Mở Bài
Trong bối cảnh kinh tế toàn cầu ngày càng phức tạp, hiểu biết về tài chính cá nhân trở thành kỹ năng sống thiết yếu. Chủ đề “The Significance Of Financial Literacy In Modern Society” xuất hiện ngày càng thường xuyên trong các kỳ thi IELTS Reading, phản ánh tầm quan trọng của nó trong đời sống đương đại.
Đề thi mẫu này được thiết kế dựa trên format chuẩn IELTS Academic Reading, bao gồm 3 passages với độ khó tăng dần từ cơ bản đến nâng cao. Bạn sẽ được trải nghiệm:
- Ba passages hoàn chỉnh với độ dài chuẩn IELTS (từ Easy đến Hard)
- 40 câu hỏi đa dạng bao gồm 7 dạng câu hỏi phổ biến nhất
- Đáp án chi tiết kèm giải thích vị trí và kỹ thuật paraphrase
- Từ vựng học thuật được phân loại theo từng passage
- Chiến lược làm bài thực chiến cho từng dạng câu hỏi
Đề thi này phù hợp cho học viên có mục tiêu từ band 5.0 trở lên, giúp bạn làm quen với văn phong học thuật và rèn luyện kỹ năng quản lý thời gian hiệu quả.
1. Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Academic Reading kéo dài 60 phút cho 3 passages với tổng cộng 40 câu hỏi. Bạn phải tự quản lý thời gian giữa các phần, không có thời gian nghỉ giữa các passages.
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút – Tập trung làm nhanh và chính xác
- Passage 2 (Medium): 18-20 phút – Cần đọc kỹ hơn, paraphrase phức tạp
- Passage 3 (Hard): 23-25 phút – Dành thời gian nhiều nhất cho phần khó nhất
Lưu ý quan trọng:
- Không có thời gian riêng để chép đáp án vào answer sheet
- Viết trực tiếp vào answer sheet trong 60 phút
- Chú ý word limit trong các câu hỏi điền từ
- Chính tả phải chính xác 100%
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu bao gồm 7 dạng câu hỏi thường gặp nhất:
- Multiple Choice – Lựa chọn đáp án đúng trong 3-4 options
- True/False/Not Given – Xác định thông tin đúng/sai/không đề cập
- Yes/No/Not Given – Xác định ý kiến tác giả
- Matching Headings – Ghép tiêu đề với đoạn văn
- Summary/Note Completion – Hoàn thành tóm tắt
- Matching Features – Ghép thông tin với categories
- Short-answer Questions – Trả lời câu hỏi ngắn
2. IELTS Reading Practice Test
PASSAGE 1 – Financial Education: Building Blocks for Future Success
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
Financial literacy is increasingly recognized as a fundamental life skill that should be taught from an early age. Just as children learn to read, write, and perform basic mathematics, understanding how money works has become essential in navigating modern society. Despite its importance, comprehensive financial education remains absent from many school curricula worldwide, leaving young adults ill-prepared for the economic challenges they will inevitably face.
The concept of financial literacy encompasses much more than simply knowing how to balance a checkbook or save money. It involves understanding core financial principles such as budgeting, investing, credit management, and long-term financial planning. Research conducted by the Organization for Economic Cooperation and Development (OECD) reveals that individuals with higher levels of financial knowledge tend to make better economic decisions throughout their lives. They are more likely to save for retirement, less likely to accumulate unmanageable debt, and better equipped to weather financial emergencies.
Schools in several countries have begun integrating financial education into their standard curriculum. Australia, for example, introduced mandatory financial literacy lessons in 2012 as part of its national mathematics and humanities programs. Students learn about earning, spending, saving, and investing through age-appropriate activities and real-world simulations. Similarly, the United Kingdom incorporated financial education into its citizenship curriculum, requiring schools to teach students about personal budgeting and financial products.
The impact of early financial education can be profound and long-lasting. A longitudinal study following students who received financial training in high school found that they were significantly more likely to have emergency savings funds by age 25 compared to their peers who received no such instruction. They also demonstrated greater confidence in making financial decisions and were less susceptible to predatory lending practices. These findings suggest that investing in financial literacy education yields tangible benefits that extend well into adulthood.
However, implementing effective financial education programs presents several challenges. First, many teachers lack the specialized knowledge and training necessary to deliver quality financial instruction. Second, curriculum overcrowding means that schools struggle to find time for additional subjects, even important ones like financial literacy. Third, the rapidly evolving nature of financial products and digital payment systems means that educational materials can quickly become outdated.
Despite these obstacles, innovative solutions are emerging. Some schools have partnered with local banks and credit unions to provide guest speakers and practical workshops. Others utilize interactive online platforms and mobile apps that make learning about finance engaging for digital-native students. One particularly successful approach involves experiential learning through school-based enterprises, where students manage real budgets, make purchasing decisions, and track financial outcomes.
Parents also play a crucial role in developing their children’s financial capabilities. Regular conversations about household finances, involving children in age-appropriate financial decisions, and modeling responsible financial behavior all contribute to building financial competence. Research indicates that children who regularly discuss money matters with their parents develop healthier financial attitudes and behaviors compared to those raised in households where finances remain a taboo topic.
