IELTS Reading: Vai trò của Giáo dục trong Thúc đẩy Sự Đồng cảm Văn hóa – Đề thi mẫu có đáp án chi tiết

Chủ đề về vai trò của giáo dục trong việc thúc đẩy sự đồng cảm văn hóa (The Role Of Education In Fostering Cultural Empathy) là một trong những chủ đề xã hội xuất hiện thường xuyên trong kỳ thi IELTS Reading. Với bối cảnh toàn cầu hóa ngày càng sâu rộng, việc hiểu và tôn trọng các nền văn hóa khác nhau trở thành kỹ năng quan trọng. Đề thi mẫu này được thiết kế dựa trên cấu trúc chuẩn của Cambridge IELTS, bao gồm 3 passages với độ khó tăng dần từ Easy đến Hard.

Trong bài viết này, bạn sẽ được luyện tập với một đề thi IELTS Reading hoàn chỉnh gồm 40 câu hỏi đa dạng, bao gồm các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Mỗi passage đều đi kèm với đáp án chi tiết, giải thích cụ thể về cách xác định đáp án đúng, vị trí thông tin trong bài, và các từ vựng quan trọng được phân tích kỹ lưỡng. Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format thi thật và rèn luyện kỹ năng đọc hiểu học thuật hiệu quả.

Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút cho 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính là 1 điểm, và band điểm của bạn sẽ được quy đổi dựa trên tổng số câu đúng. Điều quan trọng là bạn cần quản lý thời gian hiệu quả để hoàn thành cả ba passages.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút
• Passage 2 (Medium): 18-20 phút
• Passage 3 (Hard): 23-25 phút

Lưu ý: Nên dành 2-3 phút cuối để chuyển đáp án vào Answer Sheet, vì không có thời gian bổ sung sau khi hết giờ.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm các dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Chọn đáp án đúng nhất từ các phương án A, B, C, D
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
3. Matching Headings – Ghép tiêu đề phù hợp với các đoạn văn
4. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
5. Matching Features – Ghép thông tin với các đặc điểm hoặc người được đề cập
6. Short-answer Questions – Trả lời câu hỏi ngắn dựa trên thông tin trong bài

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IELTS Reading Practice Test

PASSAGE 1 – Building Bridges Through Education

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In today’s interconnected world, the ability to understand and appreciate different cultures has become increasingly important. Education plays a fundamental role in developing cultural empathy – the capacity to recognize, understand, and share the feelings of people from different cultural backgrounds. This skill is not innate; rather, it must be deliberately cultivated through structured learning experiences that expose students to diverse perspectives and ways of life.

Primary schools have begun to recognize the importance of introducing cultural awareness at an early age. Young children are naturally curious about differences, and this curiosity can be channeled into positive learning experiences. Many elementary education programs now incorporate stories, music, and art from various cultures into their curriculum. For instance, a typical classroom might study traditional folktales from Africa one week, explore Asian calligraphy the next, and then learn about indigenous Australian customs. These activities help children understand that while people around the world may look different or speak different languages, they share similar values, emotions, and aspirations.

The pedagogical approach to teaching cultural empathy has evolved significantly over the past two decades. Early methods focused primarily on surface-level cultural elements such as food, clothing, and festivals. While these topics remain valuable entry points, especially for younger learners, modern educators emphasize deeper understanding. Contemporary programs encourage students to explore the historical contexts, belief systems, and social structures that shape different cultures. This shift represents a move from simple cultural awareness to genuine cultural empathy.

Secondary education builds upon these foundations by introducing more complex concepts. Teenagers are cognitively capable of understanding abstract ideas such as cultural relativism and systemic inequality. High school curricula often include literature from non-Western authors, study of world religions from an academic perspective, and examination of global issues through multiple cultural lenses. Some schools have implemented exchange programs or virtual connections with students in other countries, allowing young people to form authentic relationships across cultural boundaries.

Language learning serves as a particularly powerful tool for developing cultural empathy. When students learn a new language, they don’t simply acquire vocabulary and grammar; they gain insight into how speakers of that language perceive and categorize the world. Many languages contain words or concepts that have no direct translation, revealing unique cultural perspectives. For example, the German word “Gemütlichkeit” encompasses feelings of warmth, friendliness, and good cheer that cannot be captured by a single English word. Understanding such concepts helps learners appreciate the richness and complexity of different worldviews.

Universities and higher education institutions contribute to cultural empathy through both formal coursework and campus diversity. Anthropology, sociology, and cultural studies programs provide students with theoretical frameworks for understanding cultural differences. Meanwhile, the increasingly international composition of student bodies creates daily opportunities for intercultural interaction. Dormitories, dining halls, and student organizations become spaces where young adults from different backgrounds learn to navigate cultural differences, challenge stereotypes, and form friendships that transcend national boundaries.

However, the development of cultural empathy through education faces several challenges. One significant obstacle is the persistent influence of stereotypes and prejudice that students may bring from their home environments. Teachers must work carefully to address misconceptions without making students feel judged or defensive. Additionally, resource constraints can limit schools’ ability to provide diverse materials and experiences. Rural or economically disadvantaged schools may struggle to offer the same level of cultural exposure as their urban or affluent counterparts.

Assessment of cultural empathy presents another challenge. Unlike mathematical skills or language proficiency, empathy cannot be easily measured through standardized tests. Some educators have developed qualitative assessment methods, such as student portfolios containing reflective essays and documentation of intercultural experiences. Others employ scenario-based evaluations where students demonstrate their ability to consider situations from multiple cultural perspectives. These approaches, while valuable, require significant time and expertise to implement effectively.

