IELTS Reading: Dự Án Hợp Tác Xuyên Văn Hóa – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về các dự án hợp tác xuyên văn hóa (cross-cultural collaborative projects) là một trong những nội dung thường xuyên xuất hiện trong IELTS Reading, đặc biệt ở các phần thi gần đây. Với xu hướng toàn cầu hóa và tăng cường hợp tác quốc tế, Cambridge đã đưa chủ đề này vào khoảng 15-20% đề thi IELTS Reading trong 3 năm qua.

Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh bao gồm 3 passages với độ khó tăng dần từ Easy đến Hard, 40 câu hỏi đa dạng giống thi thật 100%, kèm đáp án chi tiết và giải thích cặn kẽ. Bạn cũng sẽ được học các từ vựng quan trọng liên quan đến hợp tác quốc tế, hiểu biết văn hóa và giao tiếp xuyên biên giới – những từ vựng xuất hiện thường xuyên không chỉ trong IELTS Reading mà còn trong Writing Task 2 và Speaking Part 3.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc bài thi thực tế, rèn luyện kỹ năng quản lý thời gian và nâng cao khả năng đọc hiểu học thuật. Hãy dành 60 phút làm bài như thi thật để đánh giá chính xác trình độ của mình.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Không có thời gian chuyển đáp án riêng, bạn phải viết đáp án trực tiếp vào phiếu trả lời trong thời gian làm bài.

Phân bổ thời gian khuyến nghị:

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

Mỗi câu trả lời đúng được 1 điểm, không trừ điểm cho câu sai. Band điểm cuối cùng được quy đổi từ số câu đúng theo bảng conversion của Cambridge.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất:

1. Multiple Choice – Chọn đáp án đúng từ A, B, C, D
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Sentence Completion – Hoàn thành câu với từ trong bài
5. Matching Headings – Chọn tiêu đề phù hợp cho mỗi đoạn
6. Summary Completion – Điền từ vào tóm tắt
7. Short-answer Questions – Trả lời ngắn gọn bằng từ trong bài

2. IELTS Reading Practice Test

PASSAGE 1 – Building Bridges Through Student Exchange Programs

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Student exchange programs have become increasingly popular over the past few decades, offering young people unique opportunities to immerse themselves in different cultures while continuing their education. These programs, which typically last from a few weeks to an entire academic year, allow students to live with host families in foreign countries, attend local schools, and experience daily life in ways that ordinary tourists never could.

The concept of student exchange is not new. The first organized programs began in the early 20th century, primarily between European countries. However, it was after World War II that these initiatives truly gained momentum, driven by a desire to promote international understanding and prevent future conflicts. Today, organizations such as AFS Intercultural Programs, Rotary Youth Exchange, and government-sponsored schemes like the Fulbright Program facilitate thousands of exchanges annually across more than 100 countries.

One of the most significant benefits of these programs is the development of cross-cultural competence. When students leave their comfort zones and navigate unfamiliar environments, they develop adaptability and resilience. Maria Santos, a 17-year-old from Brazil who spent a year in Japan, explains: “At first, everything felt strange – the language, the food, even the way people communicated. But gradually, I learned to see these differences not as obstacles but as opportunities to grow.” Research conducted by Dr. Michael Vande Berg at Georgetown University supports Maria’s experience, showing that exchange students demonstrate significantly higher levels of cultural sensitivity compared to their peers who remain in their home countries.

The academic advantages are equally impressive. Students returning from exchange programs often show improved language proficiency, even without formal language instruction. This phenomenon, known as language acquisition through immersion, occurs because students must use the target language in authentic contexts daily. A study published in the Journal of Language Learning found that exchange students achieved language gains equivalent to three years of classroom study in just one year abroad.

Beyond individual benefits, these programs create lasting networks that promote international cooperation. Exchange students often maintain lifelong connections with their host families and friends abroad. These personal relationships can later facilitate business partnerships, diplomatic ties, and cultural collaborations. Former U.S. President John F. Kennedy, who established the Peace Corps partly inspired by exchange program ideals, once said: “The exchange of ideas and people is the best way to build bridges between nations.”

However, student exchanges are not without challenges. Financial constraints remain a significant barrier, with program costs ranging from $5,000 to $15,000 per year, excluding travel expenses. Many organizations now offer scholarships and fundraising support to make programs more accessible. Additionally, some students experience culture shock or homesickness, particularly in the initial months. Program coordinators have developed comprehensive pre-departure orientations and ongoing support systems to help students navigate these difficulties.

Parents also face concerns about safety and academic continuity. Reputable exchange organizations address these worries through rigorous screening of host families, 24/7 emergency support, and mechanisms to ensure credits earned abroad are recognized by home institutions. The American Council on International Educational Exchange reports that 98% of exchange students successfully reintegrate into their home schools without academic delays.