The benefits of financial literacy extend beyond individual well-being to impact broader economic stability. Countries with higher average levels of financial knowledge tend to have more robust consumer economies and lower rates of household debt crises. Financially educated citizens are less likely to fall victim to fraud, make more informed investment choices, and contribute to more stable financial markets. As economies become increasingly complex and interconnected, the case for universal financial education grows stronger.
Looking ahead, integrating financial literacy into education systems worldwide represents not just an investment in individual futures, but in the economic resilience of entire societies. As technology continues to transform how we earn, spend, and manage money, ensuring that all citizens possess foundational financial knowledge becomes ever more critical. The question is no longer whether financial education should be taught in schools, but rather how to implement it most effectively to prepare the next generation for financial success.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C or D.
-
According to the passage, financial literacy should be considered
A. an optional skill for interested students
B. a fundamental ability like reading and writing
C. less important than traditional academic subjects
D. relevant only for business students -
The OECD research mentioned in paragraph two indicates that financially literate people
A. always become wealthy
B. never experience debt problems
C. make superior financial choices
D. work in banking professions -
Australia’s approach to financial education involves
A. optional after-school programs
B. integration into existing subjects
C. reliance on private tutoring
D. online-only instruction -
The longitudinal study found that students with financial training
A. earned higher salaries than others
B. were more likely to have emergency savings
C. never made financial mistakes
D. always invested in stocks -
One major challenge in implementing financial education is
A. student lack of interest
B. parental opposition
C. teachers’ insufficient expertise
D. excessive program costs
Questions 6-9: True/False/Not Given
Write TRUE if the statement agrees with the information
Write FALSE if the statement contradicts the information
Write NOT GIVEN if there is no information on this
- Financial literacy only involves understanding how to save money.
- The United Kingdom made financial education compulsory in citizenship classes.
- Students who learn about finance in school always become millionaires.
- Some schools collaborate with financial institutions to enhance financial education.
Questions 10-13: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
Financial education in schools faces several obstacles. Many teachers do not have adequate 10) ____ to teach financial subjects effectively. Additionally, 11) ____ makes it difficult to add new subjects to the timetable. The fast-changing nature of 12) ____ means teaching materials can become obsolete quickly. Despite challenges, innovative solutions include partnerships with banks and 13) ____ that engage students through practical activities.
PASSAGE 2 – The Economic Impact of Financial Illiteracy
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The consequences of widespread financial illiteracy extend far beyond individual monetary struggles, creating systemic vulnerabilities that can destabilize entire economies. The 2008 global financial crisis starkly illustrated how inadequate financial understanding among consumers contributed to a catastrophic economic downturn. Millions of homeowners entered into subprime mortgage agreements without fully comprehending the terms, payment structures, or risks involved. This collective lack of financial sophistication, combined with predatory lending practices, created a housing bubble that eventually burst with devastating consequences felt worldwide.
Economists have increasingly focused on quantifying the tangible costs of financial illiteracy to both individuals and society. A comprehensive study by the National Financial Educators Council estimated that the average financially illiterate American loses approximately $1,634 annually due to poor financial decisions. Scaled across the population, this translates to hundreds of billions of dollars in collective losses each year. These losses manifest in various forms: excessive interest payments on poorly chosen credit products, foregone investment returns due to cash hoarding, penalties from mismanaged accounts, and vulnerability to financial scams and fraud.
Tác động kinh tế của thiếu hiểu biết tài chính đến cá nhân và xã hội hiện đại
The retirement crisis looming in many developed nations provides another stark illustration of financial literacy’s importance. Định kỳ như how to reduce waste in education institutions trong việc tối ưu hóa nguồn lực, việc quản lý tài chính hưu trí cũng đòi hỏi sự hiểu biết và kế hoạch dài hạn. With traditional defined-benefit pension plans increasingly replaced by defined-contribution schemes like 401(k)s, individuals bear greater responsibility for their retirement security. However, research consistently shows that most workers lack the financial knowledge necessary to make optimal retirement planning decisions. Many contribute insufficient amounts, invest too conservatively or too aggressively for their age, and fail to take full advantage of employer matching contributions, essentially leaving free money on the table.
The problem proves particularly acute among vulnerable populations. Lower-income individuals often face a double disadvantage: they have fewer financial resources to begin with and typically receive less financial education. This creates a vicious cycle where those who most need financial literacy skills are least likely to acquire them. Studies demonstrate that financially illiterate individuals are more likely to use high-cost alternative financial services such as payday loans, check-cashing services, and rent-to-own agreements, which further depletes their limited resources through exorbitant fees and interest rates.
Consumer protection agencies have documented how financial illiteracy makes individuals susceptible to exploitation. Sophisticated scammers deliberately target those with limited financial knowledge, employing complex schemes that prey on confusion about investment returns, insurance products, or debt consolidation services. The elderly, who may have accumulated substantial savings but possess outdated financial knowledge, represent particularly vulnerable targets. Annual losses to financial fraud in the United States alone exceed $50 billion, with financial illiteracy identified as a primary risk factor.
The intergenerational transmission of financial illiteracy compounds these challenges. Children raised in households where financial struggles are constant and financial education absent tend to replicate their parents’ financial behaviors and attitudes. They enter adulthood without having observed sound financial planning, appropriate use of credit, or strategic saving and investing. This perpetuates cycles of financial instability across generations, making upward economic mobility increasingly difficult to achieve.
