IELTS Reading: Công Nghệ Immersive Trong Giáo Dục Nghề – Đề Thi Mẫu Có Đáp Án

Mở bài

Công nghệ immersive (thực tế ảo và thực tế tăng cường) đang tạo nên cuộc cách mạng trong giáo dục nghề nghiệp toàn cầu. Chủ đề “How Immersive Technology Is Reshaping Vocational Education” ngày càng xuất hiện thường xuyên trong các đề thi IELTS Reading thực tế, đặc biệt từ năm 2020 trở lại đây, khi công nghệ giáo dục trở thành xu hướng toàn cầu.

Bài viết này cung cấp một đề thi IELTS Reading hoàn chỉnh với 3 passages theo đúng chuẩn Cambridge, từ mức độ Easy đến Hard. Bạn sẽ được thực hành với 40 câu hỏi đa dạng, bao gồm các dạng phổ biến nhất như True/False/Not Given, Matching Headings, Multiple Choice, và Summary Completion. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin, cách paraphrase và chiến lược làm bài.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với chủ đề công nghệ giáo dục – một trong những chủ đề hot nhất của IELTS hiện nay. Bạn sẽ học được cả từ vựng học thuật quan trọng và kỹ thuật xử lý các dạng câu hỏi khó trong điều kiện giống thi thật.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Không có thời gian thêm để chép đáp án vào answer sheet, vì vậy bạn cần quản lý thời gian chặt chẽ.

Phân bổ thời gian khuyến nghị:

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

Mỗi câu trả lời đúng được 1 điểm. Điểm thô sẽ được chuyển đổi thành band score theo bảng quy đổi của Cambridge.

Các Dạng Câu Hỏi Trong Đề Này

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

1. True/False/Not Given – Xác định thông tin đúng, sai hay không được nhắc đến
2. Matching Headings – Nối tiêu đề phù hợp với đoạn văn
3. Multiple Choice – Chọn đáp án đúng nhất trong các phương án
4. Summary Completion – Điền từ vào đoạn tóm tắt
5. Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
6. Matching Features – Nối đặc điểm với danh mục tương ứng
7. Short-answer Questions – Trả lời ngắn gọn câu hỏi

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IELTS Reading Practice Test

PASSAGE 1 – The Dawn of Immersive Learning in Trade Schools

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Virtual Reality Transforms Traditional Apprenticeships

For decades, vocational education has relied on traditional teaching methods that combine classroom theory with hands-on practice in workshops or real workplace environments. Students learning to become electricians, plumbers, welders, or mechanics would spend months observing experienced professionals before being allowed to practice basic tasks themselves. However, this apprenticeship model faces several challenges in the modern era. The cost of materials for practice is rising, safety concerns limit what beginners can attempt, and the availability of experienced mentors is declining as skilled workers retire.

Immersive technology, particularly Virtual Reality (VR) and Augmented Reality (AR), is now offering innovative solutions to these problems. These technologies create computer-generated environments where students can practice skills repeatedly without the risks or costs associated with real-world training. A student learning welding can make hundreds of practice welds in VR without wasting expensive materials or risking burns. Similarly, aspiring electricians can work on virtual electrical systems where mistakes don’t result in dangerous shocks or equipment damage.

The adoption of VR in vocational schools began slowly around 2015, with only a handful of pioneering institutions willing to invest in the expensive equipment. Early VR headsets were cumbersome and uncomfortable, and the graphics quality was often poor, reducing the sense of realism. However, technological advances have dramatically improved the situation. Modern VR systems are lightweight, affordable, and capable of creating highly realistic simulations that closely mimic real-world conditions.

Several countries are now leading the charge in integrating immersive technology into vocational training. Germany, renowned for its dual education system that combines classroom learning with workplace training, has equipped many of its technical colleges with VR laboratories. Students can practice operating dangerous machinery in safe virtual environments before touching actual equipment. In Australia, mining companies sponsor VR training programs where workers learn to operate heavy machinery and respond to emergency situations without the risks inherent in real mining environments.

The pedagogical benefits extend beyond safety and cost savings. Research indicates that immersive learning can enhance retention rates significantly compared to traditional methods. When students practice in VR, they engage multiple senses simultaneously, creating stronger memory pathways in the brain. A study conducted at a British automotive training center found that students who learned engine diagnostics using AR overlays could identify problems 40% faster than those trained with traditional manuals alone.

Furthermore, immersive technology addresses the problem of skill standardization. In traditional apprenticeships, the quality of training varies greatly depending on the mentor’s teaching ability and the workplace environment. VR provides consistent, standardized training experiences for all students regardless of their location. A welding student in rural Montana can access the same high-quality simulation as someone studying in a major city, democratizing access to excellent vocational education.

The technology also enables accelerated learning through deliberate practice. In traditional settings, students might spend considerable time waiting for equipment, preparing materials, or cleaning up after practice sessions. VR eliminates these logistical delays, allowing students to focus purely on skill development. They can repeat specific challenging techniques dozens of times in a single session, receiving immediate feedback from the system about their performance.

Despite these advantages, educators emphasize that immersive technology should complement rather than replace traditional hands-on training. While VR excels at building basic competencies and muscle memory, students ultimately need experience with real materials and actual workplace conditions. The most effective programs use a blended approach: students first master fundamentals in safe virtual environments, then progress to real-world applications with greater confidence and foundational knowledge.

The cost of implementing immersive technology in vocational schools continues to decrease, making it accessible to more institutions. A complete VR training setup that would have cost over $50,000 in 2015 can now be purchased for under $5,000. This price reduction, combined with growing evidence of educational effectiveness, is driving rapid adoption. Industry experts predict that within five years, immersive technology training will become standard in most vocational education programs across developed nations.

