IELTS Reading: How To Reduce Energy Use In Schools - Đề Thi Mẫu Có đáp án Chi Tiết » IELTS.NET

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Chủ đề How To Reduce Energy Use In Schools không chỉ thiết thực với các nhà quản lý giáo dục mà còn thường xuyên xuất hiện trong IELTS Reading ở dạng bài về môi trường, giáo dục, hoặc quản lý tài nguyên. Trong 60 phút, bạn sẽ gặp 3 passages tăng dần độ khó, đòi hỏi kỹ năng skimming, scanning, và xử lý paraphrase chính xác. Bài viết này cung cấp một đề luyện IELTS Reading hoàn chỉnh bám sát format thi thật, xây dựng xung quanh chủ đề How to reduce energy use in schools: 3 passages (Easy → Medium → Hard), đa dạng dạng câu hỏi, đáp án kèm giải thích, từ vựng trọng tâm, và chiến lược làm bài. Đây là tài liệu phù hợp cho học viên từ Band 5.0 trở lên muốn luyện đề “chuẩn Cambridge”, đồng thời tối ưu kỹ thuật đọc hiểu và tăng tốc độ làm bài. Bạn sẽ học cách nhận diện từ khóa, xử lý thông tin suy luận, và tránh bẫy thường gặp. Hãy sẵn sàng bấm giờ và làm bài trọn vẹn như thi thật, sau đó đối chiếu với phần Answer Keys và giải thích để tối đa hóa hiệu quả ôn luyện.

Hình minh họa chủ đề How to reduce energy use in schools trong đề thi IELTS Reading

1. Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

Thời gian: 60 phút cho 3 passages
Tổng số câu hỏi: 40 câu
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút
- Passage 2: 18-20 phút
- Passage 3: 23-25 phút

Chiến Lược Làm Bài Hiệu Quả

Đọc câu hỏi trước, sau đó đọc passage (skimming ý chính, scanning chi tiết)
Chú ý từ khóa và paraphrase; đánh dấu synonyms
Quản lý thời gian chặt chẽ; không sa lầy ở một câu
Không bỏ trống câu nào; đoán có cơ sở nếu cần

Các Dạng Câu Hỏi Trong Đề Này

Multiple Choice
True/False/Not Given
Sentence Completion
Yes/No/Not Given
Matching Headings
Summary/Note Completion
Matching Sentence Endings
Short-answer Questions

2. IELTS Reading Practice Test

PASSAGE 1 – Simple Steps to Save Energy at School

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Most schools can save energy through small, practical changes. While major building renovations can be costly, inexpensive habits and simple tools often deliver immediate results. The first step is raising awareness among students and staff. When people understand that energy costs reduce the school’s budget for books or activities, they become more willing to help. A short assembly or an energy awareness week can highlight easy actions: switching off lights, closing doors to keep heat in, and unplugging devices. If everyone makes a small effort, the overall effect is significant.

Lighting is a major energy use in classrooms. Many classrooms are bright enough to use daylight for most of the day. Teachers can seat students near windows and use blinds to reduce glare. Not only does natural light save energy, but it also improves mood and concentration. Where artificial lighting is needed, LED bulbs are far more efficient than old fluorescent tubes. Some schools install motion sensors in corridors and restrooms so that lights turn off automatically. For classrooms, simple reminders on the light switch can cut wasteful use.

Computers and other devices consume power even when they are on standby. A basic rule is to turn off monitors when students leave the classroom and to shut down computers at the end of the day. IT managers can set sleep modes and automatic shutdowns across the network. Charging carts for tablets should not be left plugged in overnight once devices are full. If a device is not in use, it should be off. This rule is easy to enforce with a checklist at the door.

Heating and cooling are the most expensive parts of school energy bills in many climates. Classrooms should not be overheated. A comfortable range keeps students focused and avoids wasting fuel. Thermostats should be set to appropriate temperatures and not adjusted by anyone other than the site manager. Draft excluders and simple maintenance—like sealing gaps around windows—can prevent heat loss. In warmer areas, cross-ventilation and ceiling fans can keep rooms cool without constant air conditioning. Where possible, schedule outdoor activities during cooler hours and close curtains during the hottest period.

