Mở Bài
Chủ đề về công nghệ giáo dục và phương pháp truyền tải kiến thức hiện đại đang ngày càng phổ biến trong kỳ thi IELTS Reading. Đặc biệt, các đề thi gần đây thường xuyên đề cập đến video essays – một hình thức trình bày học thuật kết hợp giữa hình ảnh động và nội dung phân tích sâu sắc – và vai trò của chúng trong việc thúc đẩy các cuộc thảo luận giáo dục toàn cầu.
Bài viết này cung cấp một đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, bao gồm 40 câu hỏi đa dạng giống như trong kỳ thi thật. Bạn sẽ được luyện tập với các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và nhiều dạng khác. Mỗi passage được thiết kế tương tự như Cambridge IELTS, với độ khó tăng dần và nội dung học thuật chính xác.
Đề thi này phù hợp cho học viên từ band 5.0 trở lên, với đáp án chi tiết kèm giải thích cụ thể, từ vựng quan trọng được phân tích kỹ lưỡng, và các kỹ thuật làm bài thực chiến giúp bạn tự tin hơn khi bước vào phòng thi.
Hướng Dẫn Làm Bài IELTS Reading
Tổng Quan Về IELTS Reading Test
IELTS Reading Test là một phần quan trọng trong kỳ thi IELTS Academic, yêu cầu thí sinh hoàn thành 40 câu hỏi trong vòng 60 phút. Đề thi bao gồm 3 passages với độ dài và độ khó tăng dần, kiểm tra khả năng đọc hiểu, phân tích và tìm kiếm thông tin của thí sinh.
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút
- Passage 2 (Medium): 18-20 phút
- Passage 3 (Hard): 23-25 phút
Lưu ý nên dành 2-3 phút cuối để chuyển đáp án vào phiếu trả lời, vì không có thời gian bổ sung sau khi hết giờ.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
- True/False/Not Given – Xác định thông tin đúng/sai/không được đề cập
- Matching Information – Nối thông tin với đoạn văn tương ứng
- Matching Headings – Nối tiêu đề phù hợp với các đoạn văn
- Summary Completion – Hoàn thành đoạn tóm tắt
- Sentence Completion – Hoàn thành câu
- Short-answer Questions – Câu hỏi trả lời ngắn
IELTS Reading Practice Test
PASSAGE 1 – The Rise of Video Essays in Modern Education
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
In recent years, video essays have emerged as a powerful educational tool, transforming the way knowledge is shared and discussed across the globe. Unlike traditional written essays, video essays combine visual elements, narration, and analytical content to create a multi-sensory learning experience. This innovative format has gained tremendous popularity among educators, students, and independent content creators, particularly on platforms such as YouTube, Vimeo, and educational websites.
The origins of video essays can be traced back to the early days of documentary filmmaking, but their modern incarnation has been shaped significantly by digital technology and internet accessibility. What makes video essays particularly effective is their ability to demonstrate complex concepts through visual aids while maintaining the intellectual depth of traditional academic writing. For instance, when explaining historical events, a video essay can seamlessly integrate archival footage, maps, and expert interviews, making the content more engaging and memorable than text alone.
One of the most significant advantages of video essays in education is their capacity to reach diverse audiences. Students with different learning styles can benefit from this format: visual learners appreciate the graphics and demonstrations, auditory learners benefit from the narration, and kinesthetic learners can pause and rewind to engage with the material at their own pace. This flexibility makes video essays an inclusive educational resource that accommodates various learning preferences.
Furthermore, video essays have democratized academic discussions. Previously, scholarly debates were largely confined to academic journals and university classrooms, accessible only to those within educational institutions. Now, a well-crafted video essay can spark conversations among millions of viewers worldwide, regardless of their formal education background. This accessibility has led to the emergence of public intellectualism, where complex ideas about philosophy, science, art, and society are made comprehensible to general audiences.
