IELTS Reading: Tầm Quan Trọng Của Giáo Dục Thể Chất Trong Trường Học – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Giáo dục thể chất (Physical Education – PE) đã và đang là một trong những chủ đề được quan tâm hàng đầu trong hệ thống giáo dục toàn cầu. Trong bối cảnh lối sống hiện đại ngày càng thiếu vận động, việc duy trì các chương trình thể dục thể thao tại trường học trở nên cấp thiết hơn bao giờ hết. Chủ đề “Physical Education In Schools Importance” xuất hiện với tần suất cao trong IELTS Reading, đặc biệt tại các đề thi từ năm 2018 đến nay, phản ánh xu hướng toàn cầu về sức khỏe cộng đồng và phát triển toàn diện của học sinh.

Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với ba passages từ dễ đến khó, bao gồm 40 câu hỏi đa dạng giống thi thật 100%. Bạn sẽ được luyện tập với các dạng bài Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích rõ ràng về vị trí thông tin, kỹ thuật paraphrase và cách tư duy để chọn đáp án đúng. Ngoài ra, bạn còn được trang bị bộ từ vựng học thuật quan trọng với phiên âm, nghĩa tiếng Việt, ví dụ thực tế và collocations hữu ích.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format thi thật, nâng cao kỹ năng đọc hiểu và quản lý thời gian hiệu quả.

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. Mỗi câu trả lời đúng tương ứng với 1 điểm, và band score cuối cùng được quy đổi dựa trên tổng số câu đúng. Điểm đặc biệt là bạn KHÔNG có thêm thời gian để chuyển đáp án sang answer sheet, do đó việc quản lý thời gian là yếu tố sống còn.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút – Đây là passage dễ nhất, giúp bạn “khởi động” và tích lũy điểm nhanh
• Passage 2 (Medium): 18-20 phút – Độ khó tăng lên, yêu cầu kỹ năng paraphrase tốt hơn
• Passage 3 (Hard): 23-25 phút – Passage khó nhất với từ vựng học thuật và cấu trúc phức tạp

Lưu ý: Nên dành 2-3 phút cuối để kiểm tra và hoàn thiện answer sheet.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Câu hỏi trắc nghiệm với 3-4 đáp án
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. Summary Completion – Hoàn thành đoạn tóm tắt
5. Matching Headings – Nối tiêu đề với đoạn văn
6. Sentence Completion – Hoàn thành câu
7. Short-answer Questions – Trả lời câu hỏi ngắn

2. IELTS Reading Practice Test

PASSAGE 1 – The Benefits of Physical Education in Primary Schools

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Physical education has been a cornerstone of primary school curricula worldwide for over a century, yet its importance is being increasingly questioned in the modern age of budget cuts and academic pressures. However, research continues to demonstrate that regular physical activity during school hours offers far more than just physical fitness benefits for young children.

Numerous studies have shown that children who participate in structured physical education programs demonstrate improved cardiovascular health, stronger bones, and better motor skill development compared to their less active peers. The World Health Organization recommends that children aged 5-17 should engage in at least 60 minutes of moderate to vigorous physical activity daily, and school-based PE classes play a crucial role in helping children meet this target. In many countries, children spend a significant portion of their waking hours at school, making it an ideal environment for promoting active lifestyles.

Beyond the obvious physical advantages, physical education contributes significantly to cognitive development. Research conducted at the University of Illinois found that children who participated in 60 minutes of physical activity before school showed enhanced concentration levels and performed better on tests requiring focus and attention. The neurological benefits of exercise are well-documented: physical activity increases blood flow to the brain, stimulates the release of neurotransmitters like dopamine and serotonin, and promotes the growth of new neural connections. These biological changes translate directly into improved academic performance across various subjects, not just physical education itself.

Social and emotional development represents another critical dimension of quality PE programs. During team sports and group activities, children learn essential life skills such as cooperation, leadership, conflict resolution, and fair play. They develop resilience by learning to cope with both victory and defeat, and they build self-confidence as they master new physical skills. For many children, particularly those who may struggle academically, PE classes provide an opportunity to excel and gain recognition from their peers and teachers. This can have a profound impact on their overall self-esteem and motivation to attend school.

The inclusive nature of modern PE programs also deserves recognition. Contemporary approaches emphasize participation and enjoyment rather than competitive excellence, ensuring that children of all abilities can benefit. Adaptive physical education programs have been developed to include students with disabilities, using modified equipment and rules to ensure everyone can participate meaningfully. This inclusive approach teaches valuable lessons about diversity, acceptance, and the importance of accommodating different needs – lessons that extend far beyond the gymnasium.

