Mở bài
Chủ đề “How Traditional Games Enhance Student Problem-solving Skills” (Trò chơi truyền thống nâng cao kỹ năng giải quyết vấn đề của học sinh) là một đề tài thú vị và thường xuyên xuất hiện trong IELTS Reading, đặc biệt ở các passage liên quan đến giáo dục, tâm lý học phát triển, và văn hóa xã hội. Đây là chủ đề đa chiều, kết hợp giữa nghiên cứu khoa học và ứng dụng thực tiễn trong giáo dục.
Trong bài viết này, bạn sẽ được trải nghiệm một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages có độ khó tăng dần từ Easy đến Hard. Bộ đề này được thiết kế dựa trên cấu trúc của các đề thi Cambridge IELTS thực tế, bao gồm đầy đủ 40 câu hỏi với 7 dạng câu hỏi khác nhau giống như trong kỳ thi chính thức. Bạn sẽ học được cách tiếp cận từng dạng câu hỏi, hiểu rõ cách paraphrase của đề thi, và nắm vững từ vựng học thuật quan trọng.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với áp lực thời gian thực tế và phát triển kỹ năng đọc hiểu học thuật một cách bài bản. Hãy chuẩn bị đồng hồ, tạo môi trường thi thật, và bắt đầu thử sức với 60 phút đầy thách thức!
Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test kéo dài 60 phút cho 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không có điểm âm khi trả lời sai. Điểm số sau đó được quy đổi thành band điểm từ 1-9.
Phân bổ thời gian khuyến nghị:
- Passage 1: 15-17 phút (độ khó Easy)
- Passage 2: 18-20 phút (độ khó Medium)
- Passage 3: 23-25 phút (độ khó Hard)
Lưu ý quan trọng: Không có thời gian riêng để chép đáp án sang answer sheet, vì vậy bạn cần quản lý thời gian sao cho đủ thời gian ghi đáp án ngay trong 60 phút.
Các Dạng Câu Hỏi Trong Đề Này
Bộ đề này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Chọn đáp án đúng từ các phương án cho sẵn
- True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
- Matching Information – Nối thông tin với đoạn văn tương ứng
- Sentence Completion – Hoàn thành câu với từ trong bài
- Matching Headings – Chọn tiêu đề phù hợp cho các đoạn văn
- Summary Completion – Điền từ vào bản tóm tắt
- Short-answer Questions – Trả lời câu hỏi ngắn với từ trong bài
IELTS Reading Practice Test
PASSAGE 1 – The Revival of Traditional Games in Modern Education
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
In recent years, educational institutions around the world have begun to rediscover the value of traditional games as powerful tools for developing cognitive abilities in students. While modern technology dominates classrooms with interactive whiteboards and educational apps, many educators are now arguing that age-old games passed down through generations offer unique benefits that digital alternatives cannot replicate. These games, which include activities like chess, traditional board games, and physical playground games, are being reintegrated into curricula as essential components of holistic education.
The growing interest in traditional games stems from mounting evidence that these activities significantly enhance problem-solving capabilities in young learners. Dr. Maria Chen, a developmental psychologist at Stanford University, has conducted extensive research showing that children who regularly engage in traditional games demonstrate superior analytical thinking compared to their peers who primarily use educational technology. “Traditional games require players to think several steps ahead, anticipate consequences, and adapt strategies in real-time,” Dr. Chen explains. “These are exactly the skills that modern employers identify as crucial for success in the 21st-century workplace.”
Học sinh tiểu học chơi cờ vua truyền thống để phát triển kỹ năng tư duy logic và giải quyết vấn đề
One particularly striking example comes from a primary school in Singapore, where traditional Chinese chess, known as Xiangqi, was introduced as part of the mathematics curriculum. Within two academic years, students who participated in the chess program showed a remarkable 23% improvement in their mathematical problem-solving test scores compared to a control group that followed the standard curriculum. The school’s principal, Mr. Lim Wei Hong, attributes this success to the game’s requirement for logical reasoning and spatial awareness. “When students play Xiangqi, they’re not just moving pieces on a board,” he notes. “They’re calculating probabilities, evaluating multiple options, and learning to think systematically – all skills that transfer directly to mathematics and science.”
Traditional games also provide invaluable lessons in dealing with failure and building resilience, qualities often lacking in digital gaming environments where players can simply restart with the push of a button. Professor James Wilson from the University of Oxford argues that the permanence of decisions in traditional games teaches children to think more carefully before acting. “In a physical board game, you cannot undo your move,” he observes. “This creates a psychological investment that encourages deeper reflection and more thorough analysis of the situation.”
The social dimension of traditional games represents another significant advantage over solitary digital activities. When children play traditional games together, they must negotiate rules, communicate strategies, and resolve conflicts – all essential components of emotional intelligence and collaborative problem-solving. Research conducted at the Institute of Child Development in Norway found that children who regularly participated in group traditional games demonstrated 30% higher scores on social competence assessments compared to children who spent equivalent time on individual computer-based learning programs.
Furthermore, traditional games often embed cultural knowledge and historical understanding in ways that make learning both meaningful and memorable. Japanese schools have long recognized this, incorporating games like Go and Kendama into their educational programs. These games serve a dual purpose: developing cognitive skills while simultaneously connecting students to their cultural heritage. Ms. Yuki Tanaka, an elementary school teacher in Kyoto, explains that students learning Go “absorb lessons about patience, respect, and strategic thinking that have been valued in Japanese culture for centuries.”
The tactile nature of traditional games also plays a crucial role in cognitive development, particularly for younger children. Manipulating physical objects – whether game pieces, cards, or balls – engages multiple sensory systems simultaneously, creating stronger neural connections than purely visual interactions with screens. Dr. Robert Thompson, a neuroscientist specializing in childhood brain development, explains that this multi-sensory engagement leads to more robust memory formation and better retention of problem-solving strategies.