Despite these challenges, the evidence supporting education’s role in fostering cultural empathy continues to grow. Research studies have shown that students who participate in structured multicultural education programs display greater levels of empathy, more positive attitudes toward diversity, and enhanced ability to work effectively in cross-cultural settings. These benefits extend beyond the classroom, preparing young people for success in an increasingly globalized workplace and contributing to more harmonious, inclusive communities.

Questions 1-6

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

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. Cultural empathy is a natural ability that all humans possess from birth.
2. Primary schools have started including cultural education in their teaching programs.
3. Modern educational approaches focus more on deep cultural understanding than on surface elements.
4. All secondary schools now have international exchange programs for students.
5. Learning a new language helps students understand different cultural perspectives.
6. Urban schools always provide better cultural education than rural schools.

Questions 7-10

Complete the sentences below.

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

7. Elementary education programs use stories, music, and __ from different cultures in lessons.
8. The word “Gemütlichkeit” is an example of a concept that has no direct __.
9. University programs in anthropology and sociology give students __ for understanding cultural differences.
10. Teachers must address students’ __ without making them feel defensive.

Questions 11-13

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

11. According to the passage, what is the main purpose of introducing cultural awareness in primary schools?
    A. To teach children foreign languages
    B. To channel children’s natural curiosity into positive learning
    C. To prepare children for international travel
    D. To replace traditional subjects with cultural studies

12. What does the passage say about assessing cultural empathy?
    A. It is easier than testing mathematical skills
    B. It can be accurately measured by standardized tests
    C. It requires qualitative methods like reflective essays
    D. It is impossible to assess in educational settings

13. Research studies mentioned in the passage show that multicultural education programs result in:
    A. Higher test scores in all subjects
    B. Students becoming fluent in multiple languages
    C. Greater empathy and positive attitudes toward diversity
    D. All students wanting to live in other countries

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PASSAGE 2 – Educational Frameworks for Cultural Competence

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The pedagogical landscape of cultural education has undergone a paradigmatic shift in recent decades, moving from superficial multiculturalism to comprehensive frameworks designed to cultivate genuine intercultural competence. This evolution reflects both theoretical advances in understanding how empathy develops and practical recognition that surface-level exposure to cultural artifacts proves insufficient for building the deep, nuanced understanding necessary in our globalized society.

Contemporary educational theorists distinguish between several hierarchical levels of cultural understanding. At the most basic level lies cultural awareness – simple recognition that cultural differences exist. This progresses to cultural sensitivity, where individuals begin to appreciate that these differences have intrinsic value and legitimacy. The highest level, cultural competence or empathy, involves the ability to effectively navigate between cultures, adapting behavior and communication styles while maintaining authentic intercultural relationships. Educational programs targeting this highest level must employ sophisticated pedagogical strategies that go far beyond traditional teaching methods.

One influential framework is Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which outlines six stages of increasing cultural competence. The first three stages – denial, defense, and minimization – constitute ethnocentric worldviews where one’s own culture is considered central. The latter three stages – acceptance, adaptation, and integration – represent ethnorelative perspectives where cultural difference is experienced as equally valid alternative constructions of reality. Educational interventions can be designed to move students progressively through these stages, though research indicates that without deliberate instruction, many individuals remain in ethnocentric stages throughout their lives.

Mô hình phát triển nhận thức liên văn hóa Bennett trong giáo dục đồng cảm văn hóa IELTS

Critical pedagogy approaches to cultural education emphasize the importance of examining power dynamics and historical contexts that shape intercultural relations. Rather than presenting cultures as static, monolithic entities, critical frameworks encourage students to recognize intra-cultural diversity and understand how factors such as colonialism, economic inequality, and political conflict influence contemporary cultural interactions. This approach can prove challenging, as it requires educators and students to confront uncomfortable truths about historical injustices and ongoing systemic discrimination. However, advocates argue that authentic cultural empathy is impossible without grappling with these difficult realities.

Experiential learning methodologies have demonstrated particular efficacy in developing cultural empathy. Simulation exercises, such as BaFá BaFá or Barnga, place students in situations where they must navigate unfamiliar cultural norms without explicit instruction, replicating the confusion and disorientation that often accompany real intercultural encounters. Post-simulation debriefings help students process their emotional reactions and extract transferable insights. Service-learning projects that connect students with culturally different communities provide authentic contexts for applying and refining intercultural competence skills. Research indicates that such experiential approaches produce more durable attitude changes than purely didactic instruction.

Technology has expanded possibilities for cultural education while simultaneously presenting new challenges. Virtual exchange programs connect students across continents for collaborative projects and discussions, eliminating geographical and financial barriers that once limited intercultural interaction. Digital storytelling platforms enable individuals to share their cultural experiences in compelling, personal formats that foster empathy. However, digital interactions can also facilitate superficial engagement or reinforce stereotypes if not properly structured. The asynchronous nature of many online communications may reduce the immediate feedback and emotional resonance crucial for empathy development.

Assessment methodologies for cultural empathy have become increasingly sophisticated, though significant challenges remain. Traditional psychometric instruments such as the Intercultural Development Inventory (IDI) or the Cross-Cultural Adaptability Inventory provide quantitative measures of intercultural competence. These tools can track development over time and identify areas requiring additional attention. However, critics argue that self-report measures may reflect social desirability bias rather than genuine attitudes, and that quantitative approaches struggle to capture the nuanced, context-dependent nature of cultural empathy.