Questions 1-6: True/False/Not Given

Instructions: 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

1. Traditional vocational education combines theoretical lessons with practical workplace experience.

2. Modern VR headsets are more comfortable to wear than those available in 2015.

3. German technical colleges were the first institutions globally to use VR for vocational training.

4. Students learning in VR environments can practice skills more frequently than in traditional settings.

5. All vocational schools in Australia now have VR training facilities.

6. The cost of a complete VR training system has decreased by approximately 90% since 2015.

Questions 7-10: Sentence Completion

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

7. In traditional apprenticeships, the quality of education depends largely on the __ of the instructor.

8. VR technology allows welding students to practice without wasting __ or risking injury.

9. Research shows that immersive learning creates stronger __ in students’ brains.

10. Experts believe immersive technology should __ traditional training methods rather than completely replace them.

Questions 11-13: Multiple Choice

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

11. According to the passage, what was a major problem with early VR systems?

    • A) They were too expensive for most schools
    • B) They were heavy and had poor visual quality
    • C) They caused health problems for users
    • D) They required too much space in classrooms

12. The study at the British automotive training center found that AR students:

    • A) learned engine repair 40% faster
    • B) could diagnose problems more quickly than traditionally-trained students
    • C) preferred traditional manuals to AR overlays
    • D) had better retention rates after six months

13. What does the passage suggest about the future of VR in vocational education?

    • A) It will completely replace traditional methods within five years
    • B) It will become a standard part of most vocational programs
    • C) It will only be used in developed countries
    • D) It will remain too expensive for most institutions

Công nghệ thực tế ảo đang cách mạng hóa giáo dục nghề nghiệp hiện đại

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PASSAGE 2 – Measuring Effectiveness: Research Into Immersive Vocational Training

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

A) The Challenge of Assessment

As immersive technology becomes increasingly prevalent in vocational education, researchers and educators face a critical question: does this technology genuinely improve learning outcomes, or is it merely an expensive novelty? Traditional methods for assessing vocational competency focus on practical demonstrations and workplace performance evaluations. However, measuring the effectiveness of VR-based training requires new methodologies that account for the technology’s unique characteristics. Several research institutions have embarked on longitudinal studies to provide empirical evidence about the pedagogical value of immersive learning systems.

B) Cognitive Science Perspectives

Neuroscientific research offers compelling insights into why immersive technology may enhance vocational learning. Dr. Patricia Huang, a cognitive psychologist at the Singapore Institute of Technology, explains that VR training activates multiple neural pathways simultaneously. “When learners manipulate virtual objects with haptic controllers while receiving visual and auditory feedback, their brains process information through several channels concurrently,” she notes. This multisensory engagement creates what researchers call “embodied cognition” – the phenomenon where physical actions strengthen conceptual understanding. Brain imaging studies reveal increased activity in the motor cortex and prefrontal regions during VR training compared to video-based instruction, suggesting deeper cognitive processing.

C) Skill Acquisition and Transfer

A pivotal concern is whether skills acquired in virtual environments transfer effectively to real-world applications. A comprehensive study conducted by the European Vocational Training Association tracked 500 students across five countries over three years. Participants were randomly assigned to either traditional training, VR-enhanced training, or a hybrid model combining both approaches. Results demonstrated that students in VR-enhanced programs achieved competency milestones 30% faster than those in traditional programs. Moreover, performance assessments conducted six months after course completion showed that VR-trained students maintained their skills better, exhibiting only 12% skill degradation compared to 28% in the traditional cohort.

D) The Role of Deliberate Practice

Psychologist Dr. Anders Ericsson’s concept of “deliberate practice” – focused, repetitive training on specific skills with immediate feedback – finds ideal application in immersive technology. Traditional vocational training often struggles to provide sufficient opportunities for deliberate practice due to resource constraints and safety limitations. VR removes these barriers, enabling what researchers term “unlimited rehearsal capacity.” A welding instructor at a Canadian technical institute reports that students now complete approximately 200 practice welds before their first real weld, compared to perhaps 20 in traditional programs. This dramatic increase in practice volume, combined with algorithmic feedback systems that analyze technique in real-time, accelerates the development of procedural memory – the automatic, unconscious execution of learned skills.

E) Addressing Individual Learning Differences

Immersive technology’s adaptability represents a significant pedagogical advantage over traditional instruction. VR systems can automatically adjust difficulty levels, pacing, and instructional scaffolding based on individual learner performance. This personalized learning approach accommodates the reality that students acquire vocational skills at varying rates. Research by the International Association for Continuing Engineering Education found that adaptive VR systems reduced the performance gap between initially high-achieving and low-achieving students by 45%. Struggling learners could repeat challenging procedures without embarrassment or time pressure, while advanced students accessed more complex scenarios, preventing boredom and maximizing engagement.

F) Economic and Logistical Considerations

Despite promising educational outcomes, institutional adoption of immersive technology faces practical obstacles. A cost-benefit analysis conducted by the Australian Vocational Education Research Association examined 30 institutions that implemented VR training programs. Initial investment costs averaged AUD 120,000 per program, including hardware, software, training for instructors, and facility modifications. However, ongoing costs proved substantially lower than traditional training due to reduced material consumption, equipment maintenance, and insurance premiums. The study calculated a break-even point of approximately three years, after which institutions realized net savings averaging AUD 35,000 annually. Notably, institutions with higher student enrollment achieved cost-effectiveness more rapidly due to economies of scale.

G) Instructor Resistance and Professional Development

Human factors significantly influence implementation success. Many experienced vocational instructors express skepticism about technology potentially diminishing their role or undermining the value of traditional craftsmanship. Dr. Michael Bremen, who studies technology adoption in education, emphasizes that successful programs position instructors as “learning experience designers” rather than replacements. “The most effective implementations involve instructors intimately in curriculum development, using their domain expertise to ensure VR simulations accurately reflect real-world practices,” he explains. Institutions that invested in comprehensive professional development programs, teaching instructors to integrate technology pedagogically rather than merely operate equipment, reported 70% higher faculty satisfaction and better student outcomes.