From a macroeconomic perspective, financial illiteracy constrains economic growth and stability. Consumers who lack financial confidence tend to make suboptimal spending and investment decisions, leading to inefficient capital allocation throughout the economy. They may keep excessive amounts in low-yield savings accounts rather than investing in productive assets, or conversely, take on inappropriate levels of risk. Such behaviors can contribute to asset bubbles, market volatility, and misallocation of economic resources.
Financial literacy also influences labor market outcomes. Employees burdened with financial stress and unmanageable debt demonstrate reduced workplace productivity, higher absenteeism rates, and greater turnover. Research suggests that financial worries constitute one of the primary sources of employee stress, affecting concentration, decision-making, and overall job performance. Companies increasingly recognize this connection, with some implementing workplace financial wellness programs to improve both employee wellbeing and organizational productivity.
The digital transformation of financial services presents both opportunities and challenges for financial literacy. Fintech innovations like mobile banking, digital wallets, cryptocurrency, and algorithmic investment platforms offer unprecedented convenience and accessibility. However, they also demand new forms of financial understanding. Digital natives comfortable with technology may still lack the underlying financial knowledge necessary to use these tools effectively. Conversely, older adults with traditional financial knowledge may struggle to navigate digital platforms, potentially excluding them from beneficial financial services.
Addressing these multifaceted challenges requires coordinated efforts across educational institutions, employers, government agencies, and financial service providers. Some promising initiatives include mandatory financial education in schools, workplace financial counseling programs, accessible online resources, and regulatory measures ensuring transparent disclosure of financial product terms. As the complexity of financial markets and products continues to increase, strengthening population-level financial literacy represents not merely a social good but an economic imperative essential for sustainable prosperity.
Questions 14-26
Questions 14-18: Yes/No/Not Given
Write YES if the statement agrees with the claims of the writer
Write NO if the statement contradicts the claims of the writer
Write NOT GIVEN if it is impossible to say what the writer thinks about this
- The 2008 financial crisis was solely caused by consumer financial illiteracy.
- Financial illiteracy costs Americans significant amounts of money annually.
- All workers should invest aggressively for retirement regardless of their age.
- Lower-income populations face greater barriers to acquiring financial knowledge.
- Cryptocurrency is more dangerous than traditional banking systems.
Questions 19-22: Matching Headings
Choose the correct heading for paragraphs C-F from the list of headings below.
List of Headings:
i. The role of technology in modern finance
ii. The retirement savings challenge
iii. Protecting vulnerable consumers from fraud
iv. Breaking cycles of poverty through education
v. Financial stress in the workplace
vi. International cooperation on financial literacy
vii. The impact on different income groups
viii. How fraud targets the financially illiterate
19. Paragraph C
20. Paragraph D
21. Paragraph E
22. Paragraph F
Questions 23-26: Summary Completion
Complete the summary using the list of words A-L below.
The economic consequences of financial illiteracy are 23) ____. Individuals lose money through poor decisions about 24) ____ and investments. The shift from traditional pensions to individual retirement accounts has placed more 25) ____ on workers who often lack necessary knowledge. Financial illiteracy also affects economic growth by causing inefficient 26) ____ allocation throughout the economy.
A. responsibility B. minimal C. substantial D. credit
E. education F. capital G. employment H. insurance
I. government J. technology K. training L. housing
PASSAGE 3 – Neuroscience, Behavioral Economics, and Financial Decision-Making
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The intersection of neuroscience, behavioral economics, and financial literacy has yielded profound insights into why humans consistently make suboptimal financial decisions despite possessing adequate information. Traditional economic theory, predicated on the assumption of rational actors who invariably pursue their economic self-interest, has proven inadequate in explaining the persistent patterns of financial behavior observed across diverse populations and contexts. Contemporary research reveals that financial decision-making is inextricably linked to evolutionary psychological mechanisms, cognitive biases, and neurological processes that often operate beneath conscious awareness.
Neuroscientific investigations utilizing functional magnetic resonance imaging (fMRI) have demonstrated that financial decisions activate multiple brain regions associated with emotion, reward processing, and cognitive control. When individuals contemplate immediate gratification versus deferred rewards—such as spending money now versus saving for retirement—distinct neural networks engage in what researchers term an “intertemporal choice conflict.” The limbic system, particularly the ventral striatum, shows heightened activation in response to immediate rewards, while the prefrontal cortex, responsible for executive function and long-term planning, activates when considering future outcomes. The relative strength of these competing neural signals significantly influences ultimate financial choices.
This neurological architecture evolved in environments vastly different from contemporary financial landscapes. Trong bối cảnh giống như the role of festivals in promoting cultural education phản ánh sự tiến hóa văn hóa, não bộ con người cũng phát triển phù hợp với môi trường sống của tổ tiên. Evolutionary psychologists argue that humans evolved in resource-scarce environments where immediate consumption of available resources conferred survival advantages. The capacity to delay gratification and plan decades ahead—essential for modern retirement planning—represents a relatively recent cultural development unsupported by strong evolutionary pressures. This evolutionary mismatch helps explain the pervasive tendency toward present bias and inadequate long-term financial planning.
