IELTS Reading: Tích Hợp Làm Vườn Trong Giáo Dục Môi Trường – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề tích hợp làm vườn trong giáo dục môi trường đang ngày càng trở nên phổ biến trong các đề thi IELTS Reading, đặc biệt là trong bối cảnh toàn cầu đang hướng tới phát triển bền vững. Đây là một chủ đề liên ngành kết hợp giữa giáo dục, môi trường, tâm lý học và khoa học nông nghiệp, thường xuất hiện trong các passages từ Medium đến Hard.

Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages được thiết kế theo đúng chuẩn Cambridge, bao gồm:

• Passage 1 (Easy): Giới thiệu về các chương trình làm vườn trong trường học
• Passage 2 (Medium): Phân tích lợi ích của làm vườn đối với nhận thức môi trường
• Passage 3 (Hard): Nghiên cứu sâu về tác động dài hạn của giáo dục làm vườn

Mỗi passage đi kèm với 13-14 câu hỏi thuộc các dạng phổ biến nhất trong IELTS Reading như True/False/Not Given, Multiple Choice, Matching và Summary Completion. Đặc biệt, bạn sẽ nhận được đáp án chi tiết với giải thích cụ thể và danh sách từ vựng quan trọng được phân loại theo từng cấp độ.

Bộ đề này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc đề thi thật và rèn luyện các kỹ năng làm bài hiệu quả.

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. Độ khó tăng dần từ Passage 1 đến Passage 3, yêu cầu thí sinh phải phân bổ thời gian hợp lý.

Phân bổ thời gian khuyến nghị:

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

Lưu ý rằng thời gian này đã bao gồm cả việc chuyển đáp án vào Answer Sheet. Bạn không có thêm thời gian riêng cho bước này như trong bài thi Listening.

Các Dạng Câu Hỏi Trong Đề Này

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

1. True/False/Not Given – Xác định thông tin có đúng với bài đọc không
2. Multiple Choice – Chọn đáp án đúng từ các phương án cho sẵn
3. Matching Headings – Nối tiêu đề phù hợp với từng đoạn văn
4. Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
5. Summary Completion – Điền từ vào đoạn tóm tắt
6. Matching Features – Nối thông tin với các đối tượng/người được đề cập
7. Short-answer Questions – Trả lời câu hỏi ngắn với giới hạn số từ

Mỗi dạng câu hỏi yêu cầu một kỹ thuật làm bài riêng, và việc luyện tập đa dạng các dạng này sẽ giúp bạn tự tin hơn trong phòng thi.

IELTS Reading Practice Test

PASSAGE 1 – School Gardens: Growing Young Environmental Stewards

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

School gardens are becoming an increasingly popular educational tool across the globe, transforming the way children learn about nature, food, and environmental responsibility. These green spaces, ranging from small container gardens on balconies to expansive plots with raised beds and composting areas, offer students hands-on experiences that traditional classroom lessons cannot replicate.

The concept of school gardening is not new. In the early 20th century, many schools in Europe and North America maintained gardens as part of their curriculum, teaching children about agriculture and self-sufficiency. However, this practice declined as education became more standardized and focused on academic subjects. Now, in the 21st century, school gardens are experiencing a resurgence, driven by growing concerns about environmental sustainability, childhood obesity, and the disconnect between young people and the natural world.

Modern school gardens serve multiple purposes beyond simply growing vegetables. They function as outdoor classrooms where teachers can integrate lessons in science, mathematics, language arts, and social studies. For instance, students might measure plant growth to practice mathematics, write descriptive essays about seasonal changes, or study photosynthesis and soil ecology in biology classes. This interdisciplinary approach makes learning more engaging and helps students see connections between different subjects.

Research has shown that students who participate in school gardening programs demonstrate improved environmental awareness and healthier eating habits. A study conducted in California found that children who worked in school gardens were more willing to try new vegetables and showed increased preference for fruits and vegetables. Similarly, they displayed a greater understanding of where food comes from and the importance of sustainable farming practices.

The implementation of school gardens also provides opportunities for community involvement. Parents, local farmers, and environmental organizations often volunteer their time and expertise to help maintain these spaces. This collaboration strengthens the bond between schools and their communities while providing students with access to mentors who can share real-world knowledge about gardening and environmental stewardship.

Despite the numerous benefits, establishing and maintaining school gardens presents certain challenges. Funding is often the primary obstacle, as schools need resources for tools, seeds, soil, and sometimes irrigation systems. Additionally, gardens require ongoing care, including during summer holidays when students are absent. Some schools address this issue by partnering with community groups or hiring part-time garden coordinators.

Weather conditions and limited outdoor space can also pose difficulties, particularly for urban schools. However, creative solutions such as vertical gardens, hydroponic systems, and rooftop gardens have enabled schools in densely populated areas to develop thriving garden programs. These innovative approaches not only overcome space limitations but also expose students to cutting-edge agricultural technologies.

The educational value of school gardens extends beyond academic subjects. Working in gardens helps children develop important life skills such as patience, responsibility, and teamwork. Students learn that plants require consistent care and attention, teaching them about delayed gratification and the rewards of persistent effort. They also experience the collaborative nature of gardening, as maintaining a successful garden requires coordination and shared responsibility among classmates.

Học sinh tiểu học chăm sóc vườn rau trong sân trường với giáo viên hướng dẫn

Furthermore, school gardens can play a crucial role in addressing food security issues in underserved communities. Some schools donate a portion of their harvest to local food banks or use the produce in their cafeteria programs, providing students with access to fresh, nutritious food. This practical application helps children understand how gardens can contribute to solving real-world problems and encourages them to think about social responsibility.

Teachers report that students who might struggle in traditional classroom settings often thrive in the garden environment. The hands-on, experiential learning appeals to different learning styles and provides opportunities for students to demonstrate knowledge and skills in alternative ways. This inclusive approach can boost confidence and engagement among diverse learners.