Despite these compelling benefits, the integration of traditional games into modern education faces several challenges. Time constraints in packed curricula, lack of teacher training in game-based pedagogy, and limited resources for purchasing game materials all present significant obstacles. However, innovative schools are finding creative solutions, such as peer-teaching programs where older students teach traditional games to younger ones, and parent volunteer initiatives that bring community members into classrooms to share games from their own childhoods.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, what is the main reason educational institutions are reintroducing traditional games?
A) They are cheaper than modern technology
B) They provide cognitive benefits that digital tools cannot match
C) Parents have requested more traditional teaching methods
D) Modern technology has failed in educational settings
2. Dr. Maria Chen’s research found that children who play traditional games:
A) Perform better in all school subjects
B) Show improved analytical thinking skills
C) Prefer traditional games to technology
D) Become professional game players
3. The study in Singapore showed that students playing Xiangqi improved by:
A) 13% in mathematics
B) 23% in problem-solving
C) 30% in logical reasoning
D) 23% in all subjects
4. According to Professor James Wilson, traditional games teach children to:
A) Win at all costs
B) Use technology effectively
C) Think carefully before making decisions
D) Compete with others
5. Research from Norway indicated that traditional games improve:
A) Academic test scores by 30%
B) Physical fitness levels
C) Social competence by 30%
D) Computer skills
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. Traditional games are completely replacing technology in modern classrooms.
7. Physical manipulation of game pieces creates stronger brain connections than screen-based activities.
8. All schools have sufficient budgets to purchase traditional game materials.
9. Traditional games help students understand their cultural background.
Questions 10-13: Sentence Completion
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
10. Traditional games require players to think ahead and __ in real-time during gameplay.
11. The school principal in Singapore said students were learning to think __ while playing chess.
12. Norwegian research showed traditional games help develop __ along with problem-solving abilities.
13. Some schools use __ where older students teach games to younger ones.
PASSAGE 2 – Cognitive Mechanisms Behind Game-Based Learning
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The pedagogical shift towards incorporating traditional games into educational frameworks is underpinned by substantial research into the cognitive mechanisms that make these activities such effective learning tools. Understanding these underlying processes helps explain why seemingly simple games can produce measurable improvements in complex problem-solving abilities and provides educators with evidence-based rationale for curriculum redesign.
At the heart of game-based learning lies the concept of “productive struggle” – a pedagogical principle that suggests learners develop deeper understanding when they encounter challenges that are difficult but not impossible to overcome. Traditional games are exceptionally well-calibrated to provide this optimal level of challenge because they typically feature progressive difficulty, clear immediate feedback, and multiple solution pathways. Unlike standardized testing or rote memorization, games create what psychologists call a “safe failure environment” where mistakes become learning opportunities rather than sources of anxiety or diminished self-worth.
Dr. Elizabeth Harmon, whose groundbreaking work on game-based cognition has influenced educational policy in several European countries, identifies three core cognitive processes that traditional games uniquely activate. First, they require “working memory management” – the ability to hold multiple pieces of information in mind while simultaneously processing new inputs. A child playing checkers, for instance, must remember the positions of multiple pieces, recall the movement rules for each type, track their opponent’s apparent strategy, and formulate their own plan – all while the game state continuously evolves. This concurrent processing of diverse information streams strengthens the neural networks responsible for executive function, a skill set that proves crucial for academic success across all disciplines.
Sơ đồ minh họa các cơ chế não bộ được kích hoạt khi trẻ em chơi trò chơi truyền thống
The second cognitive process involves “heuristic development” – the formation of mental shortcuts or rules of thumb that enable rapid decision-making in complex situations. Traditional games are particularly effective at fostering heuristic thinking because they present recurring patterns within variable contexts. Consider the ancient Indian game of Pachisi, a precursor to modern Parcheesi: players quickly learn that certain board positions offer strategic advantages, that risk-taking becomes more viable when leading, and that defensive play makes sense when behind. These strategic principles – essentially heuristics for success – transfer remarkably well to real-world problem-solving scenarios, from business negotiations to scientific research design.
Thirdly, traditional games cultivate what cognitive scientists term “adaptive expertise” – the capacity to modify existing knowledge and strategies when confronted with novel situations. Research conducted by Professor Michael Zhang at the Beijing Academy of Sciences demonstrates this principle compellingly. His team studied two groups of students learning basic programming: one group received traditional instruction with textbook examples, while the other spent equivalent time playing Go before each programming session. Remarkably, the Go-playing group showed significantly greater ability to debug unfamiliar code and devise creative solutions to programming challenges. Professor Zhang hypothesizes that Go’s requirement to continually reassess board positions and abandon failing strategies develops the cognitive flexibility essential for adaptive expertise.
The neurological basis for these cognitive benefits has become increasingly clear thanks to advances in brain imaging technology. Functional MRI studies reveal that traditional game play activates multiple brain regions simultaneously, including the prefrontal cortex (responsible for planning and decision-making), the hippocampus (crucial for memory formation), and the parietal lobe (involved in spatial reasoning). This distributed neural activation creates what neuroscientists call “cognitive cross-training” – strengthening connections between disparate brain regions and thereby enhancing overall mental flexibility and problem-solving capacity.
However, not all traditional games offer equal cognitive benefits, and understanding the distinguishing features of pedagogically valuable games helps educators make informed selections. According to research by Dr. Sarah Mitchell at Cambridge University, the most effective games for developing problem-solving skills share several characteristics: they involve incomplete information (requiring inference and prediction), strategic depth (where simple rules generate complex possibilities), scalable difficulty (allowing players to face increasingly sophisticated challenges), and clear causality (where actions have predictable consequences).
