Mở Bài
Chủ đề phát triển kỹ năng lãnh đạo (leadership skills) là một trong những chủ đề phổ biến trong IELTS Reading, thường xuất hiện dưới dạng bài đọc về quản lý, phát triển cá nhân, tâm lý học tổ chức hoặc giáo dục. Với sự quan tâm ngày càng tăng về soft skills trong thế giới hiện đại, chủ đề này đã trở thành một phần không thể thiếu trong kho đề thi IELTS.
Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, bao gồm 40 câu hỏi đa dạng giống như thi thật. Bạn sẽ học được cách tiếp cận các dạng bài về How To Develop Leadership Skills, làm quen với từ vựng chuyên ngành về lãnh đạo và quản lý, đồng thời rèn luyện kỹ năng làm bài một cách bài bản.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, với độ khó tăng dần qua từng passage. Bạn sẽ nhận được đáp án chi tiết kèm giải thích cụ thể, giúp bạn hiểu rõ cách paraphrase và định vị thông tin trong bài đọc. Hãy dành đủ 60 phút để hoàn thành bài thi này trong điều kiện giống thi thật để đánh giá chính xác trình độ của mình.
Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test bao gồm 3 passages với tổng cộng 40 câu hỏi, thời gian làm bài là 60 phút. Đây là bài thi kiểm tra khả năng đọc hiểu, phân tích thông tin và quản lý thời gian của thí sinh.
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút (độ khó dễ, band 5.0-6.5)
- Passage 2: 18-20 phút (độ khó trung bình, band 6.0-7.5)
- Passage 3: 23-25 phút (độ khó cao, band 7.0-9.0)
Lưu ý quan trọng: Bạn cần ghi đáp án trực tiếp vào phiếu trả lời trong 60 phút, không có thời gian thêm để chép bài. Do đó, hãy quản lý thời gian thật tốt và không nên dành quá nhiều thời gian cho một câu hỏi.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi này bao gồm 8 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Xác định thông tin đúng/sai/không có trong bài
- Yes/No/Not Given – Xác định ý kiến của tác giả
- Matching Headings – Nối tiêu đề với đoạn văn
- Summary Completion – Hoàn thành đoạn tóm tắt
- Sentence Completion – Hoàn thành câu
- Matching Features – Nối thông tin với đặc điểm
- Short-answer Questions – Câu hỏi trả lời ngắn
IELTS Reading Practice Test
PASSAGE 1 – The Foundations of Leadership Development
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
Leadership is not something people are simply born with – it is a set of skills that can be developed and refined over time. Whether you are managing a small team at work or leading a community project, understanding how to develop leadership skills is essential for success in today’s competitive world. Many people believe that leaders possess certain innate qualities that set them apart, but research has consistently shown that effective leadership can be learned through practice, experience, and dedication.
The first step in developing leadership skills is self-awareness. Understanding your strengths and weaknesses is crucial because it allows you to identify areas that need improvement. Self-reflection helps leaders recognize how their actions affect others and how they can adjust their behavior to achieve better results. Many successful leaders keep a journal where they record their daily experiences, challenges, and lessons learned. This practice enables them to track their progress and identify patterns in their leadership style.
Communication skills form the backbone of effective leadership. A good leader must be able to articulate their vision clearly and inspire others to follow. This involves not only speaking well but also listening actively to team members’ concerns and ideas. Active listening means paying full attention to what others are saying, asking clarifying questions, and showing empathy. When team members feel heard and valued, they are more likely to be engaged and motivated. Leaders should also practice non-verbal communication, as body language, eye contact, and facial expressions can significantly impact how messages are received.
Another fundamental aspect of leadership development is learning to make decisions confidently. Leaders are often faced with difficult choices that require quick thinking and sound judgment. To improve decision-making skills, aspiring leaders should practice analyzing situations from multiple perspectives, considering both short-term and long-term consequences. It is also important to learn from past decisions – both successful ones and mistakes. Reflecting on outcomes helps leaders refine their decision-making process and build confidence in their abilities.
Emotional intelligence plays a vital role in leadership effectiveness. This concept refers to the ability to recognize, understand, and manage one’s own emotions while also being attuned to the emotions of others. Leaders with high emotional intelligence can navigate complex social situations, resolve conflicts, and build strong relationships with their team members. Developing emotional intelligence involves practicing self-regulation, which means staying calm under pressure and not letting emotions cloud judgment. It also requires developing social skills such as conflict resolution, negotiation, and collaboration.
Delegation is another critical skill that leaders must master. Many new leaders struggle with this because they feel they need to control every aspect of their projects. However, effective leaders understand that they cannot do everything themselves and must trust their team members to handle important tasks. Learning to delegate involves identifying the right person for each task, providing clear instructions, and giving team members the autonomy to complete their work. This not only reduces the leader’s workload but also helps develop the skills of team members, creating a stronger overall team.