Looking forward, educational experts believe that school gardens will continue to expand as society recognizes the importance of environmental literacy. Many schools are now incorporating garden-based learning into their official curricula, ensuring that all students have the opportunity to participate. Some educational systems have even developed certification programs for teachers to specialize in garden-based education, acknowledging it as a legitimate and valuable teaching methodology.

As climate change and environmental degradation become increasingly pressing concerns, raising a generation of environmentally conscious citizens is more important than ever. School gardens provide an accessible and effective way to instill these values in young people, helping them develop a personal connection to nature and an understanding of their role in protecting the planet for future generations.

Questions 1-13

Questions 1-5: 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

1. School gardens were more common in the early 1900s than they are today.
2. All modern school gardens include composting facilities and irrigation systems.
3. Students who participate in gardening programs show a preference for eating more vegetables.
4. Every school garden program requires parents to volunteer regularly.
5. Urban schools face more challenges in creating gardens than rural schools.

Questions 6-9: Multiple Choice

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

6. According to the passage, school gardens in the early 20th century primarily focused on:

   • A) Environmental awareness
   • B) Teaching agriculture and self-sufficiency
   • C) Improving student test scores
   • D) Addressing childhood obesity

7. The passage suggests that garden-based learning is particularly effective because it:

   • A) Replaces traditional classroom instruction
   • B) Requires less teacher preparation
   • C) Connects multiple academic subjects
   • D) Is easier than standard teaching methods

8. One solution for schools with limited space mentioned in the passage is:

   • A) Sharing gardens with nearby schools
   • B) Using only container gardens
   • C) Implementing hydroponic systems
   • D) Reducing class sizes

9. Teachers have observed that garden activities:

   • A) Benefit only high-achieving students
   • B) Help students with different learning styles
   • C) Should replace physical education classes
   • D) Are most effective for science lessons only

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. Modern school gardens serve as __ where multiple subjects can be taught together.
11. The main barrier to establishing school gardens is often a lack of __.
12. Gardens help children learn about __ by requiring them to wait for plants to grow.
13. Some schools contribute to addressing __ by donating garden produce to food banks.

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PASSAGE 2 – Cultivating Environmental Consciousness: The Psychological Impact of Garden-Based Education

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The integration of gardening activities into environmental education represents a pedagogical shift from abstract theoretical knowledge to embodied, experiential learning. This transformation has profound implications for how young people develop their understanding of ecological systems and their role within them. Recent research in environmental psychology and education suggests that direct engagement with nature through gardening creates more lasting behavioral changes than traditional classroom instruction alone.

Biophilia, a term popularized by biologist E.O. Wilson, refers to humanity’s innate affinity for the natural world. Educational theorists argue that modern urbanized lifestyles have created a “nature deficit disorder” among children, leading to decreased physical health, increased anxiety, and a diminished sense of environmental stewardship. Garden-based education directly addresses this deficit by providing regular, meaningful contact with living systems, thereby rekindling children’s natural connection to the environment.

The cognitive benefits of garden-based learning extend beyond mere knowledge acquisition. Studies utilizing neuroimaging techniques have demonstrated that multisensory experiences in natural settings activate different brain regions compared to classroom-based learning. When children plant seeds, observe germination, and harvest crops, they engage visual, tactile, olfactory, and sometimes gustatory senses simultaneously. This multisensory engagement creates stronger neural pathways and more durable memories, enhancing both retention and the ability to apply knowledge in novel contexts.

Để hiểu rõ hơn về mối liên hệ giữa tiếp xúc với thiên nhiên và sức khỏe tinh thần, các nghiên cứu về how to promote mental health through nature therapy đã chỉ ra những tác động tích cực tương tự khi trẻ em tham gia các hoạt động làm vườn.

Moreover, garden-based education fosters what psychologists term “ecological identity” – a sense of self that includes one’s relationship with the natural world. Children who regularly engage in gardening activities begin to see themselves as part of ecological systems rather than separate from nature. This paradigm shift in self-perception has significant implications for long-term environmental behavior. Individuals with strong ecological identities are more likely to make pro-environmental choices throughout their lives, from consumer decisions to career paths and civic engagement.

The social dimensions of garden-based education also contribute to its effectiveness. Gardens create opportunities for collaborative problem-solving and shared responsibility. Students must negotiate planting schedules, distribute tasks, and work together to address challenges such as pest management or drought conditions. These experiences develop social-emotional competencies including communication, empathy, and conflict resolution – skills that are increasingly recognized as essential for addressing complex environmental problems requiring collective action.

Research conducted across diverse cultural contexts reveals that garden-based education can be adapted to reflect local environmental priorities and cultural values. In Japan, school gardens emphasize aesthetic harmony and seasonal awareness, incorporating traditional plants and design principles. In Kenya, educational gardens focus on food security and drought-resistant crops, addressing immediate community needs while teaching environmental science. This cultural adaptability makes gardening a particularly versatile educational tool with global applicability.

The longitudinal studies tracking students who participated in garden-based programs reveal encouraging outcomes. A ten-year study in the United Kingdom found that individuals who engaged in school gardening during childhood demonstrated significantly higher rates of environmental activism and sustainable lifestyle choices as adults. They were more likely to compost household waste, choose environmentally friendly products, support conservation policies, and work in sustainability-related fields. These findings suggest that garden-based education creates a foundation for lifelong environmental engagement.

However, the effectiveness of garden-based education depends critically on program design and implementation quality. Gardens must be integrated systematically into the curriculum rather than treated as occasional activities. Educators require adequate training to facilitate meaningful learning experiences and connect garden activities to academic standards. Without proper pedagogical support, gardens risk becoming merely recreational spaces rather than powerful educational tools.

