IELTS Reading: Công Nghệ Đang Thay Đổi Hệ Thống Giáo Dục Toàn Cầu – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề công nghệ trong giáo dục là một trong những topic phổ biến nhất trong IELTS Reading, xuất hiện với tần suất cao trong các kỳ thi gần đây. Với sự phát triển vượt bậc của công nghệ số, chủ đề “How Is Technology Transforming Global Education Systems?” không chỉ mang tính thời sự mà còn đòi hỏi thí sinh có khả năng đọc hiểu đa dạng về giáo dục, công nghệ và xu hướng xã hội.

Trong bài viết này, bạn sẽ được trải nghiệm một bộ đề thi IELTS Reading hoàn chỉnh gồm ba passages với độ khó tăng dần từ Easy đến Hard. Đề thi bao gồm đầy đủ 40 câu hỏi thuộc nhiều dạng khác nhau như Multiple Choice, True/False/Not Given, Matching Headings, Summary Completion và nhiều dạng khác – hoàn toàn giống với đề thi thật.

Bên cạnh đề thi chất lượng cao, bạn sẽ nhận được đáp án chi tiết kèm giải thích từng câu, phân tích cách paraphrase, vị trí thông tin trong bài và lý do tại sao đáp án đó đúng. Phần từ vựng được tổng hợp theo từng passage sẽ giúp bạn mở rộng vốn từ học thuật về chủ đề công nghệ – giáo dục.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format thi thật, rèn luyện kỹ năng skimming-scanning và nâng cao khả năng quản lý thời gian hiệu quả.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không trừ điểm cho câu sai. Độ khó của các passages tăng dần từ Passage 1 (dễ nhất) đến Passage 3 (khó nhất).

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (13 câu hỏi)
• Passage 2: 18-20 phút (13 câu hỏi)
• Passage 3: 23-25 phút (14 câu hỏi)

Lưu ý quan trọng: Không có thời gian riêng để chép đáp án, vì vậy bạn cần ghi đáp án trực tiếp vào Answer Sheet ngay trong 60 phút làm bài.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không đề cập
3. Matching Information – Ghép thông tin với đoạn văn
4. Yes/No/Not Given – Xác định quan điểm của tác giả
5. Matching Headings – Ghép tiêu đề với đoạn văn
6. Summary Completion – Hoàn thành đoạn tóm tắt
7. Sentence Completion – Hoàn thành câu
8. Short-answer Questions – Câu hỏi trả lời ngắn

2. IELTS Reading Practice Test

PASSAGE 1 – The Digital Revolution in Classrooms

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Over the past two decades, technology has fundamentally altered the way education is delivered across the globe. From interactive whiteboards to personalized learning platforms, digital tools are now integral components of modern classrooms. This transformation has been particularly accelerated by the COVID-19 pandemic, which forced schools worldwide to embrace digital solutions almost overnight.

In primary and secondary schools, tablet computers and laptops have largely replaced traditional textbooks in many developed nations. Students can now access vast repositories of information with just a few clicks, making learning more dynamic and engaging. Teachers use educational software to create interactive lessons that cater to different learning styles. For instance, visual learners benefit from video content and infographics, while auditory learners can access podcasts and audio recordings. This flexibility was impossible with conventional teaching methods.

Virtual classrooms have emerged as a viable alternative to physical attendance, especially in remote or underserved areas. Students living in rural communities who previously had limited access to quality education can now participate in live lessons conducted by experienced instructors from urban centers. This democratization of education helps bridge the gap between privileged and disadvantaged students, promoting educational equity.

However, the integration of technology in education is not without challenges. The digital divide remains a significant concern, particularly in developing countries where many families cannot afford computers or reliable internet connections. Even in wealthier nations, socioeconomic disparities mean that some students have state-of-the-art devices at home while others struggle with outdated equipment. This inequality can exacerbate existing educational gaps rather than close them.

Another concern relates to screen time and its effects on young learners. Health experts warn that excessive use of digital devices can lead to eye strain, poor posture, and disrupted sleep patterns. There are also worries about reduced social interaction when students spend more time engaging with screens than with their peers. Teachers and parents must therefore find a balanced approach that harnesses the benefits of technology while mitigating its potential drawbacks.

Cybersecurity and data privacy have become critical issues as schools collect and store increasing amounts of student information online. Educational institutions must implement robust security measures to protect sensitive data from cyber threats. In 2022, several high-profile data breaches at schools raised awareness about the importance of digital security in educational settings.

Despite these challenges, the overall trajectory suggests that technology will continue to play an expanding role in education. Artificial intelligence is beginning to enable adaptive learning systems that adjust content based on each student’s progress and abilities. Virtual reality offers immersive experiences that bring historical events and scientific concepts to life in ways that textbooks never could. As these technologies become more affordable and accessible, they promise to further revolutionize how we teach and learn.

The transformation is not limited to classroom instruction. Administrative tasks such as attendance tracking, grade recording, and parent-teacher communication have all been streamlined through digital platforms. This efficiency allows educators to spend more time on actual teaching rather than paperwork. Cloud-based systems enable teachers to access student records and lesson plans from anywhere, providing greater flexibility in how they prepare and deliver instruction.

Professional development for teachers has also been enhanced by technology. Online courses and webinars allow educators to upgrade their skills without having to travel to training centers. Collaborative platforms enable teachers from different schools or even countries to share resources and best practices, creating a global community of educators committed to continuous improvement.