However, physical education faces significant challenges in many educational systems. Budget constraints often lead to reduced PE time or inadequate facilities and equipment. Some schools have cut PE programs entirely to allocate more time to subjects tested in standardized assessments. This short-sighted approach ignores the holistic benefits of physical education and the long-term consequences of childhood inactivity. Research indicates that sedentary behavior established in childhood often continues into adulthood, contributing to rising obesity rates and associated health problems like diabetes and heart disease.

Teachers specializing in physical education argue that their subject should be valued equally with academic disciplines. They point out that the skills learned in PE – goal-setting, perseverance, teamwork, and healthy competition – are precisely the transferable skills employers seek in the modern workforce. Furthermore, establishing healthy habits early in life creates a foundation for lifelong wellness, potentially reducing healthcare costs and improving quality of life for future generations.

Several countries have recognized these benefits and made physical education a priority. Finland, consistently ranked among the top education systems globally, mandates daily PE for all students and has seen positive results not just in fitness levels but in overall academic achievement. Japan incorporates traditional activities and emphasizes the connection between physical health and mental discipline. These examples demonstrate that prioritizing physical education does not come at the expense of academic success – rather, it enhances it.

Questions 1-6: Multiple Choice

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

1. According to the passage, physical education in schools is
   A. a recent innovation in education
   B. facing increased scrutiny despite proven benefits
   C. primarily focused on competitive sports
   D. declining in quality worldwide

2. The World Health Organization recommends that children should
   A. exercise only during school hours
   B. participate in competitive sports daily
   C. engage in at least one hour of physical activity per day
   D. focus on cardiovascular exercises exclusively

3. Research from the University of Illinois showed that physical activity before school
   A. tired children out too much for learning
   B. only benefited athletic students
   C. improved children’s ability to focus
   D. had no effect on academic subjects

4. Modern PE programs emphasize
   A. competitive excellence above all
   B. participation and enjoyment for all students
   C. only team sports
   D. preparing students for professional sports

5. The main challenge facing physical education programs is
   A. lack of student interest
   B. inadequate teacher training
   C. budget limitations and focus on tested subjects
   D. opposition from parents

6. Finland’s approach to physical education demonstrates that
   A. PE should replace academic subjects
   B. daily PE can coexist with academic excellence
   C. only wealthy countries can afford good PE programs
   D. traditional sports are superior to modern activities

Questions 7-10: 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

7. Children who attend schools with good PE programs always have better cardiovascular health than adults.

8. Physical activity stimulates the production of chemicals in the brain that affect learning.

9. Adaptive physical education programs use special equipment to include students with disabilities.

10. Most employers consider physical fitness when hiring employees.

Questions 11-13: Sentence Completion

Complete the sentences below using NO MORE THAN TWO WORDS from the passage.

11. PE classes help children develop important _____ such as cooperation and leadership.

12. Reducing PE time to focus on _____ is described as a short-sighted approach.

13. Japan’s PE curriculum emphasizes the relationship between physical health and _____.

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PASSAGE 2 – The Evolution of Physical Education Pedagogy

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The pedagogical approaches to physical education have undergone substantial transformation over the past several decades, shifting from authoritarian, performance-oriented models to more holistic, student-centered frameworks that recognize the diverse needs and abilities of learners. This evolution reflects broader changes in educational philosophy and our understanding of how children learn most effectively.

Historically, physical education in Western schools followed a predominantly militaristic model, particularly during the late 19th and early 20th centuries. This approach emphasized discipline, uniformity, and obedience, with students expected to execute movements in synchronized fashion under strict teacher supervision. The underlying assumption was that physical training served primarily to develop physical prowess and moral character through rigorous exercise and adherence to rules. Success was measured by students’ ability to meet predetermined standards of performance, with little consideration for individual differences or intrinsic motivation.

Như việc vai trò của nghệ thuật tích hợp trong giảng dạy sự đa dạng văn hóa đã thay đổi cách chúng ta nhìn nhận giáo dục toàn diện, PE pedagogy has gradually shifted toward more progressive methodologies. The movement education approach, which gained prominence in the 1960s and 1970s, marked a significant departure from traditional methods. Pioneered by educators like Rudolf Laban, this approach emphasized creative exploration of movement possibilities rather than mastery of specific techniques. Students were encouraged to discover multiple solutions to movement problems, fostering critical thinking and self-expression alongside physical development. This represented a paradigmatic shift from viewing the body as a machine to be trained to understanding movement as a form of kinesthetic intelligence and personal expression.

