Trong bối cảnh giáo dục đương đại ngày càng hướng tới công nghệ và kỹ năng số, chủ đề về vai trò của nghề thủ công truyền thống trong giáo dục hiện đại đang trở thành một đề tài được quan tâm rộng rãi trong các kỳ thi IELTS Reading. Đây không chỉ là một chủ đề liên quan đến văn hóa và giáo dục mà còn phản ánh xu hướng tái định hướng giá trị trong xã hội hiện đại.
Chủ đề này xuất hiện với tần suất khá cao trong các đề thi IELTS Reading gần đây, đặc biệt trong phần Passage 2 và Passage 3. Qua bài viết này, bạn sẽ được thực hành với một bộ đề thi hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard, bao gồm đầy đủ 40 câu hỏi chuẩn IELTS với nhiều dạng bài đa dạng như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Bên cạnh đó, bạn sẽ nhận được đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin, cách paraphrase, cùng với kho từ vựng quan trọng được phân loại theo từng passage.
Bộ đề này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc đề thi thật, rèn luyện kỹ năng quản lý thời gian và nâng cao khả năng đọc hiểu học thuật một cách hiệu quả.
Hướng dẫn làm bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test là một phần thi quan trọng trong kỳ thi IELTS Academic, yêu cầu thí sinh hoàn thành 40 câu hỏi trong vòng 60 phút. Bài thi bao gồm 3 passages với độ dài từ 2000-2750 từ, mỗi passage kèm theo 13-14 câu hỏi.
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút (độ khó thấp, câu hỏi tương đối dễ tìm)
- Passage 2: 18-20 phút (độ khó trung bình, yêu cầu kỹ năng paraphrase)
- Passage 3: 23-25 phút (độ khó cao, cần phân tích và suy luận sâu)
Lưu ý quan trọng là không có thời gian bổ sung để chép đáp án, do đó bạn cần ghi đáp án trực tiếp vào phiếu trả lời trong thời gian làm bài.
Các Dạng Câu Hỏi Trong Đề Này
Bộ đề thi mẫu này bao gồm các dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm (Passage 1 & 3)
- True/False/Not Given – Xác định tính đúng sai của thông tin (Passage 1)
- Matching Information – Nối thông tin với đoạn văn (Passage 1)
- Yes/No/Not Given – Xác định quan điểm của tác giả (Passage 2)
- Matching Headings – Nối tiêu đề với đoạn văn (Passage 2)
- Summary Completion – Hoàn thành đoạn tóm tắt (Passage 2)
- Matching Features – Nối đặc điểm với danh sách (Passage 3)
- Short-answer Questions – Câu hỏi trả lời ngắn (Passage 3)
IELTS Reading Practice Test
PASSAGE 1 – The Revival of Traditional Crafts in Primary Education
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
In recent years, educational institutions around the world have begun to recognise the value of incorporating traditional crafts into primary school curricula. This shift represents a significant departure from the purely technology-focused approach that dominated education in the early 21st century. Teachers and education specialists are now discovering that activities such as pottery-making, weaving, and woodworking offer children unique developmental benefits that cannot be replicated through digital learning alone.
The movement began in Scandinavian countries, particularly in Finland and Sweden, where educators noticed that children who participated in hands-on craft activities demonstrated improved fine motor skills and enhanced spatial awareness. A landmark study conducted by the University of Helsinki in 2018 followed 500 primary school children over three years, comparing those who engaged in weekly craft sessions with a control group who did not. The results were compelling: children in the craft group showed a 23% improvement in problem-solving abilities and a 31% increase in concentration spans compared to their peers.
One of the most significant advantages of traditional crafts in education is their ability to teach patience and perseverance. Unlike many modern activities that provide instant gratification, creating a handmade object requires sustained effort over time. Sarah Mitchell, a primary school teacher in Manchester with fifteen years of experience, explains: “When a seven-year-old spends three weeks making a clay bowl, they learn that meaningful achievements take time. This lesson is invaluable in an age of immediate digital rewards.”
Cultural preservation represents another crucial dimension of craft education. Many traditional skills that have been passed down through generations are at risk of disappearing entirely. By introducing children to techniques such as embroidery, basket weaving, or traditional toy-making, schools serve as custodians of cultural heritage. In Japan, the concept of “takumi” – the pursuit of craftsmanship mastery – has been integrated into elementary education, with children learning skills like origami and calligraphy from local artisans who visit schools regularly.
The cognitive benefits of craft activities extend beyond manual dexterity. Research published in the Journal of Educational Psychology in 2020 demonstrated that children who regularly engage in traditional crafts show enhanced mathematical reasoning. The study suggests that activities involving pattern recognition, such as weaving or tile decoration, help children develop abstract thinking skills that are directly applicable to mathematics and science. Dr. Robert Chen, the lead researcher, noted that “the spatial and geometric concepts inherent in many traditional crafts provide a concrete foundation for more abstract mathematical learning.”
Furthermore, craft education promotes collaborative learning and social interaction in ways that individual computer-based activities cannot match. When children work together on a large tapestry or help each other master a difficult stitching technique, they develop communication skills and empathy. These interpersonal competencies are increasingly recognised as essential for success in the 21st-century workplace, where teamwork and emotional intelligence are highly valued.
Economic considerations also play a role in the revival of craft education. In many developing countries, traditional crafts remain important sources of livelihood for rural communities. By teaching children these skills, schools help preserve economic opportunities and maintain connections between urban and rural areas. A programme in rural Thailand, for instance, teaches children silk weaving techniques that have sustained their communities for centuries, ensuring that this knowledge – and the income it generates – continues into future generations.