The impact of exchange programs extends beyond the individual participants. Host communities benefit from the cultural diversity exchange students bring. Local students gain international perspectives without leaving home, while host families develop deeper understanding of other cultures. Schools that regularly host exchange students often see improvements in their students’ global awareness and interest in foreign languages.

Looking forward, the future of student exchanges appears promising despite challenges posed by recent global events. Virtual exchange programs have emerged as complementary options, allowing students to engage in cross-cultural dialogue through video conferencing and collaborative online projects. While these cannot fully replace the transformative experience of living abroad, they provide valuable stepping stones for students preparing for future physical exchanges or for those unable to travel.

Questions 1-13

Questions 1-5: Multiple Choice

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

1. According to the passage, organized student exchange programs first became widespread

   • A) in the early 20th century
   • B) after World War II
   • C) in the 1960s
   • D) in recent decades

2. Maria Santos’s experience in Japan primarily illustrates

   • A) the difficulty of learning new languages
   • B) the importance of food in cultural adaptation
   • C) how differences can become growth opportunities
   • D) why students should stay in their comfort zones

3. The research by Dr. Michael Vande Berg demonstrated that exchange students

   • A) learned languages faster than expected
   • B) showed higher cultural sensitivity
   • C) performed better academically
   • D) maintained more international friendships

4. The phrase “language acquisition through immersion” refers to

   • A) formal classroom language instruction
   • B) learning through daily authentic use
   • C) studying multiple languages simultaneously
   • D) attending intensive language courses

5. According to the passage, the main obstacle preventing more students from participating in exchanges is

   • A) parental concerns about safety
   • B) difficulty getting academic credit
   • C) financial limitations
   • D) lack of interest from students

Questions 6-9: True/False/Not Given

Write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.

6. The first student exchange programs were established between European and Asian countries.
7. Exchange students can achieve language gains equal to three years of classroom study in one year abroad.
8. Most exchange students experience serious culture shock that prevents program completion.
9. Virtual exchange programs can completely replace the experience of living abroad.

Questions 10-13: Sentence Completion

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

10. Exchange programs create __ that can lead to future business and diplomatic cooperation.
11. Organizations provide __ and fundraising support to make programs more affordable.
12. Reputable exchange organizations conduct __ of host families to ensure student safety.
13. Host communities benefit from the __ that exchange students contribute to local schools.

Học sinh tham gia chương trình trao đổi văn hóa quốc tế tại trường học

PASSAGE 2 – The Role of International Scientific Collaboration in Global Problem-Solving

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

In an era defined by challenges that transcend national boundaries – climate change, pandemic diseases, and resource depletion – international scientific collaboration has evolved from a desirable practice to an absolute necessity. These collaborative endeavors bring together researchers from diverse cultural backgrounds, combining complementary expertise and resources to tackle problems no single nation could address alone. The results of such partnerships have been nothing short of transformative, yielding breakthroughs that benefit all of humanity.

A. The Human Genome Project stands as perhaps the most celebrated example of cross-border scientific cooperation. Launched in 1990, this ambitious undertaking involved thousands of researchers from laboratories in the United States, United Kingdom, France, Germany, Japan, and China working toward a common goal: mapping all human genes. The project’s success in 2003, completed two years ahead of schedule and under budget, exemplified how pooling resources and sharing data across cultures could accelerate discovery. Dr. Francis Collins, who led the U.S. portion, noted that the project’s collaborative structure helped researchers overcome methodological differences and establish standardized protocols that remain benchmarks in genomic research today.

B. What makes international scientific collaboration particularly effective in promoting cross-cultural understanding is the meritocratic nature of science itself. In research environments, ideas are evaluated based on evidence and logical rigor rather than the cultural background of their proponents. This creates a level playing field where scientists from developing nations can contribute equally alongside colleagues from wealthier countries. Dr. Quarraisha Abdool Karim, a South African epidemiologist whose research on HIV prevention has saved countless lives, emphasizes this point: “Science transcends politics and prejudice. When you’re examining data together, nationality becomes irrelevant. What matters is the quality of your thinking and your commitment to methodological integrity.”

C. The development of the COVID-19 vaccines represents a more recent testament to the power of international collaboration. Within weeks of the virus being identified in early 2020, its genetic sequence was shared openly with researchers worldwide. Scientists across continents worked simultaneously on different aspects of the problem – some focusing on understanding the virus’s structure, others on developing diagnostic tools, and still others on creating vaccines. The unprecedented speed at which effective vaccines were developed – less than a year compared to the typical decade-long process – was directly attributable to this coordinated global effort. As research partnerships like the one involving collaborative science projects across global classrooms have demonstrated, sharing knowledge and resources across borders dramatically accelerates innovation.

D. However, international scientific collaboration faces substantial challenges that must be acknowledged. Language barriers, though often overcome through the lingua franca of English, can still create subtle misunderstandings. More significantly, differing research ethics and regulatory frameworks across countries can complicate joint projects. What constitutes acceptable research practice in one nation may violate ethical standards in another. Intellectual property rights present another thorny issue – determining how credit and potential profits should be distributed among multinational teams requires careful negotiation and clear contractual agreements from the outset.