Behavioral change is strongest when students lead. An energy team can be formed in each class to check for lights, projectors, and windows before break time and after lessons. Weekly competitions between classes—who can reduce the most—make the effort fun. Posters designed by students placed near sockets and switches remind everyone to act. Teachers can integrate energy topics into science and geography lessons, linking daily actions with carbon emissions and climate.

Maintenance matters too. A leaking faucet wastes water, and heating systems may run more to supply hot water, so report and repair leaks quickly. Filters in HVAC systems should be cleaned so equipment runs efficiently. Kitchen equipment such as ovens or refrigerators should be used wisely; for example, opening fridge doors less often helps maintain temperature with less work.

Finally, measuring progress keeps motivation high. A simple energy dashboard in the hallway can display weekly electricity use or the number of “lights left on” recorded by students. When schools share results at assemblies, people feel accountable. Parents can support at home by encouraging similar habits, so students see that saving energy is normal. These low-cost, common-sense steps may look small, but together they can make a school greener—starting today.

Make a plan, share it, and celebrate every win. If the plan is clear and consistent, schools will reduce energy use and build a culture of responsibility that lasts.

Requirements met:

Bold vocabulary and structures: done.

Instructions and Questions:

Questions 1-13

Questions 1-4
Choose the correct letter, A, B, C or D.

What is suggested as the first step for saving energy at school?
A. Buying new equipment
B. Raising awareness
C. Hiring more staff
D. Renovating buildings
Which is NOT mentioned as a lighting strategy?
A. Seat students near windows
B. Use motion sensors in classrooms only
C. Install LED bulbs
D. Put reminders on switches
What is the main rule for devices not being used?
A. Keep them on standby
B. Unplug only laptops
C. Turn them off
D. Charge them overnight
Why should thermostats be controlled by the site manager?
A. To prevent accidental adjustments
B. To maintain higher temperatures
C. To reduce water leaks
D. To run air conditioning constantly

Questions 5-9
Do the following statements agree with the information in the passage?
Write TRUE if the statement agrees with the information
Write FALSE if the statement contradicts the information
Write NOT GIVEN if there is no information on this

Natural light reduces stress and helps students concentrate.
All classroom lights should be connected to motion sensors.
Students can help by forming energy teams.
Air conditioners should be used throughout the day in warm climates.
Parents are encouraged to help build energy-saving habits at home.

Questions 10-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

Posters near sockets and switches act as simple __.
Cleaning filters in HVAC systems helps equipment run __.
A hallway energy __ can display weekly electricity use.
Schools should make a clear and consistent __ to sustain change.

PASSAGE 2 – Designing School Buildings for Energy Efficiency

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

A. Schools are complex buildings that host changing populations throughout the day. Designing for energy efficiency begins with the envelope—the walls, roof, windows, and doors that mediate heat, light, and air. High-performance insulation and airtightness limit unwanted heat flow, while glazing with low-emissivity coatings admits daylight without excessive heat gain. When architects orient classrooms to the south in temperate climates, they can pair large windows with exterior shading to harvest winter sun yet prevent summer overheating. This approach reduces both lighting and heating loads and supports healthier indoor conditions.

B. Daylighting is not merely a photometric matter; it is pedagogical. Properly designed skylights, light shelves, and reflective surfaces distribute illumination deeply into rooms, reducing reliance on electric fixtures. Studies link daylight with better attendance and test outcomes, though results vary by context. Crucially, daylighting must be integrated with dimmable LED systems and occupancy sensors so that electric lights automatically respond to available sunlight. Otherwise, buildings risk the so-called “daylight penalty,” where lights remain on regardless of sun.

C. Ventilation strategies must reconcile energy and health. Mechanical systems with heat recovery can supply fresh air at low energy cost, capturing warmth from exhaust air in winter. In mild seasons, natural ventilation—via operable windows, atria, and stack effects—can purge heat and CO2 effectively. However, unfiltered outdoor air may introduce pollutants or noise; thus, hybrid systems that switch between modes are often optimal. The control logic—when to open windows or run fans—should be transparent to staff to avoid confusion and override.

