IELTS Reading: Âm Nhạc và Múa Truyền Thống trong Giáo Dục Hiện Đại – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề “How Traditional Music And Dance Are Incorporated Into Modern Education” (Cách âm nhạc và múa truyền thống được tích hợp vào giáo dục hiện đại) là một trong những đề tài văn hóa – giáo dục xuất hiện thường xuyên trong IELTS Reading. Theo phân tích từ Cambridge IELTS books và British Council, các passage về di sản văn hóa, giáo dục nghệ thuật và bảo tồn truyền thống chiếm khoảng 15-20% đề thi IELTS Reading, đặc biệt trong Passage 2 và 3.

Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với 3 passages được thiết kế theo đúng chuẩn thi thật:

• Đề thi đầy đủ 3 passages từ dễ đến khó (Easy → Medium → Hard) với tổng cộng 40 câu hỏi
• Các dạng câu hỏi đa dạng bao gồm: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Summary Completion, Matching Features và Short-answer Questions
• Đáp án chính xác 100% kèm giải thích chi tiết về vị trí thông tin và kỹ thuật paraphrase
• Từ vựng học thuật được highlight với phiên âm và ví dụ minh họa
• Chiến lược làm bài thực chiến từ kinh nghiệm 20 năm giảng dạy

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với format thi thật và nâng cao kỹ năng đọc hiểu học thuật một cách toàn diện.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút cho 3 passages với 40 câu hỏi. Điểm đặc biệt là bạn không có thời gian riêng để chuyển đáp án, vì vậy phải quản lý thời gian thật chặt chẽ.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó thấp nhất)
• Passage 2: 18-20 phút (độ khó trung bình)
• Passage 3: 23-25 phút (độ khó cao nhất)

Với chủ đề văn hóa – giáo dục như đề này, bạn cần chú ý đến các từ vựng chuyên ngành về giáo dục học, âm nhạc dân gian và phương pháp giảng dạy. Các passage thường chứa nhiều thông tin chi tiết, yêu cầu khả năng scanning và skimming hiệu quả.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi này bao gồm 7 dạng câu hỏi phổ biến nhất:

1. Multiple Choice – Trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không có
3. Summary Completion – Hoàn thành đoạn tóm tắt
4. Yes/No/Not Given – Đánh giá quan điểm tác giả
5. Matching Headings – Nối tiêu đề với đoạn văn
6. Matching Features – Nối thông tin với đối tượng
7. Short-answer Questions – Trả lời ngắn

IELTS Reading Practice Test

PASSAGE 1 – Bringing Folk Music Into the Classroom

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In recent years, educators around the world have been exploring innovative ways to preserve cultural heritage while making learning more engaging for students. One particularly successful approach has been the integration of traditional music into mainstream school curricula. This trend reflects a growing recognition that folk music is not merely entertainment, but a valuable educational resource that can enhance children’s cognitive, social, and emotional development.

Traditional music education typically begins in primary schools, where children aged 5-11 are introduced to simple folk songs from their own culture. In countries like Ireland, children learn traditional Irish jigs and reels using tin whistles and bodhráns (traditional drums). These early experiences help students develop musical literacy – the ability to understand and appreciate music – while simultaneously connecting them to their cultural roots. Teachers report that children who participate in folk music programs demonstrate improved memory retention and better concentration levels compared to those who do not.

The benefits extend beyond cognitive development. When students learn to perform traditional songs together, they develop crucial social skills such as teamwork, patience, and mutual respect. A study conducted by the University of Melbourne in 2019 found that primary school children who participated in weekly folk music sessions for at least one semester showed a 35% improvement in collaborative behaviour and were more likely to include classmates from different backgrounds in their social groups. This is particularly significant in multicultural societies where schools serve children from diverse ethnic backgrounds.

Học sinh tiểu học học nhạc dân gian truyền thống trong lớp học hiện đại với nhạc cụ truyền thống

Moreover, traditional music instruction serves as an excellent vehicle for cross-curricular learning. When studying a folk song, students simultaneously engage with history (learning about the song’s origins), geography (understanding where it came from), language arts (analyzing lyrics), and even mathematics (counting beats and understanding rhythm patterns). For instance, when American students learn “This Land Is Your Land” by Woody Guthrie, they explore themes of social justice, geography of the United States, and American history during the Great Depression era. This holistic approach makes learning more meaningful and helps students see connections between different subjects.

Technology has played an important role in modernizing traditional music education. Many schools now use digital platforms and applications that allow students to access vast libraries of folk songs, watch performances by master musicians, and even compose their own variations on traditional melodies. Some innovative programs use virtual reality (VR) to transport students to historical settings where they can experience traditional music in its original context. For example, students in Japan can use VR headsets to “attend” a traditional Obon festival and learn folk dances in an immersive environment.

However, the integration of traditional music into modern curricula is not without challenges. One significant obstacle is the shortage of qualified teachers who possess both musical expertise and knowledge of traditional repertoires. Many contemporary music teachers were trained primarily in Western classical music and lack familiarity with folk traditions. To address this issue, some educational authorities have developed professional development programs where experienced folk musicians work alongside classroom teachers, sharing their knowledge and performance techniques. In Scotland, the Traditional Music Forum has created a mentorship scheme connecting retired folk musicians with schools, ensuring that authentic traditions are passed down to the next generation.

Another challenge involves balancing authenticity with accessibility. Some educators argue that traditional music should be taught exactly as it was performed historically, without modifications. Others contend that adapting folk songs to suit children’s abilities and modern sensibilities makes them more relevant and engaging. Most successful programs find a middle ground, teaching students the original versions first, then encouraging creative interpretations that respect the spirit of the tradition while allowing for personal expression.

Parental involvement has proven crucial to the success of traditional music programs. When families actively participate – perhaps by attending school performances, sharing their own cultural music traditions, or practicing songs with their children at home – students remain more motivated and progress more rapidly. Some schools organize multicultural music festivals where families from different backgrounds share their traditional music, creating a rich learning environment that celebrates diversity while building community bonds.