Continuous learning is essential for leadership development. The best leaders are always seeking new knowledge and experiences that can enhance their abilities. This can involve reading books on leadership, attending workshops and seminars, seeking mentorship from experienced leaders, or taking on new challenges that push them outside their comfort zone. Many organizations offer leadership training programs that provide structured learning opportunities. Online courses have also made leadership education more accessible, allowing people to learn at their own pace.
Finally, developing leadership skills requires practice and patience. Like any other skill, leadership improves with time and experience. Aspiring leaders should seek opportunities to lead, even in small ways, such as volunteering to lead a project at work or taking on a leadership role in a community organization. Each experience provides valuable lessons and helps build confidence. It is important to remember that setbacks are part of the learning process, and even experienced leaders face challenges. The key is to view these challenges as opportunities for growth rather than failures.
Phát triển kỹ năng lãnh đạo bắt đầu từ tự nhận thức và học hỏi liên tục trong môi trường làm việc
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C or D.
1. According to the passage, leadership skills are:
A. only possessed by people born with natural talent
B. impossible to learn without formal education
C. abilities that can be learned and improved over time
D. less important than technical skills in the workplace
2. The main purpose of keeping a leadership journal is to:
A. impress other people with your achievements
B. monitor your development and recognize patterns
C. record complaints about team members
D. prepare for job interviews
3. Active listening involves:
A. speaking louder than others
B. interrupting when you disagree
C. paying full attention and asking questions
D. only listening to senior managers
4. Leaders with high emotional intelligence are able to:
A. ignore their own emotions completely
B. avoid all conflicts in the workplace
C. make decisions without considering others
D. understand and manage emotions effectively
5. According to the passage, delegation is important because it:
A. allows leaders to avoid all responsibility
B. reduces workload and develops team members
C. proves that leaders are lazy
D. creates more problems than it solves
Questions 6-9: 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
6. Self-awareness is the first step in becoming an effective leader.
7. Non-verbal communication has no impact on leadership effectiveness.
8. New leaders often find it difficult to delegate tasks to others.
9. Leadership training programs are only available in large corporations.
Questions 10-13: Sentence Completion
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. Leaders should consider both short-term and long-term __ when making decisions.
11. Emotional intelligence includes the ability to stay calm under pressure, which is known as __.
12. Many organizations provide __ __ that offer structured learning opportunities for leaders.
13. Aspiring leaders should view challenges as __ __ __ rather than failures.
PASSAGE 2 – Leadership Development in the Digital Age
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The landscape of leadership has undergone a profound transformation in recent decades, driven primarily by technological advancement and the globalization of business operations. Today’s leaders face challenges that would have been unimaginable to their predecessors, requiring them to develop a unique blend of traditional leadership qualities and cutting-edge digital competencies. Understanding how to develop leadership skills in this new context has become a paramount concern for organizations worldwide, as they seek to cultivate leaders who can navigate the complexities of the modern business environment.
Digital literacy has emerged as a cornerstone of contemporary leadership development. Leaders must now be proficient in utilizing various technological platforms and tools that facilitate communication, collaboration, and decision-making. This extends beyond mere familiarity with social media or email; it encompasses understanding data analytics, artificial intelligence applications, and digital project management systems. A leader who cannot interpret data visualizations or leverage predictive analytics to inform strategic decisions will find themselves at a significant disadvantage in today’s data-driven business landscape. Organizations are increasingly investing in digital upskilling programs to ensure their leadership pipelines include individuals who can harness technology effectively.
The paradigm of leadership itself has shifted from a hierarchical, command-and-control model to one that emphasizes collaboration and empowerment. Modern leaders are expected to act as facilitators rather than dictators, creating environments where innovation flourishes and team members feel psychologically safe to take risks and voice dissenting opinions. This egalitarian approach requires developing strong interpersonal skills and the ability to manage diverse teams across geographical boundaries. Virtual leadership – managing teams who work remotely or in hybrid arrangements – has become particularly crucial since the global pandemic accelerated the shift toward flexible work arrangements.
Adaptability and resilience have become indispensable qualities for leaders in the digital age. The pace of change in technology and business practices means that leaders must be comfortable with ambiguity and able to pivot strategies quickly when circumstances demand it. This requires developing a growth mindset – the belief that abilities and intelligence can be developed through dedication and hard work. Leaders with a growth mindset view challenges as opportunities to learn rather than insurmountable obstacles. They encourage experimentation within their teams and create cultures where failure is seen as a valuable learning experience rather than something to be punished.