Critics of craft education argue that curriculum time is too precious to spend on activities that won’t help children in our technology-driven economy. However, proponents respond that the skills developed through craft work – precision, attention to detail, creative thinking, and resilience – are exactly what employers seek. A 2021 survey of UK businesses found that 67% of employers considered practical problem-solving skills more important than technical qualifications when hiring entry-level staff.
The implementation of craft programmes does face practical challenges. Schools require appropriate facilities, materials, and teachers with relevant expertise. Some educational authorities have addressed this by partnering with local artisan communities and craft guilds, who provide both instruction and resources. In Melbourne, Australia, a successful initiative brings retired craftspeople into schools as volunteer mentors, creating intergenerational connections while teaching children valuable skills.
Looking forward, the integration of traditional crafts into primary education appears likely to expand rather than diminish. As artificial intelligence and automation transform the employment landscape, the uniquely human qualities developed through craft work – creativity, adaptability, and aesthetic judgment – become increasingly valuable. Educational philosopher Maria Gonzalez argues that “in teaching children to make things with their hands, we’re not looking backward; we’re preparing them for a future where human creativity and machine efficiency must work together.”
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C or D.
1. According to the passage, educational institutions have recently started to:
A. replace technology with traditional methods entirely
B. recognise benefits of combining crafts with modern education
C. focus exclusively on Scandinavian teaching approaches
D. eliminate all forms of digital learning
2. The University of Helsinki study found that children who did crafts showed:
A. better performance only in artistic subjects
B. no significant differences from other children
C. improvements in problem-solving and concentration
D. decreased interest in technology
3. What does Sarah Mitchell believe craft activities teach children?
A. How to use digital devices effectively
B. That meaningful achievements require time
C. Advanced artistic techniques
D. Immediate problem-solving strategies
4. The concept of “takumi” in Japan refers to:
A. a type of traditional toy
B. a school visit programme
C. the pursuit of craftsmanship mastery
D. a mathematical teaching method
5. According to the 2021 survey mentioned, UK employers value:
A. technical qualifications above all else
B. only university degrees
C. practical problem-solving skills highly
D. traditional craft certifications
Questions 6-9: True/False/Not Given
Do the following statements agree with the information given in the passage?
Write:
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this
6. Scandinavian countries were the first to introduce traditional crafts into primary education curricula.
7. Children who participate in craft activities show improved mathematical reasoning according to research.
8. All schools in the UK now have partnerships with local craft guilds.
9. Traditional crafts are no longer economically important in developing countries.
Questions 10-13: Matching Information
Match the following statements (10-13) with the correct paragraph (A-J). You may use any letter more than once.
A. Paragraph about the origin of the movement in Scandinavian countries
B. Paragraph about patience and perseverance
C. Paragraph about cultural preservation
D. Paragraph about cognitive benefits
E. Paragraph about collaborative learning
F. Paragraph about economic considerations
G. Paragraph about criticism of craft education
H. Paragraph about implementation challenges
I. Paragraph about future prospects
J. Opening paragraph
10. Discusses how craft education helps maintain cultural heritage
11. Mentions the difficulty of finding suitable teachers and materials
12. Describes how craft activities promote social skills
13. Explains the connection between craft work and future employment needs
Học sinh tiểu học đang học làm đồ gốm thủ công truyền thống trong lớp nghề
PASSAGE 2 – Integrating Traditional Craftsmanship into Secondary and Higher Education
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The pedagogical value of traditional crafts extends far beyond primary education, with secondary schools and universities increasingly recognising these practices as vehicles for sophisticated learning. This paradigm shift challenges the conventional dichotomy between academic knowledge and practical skills, suggesting instead that traditional craftsmanship offers a holistic educational approach that combines theoretical understanding with embodied cognition.
A. Contemporary educational theory emphasises the concept of “learning by doing,” a principle that traditional crafts inherently embody. When students engage in activities such as blacksmithing, glassblowing, or textile design, they participate in what cognitive scientists call “enacted learning” – the acquisition of knowledge through physical engagement with materials and processes. Dr. Eleanor Wright, a researcher at Stanford University’s School of Education, has documented how this kinaesthetic approach leads to deeper retention and more nuanced understanding than passive learning methods. Her research demonstrates that students who learned geometric principles through traditional quilting techniques retained these concepts 40% more effectively six months later compared to those who learned the same material through conventional textbook instruction.
B. The interdisciplinary nature of craft-based learning presents particular advantages for secondary education, where subjects are often taught in isolated compartments. A project involving medieval manuscript illumination, for instance, simultaneously engages students with history, chemistry (through pigment preparation), art, and even literature (through understanding the texts being illustrated). This integrated approach mirrors the interconnected nature of real-world problems and helps students develop the cross-disciplinary thinking increasingly demanded by modern employers and higher education institutions.
C. Universities in several countries have established dedicated craft programmes that combine traditional techniques with contemporary design thinking. The Royal College of Art in London offers a postgraduate programme in ceramics that requires students to master historical pottery methods while exploring cutting-edge applications in fields such as biomedical engineering and sustainable architecture. Programme director James Sullivan explains: “Understanding how craftspeople solved problems with limited resources and pre-industrial technologies provides our students with innovative approaches to contemporary challenges. We’ve seen graduates apply ancient glazing techniques to develop heat-resistant coatings for aerospace components.”