The temporal dimension of learning through traditional games also deserves attention. While a single game session may produce temporary improvements in focus and strategic thinking, the substantial cognitive benefits emerge through sustained engagement over weeks or months. Longitudinal studies tracking students over full academic years consistently show that the advantages of game-based learning accumulate progressively, with the most significant improvements appearing in the second and third terms of regular play. This finding has important implications for curriculum planning, suggesting that traditional games should be integrated as ongoing activities rather than occasional enrichment exercises.
Cultural context shapes how traditional games function as learning tools. Games that have evolved within specific cultural traditions often embody sophisticated problem-solving frameworks developed over generations. The African game of Mancala, for example, teaches resource management and long-term planning in ways that reflect the agricultural societies from which it originated. When students learn such games, they gain access to accumulated cultural wisdom about strategy and decision-making, adding another dimension to the cognitive benefits.
Questions 14-26
Questions 14-18: Yes/No/Not Given
Do the following statements agree with the claims of the writer? Write:
- YES if the statement agrees with the claims of the writer
- NO if the statement contradicts the claims of the writer
- NOT GIVEN if it is impossible to say what the writer thinks about this
14. Traditional games provide the ideal level of difficulty for effective learning.
15. Playing checkers requires more working memory than playing chess.
16. Students who play Go before programming classes show better debugging skills.
17. Brain imaging studies prove that game playing increases intelligence permanently.
18. All traditional games are equally effective for developing problem-solving skills.
Questions 19-23: Matching Headings
Choose the correct heading for paragraphs C-G from the list of headings below.
List of Headings:
i. The neurological evidence supporting game-based learning
ii. Cultural wisdom embedded in traditional games
iii. The optimal characteristics of educational games
iv. Working memory enhancement through gameplay
v. The importance of sustained engagement
vi. How games teach mental shortcuts
vii. The role of failure in learning
viii. Developing flexible thinking through games
ix. Comparing traditional and modern teaching methods
19. Paragraph C (begins: “Dr. Elizabeth Harmon…”)
20. Paragraph D (begins: “The second cognitive process…”)
21. Paragraph E (begins: “Thirdly, traditional games…”)
22. Paragraph F (begins: “The neurological basis…”)
23. Paragraph G (begins: “However, not all traditional games…”)
Questions 24-26: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
Traditional games create a (24) __ environment where students can learn from their errors without negative psychological effects. Research shows that these games activate several cognitive processes, including the development of (25) __ that help players make quick decisions. The benefits of game-based learning increase over time, with the most significant improvements occurring after (26) __ of regular participation.
PASSAGE 3 – Theoretical Frameworks and Pedagogical Implementation
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The integration of traditional games into contemporary pedagogical practice represents more than a nostalgic return to pre-digital methods; it constitutes a theoretically sophisticated approach to education grounded in convergent findings from cognitive psychology, constructivist learning theory, and emerging research in embodied cognition. This multidisciplinary synthesis has prompted educational theorists to reconceptualize traditional games not as mere recreational activities but as complex cognitive artifacts that encapsulate centuries of implicit pedagogical wisdom. Understanding this theoretical foundation proves essential for educators seeking to maximize the problem-solving dividends that strategic game implementation can yield.
The constructivist epistemology articulated by Jean Piaget and later elaborated by theorists such as Seymour Papert provides a robust theoretical scaffolding for game-based pedagogy. Constructivism posits that learners actively construct knowledge through interaction with their environment rather than passively receiving information from instructors. Traditional games serve as ideal constructivist learning environments because they present rule-governed systems with emergent complexity – players must inductively discover effective strategies through experimentation, hypothesis testing, and iterative refinement of their mental models. This process of self-directed discovery produces what researchers term “deep learning”: knowledge structures that are more flexibly applicable and resistant to forgetting than information acquired through explicit instruction.
Lev Vygotsky’s concept of the “Zone of Proximal Development” (ZPD) offers additional theoretical justification for game-based learning. Vygotsky argued that optimal learning occurs when tasks are calibrated slightly above a learner’s current independent capability, requiring scaffolded support from more knowledgeable others. Traditional games naturally create ZPD conditions through their competitive structure – when players of differing skill levels compete, the less experienced player encounters challenges that exceed their independent capacity while simultaneously receiving implicit instruction through observation of the more skilled player’s strategies. Furthermore, many traditional games incorporate what game theorists call “rubber-banding mechanisms” – design features that prevent insurmountable leads – which maintain all players within their ZPD throughout the game.
Biểu đồ phân tích các khung lý thuyết giáo dục hỗ trợ việc học qua trò chơi truyền thống
The relatively nascent field of embodied cognition provides perhaps the most philosophically radical justification for traditional games while simultaneously explaining their demonstrable superiority over purely abstract or digital alternatives in certain learning domains. Embodied cognition theorists argue that human thinking is fundamentally grounded in sensorimotor experience – that abstract reasoning ultimately derives from and remains inextricably linked to physical interaction with the material world. From this perspective, the tactile manipulation of game pieces, the spatial reasoning required to navigate physical game boards, and the gestural communication between players do not merely accompany cognitive processing but constitute essential components of the thinking process itself. Research by Professor Alva Noë at the University of California, Berkeley, demonstrates that students solving logic problems while simultaneously manipulating physical objects (such as game pieces) show markedly different patterns of neural activation and achieve superior problem-solving outcomes compared to students working purely abstractly or with digital representations.