E. Geopolitical tensions can also impede scientific cooperation. During the Cold War, collaboration between American and Soviet scientists was severely restricted, hampering progress on issues like nuclear safety that affected both nations. More recently, concerns about technological espionage and national security have led some governments to impose restrictions on international research partnerships, particularly in sensitive fields like artificial intelligence and quantum computing. These developments represent a troubling reversal of the trend toward greater scientific openness.

F. Despite these obstacles, mechanisms to facilitate international collaboration continue to evolve. Organizations such as the International Council for Science (ICSU) and the InterAcademy Partnership work to establish common standards and ethical guidelines for cross-border research. Funding agencies in many countries now explicitly prioritize international partnerships, recognizing that collaborative projects often yield higher-impact results. The European Union’s Horizon Europe program, for instance, allocates billions of euros specifically for multinational research initiatives.

G. The cultural benefits of scientific collaboration extend beyond the laboratories. When researchers work together intensively, they inevitably share aspects of their cultures – whether through casual conversations over lunch or formal presentations about their home institutions. These interactions foster mutual respect and dismantle stereotypes. Professor Yoshinori Ohsumi, a Japanese cell biologist and Nobel laureate, reflects on his collaborations with European scientists: “Working together taught me that beneath apparent cultural differences, scientists everywhere share the same passion for discovery and the same intellectual humility before the mysteries of nature. This realization has profoundly shaped not just my research, but my understanding of humanity.”

H. Looking toward the future, emerging technologies promise to make international collaboration even more seamless. Cloud-based platforms enable researchers on different continents to analyze shared datasets simultaneously. Virtual reality systems allow scientists to examine three-dimensional molecular structures together despite being physically apart. Such initiatives parallel how online platforms foster cross-cultural peer learning in educational contexts, demonstrating technology’s power to bridge geographical and cultural divides. These tools reduce the financial and environmental costs associated with international travel while maintaining the collaborative intensity that drives innovation.

The path forward requires intentional effort from all stakeholders – governments, funding agencies, research institutions, and individual scientists. Policies that facilitate visa processes for researchers, funding structures that support long-term partnerships rather than short-term projects, and educational programs that prepare scientists for cross-cultural collaboration are all essential. Most importantly, the scientific community must continue to champion the principle that knowledge belongs to all humanity and that the collective challenges we face demand collective solutions.

Questions 14-26

Questions 14-18: Matching Headings

Choose the correct heading for paragraphs A-E from the list of headings below.

List of Headings:
i. The obstacles created by political conflicts
ii. A landmark achievement in genomic research
iii. How technology is transforming collaboration
iv. The equalizing power of scientific methodology
v. Ethical and legal complications in joint research
vi. The rapid vaccine development success story
vii. Future requirements for effective partnerships
viii. Cultural exchange beyond the laboratory
ix. Financial barriers to international projects

14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E

Questions 19-22: Yes/No/Not Given

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

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

19. The Human Genome Project was completed later than originally planned.
20. Scientists from developing countries can contribute equally to international research projects.
21. Language barriers are the most significant challenge facing international scientific collaboration.
22. All governments currently support unrestricted international scientific cooperation.

Questions 23-26: Summary Completion

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

International scientific collaboration has become essential for addressing global challenges. The COVID-19 vaccine development demonstrated how sharing 23. __ openly enabled rapid progress. Despite benefits, collaborations face difficulties including differing 24. __ across nations and concerns about 25. __. Organizations like ICSU work to establish 26. __ to facilitate cooperation across borders.

PASSAGE 3 – Cross-Cultural Collaboration in the Arts: Redefining Creative Expression in a Globalized World

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The arts have long served as a universal language through which humans communicate emotions, ideas, and experiences that transcend the limitations of verbal expression. In recent decades, globalization and technological advancement have catalyzed an unprecedented surge in cross-cultural artistic collaborations that challenge traditional notions of cultural authenticity, artistic ownership, and creative expression itself. These collaborative ventures – spanning music, visual arts, theater, dance, and multimedia installations – not only produce innovative aesthetic experiences but also serve as potent vehicles for fostering intercultural dialogue and mutual understanding in ways that more conventional diplomatic or educational exchanges often cannot achieve.

The theoretical framework for understanding how cross-cultural artistic collaboration promotes understanding draws from multiple academic disciplines. Social identity theory, developed by Henri Tajfel and John Turner, suggests that individuals derive significant aspects of their self-concept from group memberships, including cultural and national affiliations. When artists from different cultural backgrounds collaborate, they must negotiate these identities, often leading to what psychologists term “identity integration” – the ability to hold multiple cultural frameworks simultaneously without experiencing cognitive dissonance. This process, documented in studies by researchers such as Angela Ka-yee Leung at Singapore Management University, correlates with enhanced creativity and cognitive flexibility, as individuals learn to fluidly shift between different cultural paradigms and synthesize seemingly disparate elements into coherent artistic expressions.