D. The philosophical dimensions of craft education have garnered increasing attention from educators and theorists. Richard Sennett’s influential work “The Craftsman” argues that the sustained focus required to master a traditional skill cultivates what he terms “the intelligent hand” – the capacity for material thinking that differs fundamentally from abstract intellectual reasoning. This concept has profound implications for education systems that have traditionally privileged verbal and mathematical intelligence over other forms of cognition. Schools incorporating craft education report that students who struggle with conventional academic subjects often excel in hands-on craft work, suggesting the need for more diverse assessment of student capabilities.
E. Apprenticeship models, once the dominant form of vocational training, are experiencing a renaissance in modern education. Germany’s dual education system, which combines classroom learning with practical craft apprenticeships, consistently produces graduates with lower unemployment rates and higher job satisfaction than purely academic pathways. Swiss watchmaking schools maintain centuries-old teaching methods while simultaneously incorporating modern horological innovations, creating professionals who understand both the heritage and future of their craft. These examples demonstrate that traditional craft education need not be antithetical to progress; rather, it provides grounding and context for innovation.
F. The psychological benefits of craft engagement for adolescents and young adults warrant particular attention. Psychiatrist Dr. Anita Patel’s research at Oxford University found that students who participated in weekly craft sessions showed significant reductions in anxiety levels and reported improved emotional regulation. She hypothesises that the meditative quality of repetitive craft actions, combined with the tangible satisfaction of creating physical objects, provides an antidote to the abstract pressures and intangible goals that characterise much of modern academic life. In an era of increasing mental health challenges among young people, these therapeutic dimensions of craft education merit serious consideration.
G. Economic revitalisation through craft education has proven successful in several regions facing post-industrial decline. In areas where traditional manufacturing has disappeared, schools teaching heritage crafts have helped communities develop artisan economies focused on high-quality, handmade products. The Piedmont region of Italy provides a compelling example: facing the collapse of large-scale textile manufacturing, local technical schools developed programmes in traditional weaving and fabric arts. Graduates established small workshops producing luxury textiles for international fashion houses, generating sustainable employment and cultural prestige for the region.
H. Critics raise valid concerns about the practicality and scalability of craft-based education. They argue that extensive craft training may be inefficient given the limited number of professional artisan positions available in modern economies. However, this criticism rests on a narrow conception of craft education’s purpose. Advocates contend that the goal is not to produce professional craftspeople but to develop transferable cognitive and manual competencies applicable across numerous fields. The problem-solving strategies, attention to detail, and quality consciousness developed through craft training prove valuable in careers ranging from surgery to software development.
Research comparing educational outcomes suggests that craft-integrated curricula do not compromise academic achievement. A longitudinal study conducted across fifteen UK secondary schools found that students in craft-enhanced programmes achieved equivalent or superior results in standardised academic assessments compared to control groups, while simultaneously demonstrating higher levels of creative confidence and practical capability. These findings challenge the assumption that time devoted to craft education necessarily detracts from academic preparation.
The digital fabrication revolution presents interesting possibilities for the future of craft education. Technologies such as 3D printing, laser cutting, and CNC machining create new intersections between traditional making skills and computational thinking. Progressive educational institutions are exploring how students might use digital tools to enhance rather than replace traditional techniques. A furniture design programme in Copenhagen, for example, teaches students both hand-joinery methods perfected over centuries and parametric design software, enabling them to create pieces that honour craft traditions while embracing contemporary possibilities.
As education systems worldwide grapple with preparing students for an uncertain future, traditional crafts offer something increasingly rare: a direct connection to accumulated human wisdom about materials, processes, and quality. This knowledge, developed over millennia, represents a repository of solutions to practical problems that may prove invaluable as humanity confronts challenges of sustainability and resource scarcity. Far from being nostalgic or backward-looking, the integration of traditional crafts into modern education may be one of the most forward-thinking strategies available to educators.
Questions 14-26
Questions 14-18: Yes/No/Not Given
Do the following statements agree with the views of the writer?
Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
14. Traditional craft education is only suitable for students who perform poorly in academic subjects.
15. The separation between academic knowledge and practical skills in education is problematic.
16. Most universities worldwide now offer craft-based degree programmes.
17. Craft activities can provide mental health benefits for young people.
18. Digital fabrication technologies will eventually make traditional craft skills obsolete.
Questions 19-23: Matching Headings
Choose the correct heading for paragraphs A-H from the list of headings below.
Write the correct number (i-xi) next to questions 19-23.
List of Headings:
i. The revival of apprenticeship training methods
ii. Physical engagement enhancing knowledge retention
iii. Addressing concerns about educational efficiency
iv. Psychological advantages for student wellbeing
v. Economic benefits for declining industrial areas
vi. The role of universities in preserving ancient techniques
vii. Combining multiple subjects through craft projects
viii. Philosophical perspectives on craft and intelligence
ix. International differences in craft education funding
x. The challenge of teacher recruitment
xi. Digital tools transforming traditional practices
19. Paragraph A
20. Paragraph B
21. Paragraph D
22. Paragraph F
23. Paragraph G
Questions 24-26: Summary Completion
Complete the summary below using words from the box.
Write the correct letters A-L next to questions 24-26.
Word Box:
A. manufacturing
B. academic
C. creative
D. inferior
E. equivalent
F. traditional
G. practical
H. limited
I. superior
J. theoretical
K. artistic
L. commercial
Research on craft-integrated education has shown surprising results. Students participating in programmes that include craft activities achieved (24) __ or better results in standardised tests compared to students in conventional programmes. Additionally, these students showed higher levels of (25) __ confidence and (26) __ capability, suggesting that craft education provides multiple benefits without compromising academic performance.
Tương tự như The role of cultural heritage in modern societies, nghề thủ công truyền thống đang trở thành một phần không thể thiếu trong việc kết nối quá khứ với hiện tại trong bối cảnh giáo dục đương đại.
