IELTS Reading: Ẩm thực địa phương trong chương trình nghệ thuật nấu ăn – Đề thi mẫu có đáp án chi tiết

Mở bài

Chủ đề ẩm thực địa phương và sự tích hợp của nó vào các chương trình đào tạo nghệ thuật nấu ăn đang trở thành một xu hướng nổi bật trong giáo dục ẩm thực toàn cầu. Trong các kỳ thi IELTS Reading gần đây, chủ đề về văn hóa ẩm thực, giáo dục nghề nghiệp và bảo tồn di sản xuất hiện với tần suất ngày càng cao, đặc biệt trong các passages ở mức độ Medium đến Hard.

Bài viết này cung cấp một đề thi IELTS Reading hoàn chỉnh với ba passages được thiết kế theo đúng format thi thực tế. Bạn sẽ được trải nghiệm:

• Ba passages với độ khó tăng dần từ Easy, Medium đến Hard, tổng cộng hơn 2500 từ
• 40 câu hỏi đa dạng bao gồm 8 dạng câu hỏi phổ biến nhất trong IELTS Reading
• Đáp án chính xác kèm giải thích chi tiết về vị trí thông tin và kỹ thuật paraphrase
• Bảng từ vựng chuyên ngành với phiên âm và ví dụ minh họa
• Chiến lược làm bài và phân bổ thời gian hiệu quả

Đề thi này phù hợp cho học viên có mục tiêu từ band 5.0 trở lên, đặc biệt hữu ích cho những ai muốn nâng cao khả năng đọc hiểu văn bản học thuật về văn hóa và giáo dục.

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, và không bị trừ điểm khi trả lời sai. Điểm thô sau đó được chuyển đổi thành band score từ 0 đến 9.

Phân bổ thời gian khuyến nghị:

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

Lưu ý quan trọng: Không có thời gian riêng để chuyển đáp án sang Answer Sheet, do đó bạn cần ghi đáp án trực tiếp trong khi làm bài.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi này bao gồm 8 dạng câu hỏi phổ biến:

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

2. IELTS Reading Practice Test

PASSAGE 1 – The Rise of Local Cuisine in Culinary Education

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Culinary schools around the world are experiencing a significant transformation in how they approach cooking education. Rather than focusing exclusively on classical French techniques or international cuisine, many institutions are now embracing local food traditions and regional cooking methods as core components of their curriculum. This shift reflects broader changes in the restaurant industry, where diners increasingly value authentic local experiences and sustainable food practices.

The Culinary Institute of Mediterranean Studies in Barcelona exemplifies this trend. Founded in 2015, the institute has built its entire program around Catalan culinary heritage. Students spend their first semester learning about indigenous ingredients, visiting local markets, and studying traditional cooking techniques passed down through generations. Chef instructor Maria Rodriguez explains that this approach helps students develop a deeper understanding of why certain ingredients work together and how cooking methods evolved based on geographical and climatic conditions. “When students understand that sofrito exists because these were the vegetables available in Catalonia, they can apply that principle anywhere,” she notes.

In Southeast Asia, the Bangkok Culinary Academy has pioneered an innovative model that combines classical culinary training with intensive study of Thai regional cuisines. The program requires students to complete a three-month rotation through different regions of Thailand, where they live with local families and learn province-specific cooking styles. This immersive approach has proven remarkably effective. Graduate employment rates exceed 95%, with many alumni opening restaurants that showcase regional Thai specialties previously unknown outside their home provinces.

The integration of local cuisine into culinary programs extends beyond technique instruction. Many schools now offer courses in food anthropology, agricultural science, and culinary history. At the Nordic Food Academy in Copenhagen, students study the relationship between climate change and ingredient availability, learning how traditional preservation methods like fermenting and smoking developed as responses to harsh winter conditions. These multidisciplinary approaches help students appreciate cooking as both an art and a science rooted in cultural adaptation.

Economic factors have also driven this educational shift. Restaurant investors increasingly seek chefs who can create distinctive menus based on local ingredients and traditions. A chef who deeply understands regional cuisine can source ingredients more efficiently, build relationships with local producers, and create dishes that resonate with cultural authenticity. Culinary schools have responded by forging partnerships with local farms, fisheries, and artisanal food producers, giving students hands-on experience in the entire food supply chain.

However, integrating local cuisine into culinary education presents challenges. Standardizing curriculum becomes difficult when focusing on regional specialties that vary significantly even within a single country. Additionally, some traditional cooking methods require equipment or ingredients that are expensive or difficult to obtain. Schools must balance teaching practical skills that students can apply in professional kitchens with preserving authentic techniques that might seem impractical in modern restaurants.