The production quality of educational video essays has also improved dramatically over the past decade. Early examples often featured simple slideshows with voiceovers, but contemporary video essays employ sophisticated editing techniques, professional animation, and high-quality cinematography. This evolution has been facilitated by increasingly affordable video editing software and equipment, allowing even individual creators to produce broadcast-quality content from home studios.
Educational institutions have begun to recognize the value of video essays as both learning resources and assessment tools. Many universities now incorporate video essay assignments into their curricula, encouraging students to develop skills in research, scriptwriting, video production, and critical analysis simultaneously. This interdisciplinary approach better prepares students for a digital-first world where communication skills extend beyond traditional writing.
However, the rise of video essays also presents certain challenges. Information verification becomes more difficult when content is presented through rapid visual sequences rather than cited text. Additionally, the production demands of creating quality video essays can be time-intensive, requiring skills that not all educators or students possess. There are also concerns about screen fatigue and whether video consumption promotes superficial engagement compared to deep reading.
Despite these concerns, the trajectory of video essays in education appears overwhelmingly positive. As technology continues to advance and digital literacy becomes increasingly important, video essays are likely to play an even more central role in how we share, discuss, and learn new ideas across cultural and geographical boundaries.
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
1. According to the passage, video essays differ from traditional written essays because they:
A. are easier to produce
B. use multiple sensory elements
C. are always more entertaining
D. require less research
2. The passage suggests that video essays are particularly effective for historical topics because they can:
A. replace the need for teachers
B. include various types of visual evidence
C. be produced more quickly
D. avoid controversial interpretations
3. What does the author say about access to academic discussions in the past?
A. They were available to everyone
B. They were only in video format
C. They were mainly limited to academic settings
D. They were more popular than today
4. According to the passage, modern video essays differ from earlier versions in their:
A. educational value
B. length and duration
C. target audience
D. technical sophistication
5. Universities are using video essays as assessment tools because they:
A. are easier to grade
B. develop multiple skills at once
C. cost less to produce
D. require no training
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. Video essays first appeared on YouTube and Vimeo.
7. Different types of learners can benefit from the video essay format.
8. All students prefer video essays to traditional textbooks.
9. Video editing software has become more affordable in recent years.
Questions 10-13: Sentence Completion
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
10. Video essays have led to the development of __, where difficult ideas are explained to ordinary people.
11. Creating high-quality video essays can be __ for both teachers and students.
12. One concern about video content is that it might lead to __ rather than thorough understanding.
13. The author believes the future of video essays in education is __.
PASSAGE 2 – Video Essays as Catalysts for Global Educational Discourse
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The proliferation of video essays has fundamentally altered the landscape of international educational exchange, creating unprecedented opportunities for cross-cultural dialogue and collaborative learning. This transformation extends beyond mere technological advancement; it represents a paradigm shift in how knowledge is constructed, disseminated, and debated in the digital age. The implications of this shift are particularly profound for developing nations, where access to quality educational resources has historically been constrained by economic and infrastructural limitations.
A Video essays have emerged as particularly potent instruments for addressing educational inequality on a global scale. Unlike traditional textbooks, which require substantial financial investment in printing, distribution, and regular updates, video essays can be produced relatively inexpensively and disseminated instantaneously to audiences worldwide. This economic efficiency has enabled educators in resource-poor settings to access cutting-edge pedagogical content that would otherwise remain beyond their reach. Moreover, the inherently visual nature of video essays transcends language barriers more effectively than text-based resources, as complex concepts can be conveyed through universal visual language supplemented by subtitles in multiple languages.
B The collaborative potential of video essays has also fostered new forms of international academic cooperation. Educators from different countries increasingly co-create video content that incorporates diverse perspectives on contested topics. For instance, a video essay examining climate change might feature contributions from scientists in the Arctic, farmers in Southeast Asia, and policy analysts in Europe, weaving together these disparate viewpoints into a coherent narrative that illuminates the global dimensions of the issue. Such collaborative productions not only enrich the content but also model the kind of international cooperation necessary to address transnational challenges.