Alternative assessment approaches emphasize authentic demonstrations of intercultural competence. Portfolio assessments allow students to compile evidence of their development through reflective writings, documented intercultural interactions, and artifacts from cultural learning experiences. Performance-based assessments evaluate students’ ability to navigate simulated intercultural scenarios. Some institutions employ critical incident questionnaires, where students analyze complex intercultural situations and demonstrate their capacity for multiple perspective-taking. While these qualitative approaches provide richer information, they demand substantial time and expertise to implement reliably.

The integration of cultural empathy education faces institutional obstacles beyond pedagogical considerations. Curriculum crowding pressures educators to prioritize content assessed on standardized tests, leaving limited time for cultural education that may not directly contribute to measured academic outcomes. Teacher preparation programs often provide insufficient training in cultural competence pedagogy, leaving educators ill-equipped to facilitate sensitive discussions or design effective intercultural learning experiences. Resource allocation decisions may not reflect the importance of cultural education, particularly in contexts where diversity is limited and cultural competence may seem less immediately relevant.

Furthermore, political controversies surrounding cultural education have intensified in many contexts. Some stakeholders perceive cultural empathy initiatives as ideological indoctrination that undermines national identity or traditional values. Debates over curriculum content – which cultures to include, how to address controversial historical events, whether to challenge students’ pre-existing beliefs – can generate significant community conflict. Educators must navigate these tensions carefully, maintaining pedagogical integrity while remaining responsive to legitimate community concerns.

Despite these challenges, the imperative for cultural empathy education continues to grow stronger. Demographic shifts toward greater diversity within nations, increasing transnational migration, and global economic interdependence make intercultural competence an essential skill for personal and professional success. Educational institutions that successfully cultivate cultural empathy in their students provide them with invaluable capabilities for navigating an increasingly complex world while contributing to more just, inclusive societies.

Questions 14-18

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

14. According to the passage, what is the main difference between cultural awareness and cultural competence?
    A. Cultural awareness is easier to teach than cultural competence
    B. Cultural competence involves effectively navigating between cultures
    C. Cultural awareness requires more theoretical knowledge
    D. Cultural competence only develops in adults

15. Bennett’s DMIS model suggests that:
    A. Everyone naturally progresses through all six stages
    B. Most people reach ethnorelative stages without instruction
    C. Deliberate education is needed to move beyond ethnocentric stages
    D. Cultural competence can only be achieved in childhood

16. What does the passage say about digital technology in cultural education?
    A. It has completely solved the problem of limited intercultural interaction
    B. It always produces better results than face-to-face interaction
    C. It can facilitate both positive engagement and reinforce stereotypes
    D. It should be avoided in cultural education programs

17. According to the passage, traditional psychometric instruments for assessing cultural empathy:
    A. Provide perfect measurements of cultural competence
    B. May reflect social desirability bias rather than genuine attitudes
    C. Are too expensive for most educational institutions
    D. Have been completely replaced by portfolio assessments

18. What institutional challenge to cultural empathy education is mentioned in the passage?
    A. Students’ lack of interest in cultural topics
    B. The high cost of international travel for all students
    C. Curriculum pressure to prioritize standardized test content
    D. Parents refusing to allow cultural education

Questions 19-23

Complete the summary below.

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

Educational frameworks for cultural competence have evolved significantly. Critical pedagogy approaches emphasize examining (19) __ and historical contexts rather than viewing cultures as static entities. Experiential learning methods like simulation exercises help students experience the (20) __ that comes with intercultural encounters. While technology offers new possibilities through (21) __ and digital platforms, it can also lead to superficial engagement if not properly designed. Assessment challenges include the fact that self-report measures may show (22) __ instead of true attitudes. Meanwhile, (23) __ creates pressure to focus on standardized test content rather than cultural education.

Questions 24-26

Do the following statements agree with the information given in Passage 2?

Write:

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

24. Service-learning projects produce more lasting attitude changes than classroom lectures alone.
25. All communities support cultural empathy education programs in schools.
26. Intercultural competence is becoming more important due to increasing global connections.

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PASSAGE 3 – The Neuroscience and Sociology of Culturally-Mediated Empathy Development

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The neurobiological substrates underlying empathy have become increasingly well-characterized through functional magnetic resonance imaging (fMRI) and other neuroimaging technologies, revealing that empathic responses engage complex neural networks involving the anterior cingulate cortex, insula, inferior frontal gyrus, and various prefrontal regions. However, the extent to which cultural factors modulate these neural mechanisms – and consequently, how educational interventions can leverage this neuroplasticity to enhance cross-cultural empathy – remains an active area of investigation with profound implications for pedagogical theory and practice.

Research employing event-related potentials (ERPs) has demonstrated that cultural background significantly influences the temporal dynamics of empathic neural responses. Studies by Han and colleagues revealed that when participants viewed members of their own racial group experiencing pain, their brains showed robust sensorimotor resonance – automatic neural simulation of others’ experiences thought to underlie affective empathy. However, this response was attenuated when observing out-group members, suggesting that in-group bias operates at a pre-conscious neural level. Critically, this neural in-group bias was not immutable; participants with extensive cross-cultural experience demonstrated equivalent neural responses to both in-group and out-group pain, indicating that sustained intercultural exposure can fundamentally rewire the neural circuitry of empathy.

