một trong những đề tài phổ biến nhất trong IELTS Reading mà còn phản ánh những thách thức thực tế mà xã hội đương đại đang đối mặt. Qua bộ đề thi mẫu này với 3 passages tăng dần độ khó, bạn đã được thực hành với nhiều dạng câu hỏi khác nhau, từ Multiple Choice, True/False/Not Given đến Matching Headings và Summary Completion – tất cả đều được thiết kế theo đúng chuẩn IELTS thực tế.
Passage 1 giúp bạn làm quen với các khái niệm cơ bản về giáo dục và công bằng xã hội, Passage 2 đào sâu vào các rào cản hệ thống và cải cách giáo dục, trong khi Passage 3 thách thức khả năng phân tích của bạn với các lý thuyết phức tạp về giáo dục phê phán. Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, kỹ thuật paraphrase, và những sai lầm thường gặp cần tránh.
Đặc biệt, bảng từ vựng phân theo từng passage cung cấp hơn 40 từ vựng quan trọng với phiên âm, nghĩa tiếng Việt, ví dụ và collocation giúp bạn không chỉ hiểu sâu hơn về chủ đề mà còn tích lũy vốn từ vựng học thuật cần thiết cho kỳ thi. Những từ như “equitable”, “empower”, “pedagogy”, “conscientization” hay “transnational” là những từ khóa bạn có thể gặp lại trong nhiều bài đọc IELTS khác nhau.
Hãy nhớ rằng thành công trong IELTS Reading không chỉ đến từ việc làm nhiều bài tập mà còn từ việc phân tích kỹ càng đáp án, hiểu rõ cách thức câu hỏi được xây dựng, và rèn luyện khả năng quản lý thời gian hiệu quả. Với sự luyện tập đều đặn và có phương pháp, bạn hoàn toàn có thể đạt được band điểm mục tiêu trong phần thi Reading. Chúc các bạn ôn tập hiệu quả và tự tin bước vào phòng thi!