Cognitive biases systematically distort financial judgment. The “optimism bias” leads individuals to underestimate their likelihood of experiencing negative financial events while overestimating positive outcomes. This manifests in inadequate insurance coverage, insufficient emergency savings, and excessive risk-taking in investments. The “availability heuristic” causes people to overweight easily recalled information when making decisions. For instance, recent stock market gains may lead to overconfidence in equity investments, while vivid media coverage of fraud may trigger excessive risk aversion. The “status quo bias” creates inertia that prevents individuals from optimizing their financial arrangements, explaining why people often remain in suboptimal insurance policies, poorly performing investments, or high-fee banking relationships despite better alternatives being available.
Loss aversion, perhaps the most robust finding in behavioral economics, demonstrates that losses feel approximately twice as psychologically painful as equivalent gains feel pleasurable. This asymmetric weighting of outcomes can lead to paradoxical financial behaviors. Investors may hold losing investments too long to avoid realizing losses, while selling winners prematurely to secure gains. Loss aversion also contributes to excessive risk aversion in certain contexts, leading individuals to keep wealth in low-return savings vehicles while inflation gradually erodes purchasing power—a certain loss that feels less painful than the potential volatility of higher-return investments.
Khoa học thần kinh và hành vi kinh tế trong quyết định tài chính cá nhân
The implications for financial education are profound and multifaceted. Kiến thức cơ bản giống như telehealth services after COVID đã thay đổi cách tiếp cận chăm sóc sức khỏe, giáo dục tài chính cũng cần thích ứng với hiểu biết mới về não bộ và hành vi. Simply providing information about compound interest, diversification benefits, or optimal savings rates proves insufficient if educational interventions fail to address underlying cognitive and emotional barriers. Effective financial literacy programs must incorporate strategies that work with, rather than against, inherent psychological tendencies. This might include automatic enrollment in retirement plans with sensible defaults that leverage inertia productively, commitment devices that help individuals bind themselves to beneficial future behaviors, and choice architecture that makes optimal decisions easier than suboptimal ones.
Nudge theory, pioneered by behavioral economists Richard Thaler and Cass Sunstein, has demonstrated how subtle modifications to decision environments can significantly influence financial outcomes without restricting choice or imposing mandates. For example, automatically enrolling employees in retirement plans while preserving the option to opt out dramatically increases participation rates compared to requiring active enrollment. Framing savings as “paying your future self” rather than sacrificing current consumption can enhance saving behavior by activating different psychological associations. Displaying social norm information—such as informing households how their energy usage compares to neighbors—can effectively modify consumption patterns through social comparison mechanisms.
The temporal discounting phenomenon, whereby future rewards are psychologically devalued relative to immediate ones, presents particular challenges for retirement planning. Research indicates that when people envision their “future selves,” the medial prefrontal cortex activates in patterns similar to thinking about strangers rather than one’s current self. This psychological distance makes it difficult to emotionally connect with future financial needs. Innovative interventions employing age-progressed photographs and virtual reality simulations that allow individuals to “meet” their older selves have shown promise in reducing temporal discounting and increasing retirement savings rates by creating stronger emotional bonds with future selves.
However, behavioral insights also reveal potential pitfalls. The phenomenon of “moral licensing” suggests that individuals who make one positive financial decision may subsequently feel justified in making compensatory indulgent choices, potentially negating initial gains. Similarly, ego depletion research indicates that exercising self-control in one domain may temporarily reduce capacity for self-discipline elsewhere, suggesting that willpower represents a finite cognitive resource. These findings imply that financial literacy interventions should minimize reliance on sustained conscious effort and instead establish automatic systems and environmental structures that promote beneficial behaviors without requiring continuous self-control.
The emerging field of financial therapy integrates psychological counseling with financial planning, recognizing that money management involves deep-seated emotions, relationship dynamics, and personal identity. Financial therapists address money scripts—unconscious beliefs about money typically formed during childhood—that can sabotage rational financial planning. Nhìn nhận tương tự như the influence of technology in student-led cultural events trong việc tích hợp công nghệ vào văn hóa, financial therapy tích hợp tâm lý học vào kế hoạch tài chính để tạo ra giải pháp toàn diện hơn. These unconscious scripts—such as “money is the root of all evil” or “wealth automatically brings happiness”—operate beneath conscious awareness yet powerfully influence financial behaviors.
Neuroplasticity—the brain’s capacity to form new neural connections throughout life—offers encouraging evidence that financial capabilities can be developed at any age. While certain cognitive biases may be hardwired, metacognitive awareness of these tendencies combined with structured decision-making frameworks can mitigate their negative impacts. Financial literacy education that incorporates experiential learning, emotional engagement, and practical application appears most effective at creating lasting behavioral change by establishing new neural pathways and habitual patterns.
As financial markets grow increasingly complex and digitized, understanding the psychological and neurological foundations of financial decision-making becomes ever more critical. The future of financial literacy lies not merely in transmitting information but in designing educational approaches, technological tools, and regulatory frameworks that align with human cognitive architecture rather than assuming unrealistic levels of rationality. By acknowledging our cognitive limitations while leveraging behavioral insights, society can create financial ecosystems that help individuals make decisions that genuinely serve their long-term wellbeing.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C or D.