Cross-cultural competence has become increasingly important as organizations operate in global markets and employ diverse workforces. Leaders must understand and respect cultural differences in communication styles, work practices, and values. This involves developing cultural intelligence – the capability to function effectively across various cultural contexts. Leaders need to recognize that what constitutes effective leadership in one culture may not translate successfully to another. For instance, direct communication valued in some Western cultures might be perceived as rude or aggressive in certain Asian contexts where indirect communication is preferred. Developing this competence requires exposure to different cultures, willingness to learn, and suspension of ethnocentric judgments.
Ethical leadership has gained prominence as corporate scandals and concerns about social responsibility have intensified. Stakeholders now expect leaders to demonstrate integrity and make decisions that consider not only shareholder value but also broader societal impacts. This requires developing a strong moral compass and the courage to make principled decisions even when they may be unpopular or financially costly in the short term. Ethical leadership development involves grappling with complex moral dilemmas, understanding different ethical frameworks, and cultivating the resolve to act according to one’s values despite external pressures.
The concept of lifelong learning has become central to leadership development in the digital age. Given the rapid pace of change, the knowledge and skills that make a leader effective today may become obsolete in just a few years. Leaders must therefore commit to continuous learning and development throughout their careers. This involves not only formal education but also learning from experience, seeking feedback, and reflecting critically on one’s practices. Many forward-thinking organizations have implemented learning cultures where ongoing development is expected and supported at all levels. They provide access to learning resources, encourage knowledge sharing, and reward curiosity and intellectual growth.
Networking and relationship building have taken on new dimensions in the digital age. While face-to-face relationships remain important, leaders must also develop the ability to build authentic connections through digital channels. Social media platforms like LinkedIn have become essential tools for professional networking, thought leadership, and personal branding. Leaders who can effectively use these platforms to share insights, engage in conversations, and build communities around shared interests gain visibility and influence that can amplify their impact. However, this requires developing digital communication skills that differ from traditional in-person interactions.
Finally, well-being and work-life integration have become important considerations in leadership development. The always-on culture enabled by digital technology has made it increasingly difficult to maintain boundaries between work and personal life. Leaders must develop strategies for managing their own well-being while also modeling healthy behaviors for their teams. This includes understanding the importance of rest, exercise, and mental health, and creating organizational cultures that support sustainable work practices rather than glorifying overwork. Leaders who burn out cannot effectively support their teams or make sound decisions.
Lãnh đạo hiện đại phát triển kỹ năng trong môi trường số hóa và làm việc từ xa
Questions 14-26
Questions 14-18: Yes/No/Not Given
Do the following statements agree with the views of the writer in the passage?
Write:
- YES if the statement agrees with the views of the writer
- NO if the statement contradicts the views of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
14. Digital literacy is now considered a fundamental component of leadership capability.
15. The command-and-control leadership model is more effective than collaborative approaches.
16. Leaders with a growth mindset believe that abilities can be developed over time.
17. Direct communication is always more effective than indirect communication in business.
18. Organizations should provide financial incentives for employees who demonstrate continuous learning.
Questions 19-23: Matching Headings
The passage has nine paragraphs (including the introduction).
Choose the correct heading for paragraphs B-F from the list of headings below.
Write the correct number, i-x, next to Questions 19-23.
List of Headings:
i. The importance of technological skills in modern leadership
ii. How to handle employee complaints effectively
iii. The shift from authoritarian to collaborative leadership styles
iv. Traditional leadership methods that still work today
v. The necessity of flexibility and learning from failure
vi. Understanding and respecting different cultural backgrounds
vii. Making ethical decisions in business
viii. The role of physical fitness in leadership
ix. Why some leaders resist change
x. Managing personal health in demanding roles
19. Paragraph B __
20. Paragraph C __
21. Paragraph D __
22. Paragraph E __
23. Paragraph F __
Questions 24-26: Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
In the digital age, leadership development has changed significantly. Leaders now need to build relationships through digital channels and use platforms like 24. __ for professional networking and thought leadership. They must also address work-life integration challenges created by the 25. __ culture that makes it hard to separate work from personal time. Effective leaders need to manage their own 26. __ while setting positive examples for their teams.
PASSAGE 3 – Neurobiological Perspectives on Leadership Development
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
Recent advances in neuroscience have begun to illuminate the biological underpinnings of leadership behavior, offering unprecedented insights into how leadership skills can be more effectively developed. The application of neuroimaging techniques such as functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) has enabled researchers to observe neural activity associated with various leadership competencies, thereby bridging the gap between abstract leadership theories and concrete neurobiological mechanisms. This convergence of neuroscience and leadership studies has given rise to the field of neuroleadership, which posits that understanding the brain’s functioning can fundamentally enhance leadership development methodologies.