The contemporary landscape of physical education is characterized by eclectic methodologies that draw from various theoretical frameworks. The Teaching Games for Understanding (TGfU) model, developed in the 1980s, revolutionized sports instruction by prioritizing tactical awareness and decision-making over technical skill acquisition. Rather than spending weeks perfecting the mechanics of a tennis serve, for example, students engage in modified games that develop their understanding of spatial awareness, opponent positioning, and strategic thinking. Skills are taught contextually when students recognize their necessity for solving game-related challenges. Research has demonstrated that this approach enhances both cognitive engagement and long-term retention of physical competencies.

Social constructivist theories have also profoundly influenced modern PE pedagogy. These frameworks emphasize that learning is fundamentally a social process, occurring through interaction with peers and more experienced others. Cooperative learning structures, peer teaching, and collaborative problem-solving activities are now common features of quality PE programs. Students might work in small groups to create a gymnastics routine, with each member contributing ideas and providing feedback to others. This approach develops interpersonal skills and recognizes that physical education encompasses affective and social domains, not merely physical competence.

The integration of technology represents another significant evolution in PE pedagogy. Heart rate monitors, fitness trackers, and video analysis applications provide students with immediate, objective feedback about their performance and progress. Gamification elements – incorporating game-design features like points, levels, and challenges into educational activities – can increase motivation and engagement, particularly for students who might otherwise feel disconnected from traditional sports. Virtual reality systems are beginning to offer immersive experiences that complement physical practice, allowing students to visualize complex movements or experience activities not feasible in typical school settings.

However, the implementation of progressive PE pedagogies faces considerable obstacles. Many teachers were themselves educated in traditional models and may lack training in newer approaches. Curricular constraints and large class sizes can make individualized instruction and complex activity structures difficult to manage. Assessment practices present another challenge: while traditional PE could easily measure performance through timed runs or counted repetitions, evaluating students’ tactical understanding, creative problem-solving, or collaborative skills requires more sophisticated and time-consuming methods. Some educators worry that moving away from measurable physical outcomes makes it harder to demonstrate the value of PE programs to administrators and policymakers focused on quantifiable results.

Tương tự như tác động của học tập di động đối với nghiên cứu văn hóa, công nghệ trong PE cũng mở ra khả năng học tập cá nhân hóa. Critics of progressive approaches argue that some students may benefit from more structured, traditional instruction, particularly when learning fundamental movement skills. They contend that an over-emphasis on enjoyment and student choice might result in insufficient skill development, leaving students unprepared to participate competently in physical activities later in life. Finding the appropriate balance between structure and freedom, between skill development and tactical understanding, between individual growth and measurable outcomes remains an ongoing challenge for PE professionals.

Questions 14-18: Matching Headings

Choose the correct heading for paragraphs B-F from the list of headings below.

List of Headings:
i. The impact of social learning theories on PE
ii. Historical roots of physical education methodology
iii. Barriers to implementing modern teaching approaches
iv. The role of digital tools in contemporary PE
v. Student-centered alternatives to traditional instruction
vi. Criticisms of progressive physical education
vii. The importance of teacher qualifications
viii. Movement education as a creative approach
ix. Game-based learning in sports instruction

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

Questions 19-23: Summary Completion

Complete the summary below using words from the box.

Word Box:
synchronized, creative, tactical, militaristic, competitive, objective, individual, technical, subjective, cooperative

Traditional PE followed a (19) model emphasizing discipline and (20) movements. Modern approaches like Movement Education encouraged (21) exploration, while Teaching Games for Understanding prioritized (22) awareness over skill perfection. Social constructivist theories promote (23)_____ learning structures in PE classes.

Questions 24-26: Yes/No/Not Given

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

Write:

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

24. Progressive PE pedagogies are superior to traditional approaches in all circumstances.

25. Technology can increase student motivation in physical education.

26. All PE teachers should be required to use social constructivist methods.

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PASSAGE 3 – Physical Education and the Socioeconomic Health Divide

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The relationship between socioeconomic status and health outcomes has been extensively documented across multiple dimensions of well-being, with disparities evident from early childhood through senescence. Within this complex epidemiological landscape, physical education in schools represents a potentially equalizing force, yet paradoxically, it may also perpetuate existing inequities depending on how programs are designed, funded, and implemented. Understanding these dynamics requires examining the intersection of educational policy, public health, and social stratification.