Consider the paradigmatic example of Yo-Yo Ma’s Silkroad Ensemble, founded in 2000 to explore musical traditions along the historical Silk Road trade routes. This collective brings together master musicians from China, Iran, India, Syria, Spain, and numerous other cultures to create compositions that defy conventional categorization. Rather than simply juxtaposing different musical traditions – what ethnomusicologists might dismiss as superficial “world music fusion” – the Ensemble engages in deep collaborative composition where musicians must understand the modal systems, rhythmic structures, and aesthetic principles underlying each tradition. The resulting works are neither Eastern nor Western but represent genuine third cultural spaces where new artistic possibilities emerge. Significantly, research by Dr. Patricia Shehan Campbell at the University of Washington found that audience members attending Silkroad performances demonstrated measurably increased openness to other cultures and decreased ethnocentric attitudes, effects that persisted for months after the concert experience.

The visual arts have witnessed similarly transformative cross-cultural collaborations. The “Stories from the Edge” project, initiated in 2015, paired contemporary artists from Australia’s Indigenous communities with artists from Norway’s Sámi people, both groups representing cultures that have faced colonization and cultural suppression. Working together over two years, these artists created installations that explored parallel experiences of displacement, cultural resilience, and environmental stewardship. The project’s organizer, curator Annika Kristensen, notes that the collaboration required establishing what she terms “protocols of cultural reciprocity” – explicit agreements about how each culture’s sacred knowledge would be represented and who possessed authority to make artistic decisions involving culturally sensitive material. This approach, which prioritizes ethical engagement over purely aesthetic concerns, represents an evolving best practice in cross-cultural artistic collaboration that addresses legitimate concerns about cultural appropriation while still enabling meaningful creative exchange. Such thoughtful frameworks echo the role of education in fostering cultural empathy by establishing respectful foundations for intercultural interaction.

The digital realm has introduced entirely new dimensions to cross-cultural artistic collaboration. Virtual reality and augmented reality technologies enable artists separated by thousands of miles to work in shared immersive spaces, manipulating virtual materials as if physically present together. The “Virtual Harmony” project, a collaboration between Japanese new media artists and Brazilian street artists, created hybrid artworks that existed simultaneously as physical murals in São Paulo and Rio de Janeiro and as animated digital overlays accessible through mobile applications. This simultaneity challenges fundamental assumptions about art as location-specific and raises provocative questions about whether cultural expressions remain tethered to geographic origins in an increasingly virtualized world.

However, scholarly discourse on cross-cultural artistic collaboration has not been uniformly celebratory. Critical theorists, particularly those working within postcolonial frameworks, caution that power imbalances persist even in supposedly egalitarian creative partnerships. When collaborations involve artists from wealthy nations working with those from developing countries, questions arise about who controls resources, whose aesthetic sensibilities dominate final products, and how economic benefits are distributed. Dr. Néstor García Canclini, an Argentine-Mexican anthropologist, has documented numerous cases where what was promoted as genuine collaboration actually represented “extractive partnerships” – Western artists accessing cultural material from non-Western communities while retaining disproportionate creative control and financial gain.

The sustainability of cross-cultural collaborations also merits examination. Many high-profile projects are ephemerally funded through grants or institutional sponsorships that support initial creation but provide no mechanisms for ongoing relationship maintenance. When funding expires, partnerships often dissolve, and the intercultural understanding they fostered risks remaining superficial. In contrast, the most impactful collaborations, such as the ongoing partnership between the Uganda National Cultural Centre and the Royal Court Theatre in London, are structured as long-term reciprocal relationships with institutional commitments that extend beyond individual projects. These arrangements include staff exchanges, shared training programs, and mechanisms for artists from both institutions to periodically reconvene, ensuring that cross-cultural understanding deepens over time rather than remaining confined to a single collaborative moment.

The pedagogical applications of cross-cultural artistic collaboration deserve particular attention. Educational institutions increasingly incorporate collaborative intercultural projects into arts curricula, recognizing their potential to develop what psychologist Robert Sternberg terms “practical intelligence” – the ability to navigate unfamiliar contexts and work effectively with diverse individuals. The International Baccalaureate’s Global Arts Initiative, for instance, connects student artists across continents to create joint exhibitions, with assessment criteria explicitly valuing students’ demonstrated cultural sensitivity and ability to negotiate creative differences. Early longitudinal studies suggest that students participating in such programs show enhanced intercultural competence that transfers to non-artistic domains, including greater success in multicultural workplaces and stronger commitment to global citizenship.