The malleability of empathic neural networks presents both opportunity and challenge for educational institutions. The critical period hypothesis, well-established in language acquisition, may also apply to cultural empathy development. Neuroplasticity – the brain’s capacity to form new synaptic connections – is greatest during childhood and adolescence, suggesting that early cultural education initiatives may prove most efficacious. However, emerging evidence of adult neuroplasticity indicates that meaningful development remains possible throughout the lifespan, though potentially requiring more intensive or prolonged intervention. Educational programs must therefore be developmentally calibrated, employing age-appropriate strategies while recognizing that the window for developing cultural empathy never fully closes.

Cơ chế thần kinh học trong phát triển đồng cảm văn hóa qua giáo dục IELTS Reading

Sociological perspectives complement neuroscientific findings by illuminating how macro-level social structures and institutional arrangements shape opportunities for developing cultural empathy. Contact hypothesis, initially formulated by Allport in 1954 and subsequently refined through decades of research, posits that intergroup contact reduces prejudice and enhances empathy under specific conditions: equal status between groups, common goals, intergroup cooperation, and institutional support. Educational settings can be deliberately structured to fulfill these conditions, transforming schools into microcosms where students from diverse backgrounds engage in sustained, meaningful interaction that transcends superficial multiculturalism.

However, research has revealed significant complexities and contingencies in contact effects. Pettigrew’s longitudinal studies demonstrated that contact quality matters more than quantity; superficial or competitive interactions may actually reinforce stereotypes and intergroup anxiety. The extended contact hypothesis suggests that knowing that in-group members have out-group friends can reduce prejudice even without direct contact, operating through vicarious learning mechanisms. This finding has particular relevance for educational contexts where achieving direct contact with all cultural groups proves logistically impossible. Curriculum materials featuring positive intercultural relationships and peer modeling of cultural empathy can leverage extended contact effects.

Intersectionality theory, originating in critical race scholarship and now widely applied across social sciences, complicates simplistic binary conceptualizations of cultural difference. Individuals possess multiple, overlapping identities – race, ethnicity, religion, socioeconomic status, gender, sexual orientation, disability status – that interact to produce unique experiences and perspectives. Educational approaches treating culture as unidimensional or assuming homogeneity within cultural groups fail to capture this complexity and may inadvertently promote essentialist thinking. Sophisticated cultural empathy education must help students recognize both between-group and within-group variation, understanding that cultural identity is multifaceted, fluid, and contextually expressed.

The concept of cultural humility has gained traction as a more appropriate goal than cultural competence, which some scholars critique as implying that complete mastery of another culture is achievable. Cultural humility emphasizes lifelong learning, self-reflection, and recognition of the limits of one’s understanding. This orientation acknowledges that cultures are not static entities that can be definitively learned but rather dynamic, contested terrains of meaning-making that continually evolve. Educational programs grounded in cultural humility encourage students to approach intercultural encounters with curiosity, openness, and willingness to have their assumptions challenged rather than presuming expertise based on limited knowledge.

Contemplative practices represent an emerging frontier in cultural empathy education, drawing on mindfulness traditions while being adapted for secular, pluralistic educational contexts. Research indicates that mindfulness meditation enhances various cognitive and affective processes relevant to empathy: attentional control, emotion regulation, perspective-taking, and reduced reactivity to threatening stimuli. Some programs combine mindfulness training with explicit cultural content, hypothesizing synergistic effects. Preliminary evidence suggests promise, though methodologically rigorous evaluation remains limited. The integration of contemplative practices also raises questions about cultural appropriation and whether decontextualized adoption of practices rooted in specific spiritual traditions exemplifies precisely the type of superficial cultural engagement that empathy education seeks to transcend.

Assessment at this advanced level demands methodological sophistication capable of capturing the multidimensional, dynamic nature of cultural empathy while maintaining psychometric rigor. Implicit Association Tests (IATs) measure automatic associations and unconscious biases that individuals may not acknowledge or even recognize in themselves, providing insights into implicit attitudes that may diverge from explicit self-reports. However, IATs have generated substantial controversy regarding their predictive validity for actual behavior and the appropriateness of interpreting individual-level results. Situational judgment tests present complex intercultural scenarios and evaluate the sophistication of participants’ responses, though developing scoring rubrics that avoid cultural bias presents significant challenges.

Longitudinal research designs tracking students over extended periods provide the most compelling evidence of educational impact, yet face practical obstacles including attrition, confounding variables, and the extended timeframes required. Quasi-experimental designs comparing students in schools with comprehensive cultural empathy curricula to matched control groups offer more feasible approaches, though selection effects and unmeasured differences complicate causal inference. The ecological validity of laboratory-based assessments – whether performance on artificial tasks in controlled settings predicts actual intercultural competence in natural contexts – remains an ongoing concern.

The political economy of cultural empathy education illuminates how power structures and economic systems shape educational possibilities and constraints. In an era of fiscal austerity and accountability pressures, educational initiatives must demonstrate measurable outcomes to justify resource allocation. Yet the most profound benefits of cultural empathy – social cohesion, reduced conflict, ethical citizenship – resist quantification and manifest over timeframes exceeding typical evaluation cycles. This mismatch between what can be easily measured and what is ultimately most valuable creates perverse incentives potentially distorting educational practice.