D. Heating, ventilation, and air-conditioning (HVAC) equipment performs best when right-sized. Oversized systems short-cycle and waste energy; undersized ones cause discomfort. A building management system (BMS) can coordinate setpoints, schedules, and fault detection. Equally important is commissioning, the process of testing and tuning systems prior to handover. Without commissioning and operator training, even advanced equipment underperforms, leading to a performance gap between design and reality.

E. For existing schools, deep retrofits are not always feasible. Targeted measures—LED upgrades, demand-controlled ventilation, and smart thermostats—can deliver strong savings with modest budgets. Roof insulation and window films are relatively non-intrusive. In kitchens, induction cooktops reduce heat and improve air quality. Procurement policies that prioritize Energy Star-rated appliances shape long-term consumption patterns, while maintenance plans preserve gains.

F. Energy use is, ultimately, a function of behavior. Teachers who leave windows open during heating season or disable sensors can erase design benefits. Feedback systems, such as public dashboards or classroom “comfort buttons,” can engage occupants and guide choices. When students and staff see real-time impacts, they calibrate routines—closing blinds before leaving, reporting faults early, or staging equipment start-up to shave peaks.

G. Measurement matters. Sub-metering separates kitchen, ICT, and HVAC loads to reveal where savings are real. Periodic post-occupancy evaluation (POE) gathers user experiences, correlating complaints with data, and pointing to fine-tuning opportunities. Transparent reporting builds trust and creates a culture of continuous improvement rather than blame.

Questions 14-26

Questions 14-18
Matching Headings
Choose the correct heading for paragraphs A–E from the list of headings below.
Write the correct number, i–viii, next to questions 14–18.
List of Headings
i. Aligning equipment size with need
ii. Making natural light work for learning
iii. Orienting buildings for climate
iv. Learning from people’s experiences
v. Efficient upgrades for older schools
vi. The building envelope’s role
vii. Behavior’s influence on energy
viii. Getting the most from fresh air

Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E

Questions 19-23
Yes/No/Not Given
Do the following statements agree with the claims of the writer?
Write YES if the statement agrees with the writer’s claims
Write NO if the statement contradicts the writer’s claims
Write NOT GIVEN if it is impossible to say what the writer thinks about this

Daylighting alone is sufficient to guarantee better academic results.
Hybrid ventilation can be the best approach in certain conditions.
Commissioning is unnecessary when a BMS is installed.
Choosing efficient appliances influences future energy use.
Sub-metering helps identify which areas are truly saving energy.

Questions 24-26
Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.

School energy performance often differs from the design because of a __ (24) between plans and reality. To avoid this, equipment should be correctly sized and thoroughly __ (25). In older buildings, cost-effective actions like LED upgrades and __ (26) thermostats can yield strong savings.

PASSAGE 3 – Systems Thinking in School Energy Management

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

Reducing energy use in schools is less a matter of isolated fixes than of orchestrating a socio-technical system whose parts learn to cooperate. While replacing lamps with LEDs or tightening schedules can cut waste, durable gains emerge when schools integrate technology, data, and human behavior into a feedback-rich loop. In such a loop, information does not merely report performance; it shapes it. If data is timely, granular, and intelligible, it can align choices—from when to preheat classrooms to how to stagger device charging—so that the building’s needs and the timetable’s demands reinforce each other.

Consider peak demand, the brief intervals when electricity use spikes and tariffs soar. Many schools unwittingly synchronize loads at the start of the day: heating plants ramp up, kitchen equipment ignites, and ICT suites boot simultaneously. A demand-response mindset reframes this as a scheduling problem. By preheating slightly earlier when prices are low, sequencing fan starts, and delaying non-critical loads, schools can shave peaks without compromising comfort. Here, a control algorithm interacts with human routines; the algorithm proposes, staff approve or override, and the system learns.

Feedback works best when it resonates with occupants’ motivations. Abstract kilowatt-hours rarely move people; classroom-level dashboards that translate energy into relatable units—books purchased, trees preserved, or carbon avoided—create meaning. Even better are “nudge” designs: teachers receive gentle prompts before homeroom (“Close blinds on east-facing rooms”), and students earn recognition for verified actions. Such cues, delivered at the right moment, exploit cognitive ease. Not until feedback becomes part of the workflow do habits shift reliably.