Despite these obstacles, the trend toward locally-focused culinary education continues to grow. Industry experts predict that within a decade, most reputable culinary schools will offer specialized tracks in regional cuisines. This evolution reflects not just changing consumer preferences but also growing awareness of how food systems impact environmental sustainability and cultural preservation. As Chef Rodriguez observes, “Teaching students to value and understand local food traditions isn’t just about cooking – it’s about preserving cultural identity for future generations.”

The success of locally-oriented programs has inspired even traditionally conservative institutions to adapt. Le Cordon Bleu, long considered the epitome of classical French culinary training, now offers modules focused on regional French cuisine alongside its standard curriculum. Similarly, the Culinary Institute of America has introduced regional American cuisine courses that explore Native American cooking techniques, Southern soul food traditions, and Mexican-American border cuisine.

Questions 1-13

Questions 1-5: Multiple Choice

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

1. According to the passage, modern culinary schools are changing their approach because:
   A. French cooking techniques are becoming outdated
   B. Students prefer local food over international cuisine
   C. The restaurant industry values authentic local experiences
   D. Classical training is too expensive to maintain

2. What does Chef Maria Rodriguez believe is the main benefit of teaching Catalan culinary heritage?
   A. Students learn to make sofrito perfectly
   B. Students can apply underlying principles to other cuisines
   C. It preserves traditional recipes from disappearing
   D. It helps students find jobs in Barcelona

3. The Bangkok Culinary Academy’s program is described as innovative because:
   A. It has the highest employment rate in Asia
   B. Students live with local families during training
   C. It focuses exclusively on Thai cuisine
   D. It lasts longer than traditional programs

4. According to the passage, courses in food anthropology help students:
   A. Understand cooking as both art and science
   B. Learn classical French techniques
   C. Obtain better employment rates
   D. Work with local producers

5. What economic benefit do restaurants gain from hiring chefs trained in local cuisine?
   A. Lower labor costs
   B. Faster meal preparation
   C. More efficient ingredient sourcing
   D. Larger customer base

Questions 6-9: True/False/Not Given

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

Write:

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

6. The Culinary Institute of Mediterranean Studies was established in the 21st century.
7. Most culinary schools in Southeast Asia follow the Bangkok Culinary Academy model.
8. Nordic Food Academy students study how preservation methods developed in response to climate.
9. Traditional cooking methods are always cheaper than modern techniques.

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. Standardizing curriculum becomes challenging when teaching __ that differ greatly within one country.
11. Schools must find a balance between teaching practical skills and preserving __ that might not suit modern restaurants.
12. Industry experts believe that most reputable culinary schools will offer __ in regional cuisines within ten years.
13. Le Cordon Bleu now includes modules on __ in addition to its traditional program.

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PASSAGE 2 – Pedagogical Approaches to Teaching Local Cuisine

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The integration of local cuisine into formal culinary arts programs requires sophisticated pedagogical frameworks that extend far beyond simply adding regional recipes to existing curricula. Educators must navigate complex tensions between preserving authentic traditions and adapting techniques for contemporary professional contexts. This challenge has prompted culinary institutions worldwide to develop innovative teaching methodologies that honor cultural heritage while equipping students with marketable skills.

Experiential learning has emerged as the dominant pedagogical approach for teaching local cuisine. Unlike traditional demonstration-based instruction, where students observe chef instructors preparing dishes, experiential programs immerse students in the cultural contexts where cuisines originated. The Institute of Culinary Education in New York pioneered a model called “Source-to-Service,” which requires students to participate in every stage of a dish’s journey. For a module on Appalachian cuisine, students might spend a week foraging for ramps in the mountains of West Virginia, learning preservation techniques from multi-generational families, and finally preparing contemporary interpretations of traditional dishes in the school’s restaurant.

This methodology reflects constructivist learning theory, which posits that students construct knowledge most effectively through direct experience and social interaction rather than passive reception of information. Dr. Jennifer Chen, a culinary education researcher at Boston University, has documented significant cognitive benefits of this approach. Her 2021 study found that students who learned through immersive cultural experiences demonstrated 40% better retention of cooking techniques and significantly deeper understanding of ingredient properties compared to those who learned the same material through conventional classroom instruction.

However, experiential learning models face practical limitations. Not all students can afford the time or expense of extended field experiences, and logistical complexities increase dramatically with larger cohort sizes. Additionally, some traditional knowledge holders are reluctant to share their expertise in formal educational settings, viewing culinary traditions as intellectual property or sacred cultural practices inappropriate for commercialization.