H) Future Trajectories

Emerging developments promise to address current limitations. Artificial intelligence integration will enable VR systems to provide increasingly sophisticated feedback, potentially identifying subtle technique deficiencies that human instructors might miss. Haptic technology improvements will better simulate the physical sensations of working with real materials – the weight of tools, resistance of materials, and tactile feedback that experienced craftspeople rely upon. Collaborative virtual environments will allow students in different geographical locations to practice together, sharing expertise and learning from diverse perspectives. As these technologies mature and become more affordable, researchers anticipate that the question will shift from whether to adopt immersive technology to how best to integrate it within holistic vocational education frameworks.

Questions 14-20: Matching Headings

Instructions: The passage has eight paragraphs, A-H. Choose the correct heading for each paragraph from the list of headings below. Write the correct number, i-xi.

List of Headings:

• i. The financial implications of implementing new technology
• ii. How brain science explains immersive learning advantages
• iii. Overcoming teacher doubts about new educational tools
• iv. The difficulty of evaluating new training methods
• v. Comparing skill retention between different training approaches
• vi. Technological advances on the horizon
• vii. Customizing training to suit different student abilities
• viii. The importance of repeated practice in skill development
• ix. Student preferences for traditional versus modern methods
• x. Safety regulations limiting technology use
• xi. International differences in technology adoption

14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F
20. Paragraph G

Questions 21-24: Summary Completion

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

Research into VR training has shown promising results. A European study found that students achieved 21. __ approximately 30% faster when using VR technology. Six months later, these students showed less 22. __ than traditionally-trained students. The concept of 23. __, which involves focused repetitive training with feedback, is particularly well-suited to VR environments. Additionally, adaptive VR systems can reduce the 24. __ between high and low-performing students significantly.

Questions 25-26: Multiple Choice

Instructions: Choose TWO letters, A-E. Which TWO advantages of VR training over traditional methods are mentioned in the passage?

• A) It requires less physical space than traditional workshops
• B) It allows unlimited practice without material costs
• C) It completely eliminates the need for human instructors
• D) It can automatically adjust to individual student needs
• E) It guarantees higher final exam scores for all students

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PASSAGE 3 – Sociocultural Implications and Ethical Dimensions of Immersive Vocational Training

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of immersive technologies in vocational education extends far beyond mere pedagogical innovation; it represents a fundamental reconceptualization of how societies transmit practical knowledge across generations and prepare workers for evolving economic demands. While earlier discussions have focused predominantly on efficacy metrics and implementation logistics, a more nuanced examination reveals complex sociocultural ramifications that warrant careful consideration. These technologies are not value-neutral tools but rather mediating artifacts that reshape the very nature of vocational identity, knowledge epistemology, and the social relations inherent in craft-based learning.

The Epistemological Shift in Vocational Knowledge

Traditional vocational education embodies what philosopher Michael Polanyi termed “tacit knowledge” – the intuitive, experiential understanding that resists explicit codification. Master craftspeople possess embodied expertise developed through years of practice, enabling them to detect subtle irregularities in materials, anticipate problems before they manifest, and execute complex procedures with seeming effortlessness. This knowledge transmission occurs through what anthropologist Jean Lave describes as “legitimate peripheral participation,” whereby apprentices gradually absorb the cultural practices, professional norms, and situated knowledge of their communities of practice through sustained interaction with experienced practitioners.

Immersive technology fundamentally alters this epistemological landscape. Virtual environments necessarily discretize and algorithmize vocational knowledge, translating fluid expertise into programmable parameters and quantifiable metrics. While this transformation enables scalability and standardization – undeniable advantages in mass education contexts – it simultaneously risks what critics call the “decontextualization of practice.” Skills practiced in hermetically sealed virtual environments may lack the ambient complexity of authentic workplaces: the unpredictable material variations, interpersonal negotiations, and contextual contingencies that characterize actual vocational work. Dr. Sarah Braverman, a sociologist of education at the Frankfurt Institute for Social Research, warns that “excessive reliance on simulated environments may produce technicians proficient in idealized procedures but ill-equipped for the messy realities of embodied labor.”

Moreover, the algorithmic mediation of learning in VR systems raises questions about knowledge authority and professional autonomy. When software determines correct technique, provides feedback, and assesses competency, it encodes particular approaches as definitive while potentially marginalizing alternative methods that experienced practitioners have developed through situated improvisation. This technological determinism could ossify vocational practice, reducing it to standardized protocols that discourage the creative problem-solving and adaptive expertise that distinguish master craftspeople from mere technicians.

Reconfiguring Social Relations and Professional Identity

The apprenticeship model has historically served functions beyond skill transmission; it constructs professional identities and integrates individuals into occupational communities. Through sustained mentorship relationships, apprentices internalize not only techniques but also the values, ethical commitments, and cultural traditions of their trades. This socialization process creates what sociologist Eliot Freidson termed “occupational professionalism” – a collective identity characterized by shared standards, mutual accountability, and commitment to craft excellence that transcends immediate economic incentives.

Immersive technology-mediated training potentially disrupts these social dimensions of vocational education. When significant learning occurs through human-computer interaction rather than interpersonal mentorship, students may develop technical proficiency while remaining socially peripheral to their occupational communities. The parasocial relationships formed with virtual instructors or AI tutoring systems lack the emotional depth, reciprocal obligation, and community embeddedness that characterize traditional apprenticeships. Research by organizational psychologist Dr. James Thornton indicates that electricians trained primarily through VR demonstrated equivalent technical skills but reported feeling less connected to professional identity and exhibited lower rates of trade association membership compared to traditionally-trained peers.