The affective dimensions of garden-based learning – the emotions and attitudes students develop – may be as important as cognitive outcomes. Working with soil, observing insects, and nurturing plants can evoke feelings of wonder, curiosity, and care. These positive emotional associations with nature create what psychologists call “place attachment” – emotional bonds to natural spaces that motivate protective behaviors. Students who develop affection for their school gardens often extend this care to broader environmental contexts.

Interestingly, garden-based education appears particularly effective in addressing climate change education – a topic that can induce anxiety and helplessness when presented purely through statistics and projections. Gardens provide tangible contexts for understanding climate-related concepts like carbon sequestration, water cycles, and biodiversity. More importantly, they offer opportunities for agency – students can implement solutions, observe results, and recognize their capacity to make positive environmental impacts. This sense of efficacy is crucial for preventing eco-anxiety and fostering constructive engagement with environmental challenges.

Critics of garden-based education raise valid concerns about resource allocation, arguing that limited school budgets might be better spent on core academic programs. However, proponents counter that gardens support rather than detract from academic achievement. Multiple studies have found correlations between participation in garden programs and improved performance in science, mathematics, and literacy. The transferable skills developed through gardening – observation, hypothesis testing, data collection, and analysis – directly support scientific thinking.

The integration of technology with garden-based education represents an emerging frontier. Students can now use smartphone applications to identify plants, monitor soil conditions, track growth rates, and connect with gardening communities worldwide. This technological integration bridges traditional and modern learning approaches, demonstrating that environmental education need not reject technological advancement but can strategically incorporate it to enhance outcomes.

As educational systems worldwide grapple with preparing students for an uncertain environmental future, garden-based education offers a holistic approach that addresses cognitive, emotional, social, and behavioral dimensions of learning. By cultivating not just plants but also environmental consciousness, these programs nurture the knowledge, skills, values, and dispositions necessary for creating sustainable societies.

Questions 14-26

Questions 14-18: 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

14. Direct experience with gardening produces more permanent changes in environmental behavior than classroom teaching alone.
15. All children naturally possess a strong connection to nature regardless of their upbringing.
16. Multisensory learning in gardens activates the same brain areas as traditional classroom instruction.
17. Students with strong ecological identities are more likely to make environmentally friendly decisions as adults.
18. Garden-based education is only effective in Western cultural contexts.

Questions 19-22: Matching Headings

The passage has nine paragraphs (paragraphs with clear topic focus). Choose the correct heading for paragraphs mentioned below from the list of headings.

List of Headings:

• i. The role of emotions in environmental learning
• ii. Technology as a complement to garden education
• iii. Cultural variations in garden-based programs
• iv. Financial concerns about educational gardens
• v. Long-term effects on adult environmental behavior
• vi. Brain science supporting garden-based learning
• vii. Gardens and climate change education
• viii. Social skills development through gardening

19. Paragraph discussing neuroimaging techniques and sensory engagement
20. Paragraph about collaborative problem-solving and social-emotional competencies
21. Paragraph describing the ten-year UK study results
22. Paragraph addressing tangible contexts for climate concepts

Questions 23-26: Summary Completion

Complete the summary below.

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

Garden-based education helps develop what psychologists call 23. __, which means viewing oneself as connected to natural systems. This approach is particularly valuable for teaching about climate change, as it provides students with opportunities for 24. __ rather than feelings of helplessness. Critics worry about 25. __, suggesting funds might be better used elsewhere, but research shows gardens actually support 26. __ in subjects like science and mathematics.

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PASSAGE 3 – Theoretical Frameworks and Empirical Evidence: The Integration of Horticultural Practices in Contemporary Environmental Pedagogy

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The incorporation of horticultural practices into formal educational curricula represents a convergence of multiple theoretical frameworks within environmental education, developmental psychology, and socio-ecological systems theory. This pedagogical synthesis challenges the traditional Cartesian dualism that has historically separated human cognition from embodied, material engagement with the natural world. Contemporary scholarship increasingly recognizes that meaningful environmental literacy emerges not from didactic instruction alone but through iterative, reflexive practices that position learners as active agents within ecological systems.

Constructivist learning theory, particularly as articulated by Vygotsky’s social constructivism and Piaget’s genetic epistemology, provides a foundational rationale for garden-based pedagogies. These frameworks emphasize that knowledge construction occurs through active manipulation of the environment and social negotiation of meaning. Gardens serve as what Vygotsky termed “mediating artifacts” – tools that bridge individual cognition and cultural knowledge systems. When students engage in gardening, they are not merely acquiring factual knowledge about plants; they are participating in historically situated cultural practices that embody accumulated wisdom about human-environment relationships.

The concept of “situated cognition”, developed by cognitive anthropologists Jean Lave and Etienne Wenger, further illuminates the efficacy of garden-based learning. This theoretical perspective argues that cognition is fundamentally context-dependent and emerges through participation in “communities of practice”. School gardens constitute such communities, where novices (students) gradually acquire expertise through legitimate peripheral participation – initially observing and performing simple tasks, then progressively taking on more complex responsibilities as their competence develops. This apprenticeship model contrasts sharply with conventional educational approaches that treat knowledge as decontextualized abstractions transferable across contexts.

Empirical investigations into the cognitive outcomes of garden-based education have employed diverse methodological approaches, from quasi-experimental designs comparing academic achievement across schools with and without garden programs, to phenomenological studies exploring subjective experiences of students engaged in horticultural activities. A particularly rigorous study conducted by Wells and Evans utilized hierarchical linear modeling to account for nested data structures (students within classrooms within schools) and found statistically significant associations between duration of garden program participation and enhanced systems thinking capabilities – the ability to recognize feedback loops, time delays, and non-linear relationships characteristic of complex systems.