The practical implementation of game-based pedagogy, however, confronts educators with non-trivial challenges that pure theory does not adequately address. Chief among these is the tension between the open-ended exploratory nature of authentic game play and the assessment requirements of standards-based education systems. Dr. Helena Kovač, director of the Institute for Progressive Education in Slovenia, describes this as the “measurability paradox”: the cognitive benefits that make traditional games pedagogically valuable – flexible thinking, adaptive problem-solving, creative strategy formulation – resist the standardized assessment instruments that educational bureaucracies demand. Kovač argues that resolving this paradox requires fundamental reconceptualization of educational assessment, shifting from summative evaluation of discrete knowledge acquisition toward formative assessment of cognitive process development.
The question of explicit versus implicit instruction presents another pedagogical complexity. Should educators debrief games extensively, making strategic principles explicit and connecting game scenarios to curricular content? Or does such overt didacticism undermine the self-directed discovery that makes games such powerful learning tools? Research by Dr. James Gee, author of the influential volume “What Video Games Have to Teach Us About Learning and Literacy,” suggests a middle path: “just-in-time” and “on-demand” instruction that provides guidance when students encounter genuine obstacles but otherwise allows autonomous exploration. This approach preserves the intrinsic motivation and engaged discovery characteristic of authentic game play while ensuring that students develop sophisticated strategic thinking rather than merely intuitive or ad hoc problem-solving approaches.
The scalability challenge poses significant obstacles to widespread adoption of game-based pedagogy. While research demonstrates the efficacy of traditional games in controlled settings with favorable teacher-student ratios, educational systems must function within resource constraints that often preclude the individualized attention experimental studies assume. Dr. Ravi Patel’s work at the London School of Economics addresses this pragmatically, identifying organizational structures that make game-based learning feasible in resource-limited environments. His “cascading expertise model” trains select teachers to high proficiency in game-based pedagogy, who then provide ongoing mentorship to colleagues implementing games in their classrooms. Preliminary data suggests this approach maintains instructional quality while achieving cost-effectiveness compatible with public education budgets.
Cultural translocation of traditional games raises underexplored questions about pedagogical effectiveness and ethical appropriateness. When educators import games from distant cultural contexts – teaching Go in American schools or chess in African villages – do the problem-solving benefits transfer intact, or are these games’ pedagogical properties somehow culturally embedded? Furthermore, does such cross-cultural borrowing constitute respectful cultural exchange or a form of educational colonialism that devalues indigenous game traditions? These questions lack definitive answers but merit serious consideration from educators pursuing game-based pedagogy.
Longitudinal research tracking students from game-rich educational environments into tertiary education and professional careers provides the ultimate test of traditional games’ purported benefits for problem-solving development. While comprehensive data remains limited, preliminary findings prove encouraging. A twenty-year study conducted by the Max Planck Institute followed students from German primary schools that implemented extensive game-based mathematics curricula. Compared to demographically matched control groups, these students showed sustained advantages in quantitative reasoning persisting through university education and demonstrated higher rates of pursuing STEM careers. Though confounding variables complicate causal interpretation, these results suggest that early exposure to traditional games may indeed produce durable cognitive benefits with real-world consequences.
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, constructivist learning theory suggests that traditional games are effective because:
A) They provide clear instructions to players
B) Players actively discover strategies through experimentation
C) Teachers can control the learning outcomes
D) They are based on ancient educational methods
28. Vygotsky’s Zone of Proximal Development is relevant to traditional games because:
A) Games are always too difficult for students
B) All players must have equal skill levels
C) Competition between different skill levels creates optimal learning conditions
D) Games require teacher supervision
29. Embodied cognition theory proposes that:
A) Physical interaction with objects is unnecessary for learning
B) Digital games are superior to traditional games
C) Abstract thinking is separate from physical experience
D) Physical manipulation of game pieces is essential to the thinking process
30. Dr. Helena Kovač describes the “measurability paradox” as:
A) The difficulty of assessing the cognitive benefits that make games valuable
B) The impossibility of measuring student progress
C) The conflict between game rules and educational standards
D) The problem of comparing different types of games
31. The “cascading expertise model” developed by Dr. Ravi Patel aims to:
A) Train all teachers to the same level
B) Replace traditional teaching methods entirely
C) Make game-based learning feasible in resource-limited schools
D) Increase education budgets significantly
Questions 32-36: Matching Features
Match each researcher (32-36) with the correct statement (A-H) below.
Researchers:
32. Jean Piaget
33. Lev Vygotsky
34. Professor Alva Noë
35. Dr. James Gee
36. Dr. Ravi Patel
Statements:
A) Developed a cost-effective mentorship model for implementing games in schools
B) Argued that optimal learning occurs slightly above current capability
C) Showed that physical manipulation improves problem-solving outcomes
D) Studied the long-term career outcomes of game-based learning
E) Proposed that learners construct knowledge through environmental interaction
F) Suggested providing instruction only when students face genuine obstacles
G) Researched traditional games in African communities
H) Invented several educational board games
Questions 37-40: Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What term does the passage use to describe knowledge that is more flexibly applicable and resistant to forgetting?
38. What design features in traditional games prevent players from gaining insurmountable leads?
39. According to the passage, what type of assessment should replace summative evaluation of knowledge?
40. The Max Planck Institute study found that students from game-based programs showed higher rates of pursuing what type of careers?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- B
- B
- C
- C
- FALSE
- TRUE
- FALSE
- TRUE
- adapt strategies
- systematically
- emotional intelligence
- peer-teaching programs
PASSAGE 2: Questions 14-26
- YES
- NOT GIVEN
- YES
- NO
- NO
- iv
- vi
- viii
- i
- iii
- safe failure
- heuristics / mental shortcuts
- sustained engagement / weeks or months
PASSAGE 3: Questions 27-40
- B
- C
- D
- A
- C
- E
- B
- C
- F
- A
- deep learning
- rubber-banding mechanisms
- formative assessment
- STEM careers
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: main reason, educational institutions, reintroducing traditional games
- Vị trí trong bài: Đoạn 1, câu đầu tiên và đoạn 2
- Giải thích: Bài đọc nói rõ “traditional games…offer unique benefits that digital alternatives cannot replicate” và “significantly enhance problem-solving capabilities”. Đây là cognitive benefits (lợi ích về nhận thức) mà công nghệ số không thể thay thế được, chính xác với đáp án B.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Dr. Maria Chen’s research, children who play traditional games
- Vị trí trong bài: Đoạn 2, câu thứ 2
- Giải thích: Đoạn văn nói “children who regularly engage in traditional games demonstrate superior analytical thinking” – tương đương với “improved analytical thinking skills” trong đáp án B.