To address these constraints, many institutions have adopted hybrid pedagogical models that combine limited in-person experiences with technology-enhanced learning. The Singapore Culinary Institute developed an innovative virtual reality program that allows students to experience hawker centers, wet markets, and traditional kitchens throughout Southeast Asia without leaving campus. These VR simulations include interactive elements where students make decisions about ingredient selection and cooking methods, receiving immediate feedback on how their choices would affect final dishes. While virtual experiences cannot fully replicate physical immersion, research suggests they provide valuable contextual understanding that enhances subsequent hands-on training.

Collaborative learning structures represent another significant pedagogical innovation. Rather than positioning the chef instructor as the sole authority, these approaches treat local culinary experts—market vendors, home cooks, indigenous knowledge keepers—as co-educators. The Culinary Institute of Mexico has formalized this approach through its “Maestros Program,” which brings traditional cooks into the classroom as guest instructors for extended periods. These maestros work alongside formally trained chefs, creating dialogic educational environments where different forms of expertise are equally valued.

This egalitarian approach has profound implications for culinary education. It challenges the hierarchical structure that has historically privileged European culinary traditions and formal training over other knowledge systems. As culinary historian Michael Torres argues, “When we treat a Mexican grandmother’s knowledge of mole with the same institutional respect we give to French mother sauces, we’re not just teaching recipes—we’re decolonizing culinary education.”

Assessment methodologies for locally-focused programs have also evolved beyond traditional practical examinations. Many institutions now employ portfolio-based assessment, where students document their learning through multimedia presentations, reflective essays, and recipe development projects that demonstrate cultural understanding alongside technical proficiency. The California Culinary Academy requires students to complete an “Ethnographic Cuisine Project,” researching a local food tradition, interviewing community members, and creating both traditional versions and contemporary adaptations of signature dishes.

Critics argue that such expanded assessment criteria risk diluting technical standards, potentially graduating students who understand cultural context but lack fundamental cooking skills. Proponents counter that this false dichotomy misunderstands the nature of culinary expertise. “You cannot truly master a cuisine without understanding its cultural logic,” argues Chef Instructor Sarah Martinez. “A student who knows why Oaxacan mole negro contains chocolate and charred chilies will troubleshoot problems more effectively than one who simply follows a recipe.”

The long-term impact of these pedagogical shifts remains under study, but preliminary evidence suggests significant benefits. Graduate tracking studies from institutions emphasizing local cuisine education show higher rates of entrepreneurial success, with alumni more likely to open independent restaurants featuring regional specialties rather than working in corporate dining establishments. Additionally, these graduates report greater career satisfaction and sense of professional purpose, viewing their work as cultural preservation rather than merely commercial activity.

Questions 14-26

Questions 14-18: Matching Headings

The passage has nine paragraphs labeled A-I. Choose the correct heading for each paragraph from the list of headings below.

List of Headings:
i. The limitations of traditional demonstration methods
ii. Technology as a partial solution to accessibility challenges
iii. Redefining expertise in culinary education
iv. The complexity of incorporating local cuisine into curricula
v. Evidence supporting experiential learning effectiveness
vi. Alternative methods for evaluating student learning
vii. Challenges of implementing immersive learning experiences
viii. Career outcomes for graduates of reformed programs
ix. Concerns about maintaining technical standards
x. The philosophical foundation of hands-on learning

14. Paragraph B (begins with “Experiential learning…”)
15. Paragraph C (begins with “This methodology…”)
16. Paragraph D (begins with “However, experiential…”)
17. Paragraph E (begins with “To address these…”)
18. Paragraph F (begins with “Collaborative learning…”)

Questions 19-23: 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

19. Traditional demonstration-based instruction is completely ineffective for teaching local cuisine.
20. Virtual reality programs can provide some contextual understanding despite not fully replicating physical experiences.
21. The hierarchical structure of culinary education has historically favored European traditions.
22. Portfolio-based assessment is superior to practical examinations in all circumstances.
23. Students who understand cultural context will necessarily be better cooks than those who don’t.

Questions 24-26: Summary Completion

Complete the summary below.

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

The pedagogical approach known as 24. __ requires students to participate in every stage of a dish’s journey from ingredient sourcing to final service. This method is based on 25. __, which suggests that students learn most effectively through direct experience. Research shows students using this approach demonstrate better 26. __ of cooking techniques compared to conventional classroom learning.