Với những tác động sâu rộng đến cả giáo dục và môi trường, việc how to promote sustainability in education thông qua các hoạt động làm vườn đã trở thành một chiến lược quan trọng trong nhiều hệ thống giáo dục tiên tiến.

The neurobiological underpinnings of enhanced learning in natural environments have been elucidated through functional magnetic resonance imaging (fMRI) studies and measurements of stress biomarkers such as cortisol. Research by Ulrich and colleagues demonstrated that exposure to natural environments activates the parasympathetic nervous system, reducing physiological stress responses and creating optimal conditions for cognitive processing. This psychophysiological mechanism may partially explain why students demonstrate improved attention and retention when learning occurs in garden contexts rather than traditional classroom settings characterized by sensory deprivation and attentional fatigue.

Nhà nghiên cứu đang thu thập dữ liệu về sự phát triển của học sinh trong chương trình làm vườn trường học

Critical scholarship has also examined the ideological dimensions of garden-based education, questioning whose knowledge systems are privileged and whose are marginalized. Postcolonial theorists have raised concerns about the potential for garden programs to perpetuate Euro-centric agricultural practices while devaluing indigenous horticultural traditions. Responsive to these critiques, some educators have developed culturally sustaining pedagogies that explicitly center indigenous knowledge, incorporate traditional crops, and engage community elders as co-educators. These approaches recognize gardens as sites of epistemological diversity rather than universalized scientific knowledge.

The scalability and institutionalization of garden-based education present significant challenges that transcend individual program successes. Educational systems operate within institutional logics that prioritize standardized assessment, accountability metrics, and resource efficiency – values that often conflict with the time-intensive, process-oriented nature of gardening. Furthermore, the neoliberal restructuring of education has created pressures for quantifiable outcomes that can be difficult to demonstrate for holistic, transformative learning experiences. Some researchers argue that garden-based education’s most significant impacts – shifts in values, worldviews, and environmental identity – resist reduction to conventional achievement measures.

Longitudinal research tracking outcomes beyond immediate educational contexts remains relatively sparse but methodologically essential for substantiating claims about lasting impacts. The limited studies with extended follow-up periods have employed mixed-methods approaches, combining quantitative surveys assessing environmental attitudes and behaviors with qualitative interviews exploring how participants make meaning of their earlier experiences. These investigations reveal considerable heterogeneity in outcomes, suggesting that contextual factors – including program quality, duration, integration with formal curriculum, and alignment with students’ lifeworlds – significantly mediate long-term effects.

The intersection of garden-based education with digital technologies presents both opportunities and tensions. Citizen science platforms enable students to contribute data to large-scale research projects, potentially fostering authentic scientific participation and connecting local garden activities to global environmental monitoring. However, some educators express concern that technological mediation might undermine the unmediated sensory engagement that constitutes garden-based learning’s distinctive value. This tension reflects broader debates within environmental education regarding the relationship between technological sophistication and ecological groundedness.

Climate change education represents a particularly salient application of garden-based pedagogies, as gardens provide microcosms for observing climate-related phenomena while avoiding the apocalyptic framing that can induce paralysis rather than engagement. Students can experiment with adaptation strategies such as drought-resistant varieties, water harvesting, and polyculture systems that demonstrate resilience principles. These experiences cultivate what Ojala terms “constructive hope” – neither naive optimism nor despair, but a grounded sense of possibility rooted in demonstrated agency and collective efficacy.

The political ecology of school gardens merits consideration, as these spaces exist within broader power structures that shape resource access, land use, and environmental knowledge production. Urban school gardens, for instance, may simultaneously represent resistance to industrial food systems and inadvertent participation in green gentrification processes that displace economically marginalized communities. Critical environmental educators argue for reflexive praxis that acknowledges these contradictions and engages students in examining the structural inequities that shape environmental problems and solutions.

Future research trajectories in this field include comparative international studies examining how different educational systems, cultural contexts, and socioeconomic conditions mediate outcomes; neuroeducational research further elucidating cognitive mechanisms; and participatory action research that positions students, teachers, and communities as co-investigators rather than research subjects. Additionally, the integration of gardens with emerging pedagogical approaches such as biomimicry education, regenerative design, and Anthropocene studies offers promising directions for curriculum development.

The evidence base supporting garden-based environmental education, while growing and increasingly sophisticated, reveals a complex picture resistant to simplistic claims. Gardens are neither pedagogical panaceas nor mere nostalgic diversions from serious academic work. Rather, they represent one component of comprehensive environmental education that, when thoughtfully designed and adequately supported, can contribute meaningfully to developing the ecological literacy, critical consciousness, and practical competencies necessary for navigating contemporary environmental challenges. The theoretical frameworks and empirical findings reviewed here suggest that maximizing gardens’ educational potential requires attending to cognitive, affective, social, and political dimensions simultaneously – recognizing that environmental education is ultimately about cultivating not just knowledge but transformed relationships between humans and the more-than-human world.

Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to the passage, constructivist learning theory suggests that gardens function as:

• A) Simple tools for teaching botany
• B) Mediating artifacts connecting individual and cultural knowledge
• C) Replacements for traditional classroom instruction
• D) Recreational spaces for student relaxation

28. The concept of “situated cognition” emphasizes that:

• A) All learning should occur outdoors
• B) Knowledge is context-dependent and develops through practice communities
• C) Students learn best when sitting in specific locations
• D) Cognitive abilities are fixed at birth

29. The study by Wells and Evans used hierarchical linear modeling to:

• A) Design better garden layouts
• B) Compare different types of plants
• C) Account for complex nested data structures in schools
• D) Measure student height and weight

30. Postcolonial theorists have criticized some garden programs for:

• A) Being too expensive to implement
• B) Taking time away from academic subjects
• C) Perpetuating Euro-centric practices while marginalizing indigenous knowledge
• D) Requiring too much physical labor from students

31. According to the passage, garden-based education’s most significant impacts are difficult to measure because they involve:

• A) Physical health improvements
• B) Mathematical skills development
• C) Changes in values, worldviews, and environmental identity
• D) Increased vegetable consumption

Questions 32-36: Matching Features

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

List of Researchers/Research Groups:

• A) Vygotsky
• B) Piaget
• C) Jean Lave and Etienne Wenger
• D) Wells and Evans
• E) Ulrich and colleagues
• F) Ojala
• G) E.O. Wilson
• H) Not mentioned in passage

32. Demonstrated that natural environments activate the parasympathetic nervous system
33. Developed the concept of “communities of practice”
34. Found associations between garden participation and enhanced systems thinking
35. Introduced the term “constructive hope” in relation to climate education
36. Articulated the theory of genetic epistemology

Questions 37-40: Short-answer Questions

Answer the questions below.