Extensive longitudinal research has established that children from lower socioeconomic backgrounds face disproportionate risks of physical inactivity, obesity, and related metabolic disorders. This phenomenon stems from multiple intersecting factors: limited access to safe recreational spaces, higher prevalence of food deserts with poor nutritional options, greater exposure to environmental stressors, and reduced parental capacity to facilitate organized physical activities due to time constraints and financial limitations. In this context, school-based physical education assumes heightened significance as potentially the only structured opportunity for physical activity that economically disadvantaged children regularly encounter. A comprehensive study of 12,000 students across 50 schools in the United States found that for children in the lowest income quintile, school PE accounted for 65% of their total weekly moderate-to-vigorous physical activity, compared to just 23% for their highest-income peers, who had substantial access to extracurricular sports and private fitness facilities.

However, the ostensibly universal nature of school-based PE belies substantial variation in program quality and resource allocation that often tracks with community socioeconomic characteristics. Schools serving predominantly affluent populations typically benefit from superior facilities, specialized equipment, smaller class sizes, and teachers with advanced training in pedagogical best practices. They often offer diverse activity options that extend beyond traditional team sports to include activities like yoga, rock climbing, or swimming – exposing students to lifetime fitness activities rather than solely competitive athletics. Conversely, schools in economically disadvantaged areas frequently contend with inadequate gymnasiums, outdated equipment, overcrowded classes, and teachers who may be generalists rather than PE specialists. These material disparities translate directly into differential educational experiences and health outcomes.

Việc áp dụng tư duy thiết kế trong giáo dục khởi nghiệp đòi hỏi nguồn lực tương tự như PE chất lượng cao. The funding mechanisms underlying these inequities merit careful examination. In many jurisdictions, school funding derives substantially from local property taxes, creating a direct correlation between community wealth and educational resources. This regressive financing structure means that schools serving students with the greatest need for compensatory health interventions often possess the fewest resources to provide them. Some researchers have characterized this as a form of structural violence – systemic inequities embedded in institutional arrangements that predictably harm disadvantaged populations. The cumulative effect of receiving inferior PE throughout one’s educational career can establish trajectories of physical inactivity and associated health problems that persist across the lifespan, thereby reproducing socioeconomic health disparities across generations.

Cultural dimensions further complicate efforts to leverage PE as an equalizing mechanism. Traditional PE curricula have often centered activities – such as swimming, tennis, or golf – that carry cultural capital in middle-class contexts but may feel foreign or exclusionary to students from different backgrounds. The emphasis on competitive team sports can disadvantage students who lack prior exposure to these activities through youth leagues or informal neighborhood play, opportunities more readily available to children from privileged backgrounds. Moreover, certain communities face specific barriers: gender norms in some cultural contexts may restrict girls’ participation in physical activities, while students from marginalized groups may experience PE environments as unwelcoming or even hostile if programs lack cultural responsiveness. Inclusive pedagogy requires acknowledging and incorporating diverse movement traditions and recognizing that different populations may have varying relationships with physical activity shaped by their cultural histories and social positions.

Several intervention models have demonstrated potential for making PE more equitable. The SPARK program (Sports, Play, and Active Recreation for Kids), implemented in numerous U.S. schools, provides standardized, evidence-based curricula alongside teacher training and equipment packages. Evaluation research has shown that SPARK implementation in under-resourced schools can substantially narrow the PE quality gap, with students in participating schools approaching the activity levels and motor skill development of peers in well-resourced institutions. Similarly, the “Daily Mile” initiative, originated in Scotland and now adopted internationally, requires students to run or walk one mile daily, demonstrating that low-cost, scalable interventions can increase physical activity levels across diverse contexts. These programs succeed partly because they minimize the resource-dependence that typically advantages wealthy schools.

Khi vai trò của thủ công truyền thống trong giáo dục hiện đại được công nhận, PE cũng cần tích hợp các hoạt động đa dạng văn hóa. Policy implications extend beyond PE programming itself to encompass broader questions of educational equity and public health infrastructure. Some scholars advocate for weighted funding formulas that allocate additional resources to schools serving disadvantaged populations, explicitly recognizing that achieving equitable outcomes requires differential investment rather than identical treatment. Others emphasize the need for intersectoral collaboration, connecting schools with community health organizations, urban planners who design safe recreational spaces, and food policy initiatives that address nutritional dimensions of child health. A truly comprehensive approach would recognize that while quality PE is necessary for addressing health inequities, it is insufficient without complementary interventions addressing the upstream social determinants that shape children’s health trajectories.

The question of whether physical education can genuinely serve as an equalizing force or inevitably reflects and reinforces existing stratification may ultimately depend on political will and resource allocation rather than pedagogical questions alone. As one public health researcher noted, “We cannot exercise our way out of poverty, but we can certainly ensure that poverty doesn’t determine who gets to exercise.” Achieving this vision requires intentional efforts to design, fund, and implement PE programs that explicitly counteract rather than recapitulate the inequitable distribution of health and opportunity that characterizes contemporary societies.