Furthermore, the globalized knowledge economy generates contradictory pressures regarding cultural education. On one hand, transnational corporations and international institutions demand workers with sophisticated intercultural competence, creating instrumental rationales for cultural empathy education. On the other hand, economic anxiety and labor market insecurity can fuel xenophobic reactions and resistance to diversity initiatives perceived as threatening national identity or group status. Educational institutions find themselves navigating these tensions, attempting to prepare students for cosmopolitan participation in global networks while addressing legitimate concerns about equity, belonging, and cultural continuity.

Despite these formidable challenges, the imperative for educational institutions to cultivate cultural empathy has never been more urgent. The existential challenges confronting humanity – climate change, pandemic disease, nuclear proliferation, mass migration – demand unprecedented levels of international cooperation and mutual understanding. Education that fosters genuine cultural empathy, grounded in rigorous scholarship spanning neuroscience, psychology, sociology, and other disciplines, represents an essential investment in collective survival and human flourishing. The question is not whether educational institutions should prioritize cultural empathy development, but rather how to do so most effectively given current understanding and available resources.

Questions 27-31

Complete the sentences below.

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

27. Research has shown that people with extensive cross-cultural experience display equal __ to both in-group and out-group members experiencing pain.

28. The brain’s ability to form new connections, known as __, is highest during childhood and adolescence.

29. Contact hypothesis states that intergroup contact reduces prejudice when certain conditions are met, including equal status and __.

30. According to intersectionality theory, individuals have multiple __ that interact to create unique experiences.

31. Cultural humility emphasizes that cultures are not static but are __ of meaning-making that continually evolve.

Questions 32-36

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

Write:

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

32. Neural responses to empathy cannot be changed once they are established in childhood.

33. Superficial or competitive interactions between cultural groups may strengthen stereotypes rather than reduce them.

34. Cultural competence is a better educational goal than cultural humility.

35. Mindfulness meditation has been proven to completely eliminate unconscious cultural biases.

36. The benefits of cultural empathy education are difficult to measure using standard assessment methods.

Questions 37-40

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

37. According to the passage, what does research on event-related potentials (ERPs) reveal about empathy?
    A. Empathic responses are completely determined by genetics
    B. Cultural background influences the timing of empathic neural responses
    C. All people respond identically to others’ pain regardless of cultural group
    D. Neural responses to empathy cannot be measured scientifically

38. What does the passage suggest about the extended contact hypothesis?
    A. Direct contact with all cultural groups is absolutely necessary for empathy
    B. Knowing that in-group members have out-group friends can reduce prejudice
    C. Extended contact always produces negative effects on cultural understanding
    D. Contact hypothesis has been completely disproven by recent research

39. The passage discusses Implicit Association Tests (IATs) as:
    A. Perfect tools that always predict behavior accurately
    B. Measures that reveal unconscious biases but have generated controversy
    C. Tests that should replace all other forms of cultural assessment
    D. Assessments that are too simple to provide useful information

40. What does the passage say about the relationship between global economic pressures and cultural education?
    A. Global corporations always support comprehensive cultural empathy education
    B. Economic factors create contradictory pressures on cultural education
    C. The knowledge economy has eliminated all resistance to diversity initiatives
    D. Economic considerations are irrelevant to cultural education policy

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Answer Keys – Đáp án

PASSAGE 1: Questions 1-13

1. FALSE
2. TRUE
3. TRUE
4. NOT GIVEN
5. TRUE
6. NOT GIVEN
7. art
8. translation
9. theoretical frameworks
10. misconceptions / stereotypes
11. B
12. C
13. C

PASSAGE 2: Questions 14-26

14. B
15. C
16. C
17. B
18. C
19. power dynamics
20. confusion / disorientation
21. virtual exchange (programs)
22. social desirability bias
23. curriculum crowding
24. YES
25. NO
26. YES

PASSAGE 3: Questions 27-40

27. neural responses
28. neuroplasticity
29. institutional support
30. overlapping identities
31. dynamic, contested terrains
32. NO
33. YES
34. NO
35. NOT GIVEN
36. YES
37. B
38. B
39. B
40. B

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Cultural empathy, natural ability, all humans, from birth
• Vị trí trong bài: Đoạn 1, dòng 3-4
• Giải thích: Bài đọc nói rõ “This skill is not innate; rather, it must be deliberately cultivated” (Kỹ năng này không phải bẩm sinh; mà phải được nuôi dưỡng có chủ đích). Câu hỏi nói cultural empathy là khả năng tự nhiên từ khi sinh ra, điều này trái ngược với thông tin trong bài.

Câu 2: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Primary schools, cultural education, teaching programs
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: Bài viết khẳng định “Primary schools have begun to recognize the importance of introducing cultural awareness at an early age” và “Many elementary education programs now incorporate stories, music, and art from various cultures into their curriculum.” Đây là paraphrase trực tiếp của câu hỏi.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Modern educational approaches, deep cultural understanding, surface elements
• Vị trí trong bài: Đoạn 3, dòng 3-5
• Giải thích: Đoạn văn chỉ ra “While these topics remain valuable entry points… modern educators emphasize deeper understanding.” Đây là xác nhận rằng các phương pháp hiện đại tập trung vào hiểu biết sâu hơn là yếu tố bề mặt.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Learning new language, understand, different cultural perspectives
• Vị trí trong bài: Đoạn 5, dòng 1-3
• Giải thích: Bài đọc nói “When students learn a new language, they don’t simply acquire vocabulary and grammar; they gain insight into how speakers of that language perceive and categorize the world.” Đây là paraphrase của câu hỏi.