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PASSAGE 3 – The Socio-Economic and Cultural Implications of Local Cuisine Integration in Culinary Education

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The paradigmatic shift toward integrating local culinary traditions into formalized gastronomy education represents far more than pedagogical innovation; it constitutes a fundamental reconceptualization of the socio-economic dynamics of knowledge transmission, cultural capital, and professional legitimacy within the culinary sphere. This transformation intersects with broader sociological phenomena—globalization, cultural commodification, decolonization movements, and sustainability imperatives—creating a complex nexus where educational practices become contested sites for negotiating cultural authenticity, economic opportunity, and collective identity.

Pierre Bourdieu’s conceptual framework of cultural capital provides illuminating analytical lenses for examining this phenomenon. Traditionally, culinary education functioned as a credentialing mechanism that conferred legitimacy primarily through mastery of European haute cuisine, particularly French gastronomic traditions. This institutional valorization of specific culinary knowledge systems reflected and reinforced colonial power structures, effectively marginalizing indigenous and non-European food cultures by positioning them as ethnographic curiosities rather than legitimate subjects of professional study. The contemporary reorientation toward local cuisines thus represents a democratization of cultural capital, potentially disrupting established hierarchies that have long determined whose food knowledge counts as worthy of formal education.

However, this ostensibly progressive development harbors inherent contradictions and unintended consequences that warrant critical scrutiny. The institutionalization of local cuisine within academic culinary programs necessarily involves processes of codification, systematization, and standardization that may fundamentally alter the epistemological character of traditional food knowledge. Anthropologist Arjun Appadurai’s concept of the “gastro-politics of modernity” elucidates how culinary knowledge, when extracted from its embedded social contexts and transposed into formal educational settings, undergoes transformation that can attenuate its cultural authenticity even as institutions claim to preserve it.

This paradox manifests acutely in what scholars term “pedagogical decontextualization.” Traditional culinary knowledge typically exists as tacit understanding transmitted through multi-sensory apprenticeship within familial or community contexts, where cooking techniques are inseparable from social relationships, ritual practices, and seasonal rhythms. When culinary schools attempt to systematize this knowledge into discrete learning modules with defined outcomes and assessment criteria, they inevitably abstract techniques from their holistic contexts. A semester-long course on Oaxacan mole, however comprehensive, cannot fully replicate the embodied knowledge acquired through decades of participation in community celebrations where mole preparation functions as social bonding and cultural expression.

Moreover, the economic structures surrounding culinary education introduce problematic power dynamics. Students typically pay substantial tuition to learn traditional cuisines that indigenous and marginalized communities have preserved without formal compensation. While some institutions have developed revenue-sharing models or scholarship programs for community members, critics argue these measures inadequately address the fundamental inequity of commercializing cultural knowledge. Food justice scholar Dr. Lakshmi Priya argues that without substantive reparative frameworks, culinary education risks becoming another mechanism through which dominant groups extract value from marginalized cultures, a process she terms “gastro-colonialism.”

The integration of local cuisine also intersects with complex questions surrounding intellectual property and cultural appropriation. Unlike European culinary techniques that have been extensively documented and exist in public domain, many indigenous cooking traditions remain oral knowledge held by specific communities. When culinary schools incorporate this knowledge into curricula, they effectively make it accessible to students who may subsequently commercialize it without attribution or community consent. The Navajo Nation has grappled with this issue regarding traditional frybread preparation, as numerous non-Native chefs and restaurants have appropriated the dish after learning it in culinary programs, often without acknowledging its cultural significance or supporting Native communities.

Proponents of local cuisine integration counter that these programs, when ethically implemented, can serve cultural preservation by creating economic incentives for younger generations to maintain food traditions that might otherwise disappear under homogenizing pressures of globalization. Chef and educator Tunde Wey argues that culinary education can function as “cultural infrastructure,” providing institutional support and market access that enable traditional foodways to persist and evolve. His work with the Lagos Food Project demonstrates how partnerships between culinary schools and local communities can create reciprocal benefits—students gain authentic knowledge while communities receive educational resources, market access, and documentation of endangered traditions.

The sustainability dimensions of locally-focused culinary education present additional layers of complexity. Advocates emphasize that teaching students to work with regional ingredients and traditional techniques promotes environmental sustainability by reducing dependence on global supply chains and encouraging seasonal eating patterns. Research by the Sustainable Gastronomy Project at New York University found that chefs trained in local cuisine programs demonstrated 60% greater likelihood of sourcing ingredients locally and implementing waste reduction practices compared to those with conventional training. However, critics note that the “local” concept itself requires nuanced analysis—in globalized food systems, geographic proximity does not necessarily correlate with environmental impact or social equity.