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

37. What type of platforms enable students to contribute data to large-scale research projects?
38. According to the passage, what do gardens provide for observing climate-related phenomena?
39. What kind of inequities do critical environmental educators want students to examine?
40. What three qualities does the passage identify as necessary for addressing contemporary environmental challenges?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. NOT GIVEN
2. FALSE
3. TRUE
4. NOT GIVEN
5. NOT GIVEN
6. B
7. C
8. C
9. B
10. outdoor classrooms
11. funding
12. delayed gratification
13. food security

PASSAGE 2: Questions 14-26

14. YES
15. NO
16. NO
17. YES
18. NO
19. vi
20. viii
21. v
22. vii
23. ecological identity
24. agency
25. resource allocation
26. academic achievement

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. C
31. C
32. E
33. C
34. D
35. F
36. B
37. Citizen science platforms
38. Microcosms
39. Structural inequities
40. ecological literacy / critical consciousness / practical competencies (any three acceptable)

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: school gardens, early 1900s, more common, today
• Vị trí trong bài: Đoạn 2, dòng 1-4
• Giải thích: Bài đọc chỉ đề cập rằng “In the early 20th century, many schools in Europe and North America maintained gardens” và “this practice declined” sau đó “experiencing a resurgence” hiện nay. Tuy nhiên, không có so sánh trực tiếp về số lượng giữa thời điểm đó và bây giờ.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all modern school gardens, composting facilities, irrigation systems
• Vị trí trong bài: Đoạn 1, dòng 2-3
• Giải thích: Bài viết nói “ranging from small container gardens on balconies to expansive plots with raised beds and composting areas” – điều này cho thấy KHÔNG PHẢI tất cả đều có các tiện nghi này, mà chỉ một số vườn lớn hơn.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: students, gardening programs, preference for vegetables
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: “children who worked in school gardens were more willing to try new vegetables and showed increased preference for fruits and vegetables” – khớp chính xác với nội dung câu hỏi.

Câu 6: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: early 20th century, primarily focused
• Vị trí trong bài: Đoạn 2
• Giải thích: “teaching children about agriculture and self-sufficiency” – đây là mục đích chính được đề cập rõ ràng. Các đáp án khác không được nhắc đến trong bối cảnh thế kỷ 20.

Câu 7: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: garden-based learning, particularly effective
• Vị trí trong bài: Đoạn 3
• Giải thích: “This interdisciplinary approach makes learning more engaging and helps students see connections between different subjects” – cho thấy hiệu quả đến từ việc kết nối nhiều môn học.

Câu 10: outdoor classrooms

• Dạng câu hỏi: Sentence Completion
• Từ khóa: serve as, multiple subjects
• Vị trí trong bài: Đoạn 3, dòng 1-2
• Giải thích: “They function as outdoor classrooms where teachers can integrate lessons in science, mathematics, language arts, and social studies.”

Câu 11: funding

• Dạng câu hỏi: Sentence Completion
• Từ khóa: main barrier, establishing
• Vị trí trong bài: Đoạn 6, dòng 2
• Giải thích: “Funding is often the primary obstacle” – từ khóa “primary obstacle” được paraphrase thành “main barrier”.

Câu 12: delayed gratification

• Dạng câu hỏi: Sentence Completion
• Từ khóa: learn about, wait for plants to grow
• Vị trí trong bài: Đoạn 8, dòng 2-3
• Giải thích: “Students learn that plants require consistent care and attention, teaching them about delayed gratification” – khái niệm về việc chờ đợi kết quả.

Câu 13: food security

• Dạng câu hỏi: Sentence Completion
• Từ khóa: addressing, donating produce
• Vị trí trong bài: Đoạn 9, dòng 1
• Giải thích: “school gardens can play a crucial role in addressing food security issues” – rõ ràng liên kết với việc quyên góp sản phẩm.

Passage 2 – Giải Thích

Câu 14: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: direct experience, more permanent changes, classroom teaching
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: “direct engagement with nature through gardening creates more lasting behavioral changes than traditional classroom instruction alone” – hoàn toàn khớp với quan điểm tác giả.

Câu 15: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: all children, naturally possess, strong connection
• Vị trí trong bài: Đoạn 2
• Giải thích: Bài viết nói về “nature deficit disorder” và việc “rekindling” connection, cho thấy không phải tất cả trẻ em tự nhiên có kết nối mạnh mẽ, đặc biệt trong môi trường đô thị.

Câu 16: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: multisensory learning, same brain areas, classroom instruction
• Vị trí trong bài: Đoạn 3
• Giải thích: “multisensory experiences in natural settings activate different brain regions compared to classroom-based learning” – rõ ràng là KHÁC NHAU, không giống nhau.

Câu 17: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: ecological identities, environmentally friendly decisions, adults
• Vị trí trong bài: Đoạn 4
• Giải thích: “Individuals with strong ecological identities are more likely to make pro-environmental choices throughout their lives” – khớp với quan điểm tác giả.