PASSAGE 3 – Theoretical Frameworks and Future Trajectories of Craft-Based Pedagogy
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The epistemological significance of incorporating traditional crafts into contemporary educational paradigms transcends mere pedagogical innovation; it represents a fundamental reconceptualisation of knowledge itself. As education theorists increasingly challenge the Cartesian dualism that has long segregated mental from manual labour, traditional craftsmanship emerges as a site of resistance against the disembodied rationalism that has characterised Western education since the Enlightenment. This theoretical reframing positions craft practices not as vestigial remnants of pre-industrial society but as sophisticated epistemological systems offering distinctive insights into the nature of learning, expertise, and human capability.
Contemporary phenomenological approaches to education, particularly those influenced by Maurice Merleau-Ponty’s work on embodied perception, provide a robust theoretical foundation for craft-based learning. Merleau-Ponty’s assertion that consciousness is inextricably grounded in bodily experience suggests that the tactile engagement with materials in craft practices generates forms of understanding qualitatively different from those produced through abstract contemplation. Educational philosopher Matthew Crawford extends this argument, proposing that the immediate feedback provided by physical materials—the resistance of wood, the fluidity of clay, the tension of woven fibres—creates a dialogue between maker and medium that cultivates what he terms “practical reason.” This mode of cognition, Crawford argues, involves perceptual acuity, judgment calibration, and adaptive problem-solving in ways that purely theoretical learning cannot replicate.
The anthropological literature on traditional apprenticeship systems offers compelling evidence for the effectiveness of situated learning in craft contexts. Jean Lave and Etienne Wenger’s concept of “legitimate peripheral participation” describes how novices in traditional craft communities gradually acquire expertise through observation, imitation, and increasingly complex task engagement within authentic practice communities. This sociocultural learning model contrasts sharply with the decontextualised instruction typical of conventional schooling, where knowledge is often presented as abstract propositions divorced from practical application. Studies of traditional pottery villages in Japan, weaving communities in Guatemala, and woodworking guilds in Morocco reveal remarkably consistent patterns: learners develop deep competence through years of immersive participation in production activities, without the explicit theoretical instruction that Western education assumes to be necessary.
Crucially, this ethnographic research demonstrates that traditional craft learning encompasses far more than technical skill acquisition. Anthropologist Tim Ingold argues that craft apprenticeship constitutes an “education of attention“—a systematic cultivation of perceptual sensitivity and situational awareness that enables practitioners to notice and respond to subtle variations in materials, conditions, and contexts. This attentional expertise develops through what Ingold calls “taskscapes“—the rhythmic patterns of skilled activity that shape both physical environments and cognitive architectures. From this perspective, the master calligrapher’s ability to judge ink consistency or the experienced blacksmith’s capacity to assess metal temperature by colour represents not merely practical knowledge but a refined perceptual system developed through sustained engagement with material processes.
The neuroscientific investigation of expertise development in craft practitioners has yielded fascinating insights into the neural plasticity associated with skilled manual work. Brain imaging studies of master violin makers, surgeons, and precision mechanics reveal significant cortical reorganisation in regions associated with fine motor control, spatial reasoning, and sensory integration. Research by neuroscientist Arne Dietrich suggests that the procedural learning involved in craft mastery engages implicit memory systems and basal ganglia circuits that operate largely outside conscious awareness, creating forms of “automated expertise” that free cognitive resources for higher-order creative decisions. This neurological evidence supports craft educators’ long-standing claim that manual training fundamentally shapes cognitive architecture in ways that enhance overall intellectual capability.
However, the incorporation of traditional crafts into modern education faces substantial institutional obstacles. The credentialing systems that govern contemporary education privilege quantifiable outcomes and standardised assessments—metrics fundamentally incompatible with the nuanced judgments of quality, appropriateness, and excellence central to craft evaluation. Educational sociologist Harry Collins distinguishes between “relational tacit knowledge“—skills that could theoretically be articulated but remain uncodified—and “somatic tacit knowledge“—embodied capabilities that resist verbal description entirely. Much craft expertise falls into the latter category, creating assessment challenges for educational bureaucracies dependent on explicit learning outcomes and transparent evaluation criteria.
The political economy of contemporary education further complicates craft integration. In an era of human capital theory and economic instrumentalism, education policies increasingly emphasise workforce preparation for knowledge economies dominated by information technology and service sectors. From this perspective, investment in craft education appears economically irrational—a misallocation of limited educational resources toward declining occupational sectors. Yet this analysis rests on a reductive conception of education’s purpose, one that conflates economic utility with human development and overlooks the broader societal benefits of maintaining diverse knowledge systems and varied pathways to competence and dignity.
Không giống như tác động của The effects of globalization on cultural heritage, việc tích hợp nghề thủ công vào giáo dục tạo ra một phương thức bảo tồn chủ động và sinh động hơn.
Feminist critiques of both traditional education and craft revitalisation movements highlight important tensions regarding gender, labour, and cultural valuation. Historically, many textile crafts were designated as “women’s work” and consequently devalued relative to male-dominated trades like metalworking or carpentry. Contemporary craft education must navigate this complex legacy, neither romanticising gendered craft traditions nor perpetuating hierarchical valuations that privilege certain types of making over others. Scholars such as Rozsika Parker and Elaine Hedges have documented how the relegation of textile arts to the domestic sphere simultaneously preserved and marginalised these knowledge systems, creating patterns of recognition and dismissal that persist in current educational contexts.