Questions 1-6: Multiple Choice

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

1. According to the passage, what primarily accelerated the digital transformation in education?
   A. Government policies
   B. The COVID-19 pandemic
   C. Student demands
   D. Decreasing costs of technology

2. How do virtual classrooms help students in rural areas?
   A. They provide free internet access
   B. They replace the need for teachers
   C. They connect them with experienced urban instructors
   D. They eliminate homework requirements

3. What is the main concern regarding the digital divide?
   A. It affects only developing countries
   B. It may worsen existing educational inequalities
   C. It prevents teachers from using technology
   D. It increases the cost of education

4. According to health experts, excessive screen time can cause all of the following EXCEPT:
   A. Eye strain
   B. Poor posture
   C. Improved sleep
   D. Disrupted sleep patterns

5. What role does artificial intelligence play in modern education?
   A. It replaces human teachers completely
   B. It creates adaptive learning systems
   C. It eliminates the need for textbooks
   D. It reduces school fees

6. How has technology impacted teachers’ administrative work?
   A. It has made it more complicated
   B. It has eliminated it completely
   C. It has streamlined and made it more efficient
   D. It has increased the amount of paperwork

Questions 7-10: True/False/Not Given

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

7. All developed nations have completely replaced textbooks with digital devices.
8. Virtual reality can make historical events more engaging than traditional textbooks.
9. Schools in 2022 experienced several major data breaches.
10. Online professional development is more expensive than traditional training for teachers.

Questions 11-13: Sentence Completion

Complete the sentences below.

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

11. Educational software allows teachers to create lessons that suit different _____.
12. Cloud-based systems give teachers the ability to access information with greater _____.
13. Teachers from various locations can share resources through _____.

Công nghệ đang thay đổi hệ thống giáo dục toàn cầu với lớp học số hiện đại

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PASSAGE 2 – Blended Learning Models and Pedagogical Innovation

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The pedagogical landscape has undergone profound transformation with the emergence of blended learning models that seamlessly integrate traditional face-to-face instruction with online educational components. This hybrid approach represents more than simply adding technology to existing practices; it constitutes a fundamental reconceptualization of how knowledge is constructed, transmitted, and assessed in educational settings. Educational theorists argue that effective blended learning transcends the binary opposition between physical and virtual learning environments, instead creating a synergistic relationship where each modality reinforces and complements the other.

Flipped classroom methodology exemplifies this innovation particularly well. In this model, students engage with instructional content – typically through video lectures or interactive modules – outside formal class time, often at home. Classroom sessions are then devoted to higher-order cognitive activities such as problem-solving, collaborative projects, and in-depth discussions. This inversion of the traditional model, where passive reception of information occurred in class and active application happened through homework, has shown promising results in enhancing student engagement and learning outcomes.

Research conducted at several universities has revealed that students in flipped classrooms demonstrate superior retention of material compared to those in conventional settings. A 2021 study involving 3,500 undergraduate students across multiple disciplines found that those experiencing flipped instruction scored on average 12% higher on standardized assessments. More significantly, these students reported greater satisfaction with their learning experience and displayed enhanced critical thinking capabilities. The methodology appears particularly efficacious for subjects requiring procedural knowledge and practical application, such as mathematics, sciences, and programming.

Adaptive learning technologies represent another significant innovation in educational technology. These systems utilize sophisticated algorithms to analyze student performance in real-time, identifying knowledge gaps and adjusting content difficulty accordingly. Unlike traditional one-size-fits-all approaches, adaptive platforms recognize individual learner differences and customize the educational pathway for each student. This personalization addresses a longstanding challenge in education: how to accommodate diverse ability levels within a single classroom.

Gamification has emerged as an increasingly prevalent strategy to boost student motivation and engagement. By incorporating game design elements – such as point systems, achievement badges, leaderboards, and narrative frameworks – into educational contexts, instructors can tap into intrinsic motivational drivers. Educational psychologists note that gamified learning environments leverage the human desire for mastery, competition, and recognition, transforming potentially tedious tasks into engaging challenges. However, critics caution that poorly implemented gamification can prioritize extrinsic rewards over genuine learning, potentially undermining deeper educational objectives.

The proliferation of Massive Open Online Courses (MOOCs) has democratized access to higher education on an unprecedented scale. Elite universities now offer courses to millions of learners worldwide, dismantling geographical barriers that previously restricted access to quality instruction. Yet the completion rates for MOOCs remain disappointingly low, typically hovering around 5-15%. This attrition suggests that while technology can facilitate access, it cannot automatically guarantee engagement or success. Successful online learning requires substantial self-discipline, time management skills, and intrinsic motivation – qualities not universally distributed among learners.

Learning analytics – the measurement, collection, analysis, and reporting of data about learners and their contexts – provides educators with unprecedented insights into student behavior and performance. By examining patterns in how students interact with digital learning materials, instructors can identify struggling students early and intervene proactively. However, this data-driven approach raises ethical concerns regarding surveillance, privacy, and the potential for algorithmic bias to perpetuate inequalities. The aggregation of massive amounts of student data necessitates careful consideration of who has access to this information and how it might be used or misused.

Collaborative online platforms have fundamentally altered how students work together on projects and assignments. Tools like shared documents, video conferencing, and project management software enable seamless coordination among team members who may be geographically dispersed. This mirrors professional environments where remote collaboration has become standard practice, thus providing students with valuable workplace skills. Nevertheless, some educators express concern that over-reliance on digital communication may diminish students’ interpersonal skills and their ability to navigate face-to-face interactions effectively.

The shift toward technology-mediated education has sparked debate among educators about the proper balance between innovation and pedagogy. Some argue that technology should serve pedagogical goals rather than drive them, warning against “technological solutionism” – the belief that technology alone can solve complex educational challenges. Others contend that emerging technologies necessitate rethinking fundamental assumptions about teaching and learning. This ongoing dialogue reflects healthy professional reflection about how best to prepare students for a rapidly evolving world.

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. Blended learning represents a complete replacement of traditional teaching methods.
15. Flipped classrooms are more effective for subjects requiring practical application.
16. All students possess the self-discipline needed for successful online learning.
17. Learning analytics can help teachers identify students who are struggling.
18. Digital collaboration tools perfectly replicate face-to-face teamwork experiences.

Questions 19-23: Matching Headings

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

Write the correct number, i-ix.