Looking forward, the role of traditional music in education appears increasingly secure. Educational policymakers recognize that in an era of globalization, helping children understand and appreciate their cultural heritage provides them with a strong sense of identity and belonging. Furthermore, as research continues to demonstrate the cognitive and social benefits of music education, particularly traditional music with its emphasis on group performance and cultural storytelling, more schools are likely to expand their programs. The challenge will be ensuring that these programs remain authentic and meaningful rather than becoming superficial additions to an already crowded curriculum.

Questions 1-13

Questions 1-5: Multiple Choice

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

1. According to the passage, traditional music in primary schools helps children to
   A. become professional musicians
   B. improve their memory and focus
   C. learn foreign languages
   D. prepare for music examinations

2. The 2019 University of Melbourne study found that folk music sessions resulted in
   A. better academic grades in all subjects
   B. increased musical talent
   C. improved ability to work with others
   D. higher attendance rates

3. When learning “This Land Is Your Land,” American students explore
   A. only musical techniques
   B. primarily mathematics concepts
   C. connections between multiple subjects
   D. exclusively American geography

4. The main challenge in teaching traditional music is
   A. students’ lack of interest
   B. insufficient qualified teachers
   C. expensive musical instruments
   D. parental opposition

5. The passage suggests that successful traditional music programs
   A. teach only original versions of songs
   B. completely modernize all folk music
   C. balance authenticity with accessibility
   D. focus exclusively on performance 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. Irish children learn traditional music using only modern instruments.
7. Traditional music education can help students understand connections between different school subjects.
8. All music teachers are required to know at least three folk music traditions.
9. Virtual reality technology is being used in some schools to teach traditional music and dance.

Questions 10-13: Summary Completion

Complete the summary below using NO MORE THAN TWO WORDS from the passage for each answer.

Traditional music education offers numerous benefits for primary school children. Beyond developing musical skills, it helps students connect with their (10) __ and improves their social abilities. Technology has enhanced traditional music teaching, with some schools using (11) __ to create immersive learning experiences. However, there is a (12) __ of teachers who have expertise in both music education and folk traditions. To be successful, traditional music programs need strong **(13) __, with families actively participating in their children’s musical learning.

---

PASSAGE 2 – Cultural Preservation Through Dance Education

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The incorporation of traditional dance forms into contemporary educational frameworks represents a fascinating intersection of cultural preservation, physical education, and artistic expression. Unlike traditional music, which can be passively appreciated, dance demands full physical engagement, making it a uniquely powerful tool for embodied learning – a concept in educational psychology that emphasizes the role of the body in cognitive processes. As educational institutions worldwide grapple with the dual challenges of maintaining cultural identity in increasingly globalized societies while simultaneously fostering 21st-century skills, dance education has emerged as a surprisingly effective solution.

A. Historical Context and Contemporary Revival

Traditional dance forms were, until relatively recently, marginalized within formal education systems. During the 20th century, physical education in schools predominantly focused on competitive sports and Western dance styles such as ballet. Indigenous and folk dances were often relegated to cultural festivals or community celebrations rather than being recognized as legitimate educational content. This began to change in the 1990s when educational researchers started documenting the cognitive and social benefits of traditional dance, and cultural organizations advocated for more inclusive curricula that reflected diverse heritage.

B. Pedagogical Approaches to Traditional Dance

Modern educational approaches to traditional dance vary considerably across different contexts. Some institutions adopt a strict preservation model, where dances are taught exactly as they were historically performed, with careful attention to authentic movements, costumes, and musical accompaniment. This approach is common in countries with strong dance preservation initiatives, such as India with its classical forms like Bharatanatyam and Kathak, or Indonesia with traditional gamelan dances. Proponents argue that maintaining absolute authenticity ensures that these art forms are not diluted or distorted over time.

Conversely, other educators favor a dynamic interpretation model, which treats traditional dances as living art forms that can evolve while retaining their essential character. In this framework, students learn the foundational movements and cultural significance but are encouraged to create contemporary variations that resonate with their own experiences. New Zealand’s approach to teaching Māori haka in schools exemplifies this philosophy – students learn traditional haka but also collaborate to create new ones that address contemporary issues relevant to young people, such as environmental conservation or mental health awareness.

C. Integration into School Curricula

The practical integration of traditional dance into school programs requires careful curriculum design and resource allocation. Progressive schools have moved beyond treating dance as merely an extracurricular activity, instead embedding it within core subjects. For example, some history classes incorporate traditional dances when studying particular historical periods, allowing students to physically experience aspects of past cultures. Geography lessons might explore how different environments and climates influenced the development of particular dance forms – such as how the energetic jumping movements in East African dances related to warrior traditions, or how the fluid, wave-like motions in Pacific Islander dances reflect their deep connection to the ocean.

Học sinh trung học thể hiện động tác múa truyền thống trong phòng tập hiện đại với trang phục văn hóa

Physical education departments have also reconceptualized traditional dance as a form of cultural fitness. Research published in the Journal of Physical Education and Sport Science (2020) demonstrated that students participating in traditional dance activities achieved cardiovascular benefits comparable to conventional sports, while simultaneously developing coordination, balance, and spatial awareness. Furthermore, the study found that students who engaged in traditional dance showed greater long-term adherence to physical activity compared to those in standard PE classes, suggesting that the cultural and artistic dimensions of dance made it more sustainably engaging than purely athletic pursuits.

D. Challenges in Implementation

Despite growing enthusiasm, educators face significant obstacles in implementing traditional dance programs effectively. Logistical constraints present immediate challenges: many schools lack appropriate facilities, with classrooms and gymnasiums unsuited to dance instruction. Traditional dances often require specific spatial arrangements, such as circular or linear formations, which are difficult to accommodate in standard rectangular classrooms. Additionally, many traditional dances are accompanied by live music using traditional instruments, yet few schools have access to musicians skilled in these instruments.