The environmental dimensions of craft-based education deserve particular emphasis given the ecological crises confronting contemporary society. Traditional craft practices typically embody what sustainability theorists term “circular economy principles“—material efficiency, durability, repairability, and minimal waste. In contrast to the planned obsolescence and resource extraction characteristic of industrial production, craft objects are designed for longevity and often incorporate locally sourced materials processed through low-energy methods. Education researcher David Orr argues that all education is environmental education—either teaching students to inhabit the world destructively or cultivating the ecological literacy necessary for sustainable civilisation. From this perspective, craft education serves a critical function in developing the material intelligence and quality consciousness essential for transitioning toward more ecologically sound ways of making and living.
Looking toward future trajectories, the most promising approaches appear to involve hybrid models that integrate traditional craft knowledge with contemporary technological capabilities and theoretical frameworks. The Massachusetts Institute of Technology’s “How to Make (Almost) Anything” course, developed by Neil Gershenfeld, exemplifies this synthesis, combining digital fabrication tools with principles drawn from traditional making cultures. Similarly, initiatives like the Fab Lab network seek to democratise access to both hand tools and digital manufacturing equipment, enabling diverse communities to develop contextually appropriate solutions to local challenges. These sociotechnical assemblages suggest that the future of craft education lies not in choosing between tradition and innovation but in creating productive dialogues between accumulated practical wisdom and emerging capabilities.
The ultimate significance of traditional crafts in modern education may rest less in specific techniques than in the alternative value systems they embody. In societies increasingly organised around speed, efficiency, and quantifiable metrics, craft practices insist on the importance of patience, care, and qualitative judgment. They assert that some things worth doing require extended timeframes, that excellence cannot always be accelerated, and that human meaning derives in part from our material relationships and creative capabilities. Whether contemporary education systems can accommodate these counter-cultural values while remaining responsive to legitimate demands for practical preparation and social mobility remains an open question—one with profound implications for both individual flourishing and collective futures.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C or D.
27. According to the passage, the incorporation of crafts into education represents:
A. a return to outdated teaching methods
B. a fundamental rethinking of the nature of knowledge
C. a temporary educational trend
D. an exclusively Western phenomenon
28. Matthew Crawford’s concept of “practical reason” refers to:
A. theoretical knowledge applied to practical situations
B. basic problem-solving abilities
C. cognition developed through physical engagement with materials
D. mathematical reasoning skills
29. Jean Lave and Etienne Wenger’s research on apprenticeship systems shows that:
A. explicit theoretical instruction is essential for craft learning
B. learners require formal classroom education before practical training
C. expertise develops through immersive participation in authentic practice
D. traditional apprenticeship is inferior to modern education
30. According to Tim Ingold, craft apprenticeship primarily develops:
A. physical strength and endurance
B. perceptual sensitivity and situational awareness
C. memorisation of technical procedures
D. theoretical understanding of materials
31. The neuroscientific research mentioned suggests that craft mastery:
A. only affects motor control regions of the brain
B. causes significant reorganisation in multiple brain regions
C. has no measurable impact on cognitive abilities
D. requires conscious awareness of all processes
Questions 32-36: Matching Features
Match each researcher/theorist (32-36) with their associated concept (A-H).
You may use any letter more than once.
Researchers/Theorists:
32. Maurice Merleau-Ponty
33. Harry Collins
34. Rozsika Parker
35. David Orr
36. Neil Gershenfeld
Concepts:
A. Integration of digital fabrication with traditional making
B. Gender and the devaluation of textile crafts
C. Environmental education and ecological literacy
D. Embodied perception and bodily experience
E. Types of tacit knowledge
F. Economic instrumentalism in education
G. Neuroscience of skill development
H. Political economy of craft revival
Để hiểu rõ hơn về Cultural impacts of global trade, chúng ta cần nhận thức sâu sắc về vai trò của giáo dục trong việc duy trì các giá trị văn hóa truyền thống.
Questions 37-40: Short-answer Questions
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.
37. What type of dualism has traditionally separated mental from manual labour in Western education?
38. What do traditional craft practices typically embody according to sustainability theorists?
39. What kind of systems does contemporary educational bureaucracy depend upon for evaluation?
40. According to the passage, what might craft practices provide an alternative to in modern society?
Sinh viên đại học kết hợp kỹ thuật thủ công truyền thống với công nghệ hiện đại
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- B
- C
- C
- NOT GIVEN
- TRUE
- NOT GIVEN
- FALSE
- C
- H
- E
- I
PASSAGE 2: Questions 14-26
- NO
- YES
- NOT GIVEN
- YES
- NO
- ii
- vii
- viii
- iv
- v
- E
- C
- G
PASSAGE 3: Questions 27-40
- B
- C
- C
- B
- B
- D
- E
- B
- C
- A
- Cartesian dualism
- circular economy principles
- explicit learning outcomes
- quantifiable metrics
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: educational institutions, recently started
- Vị trí trong bài: Đoạn 1, câu đầu tiên
- Giải thích: Bài viết nói “educational institutions around the world have begun to recognise the value of incorporating traditional crafts into primary school curricula” – các tổ chức giáo dục đã bắt đầu nhận ra giá trị của việc kết hợp nghề thủ công vào chương trình giảng dạy, không phải thay thế hoàn toàn công nghệ (A sai), không chỉ tập trung vào phương pháp Scandinavia (C sai), và không loại bỏ học tập kỹ thuật số (D sai).
Câu 2: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: University of Helsinki study
- Vị trí trong bài: Đoạn 2, câu cuối
- Giải thích: Nghiên cứu cho thấy “children in the craft group showed a 23% improvement in problem-solving abilities and a 31% increase in concentration spans” – cải thiện khả năng giải quyết vấn đề và khả năng tập trung.