Câu 7: art

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Elementary education programs, stories, music
• Vị trí trong bài: Đoạn 2, dòng 4-5
• Giải thích: Câu trong bài: “Many elementary education programs now incorporate stories, music, and art from various cultures into their curriculum.”

Câu 8: translation

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Gemütlichkeit, no direct
• Vị trí trong bài: Đoạn 5, dòng 5-6
• Giải thích: Bài viết nói “Many languages contain words or concepts that have no direct translation” và sau đó đưa ra ví dụ về từ “Gemütlichkeit”.

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Main purpose, cultural awareness, primary schools
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Bài viết chỉ ra “Young children are naturally curious about differences, and this curiosity can be channeled into positive learning experiences.” Đáp án B phản ánh chính xác ý này.

Câu 12: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Assessing cultural empathy
• Vị trí trong bài: Đoạn 8, toàn bộ
• Giải thích: Đoạn văn nói “Unlike mathematical skills or language proficiency, empathy cannot be easily measured through standardized tests” và đề cập đến “qualitative assessment methods, such as student portfolios containing reflective essays”.

Câu 13: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Research studies, multicultural education programs, result
• Vị trí trong bài: Đoạn 9, dòng 2-4
• Giải thích: Bài viết nói rõ “students who participate in structured multicultural education programs display greater levels of empathy, more positive attitudes toward diversity” – tương ứng với đáp án C.

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Difference, cultural awareness, cultural competence
• Vị trí trong bài: Đoạn 2, toàn bộ
• Giải thích: Đoạn văn phân biệt các cấp độ và chỉ ra cultural competence “involves the ability to effectively navigate between cultures” trong khi cultural awareness chỉ là “simple recognition that cultural differences exist”.

Câu 15: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Bennett’s DMIS model
• Vị trí trong bài: Đoạn 3, cuối đoạn
• Giải thích: Bài viết nói rõ “research indicates that without deliberate instruction, many individuals remain in ethnocentric stages throughout their lives” – nghĩa là cần có giáo dục có chủ đích để vượt qua các giai đoạn ethnocentric.

Câu 16: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Digital technology, cultural education
• Vị trí trong bài: Đoạn 6, toàn bộ
• Giải thích: Đoạn văn chỉ ra cả mặt tích cực và tiêu cực: “Technology has expanded possibilities” nhưng “digital interactions can also facilitate superficial engagement or reinforce stereotypes if not properly structured”.

Câu 19: power dynamics

• Dạng câu hỏi: Summary Completion
• Từ khóa: Critical pedagogy, examining, historical contexts
• Vị trí trong bài: Đoạn 4, dòng 1-2
• Giải thích: “Critical pedagogy approaches to cultural education emphasize the importance of examining power dynamics and historical contexts”

Câu 23: curriculum crowding

• Dạng câu hỏi: Summary Completion
• Từ khóa: Pressure, focus on standardized test content
• Vị trí trong bài: Đoạn 9, dòng 2
• Giải thích: “Curriculum crowding pressures educators to prioritize content assessed on standardized tests”

Câu 24: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Service-learning projects, lasting attitude changes, classroom lectures
• Vị trí trong bài: Đoạn 5, cuối đoạn
• Giải thích: Bài viết khẳng định “Research indicates that such experiential approaches produce more durable attitude changes than purely didactic instruction” – trong đó didactic instruction chính là classroom lectures.

Câu 25: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: All communities, support, cultural empathy education
• Vị trí trong bài: Đoạn 10, toàn bộ
• Giải thích: Đoạn văn chỉ ra “Some stakeholders perceive cultural empathy initiatives as ideological indoctrination” và đề cập đến “community conflict” – điều này cho thấy không phải tất cả cộng đồng đều ủng hộ.

Passage 3 – Giải Thích

Câu 27: neural responses

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Extensive cross-cultural experience, equal, in-group and out-group, pain
• Vị trí trong bài: Đoạn 2, cuối đoạn
• Giải thích: “Participants with extensive cross-cultural experience demonstrated equivalent neural responses to both in-group and out-group pain”

Câu 28: neuroplasticity

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Brain’s ability, form new connections, highest, childhood, adolescence
• Vị trí trong bài: Đoạn 3, giữa đoạn
• Giải thích: “Neuroplasticity – the brain’s capacity to form new synaptic connections – is greatest during childhood and adolescence”

Câu 32: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Neural responses, empathy, cannot be changed, childhood
• Vị trí trong bài: Đoạn 2, cuối đoạn
• Giải thích: Bài viết chỉ ra rằng “sustained intercultural exposure can fundamentally rewire the neural circuitry of empathy” và đề cập đến “adult neuroplasticity” – nghĩa là neural responses có thể thay đổi, không cố định từ thời thơ ấu.

Câu 33: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Superficial or competitive interactions, strengthen stereotypes
• Vị trí trong bài: Đoạn 5, giữa đoạn
• Giải thích: Bài viết khẳng định “superficial or competitive interactions may actually reinforce stereotypes and intergroup anxiety”

Câu 37: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Event-related potentials (ERPs), reveal, empathy
• Vị trí trong bài: Đoạn 2, đầu đoạn
• Giải thích: “Research employing event-related potentials (ERPs) has demonstrated that cultural background significantly influences the temporal dynamics of empathic neural responses” – temporal dynamics liên quan đến timing (thời gian).