More fundamentally, there exists a tension between cultural authenticity and educational pragmatism. Traditional dances often carry deep spiritual or ritualistic significance in their cultures of origin. Questions arise about whether it is appropriate to teach these dances in secular educational settings, potentially stripped of their original meaning. Some Indigenous communities have expressed concerns about cultural appropriation – the adoption of cultural elements by people outside that culture without proper understanding or respect. Educational institutions must navigate these sensitive issues carefully, often establishing collaborative partnerships with cultural communities to ensure that dance instruction is conducted respectfully and with proper cultural context.

E. Technological Enhancement

Technology has opened new possibilities for traditional dance education, though not without controversy. Motion-capture technology allows students to compare their movements with master dancers, receiving immediate feedback on their technique. Some innovative programs use augmented reality (AR) applications that overlay visual guides onto students’ bodies, showing correct positioning and movement paths. Virtual platforms enable students to learn from master teachers globally, breaking down geographical barriers.

However, critics argue that technology-mediated learning cannot fully replicate the embodied transmission that occurs when students learn directly from experienced dancers in physical proximity. They contend that traditional dance involves subtle nuances of movement, energy, and presence that current technology cannot adequately capture or convey. Furthermore, there are concerns that excessive reliance on technology might undermine the interpersonal and communal aspects that are central to many traditional dance forms.

F. Future Directions

Looking ahead, the trajectory of traditional dance in education appears promising but uncertain. Increasing recognition of holistic education – approaches that develop students’ physical, emotional, social, and cognitive capacities simultaneously – creates favorable conditions for expanded dance programs. Moreover, as societies become more aware of the importance of cultural diversity and the need to preserve intangible cultural heritage, support for traditional arts education is likely to grow. However, success will depend on adequately addressing current challenges, particularly regarding teacher training, resource provision, and respectful engagement with source communities.

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. Dance is more effective than music for physical learning because it requires bodily participation.
15. Traditional dance was properly valued in formal education systems throughout the 20th century.
16. The strict preservation model is the only correct way to teach traditional dance.
17. Technology can never replace the experience of learning dance from a master teacher in person.
18. Future expansion of traditional dance programs is guaranteed.

Questions 19-23: Matching Headings

The passage has six sections, A-F. Choose the correct heading for sections B-F from the list of headings below.

List of Headings:
i. The role of technology in dance education
ii. Problems facing traditional dance programs
iii. Different methods of teaching traditional dance
iv. How traditional dance benefits physical health
v. The decline and resurgence of traditional dance in schools
vi. Ways schools include traditional dance in lessons
vii. Predictions about traditional dance education
viii. Community concerns about teaching sacred dances

19. Section B
20. Section C
21. Section D
22. Section E
23. Section F

Questions 24-26: Summary Completion

Complete the summary below using words from the box.

Word Box:
appropriation, cardiovascular, costumes, digital, extracurricular, facilities, formations, holistic, rectangular, secular

Traditional dance programs face several implementation challenges. Many schools lack suitable (24) ____, as standard classrooms are often too (25) __ for dances requiring circular or linear (26) __. Additionally, concerns exist about cultural __ when sacred dances are taught in __ educational settings without proper cultural context.

---

PASSAGE 3 – The Neuroscience of Traditional Arts Education and Identity Formation

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The pedagogical integration of traditional music and dance into contemporary educational paradigms transcends mere cultural preservation; emerging research in neuroscience, developmental psychology, and educational theory reveals that engagement with traditional performing arts catalyzes complex neurobiological processes that fundamentally shape cognitive architecture, identity formation, and social cognition during critical developmental periods. This body of evidence challenges long-standing assumptions about the dichotomy between “practical” academic subjects and “supplementary” artistic disciplines, suggesting instead that traditional arts education may constitute an essential element of comprehensive human development.

Recent advances in neuroimaging technology, particularly functional magnetic resonance imaging (fMRI) and electroencephalography (EEG), have enabled researchers to observe real-time neural activation patterns during engagement with traditional music and dance. A groundbreaking longitudinal study conducted by neuroscientists at the Max Planck Institute for Human Cognitive and Brain Sciences (2018-2022) tracked 240 children aged 6-12 who participated in intensive traditional music programs for at least four years. The findings revealed significant structural changes in multiple brain regions compared to control groups. Specifically, participants demonstrated increased gray matter volume in the auditory cortex, motor cortex, and corpus callosum – the neural structure connecting the brain’s hemispheres. More intriguingly, enhanced connectivity was observed between the prefrontal cortex (associated with executive functions such as planning, decision-making, and impulse control) and the limbic system (governing emotional processing), suggesting that traditional music training strengthens the integration of cognitive and emotional processing.

The implications extend beyond individual neural development to encompass social neuroscience. When individuals perform traditional music or dance collectively, their brain activity synchronizes in a phenomenon termed neural entrainment or inter-brain synchrony. Research utilizing hyperscanning techniques – simultaneously recording neural activity from multiple participants – demonstrates that during ensemble performance, performers’ brains exhibit coordinated oscillatory patterns, particularly in theta and alpha frequency bands. This neurobiological synchronization correlates with subjective reports of social bonding, collective efficacy, and shared intentionality. Significantly, these effects appear more pronounced in traditional ensemble contexts compared to contemporary music groups, possibly because traditional forms often incorporate explicit communal and ritualistic elements that prime participants for social coordination.

Hình ảnh quét fMRI cho thấy hoạt động não bộ của học sinh khi học nhạc truyền thống so với nhóm đối chứng

From a developmental psychology perspective, engagement with traditional arts during formative years plays a crucial role in identity construction – the complex process through which individuals develop a coherent sense of self. Erik Erikson’s psychosocial development theory posits that children and adolescents navigate various identity crises, seeking to establish personal coherence while integrating social roles. Traditional music and dance provide what psychologists term “identity anchors” – stable cultural reference points that help young people situate themselves within broader historical and social continuums. This is particularly salient for children from minority or immigrant backgrounds, who must negotiate multiple, sometimes conflicting, cultural identities. Qualitative research conducted across diverse educational settings in Canada, Australia, and the United Kingdom reveals that students who participate in traditional arts programs report stronger bicultural integration – the ability to navigate multiple cultural frameworks without experiencing identity conflict or feeling compelled to choose between cultures.