Câu 3: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: study in Singapore, students playing Xiangqi, improved
- Vị trí trong bài: Đoạn 3, câu thứ 2
- Giải thích: Bài viết nêu rõ “students…showed a remarkable 23% improvement in their mathematical problem-solving test scores”. Đáp án B chính xác.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: Traditional games, completely replacing technology
- Vị trí trong bài: Đoạn 1
- Giải thích: Bài viết chỉ nói “While modern technology dominates classrooms…many educators are now arguing that age-old games…offer unique benefits” – nghĩa là bổ sung chứ không thay thế hoàn toàn. FALSE.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: Physical manipulation, game pieces, stronger brain connections, screen-based activities
- Vị trí trong bài: Đoạn 7
- Giải thích: Đoạn văn nói “Manipulating physical objects…engages multiple sensory systems simultaneously, creating stronger neural connections than purely visual interactions with screens”. Hoàn toàn khớp với câu hỏi.
Câu 10: adapt strategies
- Dạng câu hỏi: Sentence Completion
- Từ khóa: think ahead, real-time, gameplay
- Vị trí trong bài: Đoạn 2, câu cuối
- Giải thích: Câu trong bài: “Traditional games require players to think several steps ahead, anticipate consequences, and adapt strategies in real-time”.
Câu 13: peer-teaching programs
- Dạng câu hỏi: Sentence Completion
- Từ khóa: older students, teach games, younger ones
- Vị trí trong bài: Đoạn 8, câu cuối
- Giải thích: “…such as peer-teaching programs where older students teach traditional games to younger ones”.
Passage 2 – Giải Thích
Câu 14: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: ideal level of difficulty, effective learning
- Vị trí trong bài: Đoạn 2
- Giải thích: “Traditional games are exceptionally well-calibrated to provide this optimal level of challenge” – “optimal” và “ideal” đồng nghĩa, đồng ý với quan điểm tác giả.
Câu 16: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: students, play Go, programming classes, better debugging skills
- Vị trí trong bài: Đoạn 5
- Giải thích: “Remarkably, the Go-playing group showed significantly greater ability to debug unfamiliar code” – hoàn toàn khớp với câu hỏi.
Câu 18: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: all traditional games, equally effective
- Vị trí trong bài: Đoạn 7, câu đầu
- Giải thích: “However, not all traditional games offer equal cognitive benefits” – mâu thuẫn trực tiếp với câu hỏi, đáp án NO.
Câu 19: iv
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn C
- Giải thích: Đoạn này bắt đầu với “First, they require working memory management” và giải thích chi tiết về cách trò chơi cờ phát triển working memory. Heading “Working memory enhancement through gameplay” là phù hợp nhất.
Câu 20: vi
- Dạng câu hỏi: Matching Headings
- Vị trí trong bài: Đoạn D
- Giải thích: Đoạn này nói về “heuristic development – the formation of mental shortcuts” và giải thích cách trò chơi dạy các “rules of thumb” (quy tắc ngón tay cái). Heading “How games teach mental shortcuts” chính xác.
Câu 24: safe failure
- Dạng câu hỏi: Summary Completion
- Từ khóa: environment, learn from errors
- Vị trí trong bài: Đoạn 2
- Giải thích: “games create what psychologists call a ‘safe failure environment'”.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: constructivist learning theory, traditional games effective
- Vị trí trong bài: Đoạn 2
- Giải thích: “players must inductively discover effective strategies through experimentation, hypothesis testing, and iterative refinement” – tương ứng với đáp án B về active discovery.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Vygotsky’s Zone of Proximal Development
- Vị trí trong bài: Đoạn 3
- Giải thích: “when players of differing skill levels compete, the less experienced player encounters challenges that exceed their independent capacity while simultaneously receiving implicit instruction” – đáp án C chính xác.
Câu 30: A
- Dạng câu hỏi: Multiple Choice
- Từ khóa: Dr. Helena Kovač, measurability paradox
- Vị trí trong bài: Đoạn 5
- Giải thích: “the cognitive benefits that make traditional games pedagogically valuable…resist the standardized assessment instruments” – chính xác với đáp án A về difficulty of assessing benefits.
Câu 32: E
- Dạng câu hỏi: Matching Features
- Từ khóa: Jean Piaget
- Vị trí trong bài: Đoạn 2
- Giải thích: “Constructivism posits that learners actively construct knowledge through interaction with their environment” – đúng với statement E.
Câu 37: deep learning
- Dạng câu hỏi: Short-answer
- Từ khóa: knowledge, more flexibly applicable, resistant to forgetting
- Vị trí trong bài: Đoạn 2
- Giải thích: “This process of self-directed discovery produces what researchers term ‘deep learning’: knowledge structures that are more flexibly applicable and resistant to forgetting”.
Câu 40: STEM careers
- Dạng câu hỏi: Short-answer
- Từ khóa: Max Planck Institute study, higher rates of pursuing
- Vị trí trong bài: Đoạn cuối
- Giải thích: “demonstrated higher rates of pursuing STEM careers”.