Câu 18: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: only effective, Western cultural contexts
• Vị trí trong bài: Đoạn 6
• Giải thích: Bài viết đưa ví dụ về Japan và Kenya, nhấn mạnh “cultural adaptability makes gardening a particularly versatile educational tool with global applicability” – trái ngược với câu hỏi.

Câu 19: vi (Brain science supporting garden-based learning)

• Dạng câu hỏi: Matching Headings
• Từ khóa: neuroimaging techniques, sensory engagement
• Giải thích: Đoạn này tập trung vào nghiên cứu khoa học thần kinh với “neuroimaging techniques” và “multisensory engagement” tạo ra “neural pathways”.

Câu 20: viii (Social skills development through gardening)

• Dạng câu hỏi: Matching Headings
• Từ khóa: collaborative problem-solving, social-emotional competencies
• Giải thích: Đoạn văn tập trung vào “social dimensions”, “collaborative problem-solving” và “social-emotional competencies”.

Câu 21: v (Long-term effects on adult environmental behavior)

• Dạng câu hỏi: Matching Headings
• Từ khóa: ten-year UK study
• Giải thích: “A ten-year study in the United Kingdom found that individuals who engaged in school gardening during childhood demonstrated significantly higher rates of environmental activism… as adults.”

Câu 22: vii (Gardens and climate change education)

• Dạng câu hỏi: Matching Headings
• Từ khóa: tangible contexts for climate concepts
• Giải thích: Đoạn văn thảo luận cụ thể về “climate change education” và cách vườn cung cấp “tangible contexts for understanding climate-related concepts”.

Câu 23: ecological identity

• Dạng câu hỏi: Summary Completion
• Từ khóa: psychologists call, viewing oneself as connected
• Vị trí trong bài: Đoạn 4
• Giải thích: “garden-based education fosters what psychologists term ‘ecological identity’ – a sense of self that includes one’s relationship with the natural world.”

Câu 24: agency

• Dạng câu hỏi: Summary Completion
• Từ khóa: opportunities for, rather than helplessness
• Vị trí trong bài: Đoạn về climate change education
• Giải thích: “they offer opportunities for agency – students can implement solutions, observe results” – ngược lại với helplessness.

Câu 25: resource allocation

• Dạng câu hỏi: Summary Completion
• Từ khóa: critics worry about
• Vị trí trong bài: Đoạn về critics
• Giải thích: “Critics of garden-based education raise valid concerns about resource allocation, arguing that limited school budgets might be better spent…”

Câu 26: academic achievement

• Dạng câu hỏi: Summary Completion
• Từ khóa: gardens actually support, science and mathematics
• Vị trí trong bài: Cùng đoạn với câu 25
• Giải thích: “Multiple studies have found correlations between participation in garden programs and improved performance in science, mathematics, and literacy.”

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: constructivist learning theory, gardens function
• Vị trí trong bài: Đoạn 2
• Giải thích: “Gardens serve as what Vygotsky termed ‘mediating artifacts’ – tools that bridge individual cognition and cultural knowledge systems” – rõ ràng là đáp án B.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: situated cognition, emphasizes
• Vị trí trong bài: Đoạn 3
• Giải thích: “This theoretical perspective argues that cognition is fundamentally context-dependent and emerges through participation in ‘communities of practice'” – chính xác là đáp án B.

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Wells and Evans, hierarchical linear modeling
• Vị trí trong bài: Đoạn 4
• Giải thích: “utilized hierarchical linear modeling to account for nested data structures (students within classrooms within schools)” – giải thích rõ mục đích sử dụng phương pháp này.

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: postcolonial theorists, criticized
• Vị trí trong bài: Đoạn 7
• Giải thích: “Postcolonial theorists have raised concerns about the potential for garden programs to perpetuate Euro-centric agricultural practices while devaluing indigenous horticultural traditions.”

Câu 31: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: most significant impacts, difficult to measure
• Vị trí trong bài: Đoạn 8
• Giải thích: “Some researchers argue that garden-based education’s most significant impacts – shifts in values, worldviews, and environmental identity – resist reduction to conventional achievement measures.”

Câu 32: E (Ulrich and colleagues)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 6
• Giải thích: “Research by Ulrich and colleagues demonstrated that exposure to natural environments activates the parasympathetic nervous system.”

Câu 33: C (Jean Lave and Etienne Wenger)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 3
• Giải thích: “The concept of ‘situated cognition’, developed by cognitive anthropologists Jean Lave and Etienne Wenger” với đề cập về “communities of practice”.

Câu 34: D (Wells and Evans)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 4
• Giải thích: “A particularly rigorous study conducted by Wells and Evans… found statistically significant associations between duration of garden program participation and enhanced systems thinking capabilities.”

Câu 35: F (Ojala)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 11
• Giải thích: “These experiences cultivate what Ojala terms ‘constructive hope’.”

Câu 36: B (Piaget)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 2
• Giải thích: “Piaget’s genetic epistemology” được nhắc đến như một trong những framework của constructivist learning theory.

Câu 37: Citizen science platforms

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: enable students, contribute data, large-scale research
• Vị trí trong bài: Đoạn 10
• Giải thích: “Citizen science platforms enable students to contribute data to large-scale research projects.”

Câu 38: Microcosms

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: gardens provide, observing climate-related phenomena
• Vị trí trong bài: Đoạn 11
• Giải thích: “gardens provide microcosms for observing climate-related phenomena.”

Câu 39: Structural inequities

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: critical environmental educators, students examine
• Vị trí trong bài: Đoạn 12
• Giải thích: “Critical environmental educators argue for reflexive praxis that acknowledges these contradictions and engages students in examining the structural inequities.”

Câu 40: ecological literacy / critical consciousness / practical competencies

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: three qualities, necessary, contemporary environmental challenges
• Vị trí trong bài: Đoạn cuối
• Giải thích: “developing the ecological literacy, critical consciousness, and practical competencies necessary for navigating contemporary environmental challenges” – ba từ này được liệt kê rõ ràng.