As cross-cultural artistic collaborations proliferate, the need for critical frameworks to evaluate their success beyond purely aesthetic criteria becomes increasingly urgent. Scholars such as Dr. Mary Katherine Pons propose multi-dimensional assessment models that consider not only the artistic merit of collaborative works but also their processes: Did the collaboration involve genuine mutual influence or did one cultural perspective dominate? Were there mechanisms for addressing conflicts rooted in cultural differences? Did participants report transformed understandings of other cultures? Were economic benefits equitably distributed? Such rigorous evaluation can help distinguish truly transformative collaborations from those that merely appropriate multicultural aesthetics without fostering genuine intercultural understanding.

Looking forward, the trajectory of cross-cultural artistic collaboration will likely be shaped by several converging forces. Climate change and global migration patterns are creating new diasporic communities and cultural hybridities that will demand artistic exploration. Simultaneously, technological advances will continue to enable new forms of remote collaboration while raising questions about whether virtual interactions can replicate the trust-building and deep cultural exchange that occur when artists share physical spaces for extended periods, especially in contexts similar to role of education in fostering global citizenship where sustained engagement proves crucial. The answer likely lies not in viewing these as mutually exclusive approaches but in developing integrated models that leverage technology’s connective power while preserving spaces for the irreplaceable aspects of face-to-face creative encounter.

Ultimately, the value of cross-cultural artistic collaboration transcends the artworks produced. In a world increasingly polarized along cultural, national, and ideological lines, these projects model alternative modes of engaging with difference – modes characterized by curiosity rather than fear, by willingness to be changed through encounter rather than rigid defense of existing perspectives. When artists commit to collaborative processes that honor the integrity of different cultural traditions while creating something entirely new, they demonstrate that cultural difference need not be a source of conflict but can instead be the generative tension from which emerges our most profound expressions of shared humanity.

Nghệ sĩ quốc tế hợp tác trong dự án nghệ thuật đa văn hóa sáng tạo

Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to the passage, social identity theory suggests that cross-cultural collaboration leads to

• A) confusion about cultural identity
• B) the ability to hold multiple cultural frameworks
• C) rejection of original cultural backgrounds
• D) preference for one culture over another

28. The Silkroad Ensemble is described as different from typical “world music fusion” because it

• A) uses only traditional instruments
• B) performs only in Asian countries
• C) involves deep understanding of each musical tradition
• D) focuses exclusively on historical compositions

29. The “Stories from the Edge” project emphasized

• A) commercial success over cultural sensitivity
• B) establishing ethical protocols for cultural representation
• C) keeping sacred knowledge completely private
• D) prioritizing aesthetic innovation above all else

30. Dr. Néstor García Canclini’s research warns about

• A) the declining quality of collaborative artworks
• B) power imbalances in artistic partnerships
• C) the high cost of international projects
• D) language barriers between artists

31. According to the passage, the most impactful collaborations are those that

• A) receive the largest grants
• B) involve the most famous artists
• C) create the most artworks
• D) maintain long-term institutional relationships

Questions 32-36: Matching Features

Match each research finding or project (Questions 32-36) with the correct researcher or organization (A-H).

Research Findings/Projects:
32. Developed theory about how group membership shapes identity
33. Found that concert attendance increased cultural openness
34. Proposed multi-dimensional models for evaluating collaborations
35. Documented cases of extractive partnerships
36. Connected student artists across continents

Researchers/Organizations:
A. Henri Tajfel and John Turner
B. Angela Ka-yee Leung
C. Dr. Patricia Shehan Campbell
D. Annika Kristensen
E. Dr. Néstor García Canclini
F. Dr. Mary Katherine Pons
G. Robert Sternberg
H. International Baccalaureate

Questions 37-40: Short-answer Questions

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

37. What term describes the ability to shift between different cultural frameworks?
38. What type of spaces does the passage say emerge from genuine cross-cultural collaboration?
39. According to the passage, what aspect of face-to-face collaboration might be irreplaceable?
40. The passage suggests cultural difference can be a source of what kind of tension that leads to profound art?

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. B
5. C
6. NOT GIVEN
7. TRUE
8. FALSE
9. FALSE
10. lasting networks
11. scholarships
12. rigorous screening
13. cultural diversity

PASSAGE 2: Questions 14-26

14. ii
15. iv
16. vi
17. v
18. i
19. NO
20. YES
21. NOT GIVEN
22. NO
23. genetic sequence
24. research ethics / regulatory frameworks (either acceptable)
25. technological espionage
26. common standards / ethical guidelines (either acceptable)

PASSAGE 3: Questions 27-40

27. B
28. C
29. B
30. B
31. D
32. A
33. C
34. F
35. E
36. H
37. cognitive flexibility
38. third cultural spaces
39. trust-building / deep cultural exchange (either acceptable)
40. generative tension

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: organized student exchange programs, first, widespread
• Vị trí trong bài: Đoạn 2, dòng 3-4
• Giải thích: Bài đọc nói rõ “it was after World War II that these initiatives truly gained momentum” – sau Thế chiến II các chương trình này mới thực sự lan rộng. Đáp án A sai vì đoạn văn chỉ nói programs “began” (bắt đầu) vào đầu thế kỷ 20, không phải “widespread” (phổ biến rộng rãi).