Questions 27-31: Multiple Choice

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

27. According to the passage, for children from low-income families, school PE
    A. is less important than for wealthy children
    B. accounts for most of their physical activity
    C. should be replaced with academic subjects
    D. has no significant health benefits

28. Schools in affluent areas typically have advantages including
    A. longer school days devoted to PE
    B. mandatory participation in competitive sports
    C. better facilities and more diverse activity options
    D. government subsidies for sports equipment

29. The passage describes the funding system based on local property taxes as
    A. the most efficient way to fund schools
    B. fair to all communities equally
    C. a form of structural violence
    D. beneficial to urban schools

30. Traditional PE curricula may disadvantage some students because they
    A. require expensive sports equipment
    B. focus on activities familiar to middle-class culture
    C. demand too much physical strength
    D. take time away from academic subjects

31. The SPARK program has been successful because it
    A. eliminates all PE from schools
    B. focuses only on competitive sports
    C. provides standardized curriculum and training
    D. requires expensive facilities

Questions 32-36: Matching Features

Match each program or concept (32-36) with the correct description (A-H).

Programs/Concepts:
32. SPARK program
33. Daily Mile initiative
34. Weighted funding formulas
35. Food deserts
36. Cultural capital

Descriptions:
A. Areas with limited access to nutritious food
B. Activities valued in certain social classes
C. Requires students to run one mile daily
D. Provides evidence-based PE curricula and teacher training
E. Eliminates all physical education requirements
F. Allocates more resources to disadvantaged schools
G. Focuses exclusively on competitive team sports
H. Prohibits traditional sports in schools

Questions 37-40: Short Answer Questions

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

37. What percentage of low-income children’s weekly physical activity comes from school PE according to the U.S. study?

38. What type of pedagogy is needed to make PE welcoming for students from different backgrounds?

39. What must be addressed alongside PE to truly improve health equity, according to the passage?

40. According to the researcher quoted, what should not determine who gets to exercise?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. B
5. C
6. B
7. NOT GIVEN
8. TRUE
9. TRUE
10. NOT GIVEN
11. life skills
12. standardized assessments
13. mental discipline

PASSAGE 2: Questions 14-26

14. ii
15. viii
16. ix
17. iv
18. iii
19. militaristic
20. synchronized
21. creative
22. tactical
23. cooperative
24. NOT GIVEN
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. C
32. D
33. C
34. F
35. A
36. B
37. 65% / sixty-five percent
38. Inclusive pedagogy
39. social determinants
40. poverty

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: physical education in schools
• Vị trí trong bài: Đoạn A, dòng 1-3
• Giải thích: Đoạn mở đầu nói rõ “its importance is being increasingly questioned” (tầm quan trọng đang ngày càng bị đặt câu hỏi) nhưng “research continues to demonstrate” (nghiên cứu tiếp tục chứng minh) lợi ích của nó. Đây là paraphrase của “facing increased scrutiny despite proven benefits”.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: World Health Organization recommends
• Vị trí trong bài: Đoạn B, dòng 3-5
• Giải thích: Passage nói rõ “at least 60 minutes of moderate to vigorous physical activity daily” = “at least one hour of physical activity per day”.

Câu 3: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: University of Illinois, physical activity before school
• Vị trí trong bài: Đoạn C, dòng 2-4
• Giải thích: “showed enhanced concentration levels and performed better on tests requiring focus and attention” là paraphrase của “improved children’s ability to focus”.

Câu 7: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: better cardiovascular health than adults
• Giải thích: Passage chỉ so sánh trẻ em có PE tốt với trẻ em ít vận động, không so sánh với người lớn.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: chemicals in the brain
• Vị trí trong bài: Đoạn C, dòng 6-8
• Giải thích: “stimulates the release of neurotransmitters like dopamine and serotonin” chính xác khẳng định điều này.

Câu 11: life skills

• Dạng câu hỏi: Sentence Completion
• Từ khóa: cooperation and leadership
• Vị trí trong bài: Đoạn D, dòng 2-3
• Giải thích: “children learn essential life skills such as cooperation, leadership…” – đáp án trực tiếp từ passage.

Học sinh tiểu học tham gia hoạt động giáo dục thể chất tập thể tại trường với sự hướng dẫn của giáo viên

Passage 2 – Giải Thích

Câu 14: ii (Paragraph B)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn B mô tả “Historically, physical education in Western schools followed a predominantly militaristic model” và giải thích về nguồn gốc lịch sử của PE.