However, the relationship between traditional arts education and identity formation is not uniformly positive; it can be complicated by issues of authenticity, essentialism, and cultural stereotyping. Educational theorists have raised concerns about programs that present monolithic representations of cultural traditions, failing to acknowledge their historical evolution and internal diversity. When traditional arts are taught as fixed, unchanging practices, they risk promoting essentialist notions of culture – the problematic assumption that members of particular cultural groups possess innate, immutable characteristics. This can inadvertently reinforce ethnic stereotypes and pressure students to conform to prescriptive cultural identities that may not align with their individual experiences or hybrid cultural realities. Progressive educators argue for critical cultural pedagogy – approaches that teach traditional arts while simultaneously encouraging students to question, interpret, and reimagine these traditions, recognizing culture as dynamic and multivalent rather than static and singular.

The sociopolitical dimensions of traditional arts education also warrant careful consideration. In many contexts, decisions about which traditions to include in curricula are inherently political, reflecting power dynamics and hegemonic cultural narratives. In nations with colonial histories, educational emphasis on colonizers’ musical and dance traditions at the expense of indigenous forms represents a continuation of cultural imperialism. Conversely, post-colonial educational reforms that prioritize indigenous traditions can be interpreted as acts of cultural reclamation and decolonization. However, such reforms sometimes encounter resistance from diverse stakeholders with competing visions of national identity and educational priorities. Furthermore, in multicultural societies with numerous ethnic groups, deciding which traditions to include poses practical and philosophical challenges: should curricula represent all groups equally, focus on historically marginalized communities, or emphasize the dominant culture? These questions have no universally applicable answers, requiring context-specific deliberation that balances pedagogical effectiveness, cultural representation, and social equity.

Recent scholarship has also explored the potential of traditional arts education to foster intercultural competence – the capacity to interact effectively and appropriately with people from different cultural backgrounds. Bennett’s Developmental Model of Intercultural Sensitivity proposes that individuals progress from ethnocentric stages (where one’s own culture is experienced as central to reality) toward ethnorelative stages (where one’s culture is experienced in the context of other cultures). Exposure to diverse traditional music and dance forms can accelerate this developmental progression by decentering students’ cultural assumptions and providing embodied experiences of alternative aesthetic systems and worldviews. A meta-analysis of 34 studies examining arts-based intercultural education interventions (published in the International Journal of Intercultural Relations, 2021) found moderate to strong effects on students’ cultural empathy, perspective-taking abilities, and reduction of prejudice, with traditional arts programs showing particularly robust effects compared to purely didactic multicultural education approaches.

The economic valuation of traditional arts education presents another dimension of complexity. In an era of increasing emphasis on STEM education (Science, Technology, Engineering, Mathematics) and concerns about workforce readiness, arts programs often face budgetary pressure and must justify their existence in utilitarian terms. Some advocates respond by highlighting research linking arts education to improved academic performance in other domains – what economists call positive externalities. Indeed, numerous studies demonstrate correlations between music participation and enhanced mathematical reasoning, linguistic development, and spatial-temporal cognition. However, critics of this instrumental justification argue that it implicitly accepts the marginalization of arts education by validating it only insofar as it serves other purposes. They contend that traditional arts possess intrinsic value – worth independent of external benefits – and that educational systems should recognize aesthetic experience, cultural understanding, and artistic expression as legitimate educational outcomes in their own right, not merely as means to academic or economic ends.

Looking toward future research directions, scholars increasingly advocate for interdisciplinary methodologies that integrate insights from neuroscience, psychology, anthropology, education, and the arts themselves. Participatory action research approaches that involve cultural practitioners, educators, students, and communities in the research process hold particular promise for generating knowledge that is both scientifically rigorous and culturally responsive. Additionally, longitudinal studies tracking participants over extended periods are needed to understand the long-term impacts of traditional arts education on life trajectories, cultural engagement, and intergenerational cultural transmission. As educational systems worldwide confront the challenges of cultural globalization, technological disruption, and social fragmentation, the role of traditional music and dance education in fostering cultural continuity, cognitive development, and social cohesion merits continued scholarly attention and thoughtful pedagogical innovation.

Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to the Max Planck Institute study, children who participated in traditional music programs showed
    A. better academic performance in all subjects
    B. structural changes in several brain regions
    C. reduced emotional sensitivity
    D. declined motor skills over time

28. The term “neural entrainment” refers to
    A. training the brain through repetitive practice
    B. the educational process of learning music
    C. synchronized brain activity among performers
    D. the brain’s ability to process multiple sounds

29. Traditional arts programs help immigrant children by
    A. forcing them to abandon their original culture
    B. making them choose one cultural identity
    C. helping them integrate multiple cultural identities
    D. preventing them from learning the new culture

30. Critical cultural pedagogy encourages students to
    A. preserve traditions exactly as they were
    B. reject all traditional cultural practices
    C. question and reinterpret cultural traditions
    D. focus only on their own cultural background

31. The main criticism of justifying arts education through its benefits to other subjects is that it
    A. provides inaccurate information about benefits
    B. ignores the intrinsic value of arts
    C. costs too much money to implement
    D. contradicts neuroscience research findings

Questions 32-36: Matching Features

Match each research finding (A-H) with the correct field of study (32-36). You may use any letter more than once.

Research Findings:
A. Brain scans showing increased gray matter in specific regions
B. Students reporting stronger ability to manage two cultures
C. Economic arguments about workforce preparation
D. Synchronized brain wave patterns during group performance
E. Historical analysis of colonial education policies
F. Improved mathematical and linguistic abilities
G. Decisions about which traditions to teach reflect power structures
H. Reduced prejudice after exposure to diverse art forms

Fields of Study:
32. Neuroscience
33. Developmental Psychology
34. Social Neuroscience
35. Sociopolitical Analysis
36. Intercultural Education Research

Questions 37-40: Short-answer Questions

Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

37. What imaging techniques allow researchers to observe brain activity during music and dance?
38. What psychological term describes stable cultural reference points that help young people understand their identity?
39. According to Bennett’s model, what stage do people reach when they experience their culture in relation to others?
40. What type of research approach involves cultural practitioners and communities in the research process?