Furthermore, the market dynamics surrounding local cuisine create perverse incentives that may undermine the stated goals of cultural preservation. As locally-focused restaurants become increasingly fashionable, particularly among affluent urban consumers, there is temptation to modify traditions to suit contemporary palates and aesthetic preferences. What culinary schools teach as “traditional” cuisine may actually be strategically adapted versions designed for commercial viability rather than historical accuracy. This commodification raises philosophical questions about whether cuisines are living traditions that naturally evolve or cultural artifacts that should be preserved unchanged.

The long-term trajectories of this educational transformation remain uncertain and will likely be shaped by ongoing negotiations among multiple stakeholders—culinary institutions, local communities, regulatory bodies, industry organizations, and consumers. What seems evident is that the integration of local cuisine into culinary education cannot be evaluated through purely pedagogical criteria but must be understood as a multifaceted phenomenon with profound implications for cultural politics, economic justice, and collective identity in an increasingly globalized yet simultaneously locality-conscious world.

Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to Bourdieu’s framework discussed in the passage, traditional culinary education primarily:
    A. Democratized access to cooking knowledge
    B. Validated European culinary traditions
    C. Promoted indigenous food cultures
    D. Eliminated colonial power structures

28. The concept of “pedagogical decontextualization” refers to:
    A. The inability of schools to teach traditional recipes accurately
    B. The separation of cooking techniques from their social contexts
    C. The failure of students to understand local cuisines
    D. The difficulty of standardizing culinary curricula

29. Dr. Lakshmi Priya’s term “gastro-colonialism” describes:
    A. The preservation of endangered food traditions
    B. The teaching of European cuisine in developing countries
    C. The extraction of value from marginalized cultures’ food knowledge
    D. The commercialization of all traditional cuisines

30. The passage suggests that the Navajo Nation’s concern about frybread relates to:
    A. Incorrect preparation methods being taught
    B. Health issues associated with the dish
    C. Non-Native appropriation without acknowledgment
    D. Declining interest in traditional foods

31. According to the Sustainable Gastronomy Project research, chefs trained in local cuisine programs:
    A. Always source ingredients within 100 miles
    B. Are 60% more likely to source locally
    C. Completely eliminate food waste
    D. Refuse to use global supply chains

Questions 32-36: Matching Features

Match the scholars/chefs (A-E) with their viewpoints or contributions (32-36).

A. Pierre Bourdieu
B. Arjun Appadurai
C. Dr. Lakshmi Priya
D. Tunde Wey
E. Researchers at NYU

32. Developed the concept of gastro-politics explaining transformation of culinary knowledge
33. Argued culinary education can serve as cultural infrastructure
34. Provided framework explaining how culinary education confers legitimacy
35. Conducted research on environmental practices of locally-trained chefs
36. Warned about commercializing cultural knowledge without adequate compensation

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 understanding is traditional culinary knowledge typically transmitted as within communities?
38. What do critics say inadequately address the fundamental inequity of commercializing cultural knowledge?
39. What does the passage say might disappear under pressures of globalization without economic incentives?
40. What does the passage suggest requires nuanced analysis in globalized food systems?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. C
2. B
3. B
4. A
5. C
6. TRUE
7. NOT GIVEN
8. TRUE
9. FALSE
10. regional specialties
11. authentic techniques
12. specialized tracks
13. regional French cuisine

PASSAGE 2: Questions 14-26

14. i
15. x
16. vii
17. ii
18. iii
19. NO
20. YES
21. YES
22. NOT GIVEN
23. NOT GIVEN
24. Source-to-Service
25. constructivist learning theory
26. retention

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. C
31. B
32. B
33. D
34. A
35. E
36. C
37. tacit understanding
38. revenue-sharing models / scholarship programs
39. food traditions
40. the local concept / geographic proximity

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: modern culinary schools, changing approach
• Vị trí trong bài: Đoạn 1, dòng 3-5
• Giải thích: Câu hỏi hỏi về lý do các trường ẩm thực thay đổi phương pháp giảng dạy. Trong bài, câu “This shift reflects broader changes in the restaurant industry, where diners increasingly value authentic local experiences and sustainable food practices” cho thấy ngành nhà hàng ngày càng coi trọng trải nghiệm địa phương chính thống. Đây là paraphrase của đáp án C.

Câu 2: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Chef Maria Rodriguez, main benefit, Catalan culinary heritage
• Vị trí trong bài: Đoạn 2, dòng 6-9
• Giải thích: Chef Rodriguez nói: “When students understand that sofrito exists because these were the vegetables available in Catalonia, they can apply that principle anywhere.” Cụm “apply that principle anywhere” được paraphrase thành “apply underlying principles to other cuisines” trong đáp án B.