List of Headings:
i. The drawbacks of competitive learning environments
ii. Reversing the traditional classroom structure
iii. The challenge of maintaining student engagement online
iv. Personalizing education through intelligent systems
v. Making learning more motivating through game elements
vi. The global reach and limitations of online courses
vii. Using student data to improve educational outcomes
viii. The future of artificial intelligence in schools
ix. Funding challenges for educational technology

19. Paragraph B (Flipped classroom methodology…)
20. Paragraph D (Adaptive learning technologies…)
21. Paragraph E (Gamification has emerged…)
22. Paragraph F (The proliferation of Massive Open Online Courses…)
23. Paragraph G (Learning analytics…)

Questions 24-26: Summary Completion

Complete the summary below.

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

Collaborative online platforms have changed how students work on group projects, allowing for effective coordination even when team members are in different locations. This situation is similar to modern 24 where working remotely has become common. While these tools help students develop important 25 , some teachers worry that depending too much on digital communication could reduce students’ 26 _____ and their ability to interact effectively in person.

Mô hình học tập kết hợp blended learning trong giáo dục hiện đại

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PASSAGE 3 – Socioeconomic Implications and Future Trajectories of Educational Technology

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The inexorable march of technological innovation within educational systems has engendered considerable scholarly debate regarding its ramifications for social equity, economic mobility, and the fundamental nature of human learning. While proponents laud technology’s potential to dismantle barriers and democratize knowledge access, critics posit that without deliberate interventions to address systemic inequalities, educational technology may inadvertently exacerbate existing disparities rather than ameliorate them. This dialectical tension between technology as a democratizing force and as a potential instrument of inequality warrants rigorous examination.

The digital divide, once conceived primarily in terms of physical access to devices and connectivity infrastructure, has evolved into a more nuanced phenomenon encompassing differential capacities to effectively utilize technological resources. Contemporary scholars distinguish between first-level digital divide – disparities in access – and second-level digital divide – disparities in skills, usage patterns, and ability to translate digital engagement into tangible benefits. Research indicates that even when students from disadvantaged backgrounds gain access to technology, they often utilize it in fundamentally different ways than their privileged counterparts, engaging more with entertainment content and less with educational applications. This usage gap reflects broader sociocultural factors including parental education levels, household digital literacy, and community norms surrounding technology.

Neuroscientific research examining how digital learning environments affect cognitive development has yielded complex findings that defy simplistic characterization. Studies employing functional magnetic resonance imaging (fMRI) reveal that reading on screens activates different neural pathways compared to reading printed text, with implications for comprehension depth and retention longevity. The cognitive load theory suggests that poorly designed digital interfaces, with their multiplicity of stimuli and potential for distraction, can overwhelm working memory capacity, thereby impeding learning. Conversely, well-designed multimedia learning materials that judiciously integrate text, images, and audio can exploit dual coding processes, enhancing both encoding and retrieval of information.

The economics of educational technology present a paradoxical landscape. While digital resources promise to reduce marginal costs of instruction – one online lecture can theoretically reach unlimited students – the initial infrastructure investments and ongoing maintenance expenses remain substantial. Furthermore, the market concentration among educational technology providers raises concerns about vendor lock-in and the commodification of education. As schools become increasingly dependent on proprietary platforms, they may find themselves with diminished negotiating power and subject to pricing pressures that divert resources from other educational priorities. The venture capital-fueled growth of the edtech sector has privileged profit-maximizing innovations that may not align with pedagogically optimal solutions.

Surveillance capitalism has infiltrated educational spaces through data collection practices that generate granular behavioral profiles of students. Every click, pause, and keystroke can be captured, analyzed, and potentially monetized. While learning analytics offer legitimate pedagogical benefits, the aggregation of sensitive personal information creates vulnerabilities that extend beyond immediate educational contexts. Student data could potentially be used for discriminatory purposes in employment screening, insurance underwriting, or credit assessments. The opacity of algorithmic decision-making processes compounds these concerns, as students and educators may remain unaware of how automated systems classify, predict, and prescribe educational pathways.

The automation of educational functions through artificial intelligence raises profound questions about the role of human educators in future learning ecosystems. While current AI applications remain primarily supplementary – assisting with grading, content recommendation, and administrative tasks – continued advances could potentially automate more complex pedagogical functions. Optimists envision a future where teachers are liberated from routine tasks to focus on mentorship, emotional support, and cultivation of higher-order skills that resist automation. Pessimists fear deskilling of the teaching profession, with educators relegated to facilitator roles in systems designed and controlled by technologists rather than pedagogical experts.

The geopolitical dimensions of educational technology merit consideration. As certain nations establish dominance in edtech innovation and platform provision, they may exert soft power by shaping educational norms, curricula, and epistemological frameworks globally. The universalization of particular pedagogical models – often reflecting Western educational philosophies – through globally adopted platforms could marginalize indigenous knowledge systems and culturally specific learning approaches. This technological hegemony raises questions about cultural sovereignty and the preservation of educational diversity in an increasingly interconnected world.

Longitudinal studies examining the long-term effects of technology-saturated education remain limited, as current students represent the first generation to experience pervasive digital learning throughout their educational trajectories. We lack comprehensive data on how constant connectivity, algorithmically personalized learning paths, and reduced face-to-face interaction might influence social-emotional development, collaborative capacities, and resilience in facing challenges. The precautionary principle suggests exercising caution when implementing large-scale transformations whose full consequences remain uncertain.

Addressing the challenges while harnessing the opportunities of educational technology requires multi-stakeholder collaboration involving educators, policymakers, technologists, researchers, and communities. Policy frameworks must mandate interoperability standards to prevent vendor lock-in, ensure data protection, promote algorithmic transparency, and direct resources toward evidence-based interventions that demonstrably enhance equitable learning outcomes. Professional development must equip educators with both technical competencies and critical perspectives to thoughtfully integrate technology in service of pedagogical goals. Most fundamentally, technological implementation should be guided by a clear articulation of educational values and purposes, ensuring that tools serve humanistic aims rather than dictating them.