Neuroplasticity – the brain’s remarkable capacity to reorganize itself by forming new neural connections throughout life – provides the scientific foundation for the assertion that leadership skills are indeed malleable rather than fixed. Contrary to the deterministic view that leadership ability is genetically predetermined, research has demonstrated that deliberate practice and targeted interventions can induce structural changes in brain regions associated with executive functions, emotional regulation, and social cognition. For instance, studies have shown that meditation practices, which enhance self-awareness and emotional control – both critical leadership competencies – lead to increased cortical thickness in the prefrontal cortex and changes in the amygdala’s reactivity. These findings suggest that systematic training programs can literally reshape the neural architecture underlying leadership capabilities.
The social brain hypothesis offers a compelling framework for understanding why certain leadership skills are so crucial. This theory proposes that the human brain evolved primarily to navigate complex social environments, and that our cognitive capacities are optimized for managing interpersonal relationships and group dynamics. The discovery of mirror neurons – specialized brain cells that activate both when an individual performs an action and when they observe someone else performing the same action – has profound implications for understanding empathy and social learning, two cornerstone abilities for effective leadership. Leaders who can activate their team members’ mirror neuron systems through authentic and congruent behavior may be better able to inspire imitation and alignment with organizational goals. This suggests that leadership development should emphasize not merely intellectual understanding of leadership principles but embodied practice that allows for neurobiological integration.
Decision-making, a quintessential leadership function, has been extensively studied from a neurobiological perspective. Research has revealed that effective decision-making involves a delicate interplay between rational analysis, mediated primarily by the dorsolateral prefrontal cortex, and emotional processing, involving the ventromedial prefrontal cortex and limbic structures. The somatic marker hypothesis, proposed by neuroscientist Antonio Damasio, suggests that emotions play an indispensable role in guiding decisions by providing rapid valuations of potential outcomes based on past experiences. This challenges the traditional notion that emotions impede rational decision-making and instead suggests they are integral to it. Leadership development programs informed by this research emphasize training leaders to recognize and appropriately integrate emotional information rather than suppressing it, while also developing analytical capabilities through cognitive training and exposure to diverse decision-making scenarios.
The neurobiological basis of stress responses has particular relevance for leadership development. Under stress, the brain’s hypothalamic-pituitary-adrenal (HPA) axis is activated, releasing cortisol and other stress hormones that can impair higher-order cognitive functions such as working memory, cognitive flexibility, and strategic thinking – all essential for effective leadership. Chronic stress can lead to structural changes in the brain, including atrophy of the hippocampus and reduction in prefrontal cortex volume. Conversely, stress management techniques such as mindfulness meditation, physical exercise, and adequate sleep have been shown to mitigate these effects and enhance resilience. Leaders must therefore develop their capacity for stress regulation not merely as a matter of personal well-being but as a neurobiological imperative for maintaining cognitive performance under pressure.
Reward circuitry in the brain, particularly the mesolimbic dopamine system, plays a crucial role in motivation and reinforcement learning – processes central to how leaders inspire and guide their teams. Understanding how different leadership behaviors activate reward systems in followers’ brains can inform more effective motivational strategies. Research indicates that intrinsic rewards such as autonomy, mastery, and purpose activate reward circuits more sustainably than extrinsic rewards like financial bonuses, which produce more transient effects. This has important implications for leadership practices, suggesting that leaders should focus on creating conditions that satisfy these fundamental psychological needs rather than relying predominantly on material incentives. Leadership development should therefore include training in how to structure tasks, provide feedback, and design organizational systems that optimize intrinsic motivation.
The phenomenon of social contagion – the spread of emotions and behaviors through social networks – has a clear neurobiological basis involving hormonal and neural synchronization between individuals. Leaders’ emotional states can propagate through their teams via these mechanisms, affecting collective mood, motivation, and performance. Research on emotional contagion suggests that leaders’ emotions are particularly influential due to their hierarchical position and the attention they command. Positive emotional states in leaders can foster approach behaviors, creativity, and risk-taking in teams, while negative emotional states can induce withdrawal, rigidity, and defensive behaviors. This underscores the importance of emotional self-regulation in leaders and suggests that leadership development should incorporate training in recognizing and modulating one’s emotional state, particularly in high-stakes situations.
Cognitive biases – systematic patterns of deviation from rationality in judgment – have been extensively documented in behavioral economics and cognitive psychology, and recent research has begun to elucidate their neural substrates. Biases such as confirmation bias, overconfidence, and the sunk cost fallacy can significantly impair leadership decision-making. Understanding the neurobiological mechanisms underlying these biases can inform debiasing strategies in leadership development. For example, awareness that confirmation bias involves preferential activation of brain regions associated with reward when encountering congruent information can help leaders develop compensatory strategies such as actively seeking disconfirming evidence or implementing structured decision-making processes that counteract these innate tendencies.