Furthermore, the democratizing potential of immersive technology – its capacity to provide high-quality training regardless of geographic location or socioeconomic background – must be evaluated against reproduction of existing inequalities through differential access and digital divides. While VR hardware costs have declined, comprehensive training systems remain financially prohibitive for under-resourced institutions serving marginalized populations. Additionally, the cultural capital required to navigate these technologies – digital literacy, technological self-efficacy, and familiarity with gaming interfaces – is unequally distributed along lines of class, race, and geographic location. Thus, despite emancipatory rhetoric, immersive technology risks entrenching disparities, providing cutting-edge training to already privileged students while further disadvantaging those attending poorly-funded institutions.

Ethical Considerations and Regulatory Challenges

The datafication of learning inherent in immersive training systems introduces substantial privacy concerns. These platforms continuously collect granular data about student performance, learning patterns, cognitive processing speeds, and even physiological responses through biometric sensors. While such data analytics enable personalized instruction, they simultaneously create detailed profiles of individual capabilities that could be exploited by employers for discriminatory purposes. The potential for algorithmic bias in automated assessment systems presents additional concerns; if training algorithms are developed using data from historically privileged groups, they may systematically disadvantage students whose learning styles or cultural backgrounds differ from normative assumptions embedded in the software.

Moreover, the immersive realism achievable in modern VR raises questions about psychological impacts, particularly regarding desensitization to workplace hazards. While proponents celebrate the safety of practicing dangerous procedures virtually, critics worry that consequence-free virtual failures might cultivate cavalier attitudes toward safety protocols that could manifest when students transition to real-world work. Research remains inconclusive, but preliminary studies suggest that repeated virtual exposure to simulated emergencies without genuine physical jeopardy may indeed diminish risk perception and emotional responses to danger.

Toward Critical Integration

These considerations should not be interpreted as neo-Luddite rejection of technological innovation but rather as a call for critical, thoughtful integration that acknowledges complexity and ambiguity. The most pedagogically sound and ethically responsible approaches will likely involve hybrid models that leverage immersive technology’s strengths while preserving the irreplaceable elements of traditional apprenticeship. This requires ongoing dialogue among educators, industry practitioners, technology developers, policymakers, and students themselves to collectively negotiate how these powerful tools can enhance rather than diminish the richness, social embeddedness, and human dignity inherent in vocational work. The fundamental question is not whether to adopt immersive technology but how to deploy it in ways that genuinely serve the holistic development of skilled workers and the flourishing of the vocational communities that sustain them.

Questions 27-31: Yes/No/Not Given

Instructions: 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

27. Immersive technology is merely a neutral tool that improves educational efficiency.

28. Traditional apprenticeships transmit cultural values alongside technical skills.

29. VR training systems should completely replace traditional mentorship relationships.

30. The cost reduction in VR hardware has eliminated all access inequalities in vocational education.

31. A balanced approach combining VR and traditional methods is preferable to exclusive reliance on either.

Questions 32-36: Matching Features

Instructions: Match each concern (32-36) with the correct researcher or expert (A-F). You may use any letter more than once.

List of Researchers:

• A) Michael Polanyi
• B) Jean Lave
• C) Dr. Sarah Braverman
• D) Eliot Freidson
• E) Dr. James Thornton
• F) Not mentioned

32. Warned that VR-trained students may lack preparation for real workplace complexity

33. Studied how apprentices learn through participation in professional communities

34. Found that VR-trained workers felt less connected to their professional identity

35. Described the intuitive knowledge possessed by experienced craftspeople

36. Analyzed how professionals develop collective standards and accountability

Sinh viên đang thực hành kỹ năng nghề nghiệp với thiết bị thực tế tăng cường AR

Questions 37-40: Short-Answer Questions

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

37. According to the passage, what type of knowledge do traditional craftspeople possess that is difficult to explicitly describe?

38. What term describes the relationship students may form with virtual instructors that lacks emotional depth?

39. What two aspects of immersive training systems create detailed profiles of students?

40. What does the passage suggest could happen if students repeatedly practice dangerous procedures without real consequences?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. TRUE
3. NOT GIVEN
4. TRUE
5. NOT GIVEN
6. FALSE
7. teaching ability
8. expensive materials
9. memory pathways
10. complement
11. B
12. B
13. B

PASSAGE 2: Questions 14-26

14. iv
15. ii
16. v
17. viii
18. vii
19. i
20. iii
21. competency milestones
22. skill degradation
23. deliberate practice
24. performance gap
25. B
26. D

PASSAGE 3: Questions 27-40

27. NO
28. YES
29. NOT GIVEN
30. NO
31. YES
32. C
33. B
34. E
35. A
36. D
37. tacit knowledge
38. parasocial relationships
39. data analytics
40. diminish risk perception

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: traditional vocational education, combine, theoretical lessons, practical workplace experience
• Vị trí trong bài: Đoạn 1, dòng 1-3
• Giải thích: Câu đầu tiên của passage nói rõ “vocational education has relied on traditional teaching methods that combine classroom theory with hands-on practice” – điều này paraphrase hoàn hảo với “combines theoretical lessons with practical workplace experience”. Đây là thông tin khớp 100%.

Câu 2: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: modern VR headsets, more comfortable, 2015
• Vị trí trong bài: Đoạn 3, dòng 3-5
• Giải thích: Passage nói “Early VR headsets were cumbersome and uncomfortable” sau đó “Modern VR systems are lightweight” – từ “cumbersome” (nặng nề khó chịu) được paraphrase thành “uncomfortable”, và “lightweight” (nhẹ) tương phản với uncomfortable, chứng minh chúng more comfortable hơn.

Câu 3: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: German technical colleges, first institutions globally
• Vị trí trong bài: Đoạn 4
• Giải thích: Passage nói Germany là nước “leading the charge” và có nhiều technical colleges sử dụng VR, nhưng không hề khẳng định họ là “first institutions globally”. Thông tin về việc ai là người đầu tiên không được đề cập.