Questions 27-31: Multiple Choice

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

27. According to the passage, the modern understanding of the digital divide includes:
    A. Only differences in access to devices
    B. Both access differences and skill differences
    C. Primarily internet speed variations
    D. Exclusively hardware quality issues

28. What does neuroscientific research suggest about screen reading?
    A. It is identical to reading printed text
    B. It uses completely different brain regions
    C. It activates different neural pathways
    D. It improves comprehension in all cases

29. The passage suggests that market concentration in educational technology:
    A. Improves product quality
    B. Reduces costs for schools
    C. Creates concerns about vendor dependency
    D. Eliminates competition entirely

30. What concern does the author raise about surveillance capitalism in education?
    A. It improves student performance
    B. Student data could be used for discriminatory purposes
    C. It is completely transparent
    D. It only benefits teachers

31. According to the passage, what do optimists believe about AI in education?
    A. It will completely replace teachers
    B. It will free teachers to focus on mentorship
    C. It will make education more expensive
    D. It will eliminate the need for classrooms

Questions 32-36: Matching Features

Match each research finding or concept (32-36) with the correct area (A-G).

Research Findings/Concepts:
32. Different neural pathways activated during reading
33. Concerns about cultural dominance through technology platforms
34. Risks of vendor lock-in for educational institutions
35. Differences in how students from various backgrounds use technology
36. Potential for student data misuse in employment

Areas:
A. Geopolitical dimensions
B. Neuroscientific research
C. Economics of educational technology
D. Second-level digital divide
E. Surveillance capitalism
F. Automation concerns
G. Longitudinal studies

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 theory suggests that poorly designed digital interfaces can overwhelm working memory?
38. What type of capitalism has infiltrated educational spaces through data collection?
39. What principle suggests being careful when implementing large-scale educational changes with uncertain consequences?
40. What must policy frameworks mandate to prevent schools from becoming too dependent on single providers?

Tác động kinh tế xã hội của công nghệ trong hệ thống giáo dục toàn cầu

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. C
5. B
6. C
7. FALSE
8. TRUE
9. TRUE
10. NOT GIVEN
11. learning styles
12. flexibility
13. collaborative platforms

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NO
17. YES
18. NOT GIVEN
19. ii
20. iv
21. v
22. vi
23. vii
24. professional environments
25. workplace skills
26. interpersonal skills

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. B
32. B
33. A
34. C
35. D
36. E
37. cognitive load theory
38. surveillance capitalism
39. precautionary principle
40. interoperability standards

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B – The COVID-19 pandemic

• Dạng câu hỏi: Multiple Choice
• Từ khóa: primarily accelerated, digital transformation
• Vị trí trong bài: Đoạn A, dòng 3-5
• Giải thích: Câu “This transformation has been particularly accelerated by the COVID-19 pandemic” trực tiếp nêu rõ đại dịch COVID-19 là yếu tố chính đẩy nhanh sự chuyển đổi số trong giáo dục. Đây là thông tin trực tiếp không cần paraphrase phức tạp.

Câu 2: C – They connect them with experienced urban instructors

• Dạng câu hỏi: Multiple Choice
• Từ khóa: virtual classrooms, help students, rural areas
• Vị trí trong bài: Đoạn C, dòng 2-4
• Giải thích: Đoạn văn nêu rõ “Students living in rural communities…can now participate in live lessons conducted by experienced instructors from urban centers.” Đây là paraphrase của đáp án C.

Câu 3: B – It may worsen existing educational inequalities

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main concern, digital divide
• Vị trí trong bài: Đoạn D, dòng cuối
• Giải thích: Câu “This inequality can exacerbate existing educational gaps rather than close them” paraphrase đáp án B. “Exacerbate” nghĩa là làm trầm trọng hơn, tương đương “worsen”.

Câu 4: C – Improved sleep

• Dạng câu hỏi: Multiple Choice (câu hỏi EXCEPT)
• Từ khóa: health experts, excessive screen time
• Vị trí trong bài: Đoạn E, dòng 2-3
• Giải thích: Bài nêu “eye strain, poor posture, and disrupted sleep patterns” là các ảnh hưởng tiêu cực. “Improved sleep” là điều ngược lại, không được đề cập.

Câu 5: B – It creates adaptive learning systems

• Dạng câu hỏi: Multiple Choice
• Từ khóa: artificial intelligence, role, modern education
• Vị trí trong bài: Đoạn G, dòng 2-3
• Giải thích: “Artificial intelligence is beginning to enable adaptive learning systems that adjust content based on each student’s progress and abilities” chính xác mô tả vai trò của AI.

Câu 6: C – It has streamlined and made it more efficient

• Dạng câu hỏi: Multiple Choice
• Từ khóa: technology, impact, administrative work
• Vị trí trong bài: Đoạn H, dòng 2-4
• Giải thích: “Administrative tasks…have all been streamlined through digital platforms. This efficiency allows educators to spend more time on actual teaching” cho thấy công nghệ làm công việc hành chính hiệu quả hơn.

Câu 7: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all developed nations, completely replaced, textbooks
• Vị trí trong bài: Đoạn B, dòng 1-2
• Giải thích: Bài viết nói “tablet computers and laptops have largely replaced traditional textbooks in many developed nations”. Từ “largely” (phần lớn) và “many” (nhiều) không đồng nghĩa với “all” (tất cả) và “completely” (hoàn toàn), vì vậy câu này là FALSE.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: virtual reality, historical events, engaging, textbooks
• Vị trí trong bài: Đoạn G, dòng 3-4
• Giải thích: “Virtual reality offers immersive experiences that bring historical events and scientific concepts to life in ways that textbooks never could” xác nhận VR làm cho sự kiện lịch sử hấp dẫn hơn sách giáo khoa.