The emerging field of epigenetics – which studies how environmental factors can influence gene expression without changing the underlying DNA sequence – adds another layer of complexity to understanding leadership development. Research suggests that experiences, particularly early in life, can lead to epigenetic modifications that influence stress reactivity, social behavior, and other traits relevant to leadership. While these findings are preliminary, they suggest that leadership development may need to consider not only current training interventions but also how earlier experiences have shaped individuals’ neurobiological predispositions. This holistic perspective emphasizes the importance of creating supportive developmental environments throughout individuals’ lives and may eventually lead to more personalized leadership development approaches based on individual neurobiological profiles.
Finally, advances in computational neuroscience and artificial intelligence are enabling the development of more sophisticated models of neural processes underlying leadership competencies. These models can potentially predict which training interventions are likely to be most effective for particular individuals based on their neural patterns, leading to precision leadership development. While this remains largely aspirational, the trajectory of research suggests that the integration of neuroscientific insights into leadership development will continue to deepen, offering increasingly evidence-based approaches to cultivating effective leaders. However, it is crucial to maintain ethical vigilance as these technologies develop, ensuring they are used to empower rather than manipulate or unfairly evaluate individuals.
Nghiên cứu khoa học thần kinh về phát triển năng lực lãnh đạo và hoạt động não bộ
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C or D.
27. According to the passage, neuroplasticity demonstrates that:
A. leadership ability is entirely determined by genetics
B. the brain cannot change after early childhood
C. leadership skills can be developed through practice and training
D. only certain people have the capacity to become leaders
28. The discovery of mirror neurons is significant for leadership because it helps explain:
A. why leaders need to be physically strong
B. how empathy and social learning occur
C. why some people cannot learn leadership skills
D. how leaders make financial decisions
29. The somatic marker hypothesis suggests that:
A. emotions interfere with all decision-making processes
B. leaders should ignore their emotions when making decisions
C. emotions provide valuable information for decision-making
D. rational analysis is unnecessary for leadership decisions
30. According to the passage, chronic stress can:
A. improve cognitive flexibility
B. enhance strategic thinking abilities
C. cause structural changes in the brain
D. increase hippocampus size
31. Research on reward circuitry indicates that:
A. financial bonuses are the most effective motivators
B. intrinsic rewards produce more sustainable motivation
C. extrinsic rewards always work better than intrinsic ones
D. leaders should avoid providing any rewards to employees
Questions 32-36: Matching Features
Match each research finding (32-36) with the correct implication for leadership development (A-H).
You may use any letter more than once.
Research Findings:
32. Meditation practices lead to changes in prefrontal cortex and amygdala
33. Leaders’ emotions propagate through teams via neural synchronization
34. Confirmation bias involves preferential activation of reward-related brain regions
35. Early life experiences can cause epigenetic modifications
36. Stress impairs working memory and cognitive flexibility
Implications for Leadership Development:
A. Leadership training should include stress management techniques
B. Leaders need to understand financial management
C. Development programs should emphasize emotional self-regulation
D. Training should incorporate mindfulness and self-awareness practices
E. Leaders should avoid all contact with their team members
F. Development should include strategies to counteract cognitive biases
G. Physical strength training is most important for leaders
H. Supportive developmental environments are important throughout life
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 imaging techniques have allowed researchers to observe brain activity related to leadership?
38. What is the name of the system in the brain that is activated under stress?
39. Which brain system is particularly important for motivation and reinforcement learning?
40. What field studies how environmental factors influence gene expression without changing DNA?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- C
- B
- C
- D
- B
- TRUE
- FALSE
- TRUE
- NOT GIVEN
- consequences
- self-regulation
- leadership training / training programs
- opportunities for growth
PASSAGE 2: Questions 14-26
- YES
- NO
- YES
- NO
- NOT GIVEN
- i
- iii
- v
- vi
- vii
- always-on
- well-being
PASSAGE 3: Questions 27-40
- C
- B
- C
- C
- B
- D
- C
- F
- H
- A
- neuroimaging techniques / fMRI and EEG
- hypothalamic-pituitary-adrenal (HPA) axis / HPA axis
- mesolimbic dopamine system / dopamine system
- epigenetics
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: leadership skills, born with
- Vị trí trong bài: Đoạn 1, câu đầu tiên
- Giải thích: Câu đầu tiên của bài rõ ràng nói “Leadership is not something people are simply born with – it is a set of skills that can be developed and refined over time.” Điều này được paraphrase trong đáp án C là “abilities that can be learned and improved over time.” Các đáp án khác đều mâu thuẫn với thông tin này.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: leadership journal, purpose
- Vị trí trong bài: Đoạn 2, câu cuối
- Giải thích: Bài viết nói “This practice enables them to track their progress and identify patterns in their leadership style.” Đáp án B paraphrase ý này thành “monitor your development and recognize patterns.”