---

Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. B
5. C
6. FALSE
7. TRUE
8. NOT GIVEN
9. TRUE
10. cultural roots
11. virtual reality / VR
12. shortage
13. parental involvement

PASSAGE 2: Questions 14-26

14. YES
15. NO
16. NO
17. NOT GIVEN
18. NO
19. iii
20. vi
21. ii
22. i
23. vii
24. facilities
25. rectangular
26. formations

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. C
31. B
32. A (or D)
33. B
34. D (or A)
35. G (or E)
36. H
37. fMRI and EEG / functional magnetic resonance imaging and electroencephalography
38. identity anchors
39. ethnorelative stages
40. participatory action research

---

Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: traditional music, primary schools, helps children
• Vị trí trong bài: Đoạn 2, dòng 5-7
• Giải thích: Bài đọc nói rõ “Teachers report that children who participate in folk music programs demonstrate improved memory retention and better concentration levels”. Đáp án B (improve their memory and focus) là paraphrase chính xác của “improved memory retention and better concentration levels”. Các đáp án khác không được đề cập trong đoạn văn về lợi ích của traditional music.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: 2019, University of Melbourne study, folk music sessions
• Vị trí trong bài: Đoạn 3, dòng 3-6
• Giải thích: Nghiên cứu tìm thấy “35% improvement in collaborative behaviour” và “develop crucial social skills such as teamwork, patience, and mutual respect”. Đáp án C (improved ability to work with others) paraphrase “collaborative behaviour” và “social skills”. Các đáp án A, B, D không được đề cập trong kết quả nghiên cứu.

Câu 3: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: This Land Is Your Land, American students
• Vị trí trong bài: Đoạn 4, dòng 5-10
• Giải thích: Bài đọc nêu rõ rằng khi học bài hát này, học sinh khám phá “themes of social justice, geography of the United States, and American history during the Great Depression era”, thể hiện “cross-curricular learning” và “connections between different subjects”. Đáp án C chính xác phản ánh ý này.

Câu 4: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main challenge, teaching traditional music
• Vị trí trong bài: Đoạn 6, dòng 2-4
• Giải thích: “One significant obstacle is the shortage of qualified teachers who possess both musical expertise and knowledge of traditional repertoires”. Đáp án B (insufficient qualified teachers) paraphrase trực tiếp “shortage of qualified teachers”.

Câu 5: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: successful traditional music programs
• Vị trí trong bài: Đoạn 7, dòng cuối
• Giải thích: “Most successful programs find a middle ground…respecting the spirit of the tradition while allowing for personal expression”. Đáp án C (balance authenticity with accessibility) chính xác tóm tắt “middle ground” giữa authenticity và accessibility.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Irish children, traditional music, only modern instruments
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài đọc nói “children learn traditional Irish jigs and reels using tin whistles and bodhráns (traditional drums)”, nghĩa là họ dùng traditional instruments chứ không phải “only modern instruments”. Câu này mâu thuẫn với thông tin trong bài.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: traditional music education, connections, different school subjects
• Vị trí trong bài: Đoạn 4, toàn bộ
• Giải thích: “Traditional music instruction serves as an excellent vehicle for cross-curricular learning” và liệt kê các môn học như history, geography, language arts, mathematics. Câu này đúng với thông tin trong bài.

Câu 8: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: music teachers, required, three folk music traditions
• Vị trí trong bài: Không có thông tin
• Giải thích: Bài đọc đề cập đến việc thiếu giáo viên có trình độ và nói về các chương trình đào tạo, nhưng không đề cập đến yêu cầu cụ thể về số lượng folk music traditions mà giáo viên phải biết.

Câu 9: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: virtual reality technology, teach traditional music and dance
• Vị trí trong bài: Đoạn 5, dòng 4-7
• Giải thích: “Some innovative programs use virtual reality (VR) to transport students to historical settings” và ví dụ về học sinh Nhật Bản sử dụng VR để tham dự “traditional Obon festival and learn folk dances”. Câu này đúng với thông tin trong bài.

Câu 10: cultural roots

• Dạng câu hỏi: Summary Completion
• Từ khóa: connect, students
• Vị trí trong bài: Đoạn 2, dòng 4-5
• Giải thích: “simultaneously connecting them to their cultural roots”

Câu 11: virtual reality / VR

• Dạng câu hỏi: Summary Completion
• Từ khóa: technology, immersive learning
• Vị trí trong bài: Đoạn 5, dòng 4-5
• Giải thích: “Some innovative programs use virtual reality (VR) to transport students to historical settings…in an immersive environment”

Câu 12: shortage

• Dạng câu hỏi: Summary Completion
• Từ khóa: teachers, expertise
• Vị trí trong bài: Đoạn 6, dòng 2
• Giải thích: “shortage of qualified teachers”

Câu 13: parental involvement

• Dạng câu hỏi: Summary Completion
• Từ khóa: successful programs, families participating
• Vị trí trong bài: Đoạn 8, dòng 1
• Giải thích: “Parental involvement has proven crucial to the success of traditional music programs”

Passage 2 – Giải Thích

Câu 14: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: dance, more effective than music, physical learning
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: “Unlike traditional music, which can be passively appreciated, dance demands full physical engagement, making it a uniquely powerful tool for embodied learning”. Tác giả cho rằng dance hiệu quả hơn vì yêu cầu physical engagement, đồng ý với quan điểm trong câu hỏi.

Câu 15: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: traditional dance, properly valued, 20th century
• Vị trí trong bài: Section A, dòng 1-3
• Giải thích: “Traditional dance forms were…marginalized within formal education systems” và “relegated to cultural festivals…rather than being recognized as legitimate educational content”. Điều này mâu thuẫn với “properly valued”, nên đáp án là NO.