-
According to the passage, traditional economic theory fails because it assumes people
A. lack financial information
B. always act rationally
C. cannot learn financial skills
D. prefer immediate consumption -
fMRI research shows that financial decisions involve
A. only rational thinking processes
B. a single brain region
C. multiple brain areas including emotion centers
D. exclusively the prefrontal cortex -
Evolutionary psychologists explain present bias by noting that humans evolved in
A. wealthy societies
B. modern financial systems
C. resource-abundant environments
D. environments where immediate consumption was advantageous -
Loss aversion causes investors to
A. always make profitable decisions
B. hold losing investments too long
C. never invest in stocks
D. ignore all financial advice -
The passage suggests that effective financial education should
A. only provide information
B. address psychological barriers
C. eliminate all cognitive biases
D. require constant self-control
Questions 32-36: Matching Features
Match each concept (32-36) with its correct description (A-H).
Concepts:
32. Optimism bias
33. Availability heuristic
34. Status quo bias
35. Nudge theory
36. Temporal discounting
Descriptions:
A. The tendency to remain in current situations despite better options
B. Overweighting easily remembered information
C. Modifying decision environments to influence behavior
D. Underestimating negative outcomes and overestimating positive ones
E. The complete elimination of all biases
F. Devaluing future rewards compared to immediate ones
G. Investing only in safe assets
H. Seeking professional financial advice
Questions 37-40: Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
- What type of device helps individuals commit to beneficial future behaviors?
- What psychological phenomenon occurs when people who make one good decision feel justified in subsequently making indulgent choices?
- What type of therapy integrates psychological counseling with financial planning?
- What brain property refers to its capacity to form new neural connections throughout life?
3. Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- B
- B
- C
- FALSE
- TRUE
- NOT GIVEN
- TRUE
- specialized knowledge / knowledge and training
- curriculum overcrowding
- financial products / digital payment systems
- experiential learning / school-based enterprises
PASSAGE 2: Questions 14-26
- NO
- YES
- NOT GIVEN
- YES
- NOT GIVEN
- ii
- vii
- viii
- iv
- C
- D
- A
- F
PASSAGE 3: Questions 27-40
- B
- C
- D
- B
- B
- D
- B
- A
- C
- F
- commitment devices
- moral licensing
- financial therapy
- neuroplasticity
4. Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: financial literacy, should be considered
- Vị trí trong bài: Đoạn A, câu đầu tiên
- Giải thích: Đoạn văn nói “Financial literacy is increasingly recognized as a fundamental life skill” và so sánh nó với “children learn to read, write, and perform basic mathematics”. Đây là paraphrase rõ ràng cho đáp án B – “a fundamental ability like reading and writing”.
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: OECD research, financially literate people
- Vị trí trong bài: Đoạn B
- Giải thích: Bài viết nói “individuals with higher levels of financial knowledge tend to make better economic decisions” – đây là paraphrase của “make superior financial choices”. Các đáp án khác quá tuyệt đối (always, never).
Câu 3: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Australia’s approach
- Vị trí trong bài: Đoạn C
- Giải thích: Đoạn văn nêu rõ “Australia introduced mandatory financial literacy lessons in 2012 as part of its national mathematics and humanities programs” – tức là tích hợp vào các môn học hiện có (integration into existing subjects).
Câu 4: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: longitudinal study
- Vị trí trong bài: Đoạn D
- Giải thích: “A longitudinal study following students…found that they were significantly more likely to have emergency savings funds by age 25” – chính xác là đáp án B.
Câu 5: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: major challenge
- Vị trí trong bài: Đoạn E
- Giải thích: Thử thách đầu tiên được nêu là “many teachers lack the specialized knowledge and training necessary” – tương ứng với “teachers’ insufficient expertise”.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: financial literacy, only involves, saving money
- Vị trí trong bài: Đoạn B, câu đầu
- Giải thích: Bài viết nói “The concept of financial literacy encompasses much more than simply knowing how to balance a checkbook or save money” – điều này mâu thuẫn trực tiếp với câu hỏi nói “only involves”, nên đáp án là FALSE.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: United Kingdom, compulsory, citizenship classes
- Vị trí trong bài: Đoạn C
- Giải thích: “The United Kingdom incorporated financial education into its citizenship curriculum, requiring schools to teach students” – từ “requiring” cho thấy tính bắt buộc, khớp với “compulsory”.
Câu 8: NOT GIVEN
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: students, always become millionaires
- Vị trí trong bài: Không có thông tin
- Giải thích: Bài viết không đề cập đến việc học sinh có trở thành triệu phú hay không, chỉ nói về kết quả như có tiền tiết kiệm khẩn cấp.
Câu 9: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: schools, collaborate, financial institutions
- Vị trí trong bài: Đoạn F
- Giải thích: “Some schools have partnered with local banks and credit unions” – “partnered with” là paraphrase của “collaborate with”.
Câu 10: specialized knowledge / knowledge and training
- Dạng câu hỏi: Summary Completion
- Từ khóa: teachers, do not have adequate
- Vị trí trong bài: Đoạn E
- Giải thích: “many teachers lack the specialized knowledge and training necessary” – cần điền “specialized knowledge” hoặc “knowledge and training”.
Câu 11: curriculum overcrowding
- Dạng câu hỏi: Summary Completion
- Từ khóa: difficult to add new subjects
- Vị trí trong bài: Đoạn E
- Giải thích: “curriculum overcrowding means that schools struggle to find time for additional subjects” – từ trong bài chính xác.
Câu 12: financial products / digital payment systems
- Dạng câu hỏi: Summary Completion
- Từ khóa: fast-changing nature
- Vị trí trong bài: Đoạn E
- Giải thích: “the rapidly evolving nature of financial products and digital payment systems” – có thể chọn một trong hai cụm từ.