Câu 6: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: self-awareness, first step
- Vị trí trong bài: Đoạn 2, câu đầu
- Giải thích: Câu văn “The first step in developing leadership skills is self-awareness” khớp hoàn toàn với statement trong câu hỏi.
Câu 7: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: non-verbal communication, no impact
- Vị trí trong bài: Đoạn 3, câu cuối
- Giải thích: Bài viết nói “body language, eye contact, and facial expressions can significantly impact how messages are received,” điều này mâu thuẫn với statement “has no impact.”
Câu 10: consequences
- Dạng câu hỏi: Sentence Completion
- Từ khóa: short-term and long-term, making decisions
- Vị trí trong bài: Đoạn 4, dòng 3-4
- Giải thích: Câu văn “considering both short-term and long-term consequences” khớp chính xác với cấu trúc câu hỏi.
Phát triển kỹ năng giao tiếp và lắng nghe tích cực trong lãnh đạo hiệu quả
Passage 2 – Giải Thích
Câu 14: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: digital literacy, fundamental component
- Vị trí trong bài: Đoạn 2, câu đầu
- Giải thích: Writer clearly states “Digital literacy has emerged as a cornerstone of contemporary leadership development.” “Cornerstone” là paraphrase của “fundamental component.”
Câu 15: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: command-and-control, more effective
- Vị trí trong bài: Đoạn 3, câu đầu
- Giải thích: Passage nói leadership đã chuyển từ “command-and-control model to one that emphasizes collaboration and empowerment,” ngụ ý collaborative approach hiện được ưu tiên hơn, mâu thuẫn với statement.
Câu 19: i
- Dạng câu hỏi: Matching Headings
- Đoạn văn: Paragraph B
- Giải thích: Đoạn B tập trung vào “Digital literacy” và “technological platforms,” “data analytics,” “artificial intelligence” – tất cả liên quan đến technological skills (heading i).
Câu 20: iii
- Dạng câu hỏi: Matching Headings
- Đoạn văn: Paragraph C
- Giải thích: Đoạn C nói về sự chuyển đổi “from a hierarchical, command-and-control model to one that emphasizes collaboration and empowerment” – khớp với heading iii về shift from authoritarian to collaborative styles.
Câu 24: LinkedIn
- Dạng câu hỏi: Summary Completion
- Từ khóa: platforms, professional networking
- Vị trí trong bài: Đoạn 8, dòng 2
- Giải thích: Bài viết explicitly mentions “Social media platforms like LinkedIn have become essential tools for professional networking.”
Passage 3 – Giải Thích
Câu 27: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: neuroplasticity demonstrates
- Vị trí trong bài: Đoạn 2, câu đầu
- Giải thích: Passage states neuroplasticity “provides the scientific foundation for the assertion that leadership skills are indeed malleable rather than fixed” và “research has demonstrated that deliberate practice and targeted interventions can induce structural changes.” Đáp án C paraphrase ý này.
Câu 28: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: mirror neurons, significant
- Vị trí trong bài: Đoạn 3, giữa đoạn
- Giải thích: Bài viết nói mirror neurons có “profound implications for understanding empathy and social learning, two cornerstone abilities for effective leadership.”
Câu 29: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: somatic marker hypothesis
- Vị trí trong bài: Đoạn 4, giữa đoạn
- Giải thích: Hypothesis “suggests that emotions play an indispensable role in guiding decisions by providing rapid valuations” – emotions provide valuable information, không phải impede decisions.
Câu 32: D
- Dạng câu hỏi: Matching Features
- Từ khóa: meditation, prefrontal cortex, amygdala
- Vị trí trong bài: Đoạn 2, giữa đoạn
- Giải thích: Bài viết nói meditation practices “enhance self-awareness and emotional control” và lead to brain changes. Implication D về mindfulness and self-awareness practices khớp với finding này.
Câu 37: neuroimaging techniques / fMRI and EEG
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: imaging techniques, observe brain activity
- Vị trí trong bài: Đoạn 1, câu thứ 2
- Giải thích: “The application of neuroimaging techniques such as functional magnetic resonance imaging (fMRI) and electroencephalography (EEG)” – có thể trả lời ngắn gọn là “neuroimaging techniques” hoặc cụ thể hơn “fMRI and EEG.”
Câu 40: epigenetics
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: environmental factors, gene expression, DNA
- Vị trí trong bài: Đoạn 9, câu đầu
- Giải thích: Definition rõ ràng: “epigenetics – which studies how environmental factors can influence gene expression without changing the underlying DNA sequence.”