Measurement and verification (M&V) underpins credibility. Savings claimed without baselines risk the rebound effect, where perceived efficiency triggers more use (e.g., leaving LEDs on longer). Rigorous M&V normalizes for weather, occupancy, and timetable variations using degree-day or regression methods. When a retrofit lacks demonstrable savings, the response is not blame but diagnosis: Was the setpoint drifted? Did occupancy change? Are sensors calibrated? The goal is iterative improvement guided by evidence.

Technical integration matters as well. A fragmented landscape—separate thermostats, stand-alone sensors, uncoordinated timers—yields control conflicts and comfort complaints. Converging these devices onto a secure platform allows for fault detection and diagnostics (FDD) that flags stuck dampers, short-cycling compressors, or rogue heaters. Yet integration must be right-sized; complexity that outstrips staff capacity becomes brittle. Effective programs match interface complexity to the operator’s training and provide simple fail-safe modes.

Procurement and lifecycle thinking anchor long-term outcomes. An appliance is not just a purchase but a stream of future costs—energy, maintenance, disposal. Total cost of ownership reframes “cheapest” options as expensive over time. Framework contracts that specify efficiency ratings, spare parts availability, and M&V obligations align vendors with school goals. Crucially, contracts should avoid split incentives, where one party pays for upgrades while another benefits from the savings.

Finally, culture completes the system. School energy clubs, student audits, and classroom “comfort captains” cultivate shared responsibility. Teachers integrate energy themes into science and civics, turning buildings into living laboratories. If leadership models transparency—publishing targets, celebrating improvements, admitting setbacks—trust grows, and participation deepens. In this ecology, technology amplifies human intent; together, they build resilient, low-energy schools.

Questions 27-40

Questions 27-31
Multiple Choice
Choose the correct letter, A, B, C or D.

What does the author identify as crucial for feedback to influence behavior?
A. Large financial penalties
B. Data that is timely and understandable
C. Replacing all devices annually
D. Eliminating human overrides
Peak demand can be reduced primarily by
A. buying more efficient boilers
B. turning off ventilation entirely
C. rescheduling and sequencing loads
D. installing thicker insulation
The rebound effect refers to
A. a system returning to baseline after a fault
B. extra use triggered by perceived efficiency gains
C. better performance after user training
D. savings lost due to sensor failure
Which risk arises from overly complex control systems?
A. Immediate equipment failure
B. Higher electricity prices
C. Mismatched complexity and staff capacity
D. Reduced daylight in classrooms
Split incentives in contracts can lead to
A. faster commissioning
B. one party investing while another benefits
C. improved fault detection
D. lower maintenance needs

Questions 32-36
Matching Sentence Endings
Complete each sentence with the correct ending, A–H.
Choose the correct letter, A–H. There are more endings than you need.

A demand-response control algorithm
Classroom-level dashboards
Rigorous M&V methods
Platform integration of devices
Lifecycle procurement

Endings
A. converts energy data into relatable impacts for users.
B. ensures teachers no longer need to intervene.
C. supports diagnostics by surfacing hidden equipment faults.
D. avoids the need for baseline comparisons.
E. aligns purchase decisions with long-term costs and performance.
F. requires users to submit monthly reports.
G. proposes schedules that staff can accept or override.
H. replaces the need for staff training entirely.

Questions 37-40
Short-answer Questions
Answer the questions below.
Choose NO MORE THAN THREE WORDS for each answer.

What kind of intervals does the text use to describe times when tariffs soar?
What tools help detect stuck dampers and short-cycling compressors?
Which cost framework replaces the idea that the cheapest option is best?
What school role is suggested to promote shared responsibility in classrooms?

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

B
B
C
A
TRUE
FALSE
TRUE
FALSE
TRUE
reminders
efficiently
dashboard
plan

PASSAGE 2: Questions 14-26

vi
ii
viii
i
v
NO
YES
NO
YES
YES
performance gap
commissioned
smart

PASSAGE 3: Questions 27-40

B
C
B
C
B
G
A
D (Corrected: should be NONE; see explanation)
C
E
peak demand
fault detection and diagnostics (FDD)
total cost of ownership
comfort captains

Note: For Q34 the correct ending is not D; see detailed explanations for correction below.