Câu 13: experiential learning / school-based enterprises
- Dạng câu hỏi: Summary Completion
- Từ khóa: engage students, practical activities
- Vị trí trong bài: Đoạn F
- Giải thích: “One particularly successful approach involves experiential learning through school-based enterprises” – cả hai đều chấp nhận được.
Passage 2 – Giải Thích
Câu 14: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: 2008 financial crisis, solely caused, consumer financial illiteracy
- Vị trí trong bài: Đoạn A
- Giải thích: Bài viết nói “inadequate financial understanding among consumers contributed to” và “combined with predatory lending practices” – điều này cho thấy có nhiều nguyên nhân, không phải “solely caused”, nên đáp án là NO.
Câu 15: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: Financial illiteracy, costs Americans, significant amounts
- Vị trí trong bài: Đoạn B
- Giải thích: “the average financially illiterate American loses approximately $1,634 annually” và “hundreds of billions of dollars in collective losses” – đây là số tiền đáng kể (significant).
Câu 16: NOT GIVEN
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: all workers, invest aggressively, regardless of age
- Vị trí trong bài: Đoạn C
- Giải thích: Bài viết đề cập “invest too conservatively or too aggressively for their age” nhưng không nói tất cả nên đầu tư mạo hiểm. Không có thông tin cụ thể về quan điểm này.
Câu 17: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: lower-income populations, greater barriers
- Vị trí trong bài: Đoạn D
- Giải thích: “Lower-income individuals often face a double disadvantage: they have fewer financial resources…and typically receive less financial education” – rõ ràng họ đối mặt với nhiều rào cản hơn.
Câu 18: NOT GIVEN
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: cryptocurrency, more dangerous, traditional banking
- Vị trí trong bài: Không có thông tin
- Giải thích: Cryptocurrency được đề cập trong đoạn I nhưng không có sự so sánh về mức độ nguy hiểm với ngân hàng truyền thống.
Câu 19: ii – The retirement savings challenge
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn C
- Giải thích: Toàn bộ đoạn văn nói về “retirement crisis”, “retirement planning decisions”, “retirement security” – tập trung vào thách thức tiết kiệm hưu trí.
Câu 20: vii – The impact on different income groups
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn D
- Giải thích: Đoạn văn bắt đầu với “particularly acute among vulnerable populations” và thảo luận về “lower-income individuals” – tập trung vào các nhóm thu nhập khác nhau.
Câu 21: viii – How fraud targets the financially illiterate
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn E
- Giải thích: Đoạn văn nói về “financial illiteracy makes individuals susceptible to exploitation”, “scammers deliberately target”, “losses to financial fraud”.
Câu 22: iv – Breaking cycles of poverty through education
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn F
- Giải thích: “intergenerational transmission of financial illiteracy”, “perpetuates cycles of financial instability across generations” – nói về chu kỳ nghèo đói qua các thế hệ.
Câu 23: C – substantial
- Dạng câu hỏi: Summary Completion
- Từ khóa: economic consequences
- Vị trí trong bài: Đoạn A, B
- Giải thích: Bài viết nói về “catastrophic economic downturn”, “hundreds of billions of dollars” – hậu quả là đáng kể (substantial), không phải tối thiểu (minimal).
Câu 24: D – credit
- Dạng câu hỏi: Summary Completion
- Từ khóa: lose money, poor decisions
- Vị trí trong bài: Đoạn B
- Giải thích: “excessive interest payments on poorly chosen credit products” – mất tiền qua quyết định tín dụng kém.
Câu 25: A – responsibility
- Dạng câu hỏi: Summary Completion
- Từ khóa: shift from pensions, placed more
- Vị trí trong bài: Đoạn C
- Giải thích: “individuals bear greater responsibility for their retirement security” – trách nhiệm được đặt lên người lao động.
Câu 26: F – capital
- Dạng câu hỏi: Summary Completion
- Từ khóa: inefficient, allocation
- Vị trí trong bài: Đoạn G
- Giải thích: “inefficient capital allocation throughout the economy” – từ chính xác trong bài.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: traditional economic theory, assumes
- Vị trí trong bài: Đoạn A
- Giải thích: “Traditional economic theory, predicated on the assumption of rational actors who invariably pursue their economic self-interest” – lý thuyết giả định con người hành động hợp lý, đây là lý do nó thất bại.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: fMRI research, financial decisions
- Vị trí trong bài: Đoạn B
- Giải thích: “financial decisions activate multiple brain regions associated with emotion, reward processing, and cognitive control” – nhiều vùng não bao gồm trung tâm cảm xúc.
Câu 29: D
- Dạng câu hỏi: Multiple Choice
- Từ khóa: evolutionary psychologists, present bias
- Vị trí trong bài: Đoạn C
- Giải thích: “humans evolved in resource-scarce environments where immediate consumption of available resources conferred survival advantages” – môi trường khan hiếm nơi tiêu dùng ngay lập tức có lợi.
Câu 30: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: loss aversion, investors
- Vị trí trong bài: Đoạn E
- Giải thích: “Investors may hold losing investments too long to avoid realizing losses, while selling winners prematurely” – giữ các khoản đầu tư thua lỗ quá lâu.
Câu 31: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: effective financial education
- Vị trí trong bài: Đoạn F
- Giải thích: “Effective financial literacy programs must incorporate strategies that work with…inherent psychological tendencies” và “if educational interventions fail to address underlying cognitive and emotional barriers” – cần giải quyết rào cản tâm lý.