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| develop | v | /dɪˈveləp/ | phát triển, rèn luyện | Leadership is a set of skills that can be developed over time | develop skills, develop abilities |
| self-awareness | n | /ˌself əˈweənəs/ | tự nhận thức | The first step is self-awareness | build self-awareness, lack self-awareness |
| articulate | v | /ɑːˈtɪkjuleɪt/ | diễn đạt rõ ràng | A leader must articulate their vision clearly | articulate ideas, articulate thoughts |
| active listening | n | /ˌæktɪv ˈlɪsənɪŋ/ | lắng nghe tích cực | Active listening means paying full attention | practice active listening |
| empathy | n | /ˈempəθi/ | sự đồng cảm | Showing empathy to team members | show empathy, feel empathy |
| delegate | v | /ˈdelɪɡeɪt/ | ủy quyền, phân công | Leaders must learn to delegate tasks | delegate responsibility, delegate authority |
| autonomy | n | /ɔːˈtɒnəmi/ | quyền tự chủ | Giving team members autonomy to complete work | grant autonomy, have autonomy |
| emotional intelligence | n | /ɪˌməʊʃənl ɪnˈtelɪdʒəns/ | trí tuệ cảm xúc | Emotional intelligence plays a vital role | develop emotional intelligence, high emotional intelligence |
| resolve conflicts | v phrase | /rɪˈzɒlv ˈkɒnflɪkts/ | giải quyết xung đột | Leaders can resolve conflicts effectively | resolve disputes, resolve issues |
| continuous learning | n | /kənˌtɪnjuəs ˈlɜːnɪŋ/ | học tập liên tục | Continuous learning is essential | commit to continuous learning |
| mentor | n/v | /ˈmentɔː(r)/ | người cố vấn / hướng dẫn | Seeking mentorship from experienced leaders | find a mentor, mentor someone |
| comfort zone | n | /ˈkʌmfət zəʊn/ | vùng an toàn | Push yourself outside your comfort zone | step out of comfort zone, leave comfort zone |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| profound transformation | n phrase | /prəˈfaʊnd ˌtrænsfəˈmeɪʃn/ | sự chuyển đổi sâu sắc | Leadership has undergone profound transformation | undergo transformation |
| digital literacy | n | /ˌdɪdʒɪtl ˈlɪtərəsi/ | kiến thức số | Digital literacy is a cornerstone | improve digital literacy, develop digital literacy |
| data analytics | n | /ˈdeɪtə ˌænəˈlɪtɪks/ | phân tích dữ liệu | Understanding data analytics is crucial | use data analytics, apply data analytics |
| harness | v | /ˈhɑːnɪs/ | khai thác, tận dụng | Harness technology effectively | harness power, harness potential |
| paradigm | n | /ˈpærədaɪm/ | mô hình, khuôn mẫu | The paradigm of leadership has shifted | shift paradigm, change paradigm |
| facilitator | n | /fəˈsɪlɪteɪtə(r)/ | người hỗ trợ, người tạo điều kiện | Leaders act as facilitators | work as facilitator |
| psychological safety | n | /ˌsaɪkəˈlɒdʒɪkl ˈseɪfti/ | an toàn tâm lý | Creating environments with psychological safety | establish psychological safety |
| adaptability | n | /əˌdæptəˈbɪləti/ | khả năng thích ứng | Adaptability has become indispensable | show adaptability, improve adaptability |
| growth mindset | n | /ɡrəʊθ ˈmaɪndset/ | tư duy phát triển | Developing a growth mindset | adopt growth mindset, have growth mindset |
| cross-cultural competence | n | /ˌkrɒs ˈkʌltʃərəl ˈkɒmpɪtəns/ | năng lực xuyên văn hóa | Cross-cultural competence is important | develop cross-cultural competence |
| ethical leadership | n | /ˈeθɪkl ˈliːdəʃɪp/ | lãnh đạo có đạo đức | Ethical leadership has gained prominence | practice ethical leadership |
| lifelong learning | n | /ˌlaɪflɒŋ ˈlɜːnɪŋ/ | học tập suốt đời | Commit to lifelong learning | embrace lifelong learning |
| thought leadership | n | /θɔːt ˈliːdəʃɪp/ | tư duy lãnh đạo | Use platforms for thought leadership | establish thought leadership |
| work-life integration | n | /wɜːk laɪf ˌɪntɪˈɡreɪʃn/ | cân bằng công việc-cuộc sống | Work-life integration is important | achieve work-life integration |