Câu 3: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Sarah Mitchell, craft activities teach
- Vị trí trong bài: Đoạn 3
- Giải thích: Sarah Mitchell giải thích: “they learn that meaningful achievements take time” – trẻ em học được rằng những thành tựu có ý nghĩa cần thời gian.
Câu 6: NOT GIVEN
- Dạng câu hỏi: True/False/Not Given
- Giải thích: Bài viết chỉ nói “The movement began in Scandinavian countries” nhưng không khẳng định họ là những nước đầu tiên trên thế giới làm điều này.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Vị trí trong bài: Đoạn 5
- Giải thích: “Research published in the Journal of Educational Psychology in 2020 demonstrated that children who regularly engage in traditional crafts show enhanced mathematical reasoning” – nghiên cứu chứng minh trẻ em tham gia hoạt động thủ công cho thấy khả năng lý luận toán học tăng cường.
Câu 9: FALSE
- Dạng câu hỏi: True/False/Not Given
- Vị trí trong bài: Đoạn 7
- Giải thích: Bài viết nói “In many developing countries, traditional crafts remain important sources of livelihood” – nghề thủ công vẫn là nguồn sinh kế quan trọng, trái ngược với phát biểu.
Passage 2 – Giải Thích
Câu 14: NO
- Dạng câu hỏi: Yes/No/Not Given
- Vị trí trong bài: Đoạn D
- Giải thích: Bài viết nói “students who struggle with conventional academic subjects often excel in hands-on craft work, suggesting the need for more diverse assessment” – nhưng điều này không có nghĩa là craft education CHỈ phù hợp cho học sinh yếu kém. Tác giả lập luận về sự đa dạng trong đánh giá năng lực, không giới hạn craft education cho một nhóm cụ thể.
Câu 15: YES
- Dạng câu hỏi: Yes/No/Not Given
- Vị trí trong bài: Đoạn đầu tiên
- Giải thích: Tác giả nói rằng craft-based education “challenges the conventional dichotomy between academic knowledge and practical skills” – thách thức sự phân chia giữa kiến thức học thuật và kỹ năng thực hành, cho thấy tác giả xem đây là vấn đề.
Câu 17: YES
- Dạng câu hỏi: Yes/No/Not Given
- Vị trí trong bài: Đoạn F
- Giải thích: “students who participated in weekly craft sessions showed significant reductions in anxiety levels and reported improved emotional regulation” – rõ ràng tác giả đồng ý với lợi ích sức khỏe tâm thần.
Câu 19: ii – Physical engagement enhancing knowledge retention
- Vị trí: Đoạn A
- Giải thích: Đoạn này tập trung vào “enacted learning” và “kinaesthetic approach” với bằng chứng là học sinh giữ lại khái năng hình học tốt hơn 40% khi học qua quilting.
Câu 20: vii – Combining multiple subjects through craft projects
- Vị trí: Đoạn B
- Giải thích: Đoạn này nói về “interdisciplinary nature” và đưa ví dụ về manuscript illumination kết hợp history, chemistry, art, và literature.
Câu 24: E (equivalent)
Câu 25: C (creative)
Câu 26: G (practical)
- Vị trí: Đoạn gần cuối, trước đoạn về digital fabrication
- Giải thích: “students in craft-enhanced programmes achieved equivalent or superior results in standardised academic assessments… while simultaneously demonstrating higher levels of creative confidence and practical capability”
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Vị trí: Đoạn đầu tiên
- Giải thích: “it represents a fundamental reconceptualisation of knowledge itself” – đại diện cho sự tái khái niệm hóa cơ bản về kiến thức.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Vị trí: Đoạn 2
- Giải thích: Crawford đề xuất “practical reason” là “a dialogue between maker and medium that cultivates… perceptual acuity, judgment calibration, and adaptive problem-solving” – nhận thức phát triển qua sự tương tác vật chất.
Câu 30: B
- Dạng câu hỏi: Multiple Choice
- Vị trí: Đoạn 4
- Giải thích: Ingold nói craft apprenticeship là “education of attention – a systematic cultivation of perceptual sensitivity and situational awareness”
Câu 32: D – Maurice Merleau-Ponty
- Giải thích: Đoạn 2 đề cập “Maurice Merleau-Ponty’s work on embodied perception”
Câu 33: E – Harry Collins
- Giải thích: Đoạn 6 nói Collins phân biệt các loại tacit knowledge
Câu 34: B – Rozsika Parker
- Giải thích: Đoạn 8 đề cập Parker và Hedges nghiên cứu về gender và textile arts bị devalued
Câu 37: Cartesian dualism
- Vị trí: Đoạn 1
- Giải thích: “the Cartesian dualism that has long segregated mental from manual labour”
Câu 38: circular economy principles
- Vị trí: Đoạn 9
- Giải thích: “Traditional craft practices typically embody what sustainability theorists term circular economy principles”
Câu 39: explicit learning outcomes
- Vị trí: Đoạn 6
- Giải thích: “educational bureaucracies dependent on explicit learning outcomes and transparent evaluation criteria”
Câu 40: quantifiable metrics
- Vị trí: Đoạn cuối