Câu 16: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: strict preservation model, only correct way
• Vị trí trong bài: Section B, toàn bộ
• Giải thích: Tác giả trình bày cả “strict preservation model” và “dynamic interpretation model” mà không nói model nào là “only correct”. Tác giả còn đưa ví dụ về New Zealand’s approach cho thấy có nhiều cách tiếp cận hợp lý.

Câu 17: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: technology, never replace, master teacher in person
• Vị trí trong bài: Section E, đoạn cuối
• Giải thích: Mặc dù có đề cập “critics argue that technology-mediated learning cannot fully replicate the embodied transmission”, nhưng đây là quan điểm của critics, không phải của tác giả. Tác giả không đưa ra quan điểm rõ ràng về việc technology có thể hay không thể thay thế hoàn toàn.

Câu 18: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: future expansion, guaranteed
• Vị trí trong bài: Section F, dòng 1-2
• Giải thích: “the trajectory of traditional dance in education appears promising but uncertain” và “success will depend on adequately addressing current challenges”. Tác giả không cho rằng sự mở rộng là “guaranteed” (chắc chắn).

Câu 19: iii (Different methods of teaching traditional dance)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section B
• Giải thích: Section B mô tả hai phương pháp dạy khác nhau: “strict preservation model” và “dynamic interpretation model”, với ví dụ cụ thể từ Ấn Độ, Indonesia và New Zealand.

Câu 20: vi (Ways schools include traditional dance in lessons)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section C
• Giải thích: Section C tập trung vào “Integration into School Curricula” và mô tả cách các trường tích hợp dance vào history, geography và physical education.

Câu 21: ii (Problems facing traditional dance programs)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section D
• Giải thích: Section D có tiêu đề “Challenges in Implementation” và liệt kê các vấn đề như logistical constraints, lack of facilities, và tension between authenticity and pragmatism.

Câu 22: i (The role of technology in dance education)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section E
• Giải thích: Section E có tiêu đề “Technological Enhancement” và thảo luận về motion-capture technology, AR applications, và virtual platforms.

Câu 23: vii (Predictions about traditional dance education)

• Dạng câu hỏi: Matching Headings
• Vị trí: Section F
• Giải thích: Section F có tiêu đề “Future Directions” và nói về “trajectory of traditional dance in education” trong tương lai.

Câu 24: facilities

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Section D, dòng 2
• Giải thích: “many schools lack appropriate facilities”

Câu 25: rectangular

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Section D, dòng 3-4
• Giải thích: “difficult to accommodate in standard rectangular classrooms”

Câu 26: formations

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Section D, dòng 3
• Giải thích: “circular or linear formations”

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Max Planck Institute study, traditional music programs
• Vị trí trong bài: Đoạn 2, dòng 5-9
• Giải thích: Nghiên cứu “revealed significant structural changes in multiple brain regions” và “increased gray matter volume in the auditory cortex, motor cortex, and corpus callosum”. Đáp án B (structural changes in several brain regions) paraphrase chính xác thông tin này.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: neural entrainment
• Vị trí trong bài: Đoạn 3, dòng 2-3
• Giải thích: “When individuals perform…collectively, their brain activity synchronizes in a phenomenon termed neural entrainment or inter-brain synchrony”. Đáp án C (synchronized brain activity among performers) là định nghĩa chính xác.

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: traditional arts programs, immigrant children
• Vị trí trong bài: Đoạn 4, dòng 5-10
• Giải thích: “students who participate in traditional arts programs report stronger bicultural integration – the ability to navigate multiple cultural frameworks without experiencing identity conflict”. Đáp án C (helping them integrate multiple cultural identities) paraphrase “bicultural integration”.

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: critical cultural pedagogy
• Vị trí trong bài: Đoạn 5, dòng cuối
• Giải thích: “critical cultural pedagogy – approaches that teach traditional arts while simultaneously encouraging students to question, interpret, and reimagine these traditions”. Đáp án C (question and reinterpret cultural traditions) là paraphrase chính xác.

Câu 31: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: criticism, justifying arts education, benefits to other subjects
• Vị trí trong bài: Đoạn 8, dòng 6-9
• Giải thích: “critics…argue that it implicitly accepts the marginalization of arts education by validating it only insofar as it serves other purposes” và “traditional arts possess intrinsic value”. Đáp án B (ignores the intrinsic value of arts) chính xác phản ánh quan điểm này.

Câu 32-36: Matching Features

Câu 32: A (hoặc D cũng được chấp nhận)

• Field: Neuroscience
• Giải thích: “Brain scans showing increased gray matter” thuộc về neuroscience research được mô tả trong đoạn 2.

Câu 33: B

• Field: Developmental Psychology
• Giải thích: “Students reporting stronger ability to manage two cultures” liên quan đến bicultural integration, được thảo luận trong developmental psychology perspective ở đoạn 4.

Câu 34: D (hoặc A cũng được chấp nhận)

• Field: Social Neuroscience
• Giải thích: “Synchronized brain wave patterns during group performance” là neural entrainment được mô tả trong social neuroscience section ở đoạn 3.

Câu 35: G (hoặc E cũng được chấp nhận)

• Field: Sociopolitical Analysis
• Giải thích: “Decisions about which traditions to teach reflect power structures” được thảo luận trong sociopolitical dimensions section ở đoạn 6.

Câu 36: H

• Field: Intercultural Education Research
• Giải thích: “Reduced prejudice after exposure to diverse art forms” được đề cập trong meta-analysis về intercultural education ở đoạn 7.