| burn out | v phrase | /bɜːn aʊt/ | kiệt sức | Leaders who burn out cannot lead effectively | prevent burnout, avoid burnout |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| neurobiological underpinnings | n phrase | /ˌnjʊərəʊbaɪəˈlɒdʒɪkl ˌʌndəˈpɪnɪŋz/ | nền tảng thần kinh sinh học | The biological underpinnings of leadership | explore underpinnings, understand underpinnings |
| neuroimaging | n | /ˌnjʊərəʊˈɪmɪdʒɪŋ/ | chụp ảnh thần kinh | Using neuroimaging techniques | neuroimaging technology |
| neuroplasticity | n | /ˌnjʊərəʊplæˈstɪsəti/ | tính dẻo thần kinh | Neuroplasticity provides scientific foundation | brain neuroplasticity |
| malleable | adj | /ˈmæliəbl/ | có thể thay đổi được | Leadership skills are malleable | highly malleable, relatively malleable |
| cortical thickness | n | /ˈkɔːtɪkl ˈθɪknəs/ | độ dày vỏ não | Increased cortical thickness in prefrontal cortex | measure cortical thickness |
| mirror neurons | n | /ˈmɪrə(r) ˈnjʊərɒnz/ | tế bào thần kinh gương | Discovery of mirror neurons | activate mirror neurons |
| embodied practice | n | /ɪmˈbɒdid ˈpræktɪs/ | thực hành hóa thân | Leadership development should emphasize embodied practice | engage in embodied practice |
| somatic marker | n | /səʊˈmætɪk ˈmɑːkə(r)/ | dấu hiệu cơ thể | The somatic marker hypothesis | somatic marker theory |
| limbic structures | n | /ˈlɪmbɪk ˈstrʌktʃəz/ | cấu trúc limbic | Involving limbic structures in brain | brain limbic structures |
| cognitive flexibility | n | /ˈkɒɡnətɪv ˌfleksəˈbɪləti/ | sự linh hoạt nhận thức | Stress impairs cognitive flexibility | improve cognitive flexibility |
| hippocampus | n | /ˌhɪpəˈkæmpəs/ | hồi hải mã | Atrophy of the hippocampus | damage to hippocampus |
| dopamine system | n | /ˈdəʊpəmiːn ˈsɪstəm/ | hệ thống dopamine | The mesolimbic dopamine system | activate dopamine system |
| intrinsic rewards | n | /ɪnˈtrɪnsɪk rɪˈwɔːdz/ | phần thưởng nội tại | Intrinsic rewards like autonomy and purpose | provide intrinsic rewards |
| emotional contagion | n | /ɪˈməʊʃənl kənˈteɪdʒən/ | lây lan cảm xúc | Research on emotional contagion | prevent emotional contagion |
| cognitive biases | n | /ˈkɒɡnətɪv ˈbaɪəsɪz/ | thiên kiến nhận thức | Understanding cognitive biases | overcome cognitive biases, reduce biases |
| confirmation bias | n | /ˌkɒnfəˈmeɪʃn ˈbaɪəs/ | thiên kiến xác nhận | Biases such as confirmation bias | avoid confirmation bias |
| epigenetics | n | /ˌepɪdʒəˈnetɪks/ | biểu sinh học | The field of epigenetics | study epigenetics, epigenetics research |
| gene expression | n | /dʒiːn ɪkˈspreʃn/ | biểu hiện gen | How experiences influence gene expression | regulate gene expression |
Ứng dụng thần kinh học và công nghệ trong đào tạo phát triển lãnh đạo
Kết Bài
Chủ đề “How to develop leadership skills” là một chủ đề quan trọng và thường xuyên xuất hiện trong IELTS Reading với nhiều góc độ khác nhau – từ cơ bản đến chuyên sâu, từ thực hành đến nghiên cứu khoa học. Qua bộ đề thi hoàn chỉnh này, bạn đã được trải nghiệm đầy đủ ba cấp độ khó với 40 câu hỏi đa dạng, giống như những gì bạn sẽ gặp trong kỳ thi IELTS thực tế.
Ba passages đã cung cấp cho bạn góc nhìn toàn diện về phát triển kỹ năng lãnh đạo: từ những kỹ năng nền tảng như tự nhận thức và giao tiếp (Passage 1), đến những thách thức của lãnh đạo trong kỷ nguyên số (Passage 2), và cuối cùng là những hiểu biết sâu sắc từ khoa học thần kinh (Passage 3). Mỗi passage không chỉ kiểm tra khả năng đọc hiểu mà còn giúp bạn mở rộng vốn từ vựng học thuật và hiểu biết về một chủ đề thực tế quan trọng.
Đáp án chi tiết với giải thích cụ thể đã giúp bạn hiểu rõ cách paraphrase, cách định vị thông tin và cách các câu hỏi IELTS được thiết kế. Hãy xem lại những câu bạn làm sai, phân tích lý do và áp dụng các chiến lược đã học vào những bài tập tiếp theo. Bảng từ vựng theo từng passage cũng là tài liệu quý giá để bạn ôn tập và sử dụng trong các kỹ năng khác của IELTS.
Hãy nhớ rằng, việc luyện tập đều đặn với các đề thi đầy đủ như thế này sẽ giúp bạn cải thiện đáng kể khả năng quản lý thời gian, độ chính xác và sự tự tin khi bước vào phòng thi. Chúc bạn học tập hiệu quả và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới!