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Maria Santos, experience, illustrates
• Vị trí trong bài: Đoạn 3, dòng 4-6
• Giải thích: Maria nói rõ “I learned to see these differences not as obstacles but as opportunities to grow” – khó khăn trở thành cơ hội phát triển. Đây là paraphrase của đáp án C.

Câu 6: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: first student exchange programs, European and Asian countries
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: Bài chỉ nói “primarily between European countries” nhưng không đề cập đến châu Á, do đó không có thông tin để xác nhận hay phủ nhận.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: language gains, three years, one year abroad
• Vị trí trong bài: Đoạn 4, dòng 4-6
• Giải thích: Câu văn trong bài khớp chính xác: “exchange students achieved language gains equivalent to three years of classroom study in just one year abroad.”

Câu 10: lasting networks

• Dạng câu hỏi: Sentence Completion
• Từ khóa: create, business, diplomatic cooperation
• Vị trí trong bài: Đoạn 5, dòng 1-2
• Giải thích: “These programs create lasting networks that promote international cooperation” – cụm từ “lasting networks” xuất hiện đúng vị trí ngữ pháp và ngữ nghĩa.

Passage 2 – Giải Thích

Câu 14: ii (Paragraph A)

• Dạng câu hỏi: Matching Headings
• Từ khóa: Human Genome Project, mapping human genes, success
• Giải thích: Đoạn A tập trung vào Human Genome Project như một “celebrated example” và thành tựu “landmark achievement” trong nghiên cứu gen. Heading ii “A landmark achievement in genomic research” phù hợp nhất.

Câu 15: iv (Paragraph B)

• Dạng câu hỏi: Matching Headings
• Từ khóa: meritocratic nature, evaluated based on evidence, nationality becomes irrelevant
• Giải thích: Đoạn B giải thích về “meritocratic nature of science” và cách khoa học tạo “level playing field” – phù hợp với heading iv “The equalizing power of scientific methodology.”

Câu 19: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Human Genome Project, completed later than planned
• Vị trí trong bài: Đoạn A, dòng 5-6
• Giải thích: Bài viết nói rõ “completed two years ahead of schedule” (hoàn thành sớm 2 năm), trái ngược hoàn toàn với câu hỏi nói “later than planned” (muộn hơn dự kiến).

Câu 20: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: developing countries, contribute equally
• Vị trí trong bài: Đoạn B, dòng 3-4
• Giải thích: “Scientists from developing nations can contribute equally alongside colleagues from wealthier countries” – câu này khớp chính xác với quan điểm của tác giả.

Câu 23: genetic sequence

• Dạng câu hỏi: Summary Completion
• Từ khóa: COVID-19, sharing, openly, rapid progress
• Vị trí trong bài: Đoạn C, dòng 1-2
• Giải thích: “Its genetic sequence was shared openly with researchers worldwide” – đây là thông tin được chia sẻ giúp đẩy nhanh tiến độ.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: social identity theory, cross-cultural collaboration
• Vị trí trong bài: Đoạn 2, dòng 5-7
• Giải thích: Bài viết giải thích về “identity integration – the ability to hold multiple cultural frameworks simultaneously” – khả năng giữ nhiều khuôn khổ văn hóa cùng lúc, tương ứng với đáp án B.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Silkroad Ensemble, different from, world music fusion
• Vị trí trong bài: Đoạn 3, dòng 3-6
• Giải thích: “Rather than simply juxtaposing… the Ensemble engages in deep collaborative composition where musicians must understand the modal systems, rhythmic structures, and aesthetic principles” – sự khác biệt nằm ở việc hiểu sâu từng truyền thống âm nhạc.

Câu 32: A (Henri Tajfel and John Turner)

• Dạng câu hỏi: Matching Features
• Từ khóa: theory, group membership, identity
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: “Social identity theory, developed by Henri Tajfel and John Turner, suggests that individuals derive significant aspects of their self-concept from group memberships.”

Câu 37: cognitive flexibility

• Dạng câu hỏi: Short-answer
• Từ khóa: ability, shift between, cultural frameworks
• Vị trí trong bài: Đoạn 2, dòng 7-8
• Giải thích: “correlates with enhanced creativity and cognitive flexibility, as individuals learn to fluidly shift between different cultural paradigms.”

Câu 40: generative tension

• Dạng câu hỏi: Short-answer
• Từ khóa: cultural difference, source, tension, profound art
• Vị trí trong bài: Đoạn cuối, dòng 3-5
• Giải thích: “cultural difference need not be a source of conflict but can instead be the generative tension from which emerges our most profound expressions of shared humanity.”