Câu 4: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: students, VR, practice skills, more frequently, traditional settings
• Vị trí trong bài: Đoạn 7, dòng 3-5
• Giải thích: Passage nêu rõ “They can repeat specific challenging techniques dozens of times in a single session” và “VR eliminates these logistical delays, allowing students to focus purely on skill development” – cho thấy tần suất luyện tập cao hơn nhiều so với traditional training.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: cost, VR training system, decreased, 90%, 2015
• Vị trí trong bài: Đoạn 9, dòng 2-3
• Giải thích: Passage nói “over $50,000 in 2015 can now be purchased for under $5,000” – đây là giảm 90% (từ 50,000 xuống 5,000). Tuy nhiên, câu hỏi nói “approximately 90%” có vẻ đúng… Nhưng thực tế tính toán: (50000-5000)/50000 = 90%. Đáp án nên là TRUE. Sửa lại đáp án: TRUE

Câu 7: teaching ability

• Dạng câu hỏi: Sentence Completion
• Từ khóa: traditional apprenticeships, quality of education, depends, instructor
• Vị trí trong bài: Đoạn 6, dòng 3
• Giải thích: Passage nói “the quality of training varies greatly depending on the mentor’s teaching ability” – “teaching ability” là cụm từ chính xác cần điền.

Câu 8: expensive materials

• Dạng câu hỏi: Sentence Completion
• Từ khóa: welding students, practice, without wasting, risking injury
• Vị trí trong bài: Đoạn 2, dòng 5-6
• Giải thích: “A student learning welding can make hundreds of practice welds in VR without wasting expensive materials or risking burns” – “expensive materials” là đáp án chính xác.

Câu 9: memory pathways

• Dạng câu hỏi: Sentence Completion
• Từ khóa: immersive learning, creates, stronger, students’ brains
• Vị trí trong bài: Đoạn 5, dòng 3-4
• Giải thích: “they engage multiple senses simultaneously, creating stronger memory pathways in the brain” – từ khóa “memory pathways” xuất hiện chính xác.

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: major problem, early VR systems
• Vị trí trong bài: Đoạn 3, dòng 3-4
• Giải thích: “Early VR headsets were cumbersome and uncomfortable, and the graphics quality was often poor” – paraphrase thành “heavy and had poor visual quality”. Đáp án A cũng được nhắc đến nhưng không phải major problem được focus.

Câu 12: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: British automotive training center, AR students
• Vị trí trong bài: Đoạn 5, dòng 5-7
• Giải thích: “students who learned engine diagnostics using AR overlays could identify problems 40% faster” – paraphrase thành “diagnose problems more quickly”. Chú ý không phải “learn faster” mà là “identify/diagnose problems faster”.

Câu 13: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: future, VR, vocational education
• Vị trí trong bài: Đoạn 9, dòng cuối
• Giải thích: “within five years, immersive technology training will become standard in most vocational education programs” – đáp án B paraphrase ý này. Đáp án A sai vì passage nhấn mạnh complement chứ không replace hoàn toàn.

Passage 2 – Giải Thích

Câu 14: iv (Paragraph A)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn A thảo luận về “a critical question” – liệu VR có thực sự cải thiện learning outcomes hay không, và nhu cầu “new methodologies” để đánh giá. Heading iv “The difficulty of evaluating new training methods” khớp chính xác với nội dung này.

Câu 15: ii (Paragraph B)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn B tập trung vào “Neuroscientific research”, “cognitive psychologist”, “neural pathways”, “brain imaging studies” – tất cả liên quan đến brain science. Heading ii “How brain science explains immersive learning advantages” là đáp án chính xác.

Câu 16: v (Paragraph C)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn C so sánh “skill degradation” giữa VR-trained (12%) và traditional (28%) students sau 6 tháng. Heading v “Comparing skill retention between different training approaches” mô tả chính xác nội dung này.

Câu 17: viii (Paragraph D)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn D thảo luận về concept “deliberate practice” của Ericsson, “unlimited rehearsal capacity”, và việc học sinh có thể lặp lại kỹ thuật nhiều lần. Heading viii “The importance of repeated practice in skill development” phù hợp nhất.

Câu 18: vii (Paragraph E)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn E nói về “adaptability”, “personalized learning approach”, “accommodates… students acquire vocational skills at varying rates”, và “reduced the performance gap between initially high-achieving and low-achieving students”. Heading vii “Customizing training to suit different student abilities” là đáp án.

Câu 19: i (Paragraph F)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn F focus vào “cost-benefit analysis”, “initial investment costs”, “break-even point”, “cost-effectiveness”. Heading i “The financial implications of implementing new technology” khớp hoàn toàn.

Câu 20: iii (Paragraph G)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn G thảo luận về “instructor resistance”, “skepticism”, và cách khắc phục thông qua “professional development programs”. Heading iii “Overcoming teacher doubts about new educational tools” mô tả chính xác nội dung.

Câu 21: competency milestones

• Dạng câu hỏi: Summary Completion
• Từ khóa: achieved, 30% faster
• Vị trí trong bài: Paragraph C, dòng 5
• Giải thích: “students in VR-enhanced programs achieved competency milestones 30% faster” – cụm “competency milestones” là đáp án chính xác.

Câu 22: skill degradation

• Dạng câu hỏi: Summary Completion
• Từ khóa: six months later, less than traditional
• Vị trí trong bài: Paragraph C, dòng 6-7
• Giải thích: “exhibiting only 12% skill degradation compared to 28% in the traditional cohort” – “skill degradation” là thuật ngữ được sử dụng trong passage.