Câu 38: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Extended contact hypothesis
• Vị trí trong bài: Đoạn 5, giữa đoạn
• Giải thích: “The extended contact hypothesis suggests that knowing that in-group members have out-group friends can reduce prejudice even without direct contact”

Câu 40: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Global economic pressures, cultural education, relationship
• Vị trí trong bài: Đoạn 11, toàn bộ
• Giải thích: Đoạn văn chỉ ra “the globalized knowledge economy generates contradictory pressures” với một mặt là nhu cầu về intercultural competence từ các tập đoàn, mặt khác là “xenophobic reactions” do lo ngại kinh tế.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
empathy	n	/ˈempəθi/	sự đồng cảm, thấu hiểu	cultural empathy – the capacity to recognize, understand, and share the feelings of people from different cultural backgrounds	develop empathy, show empathy, cultural empathy
cultivate	v	/ˈkʌltɪveɪt/	trau dồi, nuôi dưỡng	it must be deliberately cultivated through structured learning experiences	cultivate skills, deliberately cultivate, cultivate relationships
perspective	n	/pərˈspektɪv/	quan điểm, góc nhìn	expose students to diverse perspectives and ways of life	different perspective, multiple perspectives, cultural perspective
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	The pedagogical approach to teaching cultural empathy has evolved	pedagogical approach, pedagogical strategies, pedagogical methods
indigenous	adj	/ɪnˈdɪdʒənəs/	bản địa, thổ dân	learn about indigenous Australian customs	indigenous people, indigenous culture, indigenous communities
stereotype	n	/ˈsteriətaɪp/	định kiến, khuôn mẫu	challenge stereotypes that students may bring	cultural stereotype, reinforce stereotypes, break stereotypes
misconception	n	/ˌmɪskənˈsepʃn/	quan niệm sai lầm	address misconceptions without making students feel judged	common misconception, address misconceptions, correct misconceptions
constraint	n	/kənˈstreɪnt/	sự hạn chế, rào cản	resource constraints can limit schools’ ability	budget constraint, time constraint, resource constraints
qualitative	adj	/ˈkwɒlɪtətɪv/	định tính	qualitative assessment methods	qualitative research, qualitative data, qualitative approach
expertise	n	/ˌekspɜːˈtiːz/	chuyên môn, kiến thức chuyên sâu	require significant time and expertise to implement effectively	technical expertise, develop expertise, professional expertise

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigmatic	adj	/ˌpærədɪɡˈmætɪk/	mang tính mô hình, điển hình	pedagogical landscape has undergone a paradigmatic shift	paradigmatic shift, paradigmatic change, paradigmatic example
nuanced	adj	/ˈnjuːɑːnst/	tinh tế, nhiều sắc thái	building the deep, nuanced understanding necessary	nuanced understanding, nuanced approach, nuanced perspective
hierarchical	adj	/ˌhaɪəˈrɑːkɪkl/	có tính phân cấp	distinguish between several hierarchical levels of cultural understanding	hierarchical structure, hierarchical system, hierarchical levels
legitimacy	n	/lɪˈdʒɪtɪməsi/	tính hợp pháp, chính đáng	appreciate that these differences have intrinsic value and legitimacy	political legitimacy, gain legitimacy, establish legitimacy
ethnocentric	adj	/ˌeθnəʊˈsentrɪk/	thiên về sắc tộc mình	constitute ethnocentric worldviews where one’s own culture is considered central	ethnocentric perspective, ethnocentric bias, ethnocentric attitudes
efficacy	n	/ˈefɪkəsi/	hiệu quả, tính hiệu lực	demonstrated particular efficacy in developing cultural empathy	demonstrate efficacy, proven efficacy, clinical efficacy
simulation	n	/ˌsɪmjuˈleɪʃn/	sự mô phỏng	Simulation exercises, such as BaFá BaFá or Barnga	computer simulation, simulation exercise, conduct simulation
debriefing	n	/ˌdiːˈbriːfɪŋ/	buổi tổng kết, thảo luận sau hoạt động	Post-simulation debriefings help students process their emotional reactions	conduct debriefing, debriefing session, after-action debriefing
asynchronous	adj	/eɪˈsɪŋkrənəs/	không đồng bộ	The asynchronous nature of many online communications	asynchronous communication, asynchronous learning, asynchronous interaction
psychometric	adj	/ˌsaɪkəʊˈmetrɪk/	thuộc đo lường tâm lý	Traditional psychometric instruments such as the Intercultural Development Inventory	psychometric test, psychometric properties, psychometric assessment
artifact	n	/ˈɑːtɪfækt/	hiện vật, tác phẩm	artifacts from cultural learning experiences	cultural artifact, historical artifact, create artifact
stakeholder	n	/ˈsteɪkhəʊldə(r)/	bên liên quan	Some stakeholders perceive cultural empathy initiatives as ideological indoctrination	key stakeholder, engage stakeholders, stakeholder interest
imperative	n	/ɪmˈperətɪv/	điều cấp thiết, mệnh lệnh	the imperative for cultural empathy education continues to grow stronger	moral imperative, strategic imperative, business imperative