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| rediscover | v | /ˌriːdɪˈskʌvə(r)/ | khám phá lại, tìm lại | rediscover the value of traditional games | rediscover one’s roots, rediscover passion |
| cognitive abilities | n phrase | /ˈkɒɡnətɪv əˈbɪlətiz/ | khả năng nhận thức | developing cognitive abilities in students | enhance cognitive abilities, measure cognitive abilities |
| reintegrated | v | /ˌriːˈɪntɪɡreɪt/ | tái hòa nhập, tích hợp lại | reintegrated into curricula | reintegrate into society, reintegrate knowledge |
| mounting evidence | n phrase | /ˈmaʊntɪŋ ˈevɪdəns/ | bằng chứng ngày càng tăng | mounting evidence that these activities enhance | mounting pressure, mounting concerns |
| anticipate consequences | v phrase | /ænˈtɪsɪpeɪt ˈkɒnsɪkwənsɪz/ | dự đoán hậu quả | anticipate consequences of their actions | anticipate problems, anticipate needs |
| analytical thinking | n phrase | /ˌænəˈlɪtɪkl ˈθɪŋkɪŋ/ | tư duy phân tích | demonstrate superior analytical thinking | develop analytical thinking, apply analytical thinking |
| striking example | n phrase | /ˈstraɪkɪŋ ɪɡˈzɑːmpl/ | ví dụ nổi bật, ấn tượng | one particularly striking example comes from | striking contrast, striking feature |
| control group | n phrase | /kənˈtrəʊl ɡruːp/ | nhóm đối chứng | compared to a control group | establish a control group, use a control group |
| logical reasoning | n phrase | /ˈlɒdʒɪkl ˈriːzənɪŋ/ | lý luận logic | requirement for logical reasoning | apply logical reasoning, develop logical reasoning |
| resilience | n | /rɪˈzɪliəns/ | khả năng phục hồi, sự kiên cường | building resilience in children | build resilience, demonstrate resilience |
| permanence of decisions | n phrase | /ˈpɜːmənəns əv dɪˈsɪʒnz/ | tính vĩnh viễn của quyết định | the permanence of decisions in traditional games | accept permanence, understand permanence |
| psychological investment | n phrase | /ˌsaɪkəˈlɒdʒɪkl ɪnˈvestmənt/ | sự đầu tư tâm lý | creates a psychological investment | make psychological investment, require psychological investment |
| emotional intelligence | n phrase | /ɪˈməʊʃənl ɪnˈtelɪdʒəns/ | trí tuệ cảm xúc | essential components of emotional intelligence | develop emotional intelligence, high emotional intelligence |
| tactile nature | n phrase | /ˈtæktaɪl ˈneɪtʃə(r)/ | tính chất xúc giác | the tactile nature of traditional games | tactile experience, tactile feedback |
| neural connections | n phrase | /ˈnjʊərəl kəˈnekʃnz/ | các kết nối thần kinh | creating stronger neural connections | strengthen neural connections, form neural connections |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | thuộc về sư phạm, giáo dục | pedagogical shift towards incorporating | pedagogical approach, pedagogical framework |
| cognitive mechanisms | n phrase | /ˈkɒɡnətɪv ˈmekənɪzəmz/ | cơ chế nhận thức | cognitive mechanisms that make these effective | understand cognitive mechanisms, study cognitive mechanisms |
| underpinned | v | /ˌʌndəˈpɪnd/ | được hỗ trợ, làm nền tảng | is underpinned by substantial research | underpinned by evidence, underpinned by theory |
| productive struggle | n phrase | /prəˈdʌktɪv ˈstrʌɡl/ | khó khăn có ích | concept of productive struggle | embrace productive struggle, create productive struggle |
| well-calibrated | adj | /wel ˈkælɪbreɪtɪd/ | được hiệu chỉnh tốt | exceptionally well-calibrated to provide | well-calibrated system, well-calibrated approach |
| progressive difficulty | n phrase | /prəˈɡresɪv ˈdɪfɪkəlti/ | độ khó tăng dần | feature progressive difficulty | provide progressive difficulty, design progressive difficulty |
| groundbreaking work | n phrase | /ˈɡraʊndbreɪkɪŋ wɜːk/ | công trình đột phá | whose groundbreaking work has influenced | produce groundbreaking work, publish groundbreaking work |
| working memory management | n phrase | /ˈwɜːkɪŋ ˈmeməri ˈmænɪdʒmənt/ | quản lý bộ nhớ làm việc | require working memory management | improve working memory management, develop working memory management |
| concurrent processing | n phrase | /kənˈkʌrənt ˈprəʊsesɪŋ/ | xử lý đồng thời | concurrent processing of diverse information | enable concurrent processing, require concurrent processing |
| executive function | n phrase | /ɪɡˈzekjətɪv ˈfʌŋkʃn/ | chức năng điều hành (não bộ) | neural networks responsible for executive function | strengthen executive function, impair executive function |
| heuristic development | n phrase | /hjʊəˈrɪstɪk dɪˈveləpmənt/ | phát triển phương pháp phỏng đoán | involves heuristic development | promote heuristic development, study heuristic development |
| rules of thumb | n phrase | /ruːlz əv θʌm/ | quy tắc ngón tay cái, nguyên tắc chung | formation of mental shortcuts or rules of thumb | apply rules of thumb, follow rules of thumb |
| recurring patterns | n phrase | /rɪˈkɜːrɪŋ ˈpætnz/ | các mẫu lặp lại | present recurring patterns within variable contexts | identify recurring patterns, recognize recurring patterns |