Câu 23: deliberate practice

• Dạng câu hỏi: Summary Completion
• Từ khóa: concept, focused repetitive training, feedback
• Vị trí trong bài: Paragraph D, dòng 1
• Giải thích: Đoạn D bắt đầu với “Dr. Anders Ericsson’s concept of ‘deliberate practice’ – focused, repetitive training on specific skills with immediate feedback” – đây chính là thuật ngữ cần điền.

Câu 24: performance gap

• Dạng câu hỏi: Summary Completion
• Từ khóa: reduce, between high and low-performing students
• Vị trí trong bài: Paragraph E, dòng 4-5
• Giải thích: “adaptive VR systems reduced the performance gap between initially high-achieving and low-achieving students by 45%” – “performance gap” là đáp án.

Câu 25-26: B và D

• Dạng câu hỏi: Multiple Choice (chọn 2 đáp án)
• Đáp án B: Paragraph D nói “unlimited rehearsal capacity” và không tốn materials
• Đáp án D: Paragraph E nói về “adaptability” và “automatically adjust difficulty levels… based on individual learner performance”
• Đáp án A: Không được đề cập
• Đáp án C: Sai – passage nhấn mạnh vai trò của instructors vẫn quan trọng
• Đáp án E: Không được đảm bảo trong passage

Passage 3 – Giải Thích

Câu 27: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: immersive technology, neutral tool, improves efficiency
• Vị trí trong bài: Đoạn 1, dòng 4-5
• Giải thích: Writer nói rõ “These technologies are not value-neutral tools” – điều này trực tiếp mâu thuẫn với statement trong câu hỏi. Đáp án là NO.

Câu 28: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: traditional apprenticeships, transmit, cultural values, technical skills
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: “apprentices internalize not only techniques but also the values, ethical commitments, and cultural traditions of their trades” – writer đồng ý rằng apprenticeships truyền đạt cả cultural values lẫn technical skills.

Câu 29: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: VR training, completely replace, traditional mentorship
• Vị trí trong bài: Không có vị trí cụ thể
• Giải thích: Writer không bao giờ nói VR “should completely replace” traditional methods. Writer thực sự ủng hộ hybrid models, nhưng câu hỏi dùng “should” – đây là về recommendation mạnh mẽ mà writer không đưa ra.

Câu 30: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: cost reduction, eliminated, all access inequalities
• Vị trí trong bài: Đoạn 5, dòng 3-8
• Giải thích: Writer nói “While VR hardware costs have declined, comprehensive training systems remain financially prohibitive” và còn các vấn đề về “digital divides”, “cultural capital” – điều này mâu thuẫn với việc “eliminated all access inequalities”. Đáp án NO.

Câu 31: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: balanced approach, combining, VR and traditional, preferable
• Vị trí trong bài: Đoạn cuối, dòng 2-4
• Giải thích: “The most pedagogically sound and ethically responsible approaches will likely involve hybrid models that leverage immersive technology’s strengths while preserving the irreplaceable elements of traditional apprenticeship” – writer rõ ràng ủng hộ balanced/hybrid approach.

Câu 32: C (Dr. Sarah Braverman)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2, dòng cuối
• Giải thích: Dr. Braverman cảnh báo về “excessive reliance on simulated environments may produce technicians… ill-equipped for the messy realities of embodied labor” – đây chính là concern về lack of preparation for real workplace complexity.

Câu 33: B (Jean Lave)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2, dòng 5-6
• Giải thích: Jean Lave được trích dẫn về “legitimate peripheral participation, whereby apprentices gradually absorb… of their communities of practice” – đây là nghiên cứu về learning through participation.

Câu 34: E (Dr. James Thornton)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 4, dòng cuối
• Giải thích: “Research by organizational psychologist Dr. James Thornton indicates that electricians trained primarily through VR… reported feeling less connected to professional identity” – đây là finding về connection to professional identity.

Câu 35: A (Michael Polanyi)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “philosopher Michael Polanyi termed ‘tacit knowledge’ – the intuitive, experiential understanding” – đây là concept về intuitive knowledge của craftspeople.

Câu 36: D (Eliot Freidson)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 4, dòng 5-6
• Giải thích: “sociologist Eliot Freidson termed ‘occupational professionalism’ – a collective identity characterized by shared standards, mutual accountability” – đây là về collective standards và accountability.

Câu 37: tacit knowledge

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: traditional craftspeople, difficult to describe
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “what philosopher Michael Polanyi termed ‘tacit knowledge’ – the intuitive, experiential understanding that resists explicit codification” – “tacit knowledge” là loại knowledge khó explicit describe.

Câu 38: parasocial relationships

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: relationship, virtual instructors, lacks emotional depth
• Vị trí trong bài: Đoạn 4, dòng 8-9
• Giải thích: “The parasocial relationships formed with virtual instructors or AI tutoring systems lack the emotional depth” – “parasocial relationships” là thuật ngữ chính xác.

Câu 39: data analytics

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: create detailed profiles, students
• Vị trí trong bài: Đoạn 6, dòng 3-4
• Giải thích: “While such data analytics enable personalized instruction, they simultaneously create detailed profiles of individual capabilities” – “data analytics” là aspect tạo ra profiles (chỉ cần 2 từ, không cần cả “biometric sensors”).

Câu 40: diminish risk perception

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: repeatedly practice dangerous procedures, without real consequences
• Vị trí trong bài: Đoạn 6, dòng cuối
• Giải thích: “repeated virtual exposure to simulated emergencies without genuine physical jeopardy may indeed diminish risk perception” – “diminish risk perception” là hậu quả được đề cập (3 từ đúng giới hạn).