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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
educational tool	n phrase	/ˌedʒuˈkeɪʃənl tuːl/	công cụ giáo dục	“becoming an increasingly popular educational tool”	effective educational tool
self-sufficiency	n	/ˌself səˈfɪʃənsi/	sự tự cung tự cấp	“teaching children about agriculture and self-sufficiency”	achieve self-sufficiency
resurgence	n	/rɪˈsɜːrdʒəns/	sự hồi sinh, sự trỗi dậy trở lại	“experiencing a resurgence”	cultural resurgence
interdisciplinary	adj	/ˌɪntərˈdɪsəplɪneri/	liên ngành	“This interdisciplinary approach makes learning more engaging”	interdisciplinary approach
environmental awareness	n phrase	/ɪnˌvaɪrənˈmentl əˈweənəs/	nhận thức môi trường	“improved environmental awareness and healthier eating habits”	raise environmental awareness
sustainable farming	adj + n	/səˈsteɪnəbl ˈfɑːrmɪŋ/	canh tác bền vững	“importance of sustainable farming practices”	sustainable farming methods
irrigation system	n phrase	/ˌɪrɪˈɡeɪʃn ˈsɪstəm/	hệ thống tưới tiêu	“need resources for tools, seeds, soil, and sometimes irrigation systems”	modern irrigation system
vertical garden	n phrase	/ˈvɜːrtɪkl ˈɡɑːrdn/	vườn trồng thẳng đứng	“creative solutions such as vertical gardens”	install vertical gardens
delayed gratification	n phrase	/dɪˈleɪd ˌɡrætɪfɪˈkeɪʃn/	sự thỏa mãn trì hoãn	“teaching them about delayed gratification”	practice delayed gratification
food security	n phrase	/fuːd sɪˈkjʊrəti/	an ninh lương thực	“addressing food security issues”	ensure food security
hands-on learning	adj + n	/hændz ɒn ˈlɜːrnɪŋ/	học tập thực hành	“The hands-on, experiential learning appeals”	hands-on learning experience
environmental literacy	n phrase	/ɪnˌvaɪrənˈmentl ˈlɪtərəsi/	hiểu biết về môi trường	“importance of environmental literacy”	improve environmental literacy

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical shift	adj + n	/ˌpedəˈɡɒdʒɪkl ʃɪft/	sự thay đổi về phương pháp sư phạm	“represents a pedagogical shift from abstract theoretical knowledge”	major pedagogical shift
embodied learning	adj + n	/ɪmˈbɒdid ˈlɜːrnɪŋ/	học tập qua trải nghiệm cơ thể	“to embodied, experiential learning”	embodied learning approach
biophilia	n	/ˌbaɪoʊˈfɪliə/	tình yêu thiên nhiên bẩm sinh	“Biophilia, a term popularized by biologist E.O. Wilson”	biophilia hypothesis
environmental stewardship	n phrase	/ɪnˌvaɪrənˈmentl ˈstuːərdʃɪp/	trách nhiệm quản lý môi trường	“diminished sense of environmental stewardship”	promote environmental stewardship
neuroimaging	n	/ˌnjʊəroʊˈɪmɪdʒɪŋ/	chụp ảnh thần kinh	“Studies utilizing neuroimaging techniques”	neuroimaging techniques
multisensory engagement	adj + n	/ˌmʌltiˈsensəri ɪnˈɡeɪdʒmənt/	sự tham gia đa giác quan	“This multisensory engagement creates stronger neural pathways”	multisensory engagement activities
ecological identity	adj + n	/ˌiːkəˈlɒdʒɪkl aɪˈdentəti/	bản sắc sinh thái	“fosters what psychologists term ‘ecological identity'”	develop ecological identity
pro-environmental choices	adj + n	/proʊ ɪnˌvaɪrənˈmentl ˈtʃɔɪsɪz/	lựa chọn thân thiện môi trường	“more likely to make pro-environmental choices”	make pro-environmental choices
collaborative problem-solving	adj + n	/kəˈlæbərətɪv ˈprɒbləm ˌsɒlvɪŋ/	giải quyết vấn đề cùng nhau	“opportunities for collaborative problem-solving”	collaborative problem-solving skills
longitudinal study	adj + n	/ˌlɒndʒɪˈtjuːdɪnl ˈstʌdi/	nghiên cứu theo thời gian dài	“The longitudinal studies tracking students”	conduct longitudinal study
place attachment	n phrase	/pleɪs əˈtætʃmənt/	sự gắn bó với nơi chốn	“create what psychologists call ‘place attachment'”	develop place attachment
climate change education	n phrase	/ˈklaɪmət tʃeɪndʒ ˌedʒuˈkeɪʃn/	giáo dục về biến đổi khí hậu	“particularly effective in addressing climate change education”	climate change education programs
eco-anxiety	n	/ˈiːkoʊ æŋˈzaɪəti/	lo âu về môi trường	“crucial for preventing eco-anxiety”	experience eco-anxiety
holistic approach	adj + n	/hoʊˈlɪstɪk əˈproʊtʃ/	phương pháp toàn diện	“offers a holistic approach that addresses cognitive, emotional”	holistic approach to education
transferable skills	adj + n	/trænsˈfɜːrəbl skɪlz/	kỹ năng có thể chuyển đổi	“The transferable skills developed through gardening”	develop transferable skills