Câu 3: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Bangkok Culinary Academy, innovative
• Vị trí trong bài: Đoạn 3, dòng 3-5
• Giải thích: Bài văn nêu rõ “The program requires students to complete a three-month rotation through different regions of Thailand, where they live with local families.” Đây chính là đặc điểm sáng tạo của chương trình – sinh viên sống với các gia đình địa phương.

Câu 4: A

• Dạng câu hỏi: Multiple Choice
• Từ khóa: food anthropology, help students
• Vị trí trong bài: Đoạn 4, dòng 7-9
• Giải thích: Câu “These multidisciplinary approaches help students appreciate cooking as both an art and a science rooted in cultural adaptation” giải thích lợi ích của các khóa học nhân chủng học ẩm thực.

Câu 5: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: economic benefit, hiring chefs, local cuisine
• Vị trí trong bài: Đoạn 5, dòng 4-6
• Giải thích: Bài văn nêu “A chef who deeply understands regional cuisine can source ingredients more efficiently” – đây là lợi ích kinh tế cụ thể được đề cập.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: Bài văn nói “Founded in 2015” – năm 2015 thuộc thế kỷ 21, do đó câu trả lời là TRUE.

Câu 7: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Giải thích: Bài văn chỉ đề cập đến Bangkok Culinary Academy nhưng không đưa ra thông tin về việc liệu các trường khác ở Đông Nam Á có theo mô hình này hay không.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Vị trí trong bài: Đoạn 4, dòng 4-7
• Giải thích: Bài văn nêu rõ sinh viên “learning how traditional preservation methods like fermenting and smoking developed as responses to harsh winter conditions” – phù hợp với nhận định trong câu hỏi.

Câu 10: regional specialties

• Dạng câu hỏi: Sentence Completion
• Vị trí trong bài: Đoạn 6, dòng 2-3
• Giải thích: Câu gốc: “Standardizing curriculum becomes difficult when focusing on regional specialties that vary significantly…”

Câu 12: specialized tracks

• Dạng câu hỏi: Sentence Completion
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: “Industry experts predict that within a decade, most reputable culinary schools will offer specialized tracks in regional cuisines.”

Passage 2 – Giải Thích

Câu 14: i

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn B nói về experiential learning và sự khác biệt với “traditional demonstration-based instruction” – tương ứng với heading về “limitations of traditional demonstration methods”.

Câu 15: x

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn C thảo luận về “constructivist learning theory” – nền tảng triết học của phương pháp học thực hành.

Câu 19: NO

• Dạng câu hỏi: Yes/No/Not Given
• Giải thích: Bài văn không nói phương pháp truyền thống “completely ineffective”, chỉ nói experiential learning có hiệu quả hơn. Từ “completely” làm cho nhận định này trái với quan điểm của tác giả.

Câu 20: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn E, dòng cuối
• Giải thích: “While virtual experiences cannot fully replicate physical immersion, research suggests they provide valuable contextual understanding” – tác giả đồng ý rằng VR cung cấp sự hiểu biết ngữ cảnh dù không hoàn toàn thay thế được trải nghiệm thực tế.

Câu 24: Source-to-Service

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn B, dòng 4-5
• Giải thích: “The Institute of Culinary Education in New York pioneered a model called ‘Source-to-Service’…”

Câu 25: constructivist learning theory

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn C, dòng 1-2
• Giải thích: “This methodology reflects constructivist learning theory, which posits that students construct knowledge most effectively through direct experience…”

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, dòng 3-5
• Giải thích: “Traditionally, culinary education functioned as a credentialing mechanism that conferred legitimacy primarily through mastery of European haute cuisine” – đáp án B paraphrase ý này.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 4, dòng 2-6
• Giải thích: Khái niệm “pedagogical decontextualization” được giải thích là việc tách các kỹ thuật nấu ăn khỏi bối cảnh xã hội toàn diện của chúng.

Câu 32: B

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 3, dòng 5
• Giải thích: “Anthropologist Arjun Appadurai’s concept of the ‘gastro-politics of modernity’ elucidates…”

Câu 33: D

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 7, dòng 3-5
• Giải thích: “Chef and educator Tunde Wey argues that culinary education can function as ‘cultural infrastructure’…”

Câu 37: tacit understanding

• Dạng câu hỏi: Short-answer
• Vị trí trong bài: Đoạn 4, dòng 3
• Giải thích: “Traditional culinary knowledge typically exists as tacit understanding transmitted through multi-sensory apprenticeship…”

Câu 39: food traditions

• Dạng câu hỏi: Short-answer
• Vị trí trong bài: Đoạn 7, dòng 2-4
• Giải thích: “…can serve cultural preservation by creating economic incentives for younger generations to maintain food traditions that might otherwise disappear under homogenizing pressures of globalization.”