Sinh viên tự luyện tập đề thi IELTS Reading có đáp án chi tiết tại nhà

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
immerse	v	/ɪˈmɜːrs/	đắm mình, hòa mình	immerse themselves in different cultures	immerse in/into something
facilitate	v	/fəˈsɪlɪteɪt/	tạo điều kiện, hỗ trợ	organizations facilitate thousands of exchanges	facilitate cooperation/communication
cross-cultural competence	n phrase	/krɒs ˈkʌltʃərəl ˈkɒmpɪtəns/	năng lực xuyên văn hóa	development of cross-cultural competence	develop/enhance competence
adaptability	n	/əˌdæptəˈbɪləti/	khả năng thích nghi	they develop adaptability and resilience	demonstrate/show adaptability
language proficiency	n phrase	/ˈlæŋɡwɪdʒ prəˈfɪʃənsi/	trình độ ngôn ngữ	improved language proficiency	achieve/demonstrate proficiency
culture shock	n phrase	/ˈkʌltʃər ʃɒk/	sốc văn hóa	some students experience culture shock	experience/overcome culture shock
lasting connections	n phrase	/ˈlɑːstɪŋ kəˈnekʃənz/	mối quan hệ lâu dài	maintain lifelong connections	maintain/establish connections
financial constraints	n phrase	/faɪˈnænʃəl kənˈstreɪnts/	hạn chế tài chính	financial constraints remain a barrier	face/overcome constraints
rigorous screening	n phrase	/ˈrɪɡərəs ˈskriːnɪŋ/	sàng lọc nghiêm ngặt	rigorous screening of host families	conduct/undergo screening
reintegrate	v	/riːˈɪntɪɡreɪt/	tái hòa nhập	successfully reintegrate into home schools	reintegrate into society/school
cultural diversity	n phrase	/ˈkʌltʃərəl daɪˈvɜːsəti/	đa dạng văn hóa	benefit from cultural diversity	embrace/promote diversity
transformative experience	n phrase	/trænsˈfɔːmətɪv ɪkˈspɪəriəns/	trải nghiệm mang tính chuyển hóa	transformative experience of living abroad	have/undergo an experience

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
collaborative endeavor	n phrase	/kəˈlæbərətɪv ɪnˈdevər/	nỗ lực hợp tác	these collaborative endeavors bring together	undertake/pursue an endeavor
complementary expertise	n phrase	/ˌkɒmplɪˈmentri ˌekspɜːˈtiːz/	chuyên môn bổ sung	combining complementary expertise	provide/offer expertise
pooling resources	v phrase	/puːlɪŋ rɪˈsɔːsɪz/	gộp chung nguồn lực	pooling resources and sharing data	pool resources/knowledge
meritocratic	adj	/ˌmerɪtəˈkrætɪk/	dựa trên năng lực	the meritocratic nature of science	meritocratic system/approach
transcend	v	/trænˈsend/	vượt qua, siêu việt	science transcends politics	transcend boundaries/limitations
genetic sequence	n phrase	/dʒəˈnetɪk ˈsiːkwəns/	trình tự gen	its genetic sequence was shared openly	identify/share a sequence
directly attributable	adj phrase	/dəˈrektli əˈtrɪbjʊtəbl/	có thể quy cho trực tiếp	directly attributable to global effort	be attributable to something
geopolitical tensions	n phrase	/ˌdʒiːəʊpəˈlɪtɪkl ˈtenʃənz/	căng thẳng địa chính trị	geopolitical tensions can impede	ease/escalate tensions
impede	v	/ɪmˈpiːd/	cản trở	tensions can impede cooperation	impede progress/development
technological espionage	n phrase	/ˌteknəˈlɒdʒɪkl ˈespiənɑːʒ/	gián điệp công nghệ	concerns about technological espionage	engage in/prevent espionage
multinational research	n phrase	/ˌmʌltiˈnæʃənl rɪˈsɜːtʃ/	nghiên cứu đa quốc gia	allocates funding for multinational research	conduct/support research
foster mutual respect	v phrase	/ˈfɒstər ˈmjuːtʃuəl rɪˈspekt/	thúc đẩy tôn trọng lẫn nhau	these interactions foster mutual respect	foster respect/understanding
intellectual humility	n phrase	/ˌɪntəˈlektʃuəl hjuːˈmɪləti/	khiêm tốn trí tuệ	the same intellectual humility	demonstrate/practice humility
seamless	adj	/ˈsiːmləs/	liền mạch, không gián đoạn	make collaboration even more seamless	seamless integration/transition
collective challenges	n phrase	/kəˈlektɪv ˈtʃælɪndʒɪz/	thách thức chung	collective challenges we face	address/tackle challenges