| adaptive expertise | n phrase | /əˈdæptɪv ˌekspɜːˈtiːz/ | chuyên môn thích ứng | cultivate what cognitive scientists term adaptive expertise | develop adaptive expertise, demonstrate adaptive expertise |
| cognitive flexibility | n phrase | /ˈkɒɡnətɪv ˌfleksəˈbɪləti/ | sự linh hoạt nhận thức | develops the cognitive flexibility essential | enhance cognitive flexibility, require cognitive flexibility |
| distributed neural activation | n phrase | /dɪˈstrɪbjuːtɪd ˈnjʊərəl ˌæktɪˈveɪʃn/ | sự kích hoạt thần kinh phân tán | distributed neural activation creates | produce distributed neural activation, measure distributed neural activation |
| cognitive cross-training | n phrase | /ˈkɒɡnətɪv krɒs ˈtreɪnɪŋ/ | rèn luyện chéo nhận thức | creates what neuroscientists call cognitive cross-training | provide cognitive cross-training, benefit from cognitive cross-training |
| scalable difficulty | n phrase | /ˈskeɪləbl ˈdɪfɪkəlti/ | độ khó có thể mở rộng | involve scalable difficulty | design scalable difficulty, offer scalable difficulty |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| theoretically sophisticated | adj phrase | /ˌθɪəˈretɪkli səˈfɪstɪkeɪtɪd/ | tinh vi về mặt lý thuyết | represents a theoretically sophisticated approach | theoretically sophisticated model, theoretically sophisticated analysis |
| convergent findings | n phrase | /kənˈvɜːdʒənt ˈfaɪndɪŋz/ | các phát hiện hội tụ | grounded in convergent findings from | produce convergent findings, support convergent findings |
| embodied cognition | n phrase | /ɪmˈbɒdid kɒɡˈnɪʃn/ | nhận thức thể hiện | emerging research in embodied cognition | theory of embodied cognition, study embodied cognition |
| cognitive artifacts | n phrase | /ˈkɒɡnətɪv ˈɑːtɪfækts/ | các tạo tác nhận thức | as complex cognitive artifacts | create cognitive artifacts, use cognitive artifacts |
| implicit pedagogical wisdom | n phrase | /ɪmˈplɪsɪt ˌpedəˈɡɒdʒɪkl ˈwɪzdəm/ | trí tuệ sư phạm ngầm | encapsulate centuries of implicit pedagogical wisdom | contain implicit pedagogical wisdom, reflect implicit pedagogical wisdom |
| constructivist epistemology | n phrase | /kənˈstrʌktɪvɪst ɪˌpɪstɪˈmɒlədʒi/ | nhận thức luận kiến tạo | The constructivist epistemology articulated by Piaget | based on constructivist epistemology, adopt constructivist epistemology |
| robust theoretical scaffolding | n phrase | /rəʊˈbʌst ˌθɪəˈretɪkl ˈskæfəldɪŋ/ | giàn giáo lý thuyết vững chắc | provides a robust theoretical scaffolding | build robust theoretical scaffolding, require robust theoretical scaffolding |
| emergent complexity | n phrase | /ɪˈmɜːdʒənt kəmˈpleksəti/ | sự phức tạp nổi lên | present rule-governed systems with emergent complexity | exhibit emergent complexity, create emergent complexity |
| inductively discover | v phrase | /ɪnˈdʌktɪvli dɪˈskʌvə(r)/ | khám phá quy nạp | must inductively discover effective strategies | inductively discover patterns, inductively discover principles |
| iterative refinement | n phrase | /ˈɪtərətɪv rɪˈfaɪnmənt/ | sự tinh chỉnh lặp đi lặp lại | hypothesis testing and iterative refinement | undergo iterative refinement, require iterative refinement |
| Zone of Proximal Development | n phrase | /zəʊn əv ˈprɒksɪməl dɪˈveləpmənt/ | vùng phát triển gần kề | Vygotsky’s concept of the Zone of Proximal Development | operate in Zone of Proximal Development, identify Zone of Proximal Development |
| calibrated slightly above | v phrase | /ˈkælɪbreɪtɪd ˈslaɪtli əˈbʌv/ | được điều chỉnh cao hơn một chút | tasks are calibrated slightly above a learner’s capability | calibrated slightly above current level, calibrated slightly above ability |
| scaffolded support | n phrase | /ˈskæfəldɪd səˈpɔːt/ | sự hỗ trợ có giàn giáo | requiring scaffolded support from more knowledgeable others | provide scaffolded support, offer scaffolded support |
| rubber-banding mechanisms | n phrase | /ˈrʌbə bændɪŋ ˈmekənɪzəmz/ | cơ chế dây cao su (cân bằng trò chơi) | incorporate what game theorists call rubber-banding mechanisms | use rubber-banding mechanisms, design rubber-banding mechanisms |
| philosophically radical | adj phrase | /ˌfɪləˈsɒfɪkli ˈrædɪkl/ | triệt để về mặt triết học | provides perhaps the most philosophically radical justification | philosophically radical approach, philosophically radical perspective |
| fundamentally grounded | adj phrase | /ˌfʌndəˈmentəli ˈɡraʊndɪd/ | có nền tảng cơ bản | argue that human thinking is fundamentally grounded in | fundamentally grounded in experience, fundamentally grounded in reality |
| sensorimotor experience | n phrase | /ˌsensəriˈməʊtə(r) ɪkˈspɪəriəns/ | trải nghiệm cảm giác vận động | fundamentally grounded in sensorimotor experience | based on sensorimotor experience, develop through sensorimotor experience |