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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
embrace	v	/ɪmˈbreɪs/	chấp nhận, đón nhận	embracing local food traditions	embrace change, embrace diversity
indigenous	adj	/ɪnˈdɪdʒənəs/	bản địa, địa phương	indigenous ingredients	indigenous people, indigenous culture
pioneer	v	/ˌpaɪəˈnɪər/	tiên phong, đi đầu	pioneered an innovative model	pioneer a method, pioneer an approach
immersive	adj	/ɪˈmɜːrsɪv/	đắm chìm, погруж	immersive approach	immersive experience, immersive learning
standardize	v	/ˈstændədaɪz/	tiêu chuẩn hóa	standardizing curriculum	standardize procedures, standardize methods
resonate	v	/ˈrezəneɪt/	gây tiếng vang, tạo cảm xúc	resonate with cultural authenticity	resonate with audiences, resonate deeply
forge	v	/fɔːrdʒ/	tạo dựng, xây dựng	forging partnerships	forge relationships, forge alliances
epitome	n	/ɪˈpɪtəmi/	hình mẫu, điển hình	the epitome of classical training	the epitome of success, the epitome of elegance
distinctive	adj	/dɪˈstɪŋktɪv/	đặc trưng, riêng biệt	distinctive menus	distinctive style, distinctive features
artisanal	adj	/ˌɑːrtɪˈzænl/	thủ công, nghề thủ công	artisanal food producers	artisanal bread, artisanal products
hands-on	adj	/ˌhændz ˈɑːn/	thực hành, thực tiễn	hands-on experience	hands-on training, hands-on approach
supply chain	n	/səˈplaɪ tʃeɪn/	chuỗi cung ứng	entire food supply chain	global supply chain, supply chain management

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical	adj	/ˌpedəˈɡɑːdʒɪkl/	thuộc về sư phạm	pedagogical frameworks	pedagogical approach, pedagogical methods
navigate	v	/ˈnævɪɡeɪt/	điều hướng, giải quyết	navigate complex tensions	navigate challenges, navigate difficulties
immerse	v	/ɪˈmɜːrs/	đắm mình, nhập chìm	immerse students	immerse yourself, be immersed in
constructivist	adj	/kənˈstrʌktɪvɪst/	theo thuyết kiến tạo	constructivist learning theory	constructivist approach, constructivist pedagogy
retention	n	/rɪˈtenʃn/	sự giữ lại, ghi nhớ	retention of cooking techniques	knowledge retention, retention rate
cohort	n	/ˈkoʊhɔːrt/	nhóm, lớp	larger cohort sizes	student cohort, cohort study
reluctant	adj	/rɪˈlʌktənt/	miễn cưỡng, do dự	reluctant to share	reluctant to accept, reluctant participant
constraint	n	/kənˈstreɪnt/	hạn chế, ràng buộc	address these constraints	time constraint, budget constraints
dialogic	adj	/ˌdaɪəˈlɑːdʒɪk/	có tính đối thoại	dialogic educational environments	dialogic approach, dialogic teaching
egalitarian	adj	/ɪˌɡælɪˈteriən/	bình đẳng	egalitarian approach	egalitarian society, egalitarian principles
hierarchical	adj	/ˌhaɪəˈrɑːrkɪkl/	có tính thứ bậc	hierarchical structure	hierarchical organization, hierarchical system
decolonize	v	/diːˈkɑːlənaɪz/	phi thực dân hóa	decolonizing culinary education	decolonize curriculum, decolonize knowledge
ethnographic	adj	/ˌeθnəˈɡræfɪk/	thuộc dân tộc học	ethnographic cuisine project	ethnographic research, ethnographic study
troubleshoot	v	/ˈtrʌblʃuːt/	khắc phục sự cố	troubleshoot problems	troubleshoot issues, troubleshoot effectively
preliminary	adj	/prɪˈlɪmɪneri/	sơ bộ, ban đầu	preliminary evidence	preliminary results, preliminary findings