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
horticultural practices	adj + n	/ˌhɔːrtɪˈkʌltʃərəl ˈpræktɪsɪz/	các thực hành làm vườn	“The incorporation of horticultural practices into formal educational curricula”	traditional horticultural practices
pedagogical synthesis	adj + n	/ˌpedəˈɡɒdʒɪkl ˈsɪnθəsɪs/	tổng hợp các phương pháp sư phạm	“This pedagogical synthesis challenges”	pedagogical synthesis approach
Cartesian dualism	n phrase	/kɑːrˈtiːziən ˈdjuːəlɪzəm/	chủ nghĩa nhị nguyên Descartes	“challenges the traditional Cartesian dualism”	reject Cartesian dualism
didactic instruction	adj + n	/daɪˈdæktɪk ɪnˈstrʌkʃn/	giảng dạy lý thuyết thuần túy	“emerges not from didactic instruction alone”	traditional didactic instruction
social constructivism	adj + n	/ˈsoʊʃl kənˈstrʌktɪvɪzəm/	thuyết kiến tạo xã hội	“Vygotsky’s social constructivism”	social constructivism theory
mediating artifacts	v + n	/ˈmiːdieɪtɪŋ ˈɑːrtɪfækts/	hiện vật trung gian	“Gardens serve as what Vygotsky termed ‘mediating artifacts'”	cultural mediating artifacts
situated cognition	adj + n	/ˈsɪtʃueɪtɪd kɒɡˈnɪʃn/	nhận thức theo tình huống	“The concept of ‘situated cognition'”	situated cognition theory
communities of practice	n phrase	/kəˈmjuːnətiz əv ˈpræktɪs/	cộng đồng thực hành	“emerges through participation in ‘communities of practice'”	join communities of practice
quasi-experimental design	adj + n	/ˈkweɪzaɪ ɪkˌsperɪˈmentl dɪˈzaɪn/	thiết kế bán thực nghiệm	“from quasi-experimental designs comparing academic achievement”	quasi-experimental design study
systems thinking	n phrase	/ˈsɪstəmz ˈθɪŋkɪŋ/	tư duy hệ thống	“enhanced systems thinking capabilities”	develop systems thinking
neurobiological underpinnings	adj + n	/ˌnjʊəroʊbaɪəˈlɒdʒɪkl ˈʌndərpɪnɪŋz/	nền tảng sinh học thần kinh	“The neurobiological underpinnings of enhanced learning”	neurobiological underpinnings research
parasympathetic nervous system	adj + n phrase	/ˌpærəsɪmpəˈθetɪk ˈnɜːrvəs ˈsɪstəm/	hệ thần kinh phó giao cảm	“activates the parasympathetic nervous system”	parasympathetic nervous system activation
postcolonial theorists	adj + n	/poʊstkoʊˈloʊniəl ˈθiərɪsts/	nhà lý thuyết hậu thuộc địa	“Postcolonial theorists have raised concerns”	postcolonial theorists argue
epistemological diversity	adj + n	/ɪˌpɪstəməˈlɒdʒɪkl daɪˈvɜːrsəti/	đa dạng tri thức luận	“recognize gardens as sites of epistemological diversity”	epistemological diversity framework
institutional logics	adj + n	/ˌɪnstɪˈtjuːʃənl ˈlɒdʒɪks/	logic thể chế	“Educational systems operate within institutional logics”	institutional logics theory
transformative learning	adj + n	/trænsˈfɔːrmətɪv ˈlɜːrnɪŋ/	học tập chuyển đổi	“holistic, transformative learning experiences”	transformative learning experience
citizen science	n phrase	/ˈsɪtɪzn ˈsaɪəns/	khoa học công dân	“Citizen science platforms enable students”	citizen science projects
political ecology	adj + n	/pəˈlɪtɪkl iˈkɒlədʒi/	sinh thái chính trị	“The political ecology of school gardens”	political ecology perspective
regenerative design	adj + n	/rɪˈdʒenərətɪv dɪˈzaɪn/	thiết kế tái sinh	“emerging pedagogical approaches such as regenerative design”	regenerative design principles
ecological literacy	adj + n	/ˌiːkəˈlɒdʒɪkl ˈlɪtərəsi/	hiểu biết sinh thái	“developing the ecological literacy”	promote ecological literacy

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Kết Bài

Chủ đề tích hợp làm vườn trong giáo dục môi trường không chỉ phổ biến trong các đề thi IELTS Reading mà còn phản ánh xu hướng toàn cầu hướng tới phát triển bền vững và giáo dục toàn diện. Qua bộ đề thi mẫu này, bạn đã được trải nghiệm đầy đủ ba mức độ khó từ Easy đến Hard, giúp bạn làm quen với cách thức Cambridge thiết kế các passages và câu hỏi.

Ba passages trong đề thi đã cung cấp góc nhìn đa chiều về chủ đề:

• Passage 1 giới thiệu tổng quan về các chương trình làm vườn trong trường học với ngôn ngữ dễ hiểu
• Passage 2 phân tích sâu hơn về tác động tâm lý và nhận thức của làm vườn đối với học sinh
• Passage 3 trình bày các lý thuyết học thuật và bằng chứng nghiên cứu với từ vựng chuyên ngành

Các dạng câu hỏi đa dạng từ True/False/Not Given, Multiple Choice, Matching đến Summary Completion đã giúp bạn rèn luyện toàn diện các kỹ năng cần thiết cho kỳ thi IELTS Reading thực tế. Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin chính xác trong bài đọc và cách paraphrase hiệu quả.

Đặc biệt, danh sách từ vựng được phân loại theo từng passage với phiên âm, nghĩa tiếng Việt và collocations sẽ là tài liệu quý giá giúp bạn mở rộng vốn từ vựng học thuật – yếu tố then chốt để đạt band điểm cao trong IELTS Reading.

Hãy sử dụng bộ đề này như một công cụ luyện tập thực chiến, đồng thời áp dụng các chiến lược làm bài đã học để tối ưu hóa thời gian và độ chính xác. Chúc bạn đạt được kết quả như mong muốn trong kỳ thi IELTS sắp tới!