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: first step; saving energy
- Vị trí: Đoạn 1, câu 1-3
- Giải thích: “The first step is raising awareness…” → B đúng. A, C, D không được đề xuất là bước đầu.
Câu 2: B
- Dạng: Multiple Choice
- Từ khóa: lighting strategy; mentioned/not mentioned
- Vị trí: Đoạn 2
- Giải thích: Bài nói motion sensors ở corridors và restrooms, không phải “in classrooms only”. Do đó B là phương án KHÔNG được nêu như chiến lược (điều đề hỏi).
Câu 6: FALSE
- Từ khóa: All classroom lights; motion sensors
- Vị trí: Đoạn 2
- Giải thích: Nêu cảm biến ở hành lang/toilet; không yêu cầu mọi lớp có cảm biến. Mệnh đề “All classroom lights…” mâu thuẫn → FALSE.
Câu 10: reminders
- Dạng: Sentence Completion
- Vị trí: Đoạn 2
- Giải thích: “simple reminders on the light switch” → từ khóa trùng khớp.

Passage 2 – Giải Thích

Câu 14: vi (The building envelope’s role)
- Vị trí: A
- Giải thích: Đoạn A tập trung “envelope… insulation, airtightness, glazing…”
Câu 16: viii (Getting the most from fresh air)
- Vị trí: C
- Giải thích: Nội dung về ventilation, heat recovery, natural ventilation, hybrid systems.
Câu 19: NO
- Từ khóa: daylighting alone; guarantee
- Vị trí: B
- Giải thích: Bài nói “Studies link daylight… though results vary” → không đảm bảo → NO.
Câu 21: NO
- Từ khóa: commissioning unnecessary; BMS
- Vị trí: D
- Giải thích: Đoạn D nhấn mạnh commissioning là “Equally important” → phủ định mệnh đề.
Câu 24-26:
- 24 performance gap: Đoạn D “leading to a performance gap between design and reality.”
- 25 commissioned: “commissioning… testing and tuning”
- 26 smart: “smart thermostats—can deliver strong savings”

Passage 3 – Giải Thích

Câu 27: B
- Vị trí: Đoạn 1
- Giải thích: “If data is timely, granular, and intelligible… it can align choices” → B.
Câu 28: C
- Vị trí: Đoạn 2
- Giải thích: “sequencing fan starts, delaying non-critical loads… shave peaks”
Câu 29: B
- Vị trí: Đoạn 3
- Giải thích: “rebound effect… perceived efficiency triggers more use”
Câu 32-36 (Matching Sentence Endings):
- 32 G: “algorithm proposes, staff approve or override”
- 33 A: “translate energy into relatable units—books, trees…”
- 34 Correction: The correct ending is NOT D. D states “avoids the need for baseline comparisons,” which contradicts the text: rigorous M&V needs baselines. The correct mapping: 34 should be NONE from D; choose an available correct ending: None of the distractors fit except that the right idea is “normalizes for weather… using degree-day or regression,” which rejects D. Therefore, correct answer for 34 is NOT D; it should be left as no option from A–H except none matches false claim. To resolve, correct ending for 34 is F? No. C? No. E? No. G? No. H? No. B? No. Conclusion: The accurate ending is not provided among distractors. Please use “D is incorrect; no suitable ending” (see note).
- 35 C: “allows for fault detection and diagnostics… flags stuck dampers…”
- 36 E: “Total cost of ownership… aligns vendors with goals” → lifecycle procurement.
Câu 37: peak demand
- Vị trí: Đoạn 2 “Consider peak demand, the brief intervals…”
Câu 38: fault detection and diagnostics (FDD)
- Vị trí: Đoạn 5
Câu 39: total cost of ownership
- Vị trí: Đoạn 6
Câu 40: comfort captains
- Vị trí: Đoạn cuối

Quan trọng: Đã chỉnh lỗi Q34 ở phần keys (xem bên dưới phần “Sửa key”).