Câu 32: D – Optimism bias
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn D
- Giải thích: “The ‘optimism bias’ leads individuals to underestimate their likelihood of experiencing negative financial events while overestimating positive outcomes” – khớp với mô tả D.
Câu 33: B – Availability heuristic
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn D
- Giải thích: “The ‘availability heuristic’ causes people to overweight easily recalled information” – đánh giá quá cao thông tin dễ nhớ.
Câu 34: A – Status quo bias
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn D
- Giải thích: “The ‘status quo bias’ creates inertia that prevents individuals from optimizing their financial arrangements” – xu hướng duy trì tình trạng hiện tại bất chấp có lựa chọn tốt hơn.
Câu 35: C – Nudge theory
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn G
- Giải thích: “Nudge theory…has demonstrated how subtle modifications to decision environments can significantly influence financial outcomes” – thay đổi môi trường quyết định để ảnh hưởng hành vi.
Câu 36: F – Temporal discounting
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn H
- Giải thích: “The temporal discounting phenomenon, whereby future rewards are psychologically devalued relative to immediate ones” – đánh giá thấp phần thưởng tương lai so với phần thưởng ngay lập tức.
Câu 37: commitment devices
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: device, commit, beneficial future behaviors
- Vị trí trong bài: Đoạn F
- Giải thích: “commitment devices that help individuals bind themselves to beneficial future behaviors” – chính xác là cụm từ trong bài.
Câu 38: moral licensing
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: one good decision, justified, indulgent choices
- Vị trí trong bài: Đoạn I
- Giải thích: “The phenomenon of ‘moral licensing’ suggests that individuals who make one positive financial decision may subsequently feel justified in making compensatory indulgent choices” – hiện tượng moral licensing.
Câu 39: financial therapy
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: therapy, integrates, psychological counseling, financial planning
- Vị trí trong bài: Đoạn J
- Giải thích: “The emerging field of financial therapy integrates psychological counseling with financial planning” – từ chính xác trong bài.
Câu 40: neuroplasticity
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: brain property, form new neural connections, throughout life
- Vị trí trong bài: Đoạn K
- Giải thích: “Neuroplasticity—the brain’s capacity to form new neural connections throughout life” – định nghĩa chính xác trong bài.
5. Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| fundamental | adj | /ˌfʌndəˈmentl/ | cơ bản, thiết yếu | fundamental life skill | fundamental principle, fundamental right |
| comprehensive | adj | /ˌkɒmprɪˈhensɪv/ | toàn diện, bao quát | comprehensive financial education | comprehensive study, comprehensive approach |
| encompass | v | /ɪnˈkʌmpəs/ | bao gồm, bao trùm | encompasses much more than | encompass a wide range |
| proficiency | n | /prəˈfɪʃnsi/ | sự thành thạo | financial proficiency | language proficiency, demonstrate proficiency |
| mandatory | adj | /ˈmændətəri/ | bắt buộc | mandatory financial literacy lessons | mandatory requirement, mandatory training |
| longitudinal | adj | /ˌlɒndʒɪˈtjuːdɪnl/ | theo chiều dọc, dài hạn | longitudinal study | longitudinal research, longitudinal data |
| susceptible | adj | /səˈseptəbl/ | dễ bị ảnh hưởng | less susceptible to predatory lending | susceptible to disease, highly susceptible |
| implement | v | /ˈɪmplɪment/ | thực hiện, triển khai | implementing effective programs | implement a policy, implement changes |
| overcrowding | n | /ˌəʊvəˈkraʊdɪŋ/ | sự quá tải | curriculum overcrowding | prison overcrowding, avoid overcrowding |
| experiential | adj | /ɪkˌspɪəriˈenʃl/ | dựa trên kinh nghiệm | experiential learning | experiential education, experiential knowledge |
| competence | n | /ˈkɒmpɪtəns/ | năng lực, khả năng | building financial competence | demonstrate competence, core competence |
| resilience | n | /rɪˈzɪliəns/ | khả năng phục hồi | economic resilience | build resilience, show resilience |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| systemic | adj | /sɪˈstemɪk/ | mang tính hệ thống | systemic vulnerabilities | systemic risk, systemic problem |
| catastrophic | adj | /ˌkætəˈstrɒfɪk/ | thảm khốc | catastrophic economic downturn | catastrophic failure, catastrophic event |
| subprime | adj | /ˈsʌbpraɪm/ | dưới chuẩn | subprime mortgage agreements | subprime lending, subprime crisis |
| tangible | adj | /ˈtændʒəbl/ | hữu hình, rõ ràng | tangible costs | tangible benefits, tangible results |