| inextricably linked | adj phrase | /ˌɪnɪkˈstrɪkəbli lɪŋkt/ | liên kết chặt chẽ không thể tách rời | ultimately derives from and remains inextricably linked to | inextricably linked to success, inextricably linked to development |
| non-trivial challenges | n phrase | /nɒn ˈtrɪviəl ˈtʃælɪndʒɪz/ | những thách thức không đơn giản | confronts educators with non-trivial challenges | face non-trivial challenges, overcome non-trivial challenges |
| measurability paradox | n phrase | /ˌmeʒərəˈbɪləti ˈpærədɒks/ | nghịch lý đo lường | describes this as the measurability paradox | resolve measurability paradox, understand measurability paradox |
| summative evaluation | n phrase | /ˈsʌmətɪv ɪˌvæljuˈeɪʃn/ | đánh giá tổng kết | shifting from summative evaluation | conduct summative evaluation, replace summative evaluation |
| formative assessment | n phrase | /ˈfɔːmətɪv əˈsesmənt/ | đánh giá hình thành | toward formative assessment of cognitive process | implement formative assessment, use formative assessment |
| overt didacticism | n phrase | /əʊˈvɜːt dɪˈdæktɪsɪzəm/ | tính giáo điều hiển nhiên | does such overt didacticism undermine | avoid overt didacticism, reject overt didacticism |
| just-in-time instruction | n phrase | /dʒʌst ɪn taɪm ɪnˈstrʌkʃn/ | hướng dẫn đúng lúc | suggests a middle path: just-in-time instruction | provide just-in-time instruction, deliver just-in-time instruction |
| intrinsic motivation | n phrase | /ɪnˈtrɪnsɪk ˌməʊtɪˈveɪʃn/ | động lực nội tại | preserves the intrinsic motivation | maintain intrinsic motivation, foster intrinsic motivation |
| cascading expertise model | n phrase | /kæˈskeɪdɪŋ ˌekspɜːˈtiːz ˈmɒdl/ | mô hình chuyên môn phân tầng | His cascading expertise model trains select teachers | implement cascading expertise model, develop cascading expertise model |
| cultural translocation | n phrase | /ˈkʌltʃərəl ˌtrænzləʊˈkeɪʃn/ | sự dịch chuyển văn hóa | Cultural translocation of traditional games raises questions | study cultural translocation, examine cultural translocation |
| pedagogical effectiveness | n phrase | /ˌpedəˈɡɒdʒɪkl ɪˈfektɪvnəs/ | hiệu quả sư phạm | raises underexplored questions about pedagogical effectiveness | measure pedagogical effectiveness, improve pedagogical effectiveness |
| culturally embedded | adj phrase | /ˈkʌltʃərəli ɪmˈbedɪd/ | được nhúng trong văn hóa | are these games’ pedagogical properties somehow culturally embedded | culturally embedded practices, culturally embedded knowledge |
| confounding variables | n phrase | /kənˈfaʊndɪŋ ˈveəriəblz/ | các biến gây nhiễu | Though confounding variables complicate causal interpretation | control confounding variables, identify confounding variables |
| durable cognitive benefits | n phrase | /ˈdjʊərəbl ˈkɒɡnətɪv ˈbenɪfɪts/ | lợi ích nhận thức bền vững | may indeed produce durable cognitive benefits | provide durable cognitive benefits, demonstrate durable cognitive benefits |
Kết bài
Chủ đề “How traditional games enhance student problem-solving skills” không chỉ là một đề tài hấp dẫn trong IELTS Reading mà còn phản ánh xu hướng giáo dục hiện đại đang tìm kiếm sự cân bằng giữa công nghệ và phương pháp truyền thống. Qua bộ đề thi hoàn chỉnh này, bạn đã được trải nghiệm ba passages với độ khó tăng dần, từ mức độ Easy phù hợp cho band 5.0-6.5, Medium cho band 6.0-7.5, đến Hard dành cho band 7.0-9.0.
Ba passages này không chỉ cung cấp thông tin phong phú về vai trò của trò chơi truyền thống trong phát triển kỹ năng giải quyết vấn đề, mà còn giúp bạn làm quen với đa dạng các dạng câu hỏi trong IELTS Reading thực tế. Từ Multiple Choice, True/False/Not Given, đến Matching Headings và Summary Completion – tất cả đều được thiết kế theo đúng format của Cambridge IELTS.
Phần đáp án chi tiết kèm giải thích đã chỉ ra cho bạn cách xác định từ khóa, vị trí thông tin trong bài, và đặc biệt là kỹ thuật paraphrase – yếu tố then chốt để đạt điểm cao trong IELTS Reading. Hãy chú ý rằng đề thi thường không sử dụng từ ngữ giống hệt trong bài đọc, mà thay vào đó là các cách diễn đạt khác với nghĩa tương đương.
Bảng từ vựng tổng hợp theo từng passage cung cấp cho bạn nguồn tài nguyên quý giá để mở rộng vốn từ học thuật. Đây đều là những từ và cụm từ thường xuất hiện trong các bài đọc IELTS về giáo dục, tâm lý học và khoa học xã hội. Hãy dành thời gian học kỹ những từ này cùng với collocations đi kèm để nâng cao khả năng đọc hiểu và cả kỹ năng Writing của bạn.
Để đạt kết quả tốt nhất, bạn nên:
- Thực hành đề này nhiều lần với giới hạn thời gian 60 phút
- Phân tích kỹ những câu trả lời sai để hiểu lỗi sai của mình
- Học thuộc từ vựng và thực hành sử dụng chúng trong ngữ cảnh
- Rèn luyện kỹ năng skimming và scanning để tiết kiệm thời gian
- Đọc thêm các bài viết học thuật về chủ đề giáo dục để làm quen với phong cách viết
Chúc bạn học tập hiệu quả và đạt band điểm mong muốn trong kỳ thi IELTS sắp tới!