Câu 37: fMRI and EEG (hoặc functional magnetic resonance imaging and electroencephalography)

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “functional magnetic resonance imaging (fMRI) and electroencephalography (EEG)”

Câu 38: identity anchors

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 4, dòng 4-5
• Giải thích: “Traditional music and dance provide what psychologists term ‘identity anchors’ – stable cultural reference points”

Câu 39: ethnorelative stages

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 7, dòng 2-3
• Giải thích: “toward ethnorelative stages (where one’s culture is experienced in the context of other cultures)”

Câu 40: participatory action research

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 9, dòng 2-3
• Giải thích: “Participatory action research approaches that involve cultural practitioners, educators, students, and communities in the research process”

---

Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
preserve	v	/prɪˈzɜːv/	bảo tồn, gìn giữ	preserve cultural heritage	cultural preservation, preserve traditions
integration	n	/ˌɪntɪˈɡreɪʃn/	sự tích hợp, hội nhập	integration of traditional music	curriculum integration, social integration
literacy	n	/ˈlɪtərəsi/	khả năng đọc viết, hiểu biết	musical literacy	cultural literacy, media literacy
retention	n	/rɪˈtenʃn/	sự giữ lại, duy trì	memory retention	information retention, knowledge retention
collaborative	adj	/kəˈlæbərətɪv/	hợp tác, cộng tác	collaborative behaviour	collaborative learning, collaborative work
cross-curricular	adj	/krɒs kəˈrɪkjʊlə/	liên môn học	cross-curricular learning	cross-curricular approach, cross-curricular activities
holistic	adj	/həʊˈlɪstɪk/	toàn diện, tổng thể	holistic approach	holistic education, holistic development
digital platform	n	/ˈdɪdʒɪtl ˈplætfɔːm/	nền tảng kỹ thuật số	use digital platforms	online platform, learning platform
immersive	adj	/ɪˈmɜːsɪv/	đắm chìm, nhập vai	immersive environment	immersive experience, immersive learning
authenticity	n	/ˌɔːθenˈtɪsəti/	tính xác thực, chân thực	balancing authenticity	cultural authenticity, maintain authenticity
repertoire	n	/ˈrepətwɑː/	vốn tiết mục, kho tàng	traditional repertoires	musical repertoire, dance repertoire
multicultural	adj	/ˌmʌltiˈkʌltʃərəl/	đa văn hóa	multicultural societies	multicultural education, multicultural environment

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
embodied learning	n	/ɪmˈbɒdid ˈlɜːnɪŋ/	học tập qua cơ thể	powerful tool for embodied learning	embodied cognition, embodied knowledge
marginalized	adj	/ˈmɑːdʒɪnəlaɪzd/	bị gạt ra ngoài lề	marginalized within education systems	marginalized communities, marginalized groups
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	pedagogical approaches	pedagogical methods, pedagogical practice
preservation model	n	/ˌprezəˈveɪʃn ˈmɒdl/	mô hình bảo tồn	strict preservation model	preservation strategy, preservation effort
dynamic interpretation	n	/daɪˈnæmɪk ɪnˌtɜːprɪˈteɪʃn/	giải thích linh hoạt	dynamic interpretation model	dynamic approach, dynamic process
curriculum design	n	/kəˈrɪkjələm dɪˈzaɪn/	thiết kế chương trình	requires careful curriculum design	curriculum development, curriculum planning
cardiovascular	adj	/ˌkɑːdiəʊˈvæskjələ/	thuộc tim mạch	cardiovascular benefits	cardiovascular health, cardiovascular exercise
spatial awareness	n	/ˈspeɪʃl əˈweənəs/	nhận thức không gian	developing spatial awareness	spatial skills, spatial cognition
logistical constraints	n	/ləˈdʒɪstɪkl kənˈstreɪnts/	hạn chế về hậu cần	logistical constraints present challenges	logistical problems, logistical issues
cultural appropriation	n	/ˈkʌltʃərəl əˌprəʊpriˈeɪʃn/	chiếm dụng văn hóa	concerns about cultural appropriation	cultural sensitivity, cultural respect
motion-capture	n	/ˈməʊʃn ˈkæptʃə/	công nghệ bắt chuyển động	motion-capture technology	motion-capture system, motion tracking
augmented reality	n	/ɔːɡˈmentɪd riˈæləti/	thực tế tăng cường	augmented reality applications	AR technology, virtual reality
embodied transmission	n	/ɪmˈbɒdid trænzˈmɪʃn/	truyền đạt qua cơ thể	embodied transmission occurs	knowledge transmission, cultural transmission
intangible heritage	n	/ɪnˈtændʒəbl ˈherɪtɪdʒ/	di sản phi vật thể	intangible cultural heritage	cultural heritage, heritage preservation
holistic education	n	/həʊˈlɪstɪk ˌedjuˈkeɪʃn/	giáo dục toàn diện	holistic education approaches	holistic learning, holistic development