Câu 9: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: schools, 2022, major data breaches
• Vị trí trong bài: Đoạn F, dòng 3-4
• Giải thích: “In 2022, several high-profile data breaches at schools raised awareness” xác nhận thông tin về các vụ vi phạm dữ liệu lớn.

Câu 10: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: online professional development, more expensive, traditional training
• Vị trí trong bài: Đoạn I
• Giải thích: Bài viết chỉ nói rằng đào tạo trực tuyến cho phép giáo viên “upgrade their skills without having to travel to training centers” nhưng không so sánh về chi phí, vì vậy là NOT GIVEN.

Câu 11: learning styles

• Dạng câu hỏi: Sentence Completion
• Từ khóa: educational software, create lessons, suit different
• Vị trí trong bài: Đoạn B, dòng 3-4
• Giải thích: “Teachers use educational software to create interactive lessons that cater to different learning styles” cung cấp cụm từ cần điền.

Câu 12: flexibility

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Cloud-based systems, access information, greater
• Vị trí trong bài: Đoạn H, dòng cuối
• Giải thích: “Cloud-based systems enable teachers to access student records and lesson plans from anywhere, providing greater flexibility” cho từ cần điền.

Câu 13: collaborative platforms

• Dạng câu hỏi: Sentence Completion
• Từ khóa: teachers, share resources, various locations
• Vị trí trong bài: Đoạn I, dòng 2-3
• Giải thích: “Collaborative platforms enable teachers from different schools or even countries to share resources and best practices” cung cấp cụm từ chính xác.

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: blended learning, complete replacement
• Vị trí trong bài: Đoạn A
• Giải thích: Đoạn văn nói blended learning “seamlessly integrate traditional face-to-face instruction with online educational components”, không phải thay thế hoàn toàn mà là kết hợp.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: flipped classrooms, effective, practical application
• Vị trí trong bài: Đoạn C, dòng cuối
• Giải thích: “The methodology appears particularly efficacious for subjects requiring procedural knowledge and practical application” xác nhận quan điểm này.

Câu 16: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: all students, self-discipline, online learning
• Vị trí trong bài: Đoạn F, dòng cuối
• Giải thích: “Successful online learning requires substantial self-discipline…qualities not universally distributed among learners” cho thấy không phải tất cả học sinh đều có tính tự giác.

Câu 17: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: learning analytics, identify struggling students
• Vị trí trong bài: Đoạn G, dòng 2-3
• Giải thích: “By examining patterns…instructors can identify struggling students early and intervene proactively” xác nhận quan điểm.

Câu 18: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: digital collaboration tools, perfectly replicate, face-to-face teamwork
• Vị trí trong bài: Đoạn H
• Giải thích: Bài viết nói công cụ hợp tác trực tuyến “mirrors professional environments” nhưng không nói về việc chúng hoàn hảo tái tạo làm việc nhóm trực tiếp.

Câu 19: ii – Reversing the traditional classroom structure

• Dạng câu hỏi: Matching Headings
• Vị trí trong bài: Đoạn B
• Giải thích: Đoạn này mô tả phương pháp lớp học đảo ngược (flipped classroom), nơi “inversion of the traditional model” diễn ra.

Câu 20: iv – Personalizing education through intelligent systems

• Dạng câu hỏi: Matching Headings
• Vị trí trong bài: Đoạn D
• Giải thích: Đoạn này nói về “adaptive learning technologies” sử dụng thuật toán để “customize the educational pathway for each student”.

Câu 21: v – Making learning more motivating through game elements

• Dạng câu hỏi: Matching Headings
• Vị trí trong bài: Đoạn E
• Giải thích: Đoạn này thảo luận về gamification – “incorporating game design elements…into educational contexts” để tăng động lực.

Câu 22: vi – The global reach and limitations of online courses

• Dạng câu hỏi: Matching Headings
• Vị trí trong bài: Đoạn F
• Giải thích: Đoạn này nói về MOOCs với “democratized access” toàn cầu nhưng cũng đề cập “completion rates…remain disappointingly low”.

Câu 23: vii – Using student data to improve educational outcomes

• Dạng câu hỏi: Matching Headings
• Vị trí trong bài: Đoạn G
• Giải thích: Đoạn này mô tả learning analytics – “measurement, collection, analysis, and reporting of data about learners” để cải thiện kết quả học tập.

Câu 24: professional environments

• Dạng câu hỏi: Summary Completion
• Từ khóa: similar to modern, working remotely
• Vị trí trong bài: Đoạn H, dòng 3-4
• Giải thích: “This mirrors professional environments where remote collaboration has become standard practice” cung cấp cụm từ chính xác.

Câu 25: workplace skills

• Dạng câu hỏi: Summary Completion
• Từ khóa: develop important
• Vị trí trong bài: Đoạn H, dòng 4-5
• Giải thích: “thus providing students with valuable workplace skills” cho từ cần điền.

Câu 26: interpersonal skills

• Dạng câu hỏi: Summary Completion
• Từ khóa: reduce students’, ability to interact in person
• Vị trí trong bài: Đoạn H, dòng cuối
• Giải thích: “over-reliance on digital communication may diminish students’ interpersonal skills” cung cấp đáp án.

Passage 3 – Giải Thích

Câu 27: B – Both access differences and skill differences

• Dạng câu hỏi: Multiple Choice
• Từ khóa: modern understanding, digital divide
• Vị trí trong bài: Đoạn B, dòng 2-5
• Giải thích: “Contemporary scholars distinguish between first-level digital divide – disparities in access – and second-level digital divide – disparities in skills, usage patterns” cho thấy hiểu biết hiện đại bao gồm cả hai khía cạnh.