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
vocational education	noun phrase	/vəʊˈkeɪʃənl ˌedʒuˈkeɪʃən/	giáo dục nghề nghiệp	vocational education has relied on traditional teaching methods	vocational training, vocational school
hands-on practice	noun phrase	/hændz ɒn ˈpræktɪs/	thực hành trực tiếp	combine classroom theory with hands-on practice	hands-on experience, hands-on learning
apprenticeship model	noun phrase	/əˈprentɪsʃɪp ˈmɒdl/	mô hình học nghề	this apprenticeship model faces several challenges	traditional apprenticeship, apprenticeship program
immersive technology	noun phrase	/ɪˈmɜːsɪv tekˈnɒlədʒi/	công nghệ immersive (nhập vai)	Immersive technology is now offering innovative solutions	immersive experience, immersive environment
computer-generated	adjective	/kəmˈpjuːtə ˈdʒenəreɪtɪd/	được tạo ra bởi máy tính	create computer-generated environments	computer-generated imagery, computer-generated graphics
cumbersome	adjective	/ˈkʌmbəsəm/	nặng nề, cồng kềnh	Early VR headsets were cumbersome and uncomfortable	cumbersome process, cumbersome equipment
pedagogical benefits	noun phrase	/ˌpedəˈɡɒdʒɪkəl ˈbenɪfɪts/	lợi ích sư phạm	The pedagogical benefits extend beyond safety	pedagogical approach, pedagogical method
retention rates	noun phrase	/rɪˈtenʃən reɪts/	tỷ lệ ghi nhớ	immersive learning can enhance retention rates	improve retention rates, high retention rates
memory pathways	noun phrase	/ˈmeməri ˈpɑːθweɪz/	đường dẫn truyền trí nhớ	creating stronger memory pathways in the brain	neural pathways, brain pathways
skill standardization	noun phrase	/skɪl ˌstændədaɪˈzeɪʃən/	tiêu chuẩn hóa kỹ năng	addresses the problem of skill standardization	standardization process, quality standardization
blended approach	noun phrase	/ˈblendɪd əˈprəʊtʃ/	phương pháp kết hợp	The most effective programs use a blended approach	blended learning, blended model
foundational knowledge	noun phrase	/faʊnˈdeɪʃənl ˈnɒlɪdʒ/	kiến thức nền tảng	progress to real-world applications with foundational knowledge	foundational skills, foundational understanding

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
longitudinal studies	noun phrase	/ˌlɒndʒɪˈtjuːdɪnəl ˈstʌdiz/	nghiên cứu dọc	research institutions have embarked on longitudinal studies	conduct longitudinal studies, longitudinal research
empirical evidence	noun phrase	/ɪmˈpɪrɪkəl ˈevɪdəns/	bằng chứng thực nghiệm	to provide empirical evidence about pedagogical value	empirical data, empirical research
neuroscientific research	noun phrase	/ˌnjʊərəʊsaɪənˈtɪfɪk rɪˈsɜːtʃ/	nghiên cứu khoa học thần kinh	Neuroscientific research offers compelling insights	neuroscientific evidence, neuroscientific approach
neural pathways	noun phrase	/ˈnjʊərəl ˈpɑːθweɪz/	đường dẫn truyền thần kinh	VR training activates multiple neural pathways	strengthen neural pathways, brain neural pathways
multisensory engagement	noun phrase	/ˌmʌltiˈsensəri ɪnˈɡeɪdʒmənt/	sự tham gia đa giác quan	This multisensory engagement creates embodied cognition	multisensory experience, multisensory learning
embodied cognition	noun phrase	/ɪmˈbɒdid kɒɡˈnɪʃən/	nhận thức được hiện thân hóa	physical actions strengthen conceptual understanding	embodied learning, embodied knowledge
cognitive processing	noun phrase	/ˈkɒɡnətɪv ˈprəʊsesɪŋ/	quá trình xử lý nhận thức	suggesting deeper cognitive processing	cognitive development, cognitive abilities
skill degradation	noun phrase	/skɪl ˌdeɡrəˈdeɪʃən/	sự suy giảm kỹ năng	exhibiting only 12% skill degradation	prevent skill degradation, reduce skill degradation
deliberate practice	noun phrase	/dɪˈlɪbərət ˈpræktɪs/	luyện tập có chủ đích	concept of deliberate practice finds ideal application	deliberate practice approach, engage in deliberate practice
resource constraints	noun phrase	/rɪˈsɔːs kənˈstreɪnts/	hạn chế về nguồn lực	due to resource constraints and safety limitations	overcome resource constraints, face resource constraints
procedural memory	noun phrase	/prəˈsiːdʒərəl ˈmeməri/	trí nhớ thủ tục	accelerates the development of procedural memory	procedural memory skills, build procedural memory
adaptive VR systems	noun phrase	/əˈdæptɪv viː ɑː ˈsɪstəmz/	hệ thống VR thích ứng	adaptive VR systems reduced the performance gap	adaptive learning, adaptive technology
performance gap	noun phrase	/pəˈfɔːməns ɡæp/	khoảng cách về hiệu suất	reduced the performance gap by 45%	close the performance gap, narrow the performance gap
cost-benefit analysis	noun phrase	/kɒst ˈbenɪfɪt əˈnæləsɪs/	phân tích chi phí – lợi ích	A cost-benefit analysis conducted by the Association	conduct cost-benefit analysis, comprehensive cost-benefit analysis
economies of scale	noun phrase	/ɪˈkɒnəmiz əv skeɪl/	hiệu quả theo quy mô	achieved cost-effectiveness due to economies of scale	benefit from economies of scale, achieve economies of scale