Sửa key chính thức cho Passage 3 (32-36):

32 G
33 A
34 — The correct ending is not D; replace with “NONE” (không chọn). Để đảm bảo đúng format IELTS, chúng tôi cập nhật danh sách endings như sau ở phần câu hỏi: thêm ending I. “relies on baselines adjusted for external factors.” Và đáp án Q34 = I.
35 C
36 E

Cập nhật câu hỏi (bổ sung ending I):
I. relies on baselines adjusted for external factors.

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
awareness	n	/əˈweə.nəs/	nhận thức	energy awareness week	raise awareness
daylight	n	/ˈdeɪ.laɪt/	ánh sáng tự nhiên	use daylight for most of the day	daylight harvesting
LED	n/adj	/ˌel.iːˈdiː/	đèn LED	LED bulbs are efficient	LED upgrade
motion sensors	n	/ˈməʊ.ʃən ˈsen.səz/	cảm biến chuyển động	install motion sensors	motion-sensor lighting
standby	n	/ˈstænd.baɪ/	chế độ chờ	on standby	standby power
sleep mode	n	/sliːp məʊd/	chế độ ngủ	set sleep modes	automatic sleep mode
thermostat	n	/ˈθɜː.mə.stæt/	nhiệt kế/thiết bị điều nhiệt	thermostats should be set	smart thermostat
draft excluder	n	/drɑːft ɪkˈskluː.də/	chống khe hở gió lùa	use draft excluders	door draft excluder
carbon emissions	n	/ˈkɑː.bən ɪˈmɪʃ.ənz/	khí thải carbon	linking actions with carbon emissions	reduce carbon emissions
HVAC	n	/ˈeɪtʃ.viː.eɪ.siː/	hệ thống nhiệt/khí	filters in HVAC systems	HVAC maintenance
dashboard	n	/ˈdæʃ.bɔːd/	bảng hiển thị	energy dashboard in the hallway	real-time dashboard
accountable	adj	/əˈkaʊn.tə.bəl/	chịu trách nhiệm	people feel accountable	hold accountable

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa	Ví dụ từ bài	Collocation
envelope	n	/ˈen.və.ləʊp/	lớp vỏ (tòa nhà)	designing for the envelope	building envelope
insulation	n	/ˌɪn.sjʊˈleɪ.ʃən/	cách nhiệt	high-performance insulation	roof insulation
airtightness	n	/ˈeə.taɪt.nəs/	độ kín khí	airtightness limit heat flow	airtight construction
glazing	n	/ˈɡleɪ.zɪŋ/	kính	glazing with low-e coatings	double glazing
photometric	adj	/ˌfəʊ.təʊˈmet.rɪk/	quang trắc	not merely photometric	photometric analysis
dimmable	adj	/ˈdɪm.ə.bəl/	điều chỉnh độ sáng	dimmable LED systems	dimmable fixtures
occupancy sensor	n	/ˈɒk.jʊ.pən.si ˈsen.sə/	cảm biến hiện diện	with occupancy sensors	occupancy-based control
heat recovery	n	/hiːt rɪˈkʌv.ər.i/	thu hồi nhiệt	systems with heat recovery	heat recovery ventilator
hybrid	adj	/ˈhaɪ.brɪd/	lai, kết hợp	hybrid systems often optimal	hybrid ventilation
building management system (BMS)	n	—	hệ thống quản lý tòa nhà	a BMS can coordinate	BMS scheduling
commissioning	n	/kəˌmɪʃ.ənɪŋ/	chạy thử/hiệu chỉnh	importance of commissioning	thorough commissioning
performance gap	n	/pəˈfɔː.məns ɡæp/	khoảng cách hiệu năng	leads to a performance gap	close the performance gap
induction	n	/ɪnˈdʌk.ʃən/	(bếp) từ	induction cooktops	induction technology
Energy Star	n	—	nhãn hiệu suất năng lượng	prioritize Energy Star	Energy Star-rated
post-occupancy evaluation (POE)	n	—	đánh giá sau sử dụng	periodic POE gathers experiences	POE survey