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical integration	n	/ˌpedəˈɡɒdʒɪkl ˌɪntɪˈɡreɪʃn/	tích hợp sư phạm	pedagogical integration of traditional arts	curriculum integration, seamless integration
neurobiological	adj	/ˌnjʊərəʊbaɪəˈlɒdʒɪkl/	thuộc thần kinh sinh học	neurobiological processes	neurobiological mechanisms, neurobiological factors
cognitive architecture	n	/ˈkɒɡnətɪv ˈɑːkɪtektʃə/	kiến trúc nhận thức	fundamentally shape cognitive architecture	cognitive structure, cognitive framework
dichotomy	n	/daɪˈkɒtəmi/	sự chia đôi, phân đôi	challenges dichotomy between subjects	false dichotomy, cultural dichotomy
neuroimaging	n	/ˌnjʊərəʊˈɪmɪdʒɪŋ/	chụp ảnh não bộ	advances in neuroimaging technology	neuroimaging techniques, brain imaging
neural activation	n	/ˈnjʊərəl ˌæktɪˈveɪʃn/	sự kích hoạt thần kinh	neural activation patterns	brain activation, neuronal activation
corpus callosum	n	/ˈkɔːpəs kəˈləʊsəm/	thể chai (não)	increased corpus callosum volume	brain structure, neural pathways
executive functions	n	/ɪɡˈzekjʊtɪv ˈfʌŋkʃnz/	chức năng điều hành	associated with executive functions	cognitive functions, brain functions
neural entrainment	n	/ˈnjʊərəl ɪnˈtreɪnmənt/	sự đồng bộ thần kinh	phenomenon termed neural entrainment	brain synchronization, neural synchrony
inter-brain synchrony	n	/ˈɪntə breɪn ˈsɪŋkrəni/	đồng bộ giữa các não	inter-brain synchrony occurs	brain-to-brain coupling, neural coupling
hyperscanning	n	/ˈhaɪpəskænɪŋ/	quét siêu âm đa người	utilizing hyperscanning techniques	simultaneous scanning, brain recording
oscillatory patterns	n	/ˈɒsɪlətri ˈpætnz/	các mẫu dao động	coordinated oscillatory patterns	brain oscillations, neural oscillations
collective efficacy	n	/kəˈlektɪv ˈefɪkəsi/	hiệu năng tập thể	reports of collective efficacy	group efficacy, social cohesion
identity construction	n	/aɪˈdentəti kənˈstrʌkʃn/	xây dựng bản sắc	crucial role in identity construction	identity formation, identity development
psychosocial development	n	/ˌsaɪkəʊˈsəʊʃl dɪˈveləpmənt/	phát triển tâm lý xã hội	Erikson’s psychosocial development theory	social development, psychological development
bicultural integration	n	/baɪˈkʌltʃərəl ˌɪntɪˈɡreɪʃn/	hội nhập song văn hóa	report stronger bicultural integration	cultural integration, dual identity
essentialism	n	/ɪˈsenʃəlɪzəm/	chủ nghĩa bản chất	issues of essentialism	cultural essentialism, biological essentialism
cultural stereotyping	n	/ˈkʌltʃərəl ˈsteriətaɪpɪŋ/	định kiến văn hóa	concerns about cultural stereotyping	ethnic stereotypes, social stereotypes
hegemonic	adj	/ˌheɡəˈmɒnɪk/	bá quyền, thống trị	hegemonic cultural narratives	hegemonic power, dominant ideology
decolonization	n	/diːˌkɒlənaɪˈzeɪʃn/	phi thực dân hóa	acts of decolonization	cultural decolonization, political independence
intercultural competence	n	/ˌɪntəˈkʌltʃərəl ˈkɒmpɪtəns/	năng lực liên văn hóa	foster intercultural competence	cross-cultural skills, cultural awareness
ethnocentric	adj	/ˌeθnəʊˈsentrɪk/	dân tộc trung tâm	ethnocentric stages	ethnocentric view, cultural bias
ethnorelative	adj	/ˌeθnəʊˈrelətɪv/	tương đối dân tộc	toward ethnorelative stages	intercultural sensitivity, cultural relativism
perspective-taking	n	/pəˈspektɪv ˈteɪkɪŋ/	nhận thức góc nhìn người khác	perspective-taking abilities	empathy skills, social cognition
positive externalities	n	/ˈpɒzətɪv ˌekstɜːˈnæləti/	lợi ích bên ngoài tích cực	what economists call positive externalities	economic benefits, spillover effects
intrinsic value	n	/ɪnˈtrɪnsɪk ˈvæljuː/	giá trị nội tại	traditional arts possess intrinsic value	inherent worth, fundamental value
participatory action research	n	/pɑːˌtɪsɪpətri ˈækʃn rɪˈsɜːtʃ/	nghiên cứu hành động tham gia	participatory action research approaches	collaborative research, community research
intergenerational transmission	n	/ˌɪntədʒenəˈreɪʃənl trænzˈmɪʃn/	truyền đạt liên thế hệ	intergenerational cultural transmission	knowledge transfer, cultural continuity

---

Kết Bài

Chủ đề “How traditional music and dance are incorporated into modern education” không chỉ là một đề tài văn hóa thú vị mà còn phản ánh xu hướng giáo dục toàn cầu trong việc kết nối truyền thống với hiện đại. Qua bài thi mẫu này, bạn đã được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với ba passages tăng dần độ khó từ Easy đến Hard, bao quát đầy đủ các kỹ năng reading cần thiết.

Passage 1 giúp bạn làm quen với chủ đề qua những thông tin cơ bản về việc dạy nhạc dân gian trong trường tiểu học, với từ vựng và cấu trúc câu dễ tiếp cận. Passage 2 đưa bạn đến mức độ phức tạp hơn với các khái niệm sư phạm, phương pháp giảng dạy đa dạng và những thách thức trong thực tế. Passage 3 thử thách khả năng đọc hiểu học thuật của bạn với những nội dung sâu về neuroscience, developmental psychology và sociopolitical analysis.

Với 40 câu hỏi đa dạng bao gồm 7 dạng phổ biến nhất trong IELTS Reading, đề thi này cung cấp cho bạn trải nghiệm như thi thật. Phần giải thích đáp án chi tiết không chỉ cho bạn biết đâu là câu trả lời đúng mà còn hướng dẫn cách xác định thông tin, áp dụng kỹ thuật paraphrase và tránh những sai lầm phổ biến.

Từ vựng học thuật được tổng hợp theo từng passage sẽ giúp bạn xây dựng vốn từ vựng vững chắc cho không chỉ chủ đề này mà còn các chủ đề tương tự về văn hóa, giáo dục và nghệ thuật. Hãy chú ý đến các collocations và cách sử dụng từ trong ngữ cảnh học thuật.

Để đạt kết quả tốt nhất với đề thi này, bạn nên:

• Làm bài trong điều kiện thi thật (60 phút, không tra từ điển)
• Kiểm tra đáp án và đọc kỹ phần giải thích
• Ghi chú các từ vựng mới và ôn tập thường xuyên
• Phân tích các câu phức tạp để hiểu cấu trúc ngữ pháp
• Luyện tập lại những dạng câu hỏi bạn còn yếu

Chúc bạn ôn tập hiệu quả và đạt band điểm mong muốn trong kỳ thi IELTS sắp tới!