- Giải thích: “In societies increasingly organised around speed, efficiency, and quantifiable metrics, craft practices insist on the importance of patience, care, and qualitative judgment”
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| recognise the value | verb phrase | /ˈrekəɡnaɪz ðə ˈvæljuː/ | nhận ra giá trị | institutions recognise the value of incorporating traditional crafts | recognise the importance/potential/need |
| hands-on | adjective | /ˌhændz ˈɒn/ | thực hành, thực tế | children who participated in hands-on craft activities | hands-on experience/training/approach |
| fine motor skills | noun phrase | /faɪn ˈməʊtə skɪlz/ | kỹ năng vận động tinh | demonstrated improved fine motor skills | develop/enhance/improve motor skills |
| spatial awareness | noun phrase | /ˈspeɪʃl əˈweənəs/ | nhận thức không gian | enhanced spatial awareness | improve/develop spatial awareness |
| instant gratification | noun phrase | /ˈɪnstənt ˌɡrætɪfɪˈkeɪʃn/ | sự thỏa mãn tức thì | activities that provide instant gratification | seek/provide instant gratification |
| cultural heritage | noun phrase | /ˈkʌltʃərəl ˈherɪtɪdʒ/ | di sản văn hóa | serve as custodians of cultural heritage | preserve/protect cultural heritage |
| craftsmanship mastery | noun phrase | /ˈkrɑːftsmənʃɪp ˈmɑːstəri/ | sự thành thạo nghề thủ công | the pursuit of craftsmanship mastery | achieve/pursue mastery |
| pattern recognition | noun phrase | /ˈpætən ˌrekəɡˈnɪʃn/ | nhận dạng khuôn mẫu | activities involving pattern recognition | improve/develop pattern recognition |
| abstract thinking | noun phrase | /ˈæbstrækt ˈθɪŋkɪŋ/ | tư duy trừu tượng | develop abstract thinking skills | enhance/promote abstract thinking |
| interpersonal competencies | noun phrase | /ˌɪntəˈpɜːsənl kəmˈpiːtənsiz/ | năng lực giao tiếp | develop interpersonal competencies | build/develop competencies |
| emotional intelligence | noun phrase | /ɪˈməʊʃənl ɪnˈtelɪdʒəns/ | trí tuệ cảm xúc | emotional intelligence is highly valued | demonstrate/develop emotional intelligence |
| livelihood | noun | /ˈlaɪvlihʊd/ | sinh kế | important sources of livelihood | earn/make a livelihood |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| pedagogical value | noun phrase | /ˌpedəˈɡɒdʒɪkl ˈvæljuː/ | giá trị sư phạm | the pedagogical value of traditional crafts | educational/pedagogical value |
| embodied cognition | noun phrase | /ɪmˈbɒdid kɒɡˈnɪʃn/ | nhận thức cơ thể | combines theoretical understanding with embodied cognition | theories of embodied cognition |
| kinaesthetic approach | noun phrase | /ˌkɪnɪsˈθetɪk əˈprəʊtʃ/ | phương pháp vận động học | this kinaesthetic approach leads to deeper retention | adopt/use a kinaesthetic approach |
| interdisciplinary nature | noun phrase | /ˌɪntədɪsɪˈplɪnəri ˈneɪtʃə/ | tính chất liên ngành | the interdisciplinary nature of craft-based learning | emphasise interdisciplinary nature |
| cross-disciplinary thinking | noun phrase | /krɒs ˈdɪsɪplɪnəri ˈθɪŋkɪŋ/ | tư duy xuyên ngành | develop cross-disciplinary thinking | promote/encourage cross-disciplinary thinking |
| cutting-edge | adjective | /ˌkʌtɪŋ ˈedʒ/ | tiên tiến, hiện đại nhất | exploring cutting-edge applications | cutting-edge technology/research |
| pre-industrial technologies | noun phrase | /priː ɪnˈdʌstriəl tekˈnɒlədʒiz/ | công nghệ tiền công nghiệp | problem-solving with pre-industrial technologies | study/apply pre-industrial technologies |
| material thinking | noun phrase | /məˈtɪəriəl ˈθɪŋkɪŋ/ | tư duy vật chất | the capacity for material thinking | develop material thinking |
| vocational training | noun phrase | /vəʊˈkeɪʃənl ˈtreɪnɪŋ/ | đào tạo nghề | the dominant form of vocational training | provide vocational training |
| dual education system | noun phrase | /ˈdjuːəl ˌedjʊˈkeɪʃn ˈsɪstəm/ | hệ thống giáo dục kép | Germany’s dual education system | implement/adopt dual education system |
| meditative quality | noun phrase | /ˈmedɪtətɪv ˈkwɒləti/ | chất lượng thiền định | the meditative quality of repetitive craft actions | possess/have meditative quality |
| emotional regulation | noun phrase | /ɪˈməʊʃənl ˌreɡjʊˈleɪʃn/ | điều chỉnh cảm xúc | reported improved emotional regulation | improve/develop emotional regulation |
| post-industrial decline | noun phrase | /pəʊst ɪnˈdʌstriəl dɪˈklaɪn/ | suy thoái hậu công nghiệp | regions facing post-industrial decline | experience post-industrial decline |
| transferable competencies | noun phrase | /trænsˈfɜːrəbl kəmˈpiːtənsiz/ | năng lực chuyển đổi | develop transferable cognitive competencies | acquire/develop transferable competencies |
| parametric design | noun phrase | /ˌpærəˈmetrɪk dɪˈzaɪn/ | thiết kế tham số | parametric design software | use/apply parametric design |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| epistemological | adjective | /ɪˌpɪstəməˈlɒdʒɪkl/ | nhận thức luận | the epistemological significance | epistemological framework/approach |