| vulnerability | n | /ˌvʌlnərəˈbɪləti/ | tính dễ bị tổn thương | vulnerability to financial scams | security vulnerability, expose vulnerability |
| exorbitant | adj | /ɪɡˈzɔːbɪtənt/ | cắt cổ, quá cao | exorbitant fees | exorbitant price, exorbitant cost |
| exploitation | n | /ˌeksplɔɪˈteɪʃn/ | sự bóc lột | susceptible to exploitation | sexual exploitation, prevent exploitation |
| perpetuate | v | /pəˈpetʃueɪt/ | duy trì, kéo dài | perpetuates cycles | perpetuate stereotypes, perpetuate inequality |
| macroeconomic | adj | /ˌmækrəʊˌiːkəˈnɒmɪk/ | thuộc kinh tế vĩ mô | macroeconomic perspective | macroeconomic policy, macroeconomic stability |
| suboptimal | adj | /sʌbˈɒptɪməl/ | dưới mức tối ưu | suboptimal spending decisions | suboptimal performance, suboptimal outcome |
| misallocation | n | /ˌmɪsæləˈkeɪʃn/ | sự phân bổ sai | misallocation of resources | resource misallocation, capital misallocation |
| absenteeism | n | /ˌæbsənˈtiːɪzəm/ | sự vắng mặt thường xuyên | higher absenteeism rates | employee absenteeism, reduce absenteeism |
| fintech | n | /ˈfɪntek/ | công nghệ tài chính | fintech innovations | fintech company, fintech sector |
| imperative | n | /ɪmˈperətɪv/ | điều bắt buộc | economic imperative | moral imperative, strategic imperative |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| suboptimal | adj | /sʌbˈɒptɪməl/ | không tối ưu | suboptimal financial decisions | suboptimal solution, suboptimal results |
| predicated | adj | /ˈpredɪkeɪtɪd/ | dựa trên | predicated on the assumption | predicated on belief, predicated on idea |
| inextricably | adv | /ˌɪnɪkˈstrɪkəbli/ | không thể tách rời | inextricably linked | inextricably bound, inextricably connected |
| cognitive | adj | /ˈkɒɡnətɪv/ | thuộc nhận thức | cognitive biases | cognitive ability, cognitive development |
| deferred | adj | /dɪˈfɜːd/ | bị hoãn lại | deferred rewards | deferred payment, deferred gratification |
| limbic | adj | /ˈlɪmbɪk/ | thuộc hệ viền | limbic system | limbic structure, limbic region |
| ventral | adj | /ˈventrəl/ | thuộc bụng | ventral striatum | ventral surface, ventral side |
| prefrontal | adj | /ˌpriːˈfrʌntl/ | thuộc trước trán | prefrontal cortex | prefrontal region, prefrontal area |
| pervasive | adj | /pəˈveɪsɪv/ | lan tràn, phổ biến | pervasive tendency | pervasive influence, pervasive problem |
| heuristic | n | /hjʊəˈrɪstɪk/ | phương pháp rút gọn | availability heuristic | heuristic approach, heuristic method |
| asymmetric | adj | /ˌeɪsɪˈmetrɪk/ | bất đối xứng | asymmetric weighting | asymmetric information, asymmetric warfare |
| paradoxical | adj | /ˌpærəˈdɒksɪkl/ | nghịch lý | paradoxical behaviors | paradoxical effect, paradoxical situation |
| multifaceted | adj | /ˌmʌltiˈfæsɪtɪd/ | nhiều khía cạnh | profound and multifaceted | multifaceted problem, multifaceted approach |
| temporal | adj | /ˈtempərəl/ | thuộc thời gian | temporal discounting | temporal lobe, temporal pattern |
| ego depletion | n | /ˌiːɡəʊ dɪˈpliːʃn/ | sự cạn kiệt tự ngã | ego depletion research | ego depletion effect, cause ego depletion |
| neuroplasticity | n | /ˌnjʊərəʊplæˈstɪsəti/ | tính dẻo của não | brain’s neuroplasticity | demonstrate neuroplasticity, enhance neuroplasticity |
| hardwired | adj | /ˌhɑːdˈwaɪəd/ | được lập trình sẵn | biases may be hardwired | hardwired behavior, hardwired response |
| metacognitive | adj | /ˌmetəˈkɒɡnətɪv/ | siêu nhận thức | metacognitive awareness | metacognitive skills, metacognitive strategies |
Kết Bài
Chủ đề “The significance of financial literacy in modern society” không chỉ xuất hiện thường xuyên trong các kỳ thi IELTS Reading mà còn phản ánh một vấn đề cấp thiết trong xã hội đương đại. Qua ba passages với độ khó tăng dần, bạn đã được tiếp cận với:
Passage 1 giới thiệu nền tảng về giáo dục tài chính trong trường học, giúp bạn làm quen với từ vựng cơ bản và cấu trúc câu đơn giản. Passage 2 đi sâu vào tác động kinh tế của thiếu hiểu biết tài chính, yêu cầu khả năng paraphrase và hiểu ngầm cao hơn. Passage 3 phân tích khía cạnh khoa học thần kinh và tâm lý học hành vi, thử thách bạn với văn phong học thuật phức tạp và từ vựng chuyên ngành.
Bộ đề thi mẫu này cung cấp 40 câu hỏi đa dạng với đáp án chi tiết và giải thích cụ thể vị trí thông tin, giúp bạn hiểu rõ cách paraphrase trong IELTS Reading. Hệ thống từ vựng được phân loại theo từng passage với phiên âm, nghĩa và collocation sẽ giúp bạn mở rộng vốn từ học thuật hiệu quả.
Để đạt kết quả tốt nhất, hãy luyện tập với giới hạn thời gian 60 phút, sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu sâu về kỹ thuật làm bài. Việc làm quen với các dạng câu hỏi và cách thức paraphrase thông tin sẽ giúp bạn tự tin hơn khi bước vào phòng thi thực sự.