Câu 28: C – It activates different neural pathways

• Dạng câu hỏi: Multiple Choice
• Từ khóa: neuroscientific research, screen reading
• Vị trí trong bài: Đoạn C, dòng 2-3
• Giải thích: “reading on screens activates different neural pathways compared to reading printed text” trực tiếp cung cấp đáp án.

Câu 29: C – Creates concerns about vendor dependency

• Dạng câu hỏi: Multiple Choice
• Từ khóa: market concentration, educational technology
• Vị trí trong bài: Đoạn D, dòng 3-5
• Giải thích: “Furthermore, the market concentration among educational technology providers raises concerns about vendor lock-in” mô tả mối quan ngại về sự phụ thuộc vào nhà cung cấp.

Câu 30: B – Student data could be used for discriminatory purposes

• Dạng câu hỏi: Multiple Choice
• Từ khóa: concern, surveillance capitalism
• Vị trí trong bài: Đoạn E, dòng 4-6
• Giải thích: “Student data could potentially be used for discriminatory purposes in employment screening, insurance underwriting, or credit assessments” trực tiếp nêu mối quan ngại.

Câu 31: B – It will free teachers to focus on mentorship

• Dạng câu hỏi: Multiple Choice
• Từ khóa: optimists believe, AI in education
• Vị trí trong bài: Đoạn F, dòng 3-5
• Giải thích: “Optimists envision a future where teachers are liberated from routine tasks to focus on mentorship, emotional support” mô tả quan điểm lạc quan.

Câu 32: B – Neuroscientific research

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn C
• Giải thích: Nghiên cứu thần kinh học sử dụng fMRI để phát hiện “reading on screens activates different neural pathways”.

Câu 33: A – Geopolitical dimensions

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn G
• Giải thích: Đoạn về chiều hướng địa chính trị nói về “technological hegemony” và ảnh hưởng văn hóa thông qua nền tảng công nghệ.

Câu 34: C – Economics of educational technology

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn D
• Giải thích: Đoạn kinh tế học công nghệ giáo dục đề cập “vendor lock-in” và các vấn đề về sự phụ thuộc vào nhà cung cấp.

Câu 35: D – Second-level digital divide

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn B
• Giải thích: Đoạn về khoảng cách kỹ thuật số cấp độ hai mô tả “students from disadvantaged backgrounds…utilize it in fundamentally different ways”.

Câu 36: E – Surveillance capitalism

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn E
• Giải thích: Đoạn về chủ nghĩa tư bản giám sát đề cập “Student data could potentially be used for discriminatory purposes in employment screening”.

Câu 37: cognitive load theory

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: theory, poorly designed, overwhelm working memory
• Vị trí trong bài: Đoạn C, dòng 4-5
• Giải thích: “The cognitive load theory suggests that poorly designed digital interfaces…can overwhelm working memory capacity” cung cấp đáp án chính xác.

Câu 38: surveillance capitalism

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: type of capitalism, infiltrated, data collection
• Vị trí trong bài: Đoạn E, dòng 1
• Giải thích: “Surveillance capitalism has infiltrated educational spaces through data collection practices” cho đáp án.

Câu 39: precautionary principle

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: principle, careful, large-scale changes, uncertain consequences
• Vị trí trong bài: Đoạn H, dòng cuối
• Giải thích: “The precautionary principle suggests exercising caution when implementing large-scale transformations whose full consequences remain uncertain” cung cấp đáp án.

Câu 40: interoperability standards

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: policy frameworks, mandate, prevent, dependent, single providers
• Vị trí trong bài: Đoạn I, dòng 2-3
• Giải thích: “Policy frameworks must mandate interoperability standards to prevent vendor lock-in” cho đáp án chính xác.

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5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
fundamentally alter	v phrase	/ˌfʌndəˈmentəli ˈɔːltə(r)/	thay đổi căn bản	technology has fundamentally altered the way education is delivered	fundamentally change/transform
interactive whiteboard	n phrase	/ˌɪntərˈæktɪv ˈwaɪtbɔːd/	bảng tương tác	From interactive whiteboards to personalized learning platforms	digital/smart whiteboard
integral component	n phrase	/ˈɪntɪɡrəl kəmˈpəʊnənt/	thành phần không thể thiếu	digital tools are now integral components of modern classrooms	essential/key component
embrace digital solutions	v phrase	/ɪmˈbreɪs ˈdɪdʒɪtl səˈluːʃnz/	chấp nhận giải pháp số	schools worldwide to embrace digital solutions	adopt/implement solutions
vast repositories	n phrase	/vɑːst rɪˈpɒzɪtəriz/	kho lưu trữ khổng lồ	access vast repositories of information	extensive/massive repositories
cater to different learning styles	v phrase	/ˈkeɪtə(r) tuː ˈdɪfrənt ˈlɜːnɪŋ staɪlz/	phục vụ các phong cách học khác nhau	interactive lessons that cater to different learning styles	accommodate/suit learning styles
democratization of education	n phrase	/dɪˌmɒkrətaɪˈzeɪʃn ɒv ˌedʒuˈkeɪʃn/	dân chủ hóa giáo dục	This democratization of education helps bridge the gap	promote/advance democratization
digital divide	n phrase	/ˈdɪdʒɪtl dɪˈvaɪd/	khoảng cách kỹ thuật số	The digital divide remains a significant concern	bridge/narrow the divide
socioeconomic disparities	n phrase	/ˌsəʊsiəʊˌiːkəˈnɒmɪk dɪˈspærətiz/	chênh lệch kinh tế xã hội	socioeconomic disparities mean that some students	reduce/address disparities
exacerbate existing gaps	v phrase	/ɪɡˈzæsəbeɪt ɪɡˈzɪstɪŋ ɡæps/	làm trầm trọng thêm khoảng cách hiện có	This inequality can exacerbate existing educational gaps	widen/worsen gaps
robust security measures	n phrase	/rəʊˈbʌst sɪˈkjʊərəti ˈmeʒəz/	biện pháp bảo mật mạnh mẽ	implement robust security measures	strong/stringent measures
adaptive learning systems	n phrase	/əˈdæptɪv ˈlɜːnɪŋ ˈsɪstəmz/	hệ thống học tập thích ứng	Artificial intelligence is beginning to enable adaptive learning systems	personalized/intelligent systems