| reconceptualisation | noun | /ˌriːkənˌseptʃuəlaɪˈzeɪʃn/ | tái khái niệm hóa | a fundamental reconceptualisation of knowledge | undergo reconceptualisation |
| Cartesian dualism | noun phrase | /kɑːˈtiːziən ˈdjuːəlɪzəm/ | thuyết nhị nguyên Descartes | challenge the Cartesian dualism | reject/overcome Cartesian dualism |
| disembodied rationalism | noun phrase | /ˌdɪsɪmˈbɒdid ˈræʃnəlɪzəm/ | chủ nghĩa duy lý phi thể xác | resistance against disembodied rationalism | critique disembodied rationalism |
| vestigial remnants | noun phrase | /veˈstɪdʒiəl ˈremnənts/ | tàn tích, di tích | not as vestigial remnants | preserve vestigial remnants |
| phenomenological | adjective | /fɪˌnɒmɪnəˈlɒdʒɪkl/ | hiện tượng học | phenomenological approaches to education | phenomenological method/perspective |
| embodied perception | noun phrase | /ɪmˈbɒdid pəˈsepʃn/ | tri giác cơ thể | work on embodied perception | theory of embodied perception |
| tactile engagement | noun phrase | /ˈtæktaɪl ɪnˈɡeɪdʒmənt/ | sự tương tác xúc giác | the tactile engagement with materials | involve tactile engagement |
| perceptual acuity | noun phrase | /pəˈseptʃuəl əˈkjuːəti/ | sự nhạy bén tri giác | involves perceptual acuity | develop/enhance perceptual acuity |
| legitimate peripheral participation | noun phrase | /lɪˈdʒɪtɪmət pəˈrɪfərəl pɑːˌtɪsɪˈpeɪʃn/ | tham gia ngoại vi hợp pháp | concept of legitimate peripheral participation | enable legitimate peripheral participation |
| decontextualised instruction | noun phrase | /ˌdiːkənˈtekstʃuəlaɪzd ɪnˈstrʌkʃn/ | hướng dẫn phi ngữ cảnh | contrasts with decontextualised instruction | avoid decontextualised instruction |
| attentional expertise | noun phrase | /əˈtenʃənl ˌekspɜːˈtiːz/ | chuyên môn về sự chú ý | this attentional expertise develops | cultivate attentional expertise |
| neural plasticity | noun phrase | /ˈnjʊərəl plæˈstɪsəti/ | tính dẻo của thần kinh | neural plasticity associated with skilled work | demonstrate/show neural plasticity |
| cortical reorganisation | noun phrase | /ˈkɔːtɪkl ˌriːˌɔːɡənaɪˈzeɪʃn/ | tái tổ chức vỏ não | significant cortical reorganisation | undergo cortical reorganisation |
| procedural learning | noun phrase | /prəˈsiːdʒərəl ˈlɜːnɪŋ/ | học tập quy trình | the procedural learning involved | facilitate procedural learning |
| credentialing systems | noun phrase | /krɪˈdenʃəlɪŋ ˈsɪstəmz/ | hệ thống cấp chứng chỉ | credentialing systems that govern education | reform credentialing systems |
| somatic tacit knowledge | noun phrase | /səʊˈmætɪk ˈtæsɪt ˈnɒlɪdʒ/ | kiến thức tiềm ẩn cơ thể | embodied capabilities as somatic tacit knowledge | possess somatic tacit knowledge |
| economic instrumentalism | noun phrase | /ˌiːkəˈnɒmɪk ˌɪnstrʊmenˈtæləzəm/ | chủ nghĩa công cụ kinh tế | era of economic instrumentalism | critique economic instrumentalism |
| circular economy principles | noun phrase | /ˈsɜːkjʊlə ɪˈkɒnəmi ˈprɪnsəplz/ | nguyên tắc kinh tế tuần hoàn | embody circular economy principles | apply/adopt circular economy principles |
Kết bài
Chủ đề về vai trò của nghề thủ công truyền thống trong giáo dục hiện đại không chỉ phản ánh một xu hướng giáo dục đương đại mà còn mở ra những góc nhìn sâu sắc về cách chúng ta truyền đạt kiến thức và kỹ năng cho thế hệ tương lai. Qua bộ đề thi mẫu hoàn chỉnh với 3 passages tăng dần độ khó từ Easy đến Hard, bạn đã được thực hành với một loạt dạng câu hỏi đa dạng hoàn toàn giống với kỳ thi IELTS thực tế.
Passage 1 giới thiệu những lợi ích cơ bản của việc tích hợp nghề thủ công vào giáo dục tiểu học, Passage 2 đi sâu vào các ứng dụng ở cấp trung học và đại học với ngôn ngữ học thuật phức tạp hơn, và Passage 3 trình bày các khung lý thuyết chuyên sâu với từ vựng chuyên ngành cao cấp. Sự chuyển tiếp này phản ánh chính xác cấu trúc đề thi IELTS Reading thực tế, giúp bạn làm quen với yêu cầu tăng dần về kỹ năng đọc hiểu.
Đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin, cách paraphrase và kỹ thuật làm bài sẽ giúp bạn tự đánh giá năng lực một cách chính xác. Đặc biệt, phần từ vựng được phân loại theo từng passage với phiên âm, nghĩa tiếng Việt và collocations sẽ là nguồn tài liệu quý giá cho việc mở rộng vốn từ vựng học thuật của bạn.
Hãy dành thời gian ôn luyện kỹ lưỡng với bộ đề này, phân tích cách thông tin được paraphrase giữa câu hỏi và passage, và học thuộc các từ vựng quan trọng. Với sự luyện tập đều đặn và phương pháp đúng đắn, bạn hoàn toàn có thể đạt được band điểm mục tiêu trong phần thi IELTS Reading. Chúc bạn học tập hiệu quả và thành công trong kỳ thi sắp tới!