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
neurobiological	adj	/ˌnjʊərəʊbaɪəˈlɒdʒɪkl/	thuộc thần kinh sinh học	The neurobiological substrates underlying empathy	neurobiological mechanism, neurobiological research, neurobiological basis
substrate	n	/ˈsʌbstreɪt/	nền tảng, chất nền	neurobiological substrates underlying empathy	neural substrate, cellular substrate, molecular substrate
neuroimaging	n	/ˌnjʊərəʊˈɪmɪdʒɪŋ/	chụp ảnh thần kinh	functional magnetic resonance imaging (fMRI) and other neuroimaging technologies	neuroimaging technique, neuroimaging study, advanced neuroimaging
neuroplasticity	n	/ˌnjʊərəʊplæˈstɪsəti/	tính dẻo của thần kinh	how educational interventions can leverage this neuroplasticity	brain neuroplasticity, demonstrate neuroplasticity, harness neuroplasticity
attenuated	adj	/əˈtenjueɪtɪd/	suy yếu, giảm bớt	this response was attenuated when observing out-group members	attenuated response, attenuated signal, attenuated effect
immutable	adj	/ɪˈmjuːtəbl/	bất biến, không thay đổi được	this neural in-group bias was not immutable	immutable law, immutable fact, immutable characteristic
malleability	n	/ˌmæliəˈbɪləti/	tính dễ uốn nắn, linh hoạt	The malleability of empathic neural networks	cognitive malleability, neural malleability, demonstrate malleability
synaptic	adj	/sɪˈnæptɪk/	thuộc khớp thần kinh	the brain’s capacity to form new synaptic connections	synaptic connection, synaptic plasticity, synaptic transmission
microcosm	n	/ˈmaɪkrəʊkɒzəm/	thế giới thu nhỏ	transforming schools into microcosms where students from diverse backgrounds engage	social microcosm, cultural microcosm, serve as microcosm
contingency	n	/kənˈtɪndʒənsi/	sự tùy thuộc, tình huống bất ngờ	research has revealed significant complexities and contingencies	plan for contingencies, address contingencies, unexpected contingencies
intersectionality	n	/ˌɪntəˌsekʃəˈnæləti/	tính giao thoa (về các yếu tố xã hội)	Intersectionality theory, originating in critical race scholarship	explore intersectionality, intersectionality framework, understand intersectionality
essentialist	adj	/ɪˈsenʃəlɪst/	theo chủ nghĩa bản chất	may inadvertently promote essentialist thinking	essentialist view, essentialist approach, essentialist assumption
contemplative	adj	/kənˈtemplətɪv/	thiền định, trầm tư	Contemplative practices represent an emerging frontier	contemplative practice, contemplative tradition, contemplative approach
synergistic	adj	/ˌsɪnəˈdʒɪstɪk/	có hiệu quả cộng hưởng	hypothesizing synergistic effects	synergistic effect, synergistic relationship, synergistic interaction
psychometric	adj	/ˌsaɪkəʊˈmetrɪk/	đo lường tâm lý	maintaining psychometric rigor	psychometric properties, psychometric validity, psychometric assessment
attrition	n	/əˈtrɪʃn/	sự hao mòn, rời bỏ	face practical obstacles including attrition, confounding variables	student attrition, reduce attrition, attrition rate
ecological validity	phrase	/ˌiːkəˈlɒdʒɪkl vəˈlɪdəti/	tính hợp lệ sinh thái (nghiên cứu)	The ecological validity of laboratory-based assessments	assess ecological validity, improve ecological validity, high ecological validity
xenophobic	adj	/ˌzenəˈfəʊbɪk/	thù ghét người nước ngoài	fuel xenophobic reactions and resistance to diversity initiatives	xenophobic attitude, xenophobic sentiment, xenophobic behavior

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Kết bài

Chủ đề về vai trò của giáo dục trong thúc đẩy sự đồng cảm văn hóa không chỉ là một nội dung học thuật quan trọng mà còn phản ánh xu hướng phát triển của xã hội hiện đại. Qua ba passages với độ khó tăng dần, bạn đã được tiếp cận với nhiều khía cạnh khác nhau của vấn đề này – từ những phương pháp giáo dục cơ bản ở cấp tiểu học, các khung lý thuyết sư phạm phức tạp, cho đến những nghiên cứu thần kinh học và xã hội học tiên tiến nhất.

Đề thi mẫu này cung cấp đầy đủ 40 câu hỏi với 7 dạng bài khác nhau, giúp bạn làm quen với format thi thật của IELTS Reading. Các đáp án chi tiết kèm theo giải thích cụ thể về vị trí thông tin, cách paraphrase, và lý do tại sao các đáp án khác không chính xác sẽ giúp bạn hiểu rõ cách tiếp cận từng dạng câu hỏi. Bảng từ vựng theo từng passage cũng cung cấp công cụ hữu ích để bạn mở rộng vốn từ học thuật, một yếu tố quan trọng để đạt band điểm cao.

Để tận dụng tối đa đề thi này, hãy tự giới hạn thời gian làm bài đúng như thi thật (60 phút cho cả 3 passages), sau đó dành thời gian phân tích kỹ những câu trả lời sai để hiểu rõ điểm yếu cần cải thiện. Tương tự như cách tiếp cận với các chủ đề nghệ thuật trong giáo dục, việc hiểu sâu về văn hóa và sự đồng cảm liên văn hóa đòi hỏi sự kiên trì và thực hành đều đặn. Đối với những ai quan tâm đến việc kết hợp các yếu tố truyền thống vào giáo dục hiện đại, nội dung về đồng cảm văn hóa này cũng mang lại góc nhìn bổ ích về cách giáo dục có thể xây dựng cầu nối giữa các thế hệ và nền văn hóa khác nhau.

Chúc bạn luyện tập hiệu quả và đạt được band điểm mục tiêu trong kỳ thi IELTS sắp tới!