Câu 15: viii (Paragraph C)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn C tập trung vào “movement education approach” với “creative exploration of movement possibilities”, phù hợp với heading “Movement education as a creative approach”.

Câu 16: ix (Paragraph D)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn D thảo luận về “Teaching Games for Understanding (TGfU) model”, một mô hình dựa trên trò chơi.

Câu 19-23: Summary Completion

• Từ khóa quan trọng: synchronized (đoạn B: “execute movements in synchronized fashion”), militaristic (đoạn B: “militaristic model”), creative (đoạn C: “creative exploration”), tactical (đoạn D: “tactical awareness”), cooperative (đoạn E: “cooperative learning structures”)

Câu 24: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Tác giả trình bày cả ưu và nhược điểm của phương pháp tiến bộ nhưng không khẳng định chúng luôn tốt hơn trong mọi trường hợp.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn F, dòng 3-5
• Giải thích: “Gamification elements… can increase motivation and engagement” thể hiện quan điểm rõ ràng của tác giả.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: low-income families, school PE
• Vị trí trong bài: Đoạn B, dòng 7-11
• Giải thích: “school PE accounted for 65% of their total weekly moderate-to-vigorous physical activity” cho thấy PE chiếm phần lớn hoạt động thể chất của trẻ nghèo.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: affluent areas, advantages
• Vị trí trong bài: Đoạn C, dòng 2-5
• Giải thích: “superior facilities, specialized equipment… diverse activity options” paraphrase thành “better facilities and more diverse activity options”.

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: property taxes, funding system
• Vị trí trong bài: Đoạn D, dòng 5-8
• Giải thích: “Some researchers have characterized this as a form of structural violence” là đáp án trực tiếp.

Câu 32-36: Matching Features

• 32-D: SPARK được mô tả trong đoạn F “provides standardized, evidence-based curricula alongside teacher training”
• 33-C: Daily Mile “requires students to run or walk one mile daily”
• 34-F: Weighted funding “allocate additional resources to schools serving disadvantaged populations”
• 35-A: Food deserts được định nghĩa trong đoạn B
• 36-B: Cultural capital được giải thích trong đoạn E

Câu 37: 65%

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn B, dòng 9-10
• Giải thích: Số liệu cụ thể được nêu rõ trong nghiên cứu.

Câu 38: Inclusive pedagogy

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn E, dòng cuối
• Giải thích: “Inclusive pedagogy requires acknowledging and incorporating diverse movement traditions”

Câu 39: social determinants

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn G, dòng cuối
• Giải thích: “upstream social determinants that shape children’s health trajectories”

Câu 40: poverty

• Dạng câu hỏi: Short Answer
• Vị trí trong bài: Đoạn H, dòng 2-3
• Giải thích: Trích dẫn trực tiếp: “poverty doesn’t determine who gets to exercise”

So sánh cơ sở vật chất giáo dục thể chất giữa trường giàu và nghèo

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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
cornerstone	n	/ˈkɔːnəstəʊn/	nền tảng, trụ cột	Physical education has been a cornerstone of primary school curricula	cornerstone of education
cardiovascular	adj	/ˌkɑːdiəʊˈvæskjələ(r)/	thuộc về tim mạch	improved cardiovascular health	cardiovascular disease/system
moderate to vigorous	adj phrase	/ˈmɒdərət tə ˈvɪɡərəs/	mức độ trung bình đến mạnh	60 minutes of moderate to vigorous physical activity	moderate to vigorous exercise
cognitive development	n phrase	/ˈkɒɡnətɪv dɪˈveləpmənt/	phát triển nhận thức	contributes significantly to cognitive development	enhance cognitive development
neurotransmitter	n	/ˌnjʊərəʊtrænzˈmɪtə(r)/	chất dẫn truyền thần kinh	stimulates the release of neurotransmitters	release neurotransmitters
neural connection	n phrase	/ˈnjʊərəl kəˈnekʃn/	kết nối thần kinh	promotes growth of new neural connections	form neural connections
conflict resolution	n phrase	/ˈkɒnflɪkt ˌrezəˈluːʃn/	giải quyết xung đột	learn essential life skills such as conflict resolution	conflict resolution skills
resilience	n	/rɪˈzɪliəns/	khả năng phục hồi, sức bền	develop resilience by learning to cope	build resilience
self-esteem	n	/ˌself ɪˈstiːm/	lòng tự trọng	profound impact on their overall self-esteem	boost/improve self-esteem
inclusive nature	n phrase	/ɪnˈkluːsɪv ˈneɪtʃə(r)/	tính chất hòa nhập	The inclusive nature of modern PE programs	promote inclusive nature
sedentary behavior	n phrase	/ˈsedntri bɪˈheɪvjə(r)/	hành vi ít vận động	sedentary behavior established in childhood	reduce sedentary behavior
transferable skills	n phrase	/trænsˈfɜːrəbl skɪlz/	kỹ năng chuyển đổi được	precisely the transferable skills employers seek	develop transferable skills