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigmatic	adj	/ˌpærədɪɡˈmætɪk/	thuộc mô hình điển hình	paradigmatic shift	paradigmatic example, paradigmatic change
reconceptualization	n	/riːkənˌseptʃuəlaɪˈzeɪʃn/	tái khái niệm hóa	fundamental reconceptualization	conceptual reconceptualization
nexus	n	/ˈneksəs/	mối liên hệ, điểm giao thoa	complex nexus	nexus of issues, nexus between
contested	adj	/kənˈtestɪd/	gây tranh cãi	contested sites	contested concept, contested terrain
conferred	v	/kənˈfɜːrd/	trao tặng, ban cho	conferred legitimacy	confer authority, confer degree
valorization	n	/ˌvælərɪˈzeɪʃn/	sự nâng giá trị	institutional valorization	cultural valorization, economic valorization
marginalize	v	/ˈmɑːrdʒɪnəlaɪz/	đẩy ra lề	marginalizing indigenous cultures	marginalize groups, marginalize voices
ostensibly	adv	/ɑːˈstensəbli/	có vẻ, bề ngoài	ostensibly progressive development	ostensibly simple, ostensibly neutral
codification	n	/ˌkɑːdɪfɪˈkeɪʃn/	sự hệ thống hóa	processes of codification	legal codification, codification of rules
epistemological	adj	/ɪˌpɪstəməˈlɑːdʒɪkl/	thuộc nhận thức luận	epistemological character	epistemological approach, epistemological issues
attenuate	v	/əˈtenjueɪt/	làm yếu đi, giảm bớt	attenuate its cultural authenticity	attenuate effects, attenuate signals
tacit	adj	/ˈtæsɪt/	ngầm hiểu, không nói ra	tacit understanding	tacit knowledge, tacit agreement
inseparable	adj	/ɪnˈseprəbl/	không thể tách rời	inseparable from social relationships	inseparable bond, inseparable connection
embodied	adj	/ɪmˈbɑːdid/	được thể hiện, hóa thân	embodied knowledge	embodied experience, embodied practice
reparative	adj	/rɪˈpærətɪv/	mang tính sửa chữa	reparative frameworks	reparative justice, reparative measures
appropriation	n	/əˌproʊpriˈeɪʃn/	sự chiếm đoạt	cultural appropriation	appropriation of land, appropriation of culture
reciprocal	adj	/rɪˈsɪprəkl/	có đi có lại, tương hỗ	reciprocal benefits	reciprocal relationship, reciprocal arrangement
perverse	adj	/pərˈvɜːrs/	sai lệch, ngược đời	perverse incentives	perverse effect, perverse outcome
commodification	n	/kəˌmɑːdɪfɪˈkeɪʃn/	sự hàng hóa hóa	commodification raises questions	commodification of culture, economic commodification

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Kết bài

Chủ đề “How Local Cuisine Is Integrated Into Culinary Arts Programs” không chỉ là một xu hướng giáo dục đương đại mà còn phản ánh những thay đổi sâu sắc trong cách chúng ta hiểu về văn hóa ẩm thực, bảo tồn di sản và công bằng xã hội. Ba passages trong đề thi này đã đưa bạn qua một hành trình từ hiểu biết cơ bản về hiện tượng này, đến phân tích sâu về phương pháp sư phạm, và cuối cùng là suy ngẫm phê phán về các tác động văn hóa-kinh tế phức tạp.

Passage 1 (Easy) giới thiệu xu hướng tích hợp ẩm thực địa phương với các ví dụ cụ thể từ Barcelona, Bangkok và Copenhagen, giúp bạn làm quen với từ vựng nền tảng và cấu trúc câu tương đối đơn giản. Passage 2 (Medium) đi sâu vào các mô hình giảng dạy như experiential learning và constructivist theory, yêu cầu khả năng hiểu paraphrase và suy luận cao hơn. Passage 3 (Hard) thách thức bạn với những phân tích học thuật về cultural capital, gastro-colonialism và các paradox trong việc thể chế hóa kiến thức truyền thống.

40 câu hỏi đa dạng từ Multiple Choice, True/False/Not Given, Matching Headings đến Summary Completion giúp bạn luyện tập toàn diện các kỹ năng cần thiết cho IELTS Reading. Đáp án chi tiết không chỉ cung cấp câu trả lời đúng mà còn giải thích rõ ràng vị trí thông tin, cách paraphrase và chiến lược xác định đáp án, giúp bạn tự đánh giá và cải thiện phương pháp làm bài.

Bảng từ vựng với hơn 40 từ chuyên ngành, hoàn chỉnh 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 xem lại những từ đã được làm đậm trong passages và thực hành sử dụng chúng trong ngữ cảnh thực tế.

Để tận dụng tối đa đề thi này, hãy làm bài trong điều kiện thi thật với giới hạn thời gian nghiêm ngặt, sau đó dành thời gian phân tích các câu trả lời sai để hiểu rõ lỗi sai của mình. Chúc bạn học tập hiệu quả và đạt kết quả cao trong kỳ thi IELTS sắp tới.