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical landscape	n phrase	/ˌpedəˈɡɒdʒɪkl ˈlændskeɪp/	bối cảnh sư phạm	The pedagogical landscape has undergone profound transformation	educational/teaching landscape
seamlessly integrate	v phrase	/ˈsiːmləsli ˈɪntɪɡreɪt/	tích hợp liền mạch	blended learning models that seamlessly integrate traditional instruction	smoothly/effortlessly integrate
fundamental reconceptualization	n phrase	/ˌfʌndəˈmentl ˌriːkənˌseptʃuəlaɪˈzeɪʃn/	tái khái niệm hóa căn bản	it constitutes a fundamental reconceptualization of how knowledge is constructed	radical/complete reconceptualization
higher-order cognitive activities	n phrase	/ˈhaɪər ˈɔːdə(r) ˈkɒɡnətɪv ækˈtɪvətiz/	hoạt động nhận thức bậc cao	Classroom sessions are devoted to higher-order cognitive activities	complex/advanced activities
superior retention	n phrase	/suːˈpɪəriə(r) rɪˈtenʃn/	khả năng ghi nhớ tốt hơn	students demonstrate superior retention of material	enhanced/improved retention
standardized assessments	n phrase	/ˈstændədaɪzd əˈsesməts/	đánh giá chuẩn hóa	scored on average 12% higher on standardized assessments	formal/official assessments
sophisticated algorithms	n phrase	/səˈfɪstɪkeɪtɪd ˈælɡərɪðəmz/	thuật toán tinh vi	These systems utilize sophisticated algorithms	complex/advanced algorithms
one-size-fits-all approaches	n phrase	/wʌn saɪz fɪts ɔːl əˈprəʊtʃɪz/	phương pháp một kích cỡ cho tất cả	Unlike traditional one-size-fits-all approaches	generic/uniform approaches
gamification	n	/ˌɡeɪmɪfɪˈkeɪʃn/	trò chơi hóa	Gamification has emerged as an increasingly prevalent strategy	implement/adopt gamification
intrinsic motivational drivers	n phrase	/ɪnˈtrɪnsɪk ˌməʊtɪˈveɪʃənl ˈdraɪvəz/	động lực nội tại	instructors can tap into intrinsic motivational drivers	internal/inherent drivers
completion rates	n phrase	/kəmˈpliːʃn reɪts/	tỷ lệ hoàn thành	the completion rates for MOOCs remain disappointingly low	graduation/success rates
learning analytics	n phrase	/ˈlɜːnɪŋ ˌænəˈlɪtɪks/	phân tích học tập	Learning analytics provides educators with unprecedented insights	data/educational analytics
algorithmic bias	n phrase	/ˌælɡəˈrɪðmɪk ˈbaɪəs/	thiên vị thuật toán	the potential for algorithmic bias to perpetuate inequalities	systematic/computational bias
geographically dispersed	adj phrase	/ˌdʒiːəˈɡræfɪkli dɪˈspɜːst/	phân tán về mặt địa lý	team members who may be geographically dispersed	widely/globally dispersed
technological solutionism	n phrase	/ˌteknəˈlɒdʒɪkl səˈluːʃənɪzəm/	chủ nghĩa giải pháp công nghệ	warning against “technological solutionism”	digital/tech solutionism