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical approach	n phrase	/ˌpedəˈɡɒdʒɪkl əˈprəʊtʃ/	phương pháp sư phạm	pedagogical approaches have undergone transformation	adopt pedagogical approach
authoritarian	adj	/ɔːˌθɒrɪˈteəriən/	theo chủ nghĩa độc đoán	authoritarian, performance-oriented models	authoritarian model/system
student-centered	adj	/ˈstjuːdnt ˈsentəd/	lấy học sinh làm trung tâm	student-centered frameworks	student-centered learning
militaristic model	n phrase	/ˌmɪlɪtəˈrɪstɪk ˈmɒdl/	mô hình quân sự hóa	followed a predominantly militaristic model	militaristic model of education
synchronized fashion	n phrase	/ˈsɪŋkrənaɪzd ˈfæʃn/	cách thức đồng bộ	execute movements in synchronized fashion	perform in synchronized fashion
intrinsic motivation	n phrase	/ɪnˈtrɪnsɪk ˌməʊtɪˈveɪʃn/	động lực nội tại	little consideration for intrinsic motivation	enhance intrinsic motivation
paradigmatic shift	n phrase	/ˌpærədɪɡˈmætɪk ʃɪft/	sự thay đổi mô hình	represented a paradigmatic shift	undergo paradigmatic shift
kinesthetic intelligence	n phrase	/ˌkɪnɪsˈθetɪk ɪnˈtelɪdʒəns/	trí thông minh vận động	understanding movement as kinesthetic intelligence	develop kinesthetic intelligence
tactical awareness	n phrase	/ˈtæktɪkl əˈweənəs/	nhận thức chiến thuật	prioritizing tactical awareness over technical skill	enhance tactical awareness
social constructivist	adj + n	/ˈsəʊʃl kənˈstrʌktɪvɪst/	chủ nghĩa kiến tạo xã hội	Social constructivist theories have influenced	social constructivist approach
peer teaching	n phrase	/pɪə(r) ˈtiːtʃɪŋ/	dạy học ngang hàng	Cooperative learning, peer teaching	implement peer teaching
gamification	n	/ˌɡeɪmɪfɪˈkeɪʃn/	trò chơi hóa	Gamification elements can increase motivation	use gamification strategies
curricular constraint	n phrase	/kəˈrɪkjələ(r) kənˈstreɪnt/	ràng buộc chương trình	Curricular constraints and large class sizes	face curricular constraints
quantifiable result	n phrase	/ˈkwɒntɪfaɪəbl rɪˈzʌlt/	kết quả định lượng được	focused on quantifiable results	produce quantifiable results

Sự phát triển các phương pháp giảng dạy giáo dục thể chất từ truyền thống đến hiện đại