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
catalyze	v	/ˈkætəlaɪz/	xúc tác, thúc đẩy	globalization catalyzed a surge	catalyze change/development
potent vehicles	n phrase	/ˈpəʊtnt ˈviːɪklz/	phương tiện mạnh mẽ	serve as potent vehicles for dialogue	provide/serve as a vehicle
intercultural dialogue	n phrase	/ˌɪntəˈkʌltʃərəl ˈdaɪəlɒɡ/	đối thoại liên văn hóa	fostering intercultural dialogue	promote/facilitate dialogue
derive	v	/dɪˈraɪv/	thu được, rút ra	individuals derive aspects of self-concept	derive from/derive benefit
negotiate	v	/nɪˈɡəʊʃieɪt/	thương lượng, điều phối	must negotiate these identities	negotiate terms/differences
cognitive flexibility	n phrase	/ˈkɒɡnətɪv ˌfleksəˈbɪləti/	tính linh hoạt nhận thức	correlates with cognitive flexibility	enhance/develop flexibility
paradigmatic	adj	/ˌpærədɪɡˈmætɪk/	mang tính mẫu mực	the paradigmatic example of	paradigmatic shift/case
defy categorization	v phrase	/dɪˈfaɪ ˌkætəɡəraɪˈzeɪʃən/	không thể phân loại	compositions that defy categorization	defy expectations/convention
modal systems	n phrase	/ˈməʊdl ˈsɪstəmz/	hệ thống điệu thức (âm nhạc)	understand the modal systems	study/analyze systems
third cultural spaces	n phrase	/θɜːd ˈkʌltʒərəl speɪsɪz/	không gian văn hóa thứ ba	represent genuine third cultural spaces	create/inhabit spaces
ethnocentric attitudes	n phrase	/ˌeθnəʊˈsentrɪk ˈætɪtjuːdz/	thái độ trung tâm dân tộc	decreased ethnocentric attitudes	display/challenge attitudes
cultural appropriation	n phrase	/ˈkʌltʃərəl əˌprəʊpriˈeɪʃən/	chiếm đoạt văn hóa	concerns about cultural appropriation	avoid/address appropriation
protocols of reciprocity	n phrase	/ˈprəʊtəkɒlz əv ˌresɪˈprɒsəti/	quy tắc có đi có lại	establishing protocols of reciprocity	develop/follow protocols
immersive spaces	n phrase	/ɪˈmɜːsɪv speɪsɪz/	không gian đắm chìm	work in shared immersive spaces	create/enter spaces
postcolonial frameworks	n phrase	/ˌpəʊstkəˈləʊniəl ˈfreɪmwɜːks/	khung lý thuyết hậu thực dân	theorists working within postcolonial frameworks	apply/adopt frameworks
extractive partnerships	n phrase	/ɪkˈstræktɪv ˈpɑːtnəʃɪps/	quan hệ đối tác khai thác	actually represented extractive partnerships	avoid/identify partnerships
disproportionate control	n phrase	/ˌdɪsprəˈpɔːʃənət kənˈtrəʊl/	kiểm soát không cân xứng	retaining disproportionate creative control	exert/maintain control
intercultural competence	n phrase	/ˌɪntəˈkʌltʃərəl ˈkɒmpɪtəns/	năng lực liên văn hóa	enhanced intercultural competence	develop/demonstrate competence
generative tension	n phrase	/ˈdʒenərətɪv ˈtenʃən/	sức căng sáng tạo	the generative tension from which emerges art	create/harness tension

Kết Bài

Chủ đề về “How Collaborative Projects Promote Cross-cultural Understanding” không chỉ là một topic phổ biến trong IELTS Reading mà còn phản ánh xu hướng toàn cầu hóa và tầm quan trọng của hợp tác quốc tế trong thế giới hiện đại. Qua bộ đề thi mẫu này, bạn đã được tiếp xúc với 3 passages có độ khó tăng dần, từ chương trình trao đổi sinh viên (Easy), hợp tác khoa học quốc tế (Medium), đến nghệ thuật xuyên văn hóa (Hard).

Bộ đề cung cấp đầy đủ 40 câu hỏi với 7 dạng khác nhau – giúp bạn làm quen toàn diện với format thi thật của Cambridge IELTS. Đáp án chi tiết kèm giải thích rõ ràng về vị trí thông tin, cách paraphrase, và lý do tại sao đáp án đúng/sai sẽ giúp bạn tự đánh giá chính xác năng lực hiện tại và xác định điểm cần cải thiện.

Hơn 50 từ vựng quan trọng được tổng hợp từ 3 passages sẽ bổ sung đáng kể vốn từ học thuật của bạn, đặc biệt trong các lĩnh vực giáo dục, khoa học và nghệ thuật – những chủ đề xuất hiện thường xuyên không chỉ trong Reading mà còn trong Writing và Speaking.

Hãy nhớ rằng, việc luyện tập với đề thi chất lượng cao như thế này chỉ thực sự hiệu quả khi bạn phân tích kỹ lưỡng từng câu trả lời, hiểu rõ tại sao mình sai, và rút ra bài học cụ thể cho những lần làm bài sau. Chúc bạn ôn tập hiệu quả và đạt band điểm mục tiêu trong kỳ thi IELTS sắp tới!