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
inexorable march	n phrase	/ɪnˈeksərəbl mɑːtʃ/	bước tiến không thể cản phủi	The inexorable march of technological innovation	relentless/unstoppable march
engendered considerable debate	v phrase	/ɪnˈdʒendəd kənˈsɪdərəbl dɪˈbeɪt/	tạo ra cuộc tranh luận đáng kể	has engendered considerable scholarly debate	sparked/generated debate
ramifications	n	/ˌræmɪfɪˈkeɪʃnz/	hệ quả, tác động	regarding its ramifications for social equity	consequences/implications
inadvertently exacerbate	v phrase	/ˌɪnədˈvɜːtntli ɪɡˈzæsəbeɪt/	vô tình làm trầm trọng thêm	may inadvertently exacerbate existing disparities	unintentionally worsen/aggravate
dialectical tension	n phrase	/ˌdaɪəˈlektɪkl ˈtenʃn/	sự căng thẳng biện chứng	This dialectical tension between technology	inherent/fundamental tension
warrants rigorous examination	v phrase	/ˈwɒrənts ˈrɪɡərəs ɪɡˌzæmɪˈneɪʃn/	đòi hỏi xem xét kỹ lưỡng	warrants rigorous examination	requires/demands examination
nuanced phenomenon	n phrase	/ˈnjuːɑːnst fəˈnɒmɪnən/	hiện tượng phức tạp, tinh tế	a more nuanced phenomenon	complex/sophisticated phenomenon
differential capacities	n phrase	/ˌdɪfəˈrenʃl kəˈpæsətiz/	năng lực khác biệt	encompassing differential capacities to effectively utilize	varying/distinct capacities
sociocultural factors	n phrase	/ˌsəʊsiəʊˈkʌltʃərəl ˈfæktəz/	yếu tố văn hóa xã hội	This usage gap reflects broader sociocultural factors	cultural/social factors
functional magnetic resonance imaging	n phrase	/ˈfʌŋkʃənl mæɡˈnetɪk ˈrezənəns ˈɪmɪdʒɪŋ/	chụp cộng hưởng từ chức năng	Studies employing functional magnetic resonance imaging (fMRI)	brain imaging/scanning
cognitive load theory	n phrase	/ˈkɒɡnətɪv ləʊd ˈθɪəri/	lý thuyết tải nhận thức	The cognitive load theory suggests	mental/working memory theory
paradoxical landscape	n phrase	/ˌpærəˈdɒksɪkl ˈlændskeɪp/	bối cảnh nghịch lý	The economics of educational technology present a paradoxical landscape	contradictory/ironic landscape
vendor lock-in	n phrase	/ˈvendə(r) lɒk ɪn/	bị khóa vào nhà cung cấp	concerns about vendor lock-in	supplier/provider lock-in
commodification of education	n phrase	/kəˌmɒdɪfɪˈkeɪʃn ɒv ˌedʒuˈkeɪʃn/	hàng hóa hóa giáo dục	the commodification of education	commercialization/marketization of education
surveillance capitalism	n phrase	/səˈveɪləns ˈkæpɪtəlɪzəm/	chủ nghĩa tư bản giám sát	Surveillance capitalism has infiltrated educational spaces	digital/data capitalism
granular behavioral profiles	n phrase	/ˈɡrænjʊlə(r) bɪˈheɪvjərəl ˈprəʊfaɪlz/	hồ sơ hành vi chi tiết	generate granular behavioral profiles of students	detailed/fine-grained profiles
opacity of algorithmic decision-making	n phrase	/əʊˈpæsəti ɒv ˌælɡəˈrɪðmɪk dɪˈsɪʒn ˌmeɪkɪŋ/	sự mờ đục của ra quyết định thuật toán	The opacity of algorithmic decision-making processes	lack of transparency/obscurity
deskilling	n	/diːˈskɪlɪŋ/	làm mất kỹ năng	Pessimists fear deskilling of the teaching profession	skill degradation/erosion
soft power	n phrase	/sɒft ˈpaʊə(r)/	quyền lực mềm	they may exert soft power by shaping educational norms	cultural/diplomatic power
epistemological frameworks	n phrase	/ɪˌpɪstəməˈlɒdʒɪkl ˈfreɪmwɜːks/	khung nhận thức luận	shaping educational norms, curricula, and epistemological frameworks	theoretical/conceptual frameworks
technological hegemony	n phrase	/ˌteknəˈlɒdʒɪkl hɪˈɡeməni/	sự bá quyền công nghệ	This technological hegemony raises questions	digital/tech dominance
longitudinal studies	n phrase	/ˌlɒndʒɪˈtjuːdɪnl ˈstʌdiz/	nghiên cứu dọc	Longitudinal studies examining the long-term effects	long-term/extended studies
precautionary principle	n phrase	/prɪˈkɔːʃənəri ˈprɪnsəpl/	nguyên tắc phòng ngừa	The precautionary principle suggests exercising caution	preventive/protective principle
multi-stakeholder collaboration	n phrase	/ˌmʌlti ˈsteɪkhəʊldə(r) kəˌlæbəˈreɪʃn/	sự hợp tác đa bên liên quan	requires multi-stakeholder collaboration	cross-sector/inclusive collaboration
interoperability standards	n phrase	/ˌɪntərˌɒpərəˈbɪləti ˈstændədz/	tiêu chuẩn khả năng tương tác	Policy frameworks must mandate interoperability standards	compatibility/integration standards
algorithmic transparency	n phrase	/ˌælɡəˈrɪðmɪk trænsˈpærənsi/	tính minh bạch của thuật toán	promote algorithmic transparency	computational/system transparency

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Kết Bài

Chủ đề “How is technology transforming global education systems?” không chỉ phổ biến trong IELTS Reading mà còn phản ánh xu hướng giáo dục toàn cầu hiện nay. Qua bộ đề thi mẫu hoàn chỉnh này, bạn đã được trải nghiệm ba 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), hoàn toàn giống với cấu trúc đề thi IELTS thật.

Ba passages đã cung cấp cho bạn đầy đủ 40 câu hỏi thuộc 8 dạng khác nhau: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Matching Features, Sentence Completion, Summary Completion và Short-answer Questions. Mỗi dạng câu hỏi đều đòi hỏi kỹ năng đọc hiểu riêng biệt, từ tìm thông tin cụ thể, phân biệt quan điểm tác giả, đến suy luận và phân tích.

Phần đáp án chi tiết kèm giải thích đã giúp bạn hiểu rõ cách tìm thông tin trong bài, nhận biết paraphrase và áp dụng chiến lược làm bài hiệu quả. Đây là kỹ năng quan trọng để tự đánh giá và cải thiện điểm số của bạn. Hãy chú ý đến cách các thông tin được diễn đạt khác đi giữa câu hỏi và đoạn văn – đây chính là yếu tố khó khăn nhất mà nhiều thí sinh gặp phải.

Bộ từ vựng được tổng hợp theo từng passage cung cấp hơn 40 từ và cụm từ học thuật quan trọng về chủ đề công nghệ – giáo dục. Hãy học thuộc những từ này cùng với collocations và ví dụ thực tế để nâng cao vốn từ vựng Academic của bạn, không chỉ cho phần Reading mà còn cho cả Writing Task 2.

Để đạt kết quả tốt nhất, hãy thực hành đề thi này trong điều kiện giống thi thật: 60 phút không ngừng nghỉ, không tra từ điển. Sau đó, dành thời gian xem lại đáp án, phân tích những câu làm sai và rút ra bài học cho lần làm tiếp theo. Lặp lại quá trình này với nhiều đề khác nhau sẽ giúp bạn nâng cao khả năng làm bài và tự tin hơn khi bước vào phòng thi.

Chúc bạn ôn tập hiệu quả và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới. Hãy nhớ rằng, thành công trong IELTS Reading không chỉ đến từ khả năng tiếng Anh mà còn từ việc hiểu rõ format đề thi và áp dụng đúng chiến lược làm bài. Với sự luyện tập đều đặn và phương pháp đúng đắn, bạn hoàn toàn có thể đạt được mục tiêu của mình!