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
socioeconomic status	n phrase	/ˌsəʊsiəʊˌiːkəˈnɒmɪk ˈsteɪtəs/	địa vị kinh tế xã hội	relationship between socioeconomic status and health	low/high socioeconomic status
epidemiological landscape	n phrase	/ˌepɪˌdiːmiəˈlɒdʒɪkl ˈlændskeɪp/	bối cảnh dịch tễ học	within this complex epidemiological landscape	analyze epidemiological landscape
equalizing force	n phrase	/ˈiːkwəlaɪzɪŋ fɔːs/	lực cân bằng hóa	represents a potentially equalizing force	serve as equalizing force
perpetuate inequity	v phrase	/pəˈpetʃueɪt ɪnˈekwəti/	duy trì bất công	may also perpetuate existing inequities	perpetuate inequality/disparity
disproportionate risk	n phrase	/ˌdɪsprəˈpɔːʃənət rɪsk/	rủi ro không cân xứng	face disproportionate risks of physical inactivity	bear disproportionate risk
metabolic disorder	n phrase	/ˌmetəˈbɒlɪk dɪsˈɔːdə(r)/	rối loạn chuyển hóa	obesity and related metabolic disorders	suffer from metabolic disorders
food desert	n phrase	/fuːd ˈdezət/	sa mạc thực phẩm	higher prevalence of food deserts	live in food deserts
income quintile	n phrase	/ˈɪnkʌm ˈkwɪntaɪl/	nhóm thu nhập (chia 5)	children in the lowest income quintile	lowest/highest income quintile
ostensibly universal	adv + adj	/ɒˈstensəbli ˌjuːnɪˈvɜːsl/	có vẻ phổ quát	the ostensibly universal nature of school PE	ostensibly universal access
belie variation	v phrase	/bɪˈlaɪ ˌveəriˈeɪʃn/	che giấu sự khác biệt	belies substantial variation in program quality	belie the reality/truth
regressive financing	n phrase	/rɪˈɡresɪv ˈfaɪnænsɪŋ/	tài chính lũy thoái	This regressive financing structure	regressive tax/system
structural violence	n phrase	/ˈstrʌktʃərəl ˈvaɪələns/	bạo lực cấu trúc	characterized as a form of structural violence	perpetuate structural violence
compensatory intervention	n phrase	/kəmˈpensətəri ˌɪntəˈvenʃn/	can thiệp bù đắp	need for compensatory health interventions	require compensatory interventions
cultural capital	n phrase	/ˈkʌltʃərəl ˈkæpɪtl/	vốn văn hóa	activities that carry cultural capital	possess cultural capital
exclusionary	adj	/ɪkˈskluːʒənəri/	mang tính loại trừ	may feel foreign or exclusionary to students	exclusionary practice/policy
cultural responsiveness	n phrase	/ˈkʌltʃərəl rɪˈspɒnsɪvnəs/	tính đáp ứng văn hóa	if programs lack cultural responsiveness	demonstrate cultural responsiveness
evidence-based curriculum	n phrase	/ˈevɪdəns beɪst kəˈrɪkjələm/	chương trình dựa trên chứng cứ	provides evidence-based curricula	develop evidence-based curriculum
upstream determinant	n phrase	/ˌʌpˈstriːm dɪˈtɜːmɪnənt/	yếu tố quyết định nguồn gốc	upstream social determinants of health	address upstream determinants
intersectoral collaboration	n phrase	/ˌɪntəˈsektərəl kəˌlæbəˈreɪʃn/	hợp tác liên ngành	need for intersectoral collaboration	promote intersectoral collaboration
weighted funding formula	n phrase	/ˈweɪtɪd ˈfʌndɪŋ ˈfɔːmjələ/	công thức tài trợ có trọng số	advocate for weighted funding formulas	implement weighted funding

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Kết Bài

Chủ đề “Physical education in schools importance” không chỉ xuất hiện thường xuyên trong IELTS Reading mà còn phản ánh những vấn đề cốt lõi của giáo dục đương đại. Qua ba passages với độ khó tăng dần, bạn đã được tiếp cận với nhiều khía cạnh của giáo dục thể chất: từ lợi ích cơ bản đối với sức khỏe và phát triển nhận thức (Passage 1), đến sự tiến hóa của phương pháp giảng dạy PE (Passage 2), và cuối cùng là những bất bình đẳng sâu sắc trong tiếp cận giáo dục thể chất chất lượng (Passage 3).

Đề thi này cung cấp đầy đủ 40 câu hỏi với 7 dạng bài khác nhau, giúp bạn làm quen với format thi thật và rèn luyện kỹ năng xử lý các dạng câu hỏi phức tạp. Các đáp án chi tiết không chỉ cho bạn biết câu trả lời đúng mà còn giải thích rõ ràng vị trí thông tin, cách paraphrase và chiến lược làm bài hiệu quả. Đặc biệt, bộ từ vựng được tổng hợp theo từng passage với đầy đủ phiên âm, nghĩa, ví dụ và collocations sẽ giúp bạn mở rộng vốn từ học thuật một cách có hệ thống.

Hãy dành thời gian làm lại đề thi này nhiều lần, phân tích kỹ những câu trả lời sai để hiểu rõ nguyên nhân và cải thiện phương pháp tiếp cận. Nhớ rằng, thành công trong IELTS Reading không chỉ đến từ việc biết nhiều từ vựng mà còn từ khả năng đọc hiểu nhanh, xác định thông tin chính xác và quản lý thời gian khéo léo. Như cách vai trò của truyền thông xã hội trong các chiến dịch thông tin sai lệch đòi hỏi kỹ năng phân tích phức tạp, IELTS Reading cũng yêu cầu bạn phát triển tư duy phản biện và khả năng đánh giá thông tin từ nhiều góc độ.

Chúc bạn học tập hiệu quả và đạt band điểm mong muốn trong kỳ thi IELTS sắp tới!