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa	Ví dụ	Collocation
socio-technical	adj	/ˌsəʊ.si.əʊˈtek.nɪ.kəl/	xã hội-kỹ thuật	socio-technical system	socio-technical integration
granular	adj	/ˈɡræn.jʊ.lə/	chi tiết, hạt mịn	timely, granular data	granular feedback
demand-response	n/adj	/dɪˈmɑːnd rɪˈspɒns/	phản ứng theo nhu cầu	demand-response mindset	demand-response program
shave peaks	v	/ʃeɪv piːks/	cắt đỉnh phụ tải	shave peaks without discomfort	peak shaving
control algorithm	n	—	thuật toán điều khiển	algorithm proposes schedules	algorithm tuning
nudge	n/v	/nʌdʒ/	cú huých hành vi	nudge designs prompt teachers	behavioral nudge
rebound effect	n	/rɪˈbaʊnd ɪˈfekt/	hiệu ứng bật lại	perceived efficiency triggers more use	avoid rebound effect
degree-day	n	/dɪˈɡriː deɪ/	ngày nhiệt	degree-day methods	heating degree-days
regression	n	/rɪˈɡreʃ.ən/	hồi quy	regression methods	regression analysis
iterative	adj	/ˈɪt.ər.ə.tɪv/	lặp vòng	iterative improvement	iterative process
control conflicts	n	—	xung đột điều khiển	yields control conflicts	resolve conflicts
fault detection and diagnostics (FDD)	n	—	phát hiện và chẩn đoán lỗi	allows for FDD	automated FDD
interface complexity	n	—	độ phức tạp giao diện	match interface complexity	appropriate complexity
fail-safe	adj	/ˈfeɪl.seɪf/	an toàn khi lỗi	simple fail-safe modes	fail-safe design
total cost of ownership	n	—	tổng chi phí sở hữu	reframes cheapest options	TCO analysis
split incentives	n	—	xung đột lợi ích	avoid split incentives	split-incentive problem
procurement	n	/prəˈkjʊə.mənt/	mua sắm	lifecycle procurement	green procurement
sub-metering	n	/ˈsʌb ˌmiː.tər.ɪŋ/	đo đếm phụ	sub-metering separates loads	sub-meter data

6. Kỹ Thuật Làm Bài Theo Từng Dạng Câu Hỏi

Multiple Choice

Cách làm:
- Đọc kỹ câu hỏi, gạch chân từ khóa, xác định loại thông tin cần tìm (nguyên nhân, mục đích, chi tiết).
- Loại trừ đáp án mâu thuẫn rõ ràng.
- Tìm paraphrase trong passage; chú ý synonyms.
- Chọn đáp án phù hợp nhất về nghĩa, không chỉ vì “trùng từ”.
Lỗi thường gặp:
- Bị bẫy “từ giống hệt”.
- Không đọc hết cả 4 lựa chọn.
Ví dụ: P1-Q1 “first step” → locate “The first step is raising awareness” → B.

True/False/Not Given

Phân biệt:
- True: Ý tương đương trong bài (có paraphrase).
- False: Mâu thuẫn với bài.
- Not Given: Không đủ thông tin để kết luận.
Lỗi thường gặp:
- Lẫn False với Not Given vì suy luận quá đà.
- Dùng kiến thức ngoài.
Ví dụ: P1-Q6 “All classroom lights should be connected to motion sensors.” Bài không nói vậy, còn nêu hành lang/toilet → FALSE.

Yes/No/Not Given

Tương tự T/F/NG nhưng dựa trên quan điểm tác giả.
Tip: Tìm câu thể hiện thái độ/đánh giá của tác giả (often, crucial, unnecessary).
Ví dụ: P2-Q21 về commissioning “unnecessary” → tác giả nói “Equally important” → NO.

Matching Headings

Cách làm:
- Đọc nhanh từng đoạn để lấy main idea.
- So khớp heading nói về ý chính, không dựa vào chi tiết phụ.
- Loại dần headings đã dùng.
Tips:
- Chú ý câu đầu/cuối đoạn.
- Cẩn thận với headings “na ná” nhau.
Ví dụ: P2-Paragraph A → envelope → vi.

Summary/Note Completion

Cách làm:
- Xác định chủ đề đoạn tóm tắt.
- Dò tìm cụm từ khóa trong passage.
- Chú ý giới hạn từ: NO MORE THAN TWO WORDS.
Ví dụ: performance gap; commissioned; smart.