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
sociocultural ramifications	noun phrase	/ˌsəʊsiəʊˈkʌltʃərəl ˌræmɪfɪˈkeɪʃənz/	hệ quả văn hóa xã hội	complex sociocultural ramifications warrant consideration	sociocultural context, sociocultural factors
epistemological shift	noun phrase	/ɪˌpɪstɪməˈlɒdʒɪkəl ʃɪft/	sự thay đổi về nhận thức luận	The Epistemological Shift in Vocational Knowledge	epistemological approach, epistemological framework
tacit knowledge	noun phrase	/ˈtæsɪt ˈnɒlɪdʒ/	kiến thức ngầm	what philosopher Michael Polanyi termed tacit knowledge	tacit understanding, tacit skills
embodied expertise	noun phrase	/ɪmˈbɒdid ˌekspɜːˈtiːz/	chuyên môn được hiện thân hóa	Master craftspeople possess embodied expertise	embodied knowledge, embodied learning
legitimate peripheral participation	noun phrase	/lɪˈdʒɪtɪmət pəˈrɪfərəl pɑːˌtɪsɪˈpeɪʃən/	sự tham gia ngoại vi hợp pháp	what anthropologist Jean Lave describes as legitimate peripheral participation	peripheral involvement, peripheral engagement
communities of practice	noun phrase	/kəˈmjuːnətiz əv ˈpræktɪs/	cộng đồng thực hành	gradually absorb… of their communities of practice	professional communities, learning communities
decontextualization	noun	/ˌdiːkɒntekstʃuəlaɪˈzeɪʃən/	phi ngữ cảnh hóa	what critics call the decontextualization of practice	decontextualization of knowledge, decontextualization process
algorithmic mediation	noun phrase	/ˌælɡəˈrɪðmɪk ˌmiːdiˈeɪʃən/	trung gian thuật toán	the algorithmic mediation of learning in VR systems	algorithmic control, algorithmic bias
technological determinism	noun phrase	/ˌteknəˈlɒdʒɪkəl dɪˈtɜːmɪnɪzəm/	quyết định luận công nghệ	This technological determinism could ossify vocational practice	technological advancement, technological change
occupational professionalism	noun phrase	/ˌɒkjuˈpeɪʃənəl prəˈfeʃənəlɪzəm/	chủ nghĩa chuyên nghiệp nghề nghiệp	what sociologist Eliot Freidson termed occupational professionalism	professional identity, professional standards
parasocial relationships	noun phrase	/ˌpærəˈsəʊʃəl rɪˈleɪʃənʃɪps/	mối quan hệ giả xã hội	The parasocial relationships formed with virtual instructors	parasocial interaction, parasocial bonds
digital divides	noun phrase	/ˈdɪdʒɪtəl dɪˈvaɪdz/	khoảng cách kỹ thuật số	reproduction of existing inequalities through digital divides	bridge digital divides, digital inequality
cultural capital	noun phrase	/ˈkʌltʃərəl ˈkæpɪtəl/	vốn văn hóa	the cultural capital required to navigate these technologies	social capital, economic capital
datafication	noun	/ˌdeɪtəfɪˈkeɪʃən/	dữ liệu hóa	The datafication of learning inherent in immersive training	datafication process, datafication of society
granular data	noun phrase	/ˈɡrænjələ ˈdeɪtə/	dữ liệu chi tiết	continuously collect granular data about student performance	granular information, granular analysis
algorithmic bias	noun phrase	/ˌælɡəˈrɪðmɪk ˈbaɪəs/	thiên kiến thuật toán	The potential for algorithmic bias in automated assessment	algorithmic discrimination, algorithmic fairness
desensitization	noun	/diːˌsensɪtaɪˈzeɪʃən/	sự giảm nhạy cảm	raises questions about psychological impacts regarding desensitization	desensitization to violence, desensitization effect
neo-Luddite rejection	noun phrase	/ˌniːəʊ ˈlʌdaɪt rɪˈdʒekʃən/	sự từ chối theo chủ nghĩa phản công nghệ mới	should not be interpreted as neo-Luddite rejection	Luddite movement, anti-technology stance

Thiết bị VR hiện đại và haptic gloves dùng cho đào tạo kỹ năng nghề nghiệp

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Kết Bài

Chủ đề “How immersive technology is reshaping vocational education” không chỉ phản ánh xu hướng công nghệ giáo dục toàn cầu mà còn là một trong những chủ đề IELTS Reading ngày càng phổ biến, đặc biệt trong các đề thi từ năm 2020 trở lại đây. Việc nắm vững chủ đề này giúp bạn chuẩn bị tốt hơn cho các passage về công nghệ, giáo dục và xã hội hiện đại.

Đề thi mẫu này đã cung cấp đầy đủ 3 passages với độ khó tăng dần từ Easy (Band 5.0-6.5) đến Medium (Band 6.0-7.5) và Hard (Band 7.0-9.0), bao gồm tổng cộng 40 câu hỏi với 7 dạng khác nhau – hoàn toàn giống với cấu trúc thi thật. Passage 1 giúp bạn làm quen với từ vựng cơ bản và thông tin trực tiếp, Passage 2 yêu cầu kỹ năng paraphrase và suy luận cao hơn, còn Passage 3 thách thức khả năng phân tích các vấn đề phức tạp với từ vựng học thuật.

Phần 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 giữa câu hỏi và passage, cùng với chiến lược xử lý từng dạng câu hỏi. Đây là điều quan trọng giúp bạn tự đánh giá năng lực và cải thiện kỹ năng làm bài một cách bài bản.

Bảng từ vựng theo từng passage với hơn 40 từ quan trọng kèm phiên âm, nghĩa tiếng Việt, ví dụ và collocation sẽ giúp bạn mở rộng vốn từ học thuật – yếu tố then chốt để đạt band điểm cao. Hãy học những từ này trong ngữ cảnh và thực hành sử dụng chúng trong các bài tập khác.

Để tối đa hóa hiệu quả luyện tập, hãy làm bài trong điều kiện thi thật với giới hạn thời gian 60 phút, sau đó đối chiếu đáp án và đọc kỹ phần giải thích để hiểu sâu hơn về cách thức xử lý thông tin. Chúc bạn đạt kết quả cao trong kỳ thi IELTS sắp tới!