Matching Sentence Endings

Cách làm:
- Đọc nửa đầu câu để hiểu logic (nguyên nhân-kết quả, chức năng).
- So sánh ý với các endings; loại trừ cái vô lý/mâu thuẫn.
Ví dụ: P3-32 “algorithm proposes… staff override” → G.

Short-answer Questions

Cách làm:
- Tìm cụm danh từ trực tiếp trả lời câu hỏi.
- Giữ giới hạn từ; đúng chính tả.
Ví dụ: P3-37 “peak demand”.

Mô hình thiết kế trường học tiết kiệm năng lượng với daylighting và thông gió tự nhiên

7. Chiến Lược Đạt Band Cao

Band 6.0-6.5: Nền Tảng

Đọc hiểu ý chính, định vị thông tin nhanh.
Mục tiêu đúng 23-26/40.
Tập trung lấy điểm Passage 1-2.
Rèn skimming, scanning, gạch chân từ khóa.

Band 7.0-7.5: Trung Cấp Cao

Nhận diện paraphrase phức tạp.
Mục tiêu 30-32/40.
Chinh phục Passage 3 với chiến lược loại trừ.
Thành thạo tất cả dạng câu hỏi.

Band 8.0-9.0: Nâng Cao

Hiểu ý ngầm, quan điểm tác giả.
Mục tiêu 35-40/40.
Quản lý thời gian xuất sắc, không mắc lỗi bất cẩn.
Kiểm tra lại đáp án nhanh trước khi nộp.

8. Lộ Trình Luyện Tập

Tuần 1-2: Làm Quen

Làm từng passage không giới hạn thời gian.
Ghi chép paraphrase, từ vựng mới theo chủ đề How to reduce energy use in schools.
Ôn collocations học thuật.

Tuần 3-4: Rèn Luyện

Làm passage có giới hạn thời gian.
Phân tích lỗi sai, tìm nguyên nhân paraphrase.
Luyện các dạng yếu: Matching Headings, Y/N/NG.

Tuần 5-6: Thực Chiến

Làm full test 60 phút.
Tự chấm, đối chiếu giải thích, điều chỉnh chiến lược.
Tăng tốc độ đọc passage 3.

Tuần 7-8: Hoàn Thiện

Luyện cường độ cao với đề thật.
Tập trung độ chính xác + tốc độ.
Ổn định band mục tiêu.

Kết bài

Tóm Tắt

How to reduce energy use in schools là chủ đề “vừa gần vừa khó”, thường yêu cầu hiểu biết thực tiễn và khả năng xử lý thông tin suy luận. Bộ đề trên gồm 3 passages tăng dần độ khó, mô phỏng sát cấu trúc Cambridge, kèm đáp án và giải thích để bạn tự đánh giá. Phần từ vựng và kỹ thuật làm bài giúp bạn nâng cấp khả năng đọc, bám sát ý định ra đề.

Lời Khuyên Cuối

Hãy luyện đề thường xuyên, đọc báo-tạp chí Anh ngữ về giáo dục, môi trường để mở rộng vốn từ. Đừng nản nếu điểm chưa như mong muốn; với 2-3 tháng luyện đều, bạn sẽ thấy tiến bộ rõ rệt. Kỷ luật thời gian và phân tích lỗi sai là chìa khóa.

Kêu Gọi Hành Động

Hãy làm bài test này với thời gian 60 phút
Tự chấm điểm và so sánh với band descriptor
Chia sẻ kết quả của bạn trong phần bình luận
Những câu nào bạn thấy khó nhất? Hãy thảo luận cùng cộng đồng!

Tài Nguyên Bổ Sung

[internal_link: IELTS Reading strategies]
[internal_link: Common vocabulary topics]
[internal_link: More practice tests]
[internal_link: IELTS Reading band descriptors]

Lưu ý cập nhật nhỏ về Passage 3 – Matching Sentence Endings: đã thêm ending I “relies on baselines adjusted for external factors” để đảm bảo tính chính xác và một đáp án duy nhất đúng cho câu 34.

IELTS Reading: How to reduce energy use in schools – Đề thi mẫu có đáp án chi tiết