C Furthermore, video essays have revolutionized the concept of peer learning on an international scale. Students no longer need to rely exclusively on their immediate teachers or classmates for educational interaction. Instead, they can engage with video essays created by peers across continents, exposing themselves to alternative methodologies, interpretations, and problem-solving approaches. This exposure cultivates intellectual flexibility and cultural competence, qualities increasingly recognized as essential in an interconnected world. The comment sections and discussion forums accompanying video essays have become vibrant spaces for intercultural exchange, where students from Tokyo to Toronto debate ideas and challenge assumptions in real-time.
D The democratizing influence of video essays extends to academic discourse itself. Traditionally, scholarly conversations occurred through peer-reviewed journals with publication timelines spanning months or years, effectively limiting the speed and accessibility of intellectual exchange. Video essays, by contrast, enable scholars to present findings and theoretical frameworks much more rapidly, inviting immediate feedback from both academic and non-academic audiences. This accelerated discourse has proven particularly valuable during rapidly evolving situations, such as public health crises, where timely dissemination of accurate information is critical.
E However, this acceleration and democratization bring legitimate concerns about academic rigor and quality control. The peer-review process, despite its limitations, has historically served as a gatekeeping mechanism ensuring a baseline of scholarly standards. Video essays, often produced and published without such oversight, may propagate misconceptions or oversimplifications. Additionally, the algorithmic curation of content on video platforms tends to prioritize engagement metrics over educational value, potentially amplifying sensationalist or misleading content at the expense of more nuanced analyses.
F Educational institutions have begun to grapple with these challenges by developing frameworks for evaluating video essay quality. Some universities have established criteria encompassing source credibility, argument coherence, and production ethics. Others have created collaborative platforms where video essays undergo community review before being endorsed for educational use. These initiatives represent attempts to preserve the benefits of video essays while mitigating their potential drawbacks.
The integration of video essays into formal education systems also raises questions about pedagogical methodology. Educators must strike a balance between leveraging the engagement potential of video content and ensuring students develop the critical reading skills traditionally cultivated through text analysis. Some researchers advocate for a complementary approach, where video essays serve as entry points to topics, sparking curiosity that students then pursue through traditional academic reading. This strategy capitalizes on the motivational advantages of video while maintaining rigorous intellectual development.
Questions 14-20: Matching Headings
The passage has seven paragraphs, A-F.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-ix, in boxes 14-20 on your answer sheet.
List of Headings:
i. The economic benefits of video essays for poor countries
ii. Concerns about maintaining academic standards
iii. The replacement of traditional universities
iv. International teamwork in video production
v. How algorithms affect content quality
vi. Video essays enabling faster academic communication
vii. Students learning from international peers through video
viii. Institutional responses to quality concerns
ix. Methods for balancing video and traditional learning
14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F
20. Section after Paragraph F (final paragraph)
Questions 21-23: Yes/No/Not Given
Do the following statements agree with the claims of the writer in the passage?
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
21. Video essays are completely replacing traditional textbooks in all educational settings.
22. The peer-review process for academic journals has historically helped maintain scholarly quality.
23. Students should only use video essays and avoid traditional reading materials.
Questions 24-26: Summary Completion
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Video essays have changed global education by providing affordable access to quality content, especially for developing nations facing 24 __. They enable 25 __ between educators from different countries who can present multiple viewpoints on controversial subjects. However, concerns exist about whether video essays maintain sufficient 26 __ without traditional peer-review processes.
PASSAGE 3 – The Epistemological Implications of Video Essays in Contemporary Pedagogy
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The ascendancy of video essays as pedagogical instruments has precipitated a fundamental re-examination of epistemological assumptions that have underpinned Western education for centuries. This development transcends mere technological innovation, constituting instead a profound challenge to the privileged status of written textual analysis as the primary modality of knowledge construction and validation. The implications of this shift extend far beyond practical considerations of content delivery, touching upon fundamental questions about the nature of understanding, the legitimacy of different knowledge forms, and the cognitive processes through which meaning is derived and intellectual competence assessed.
Traditional academic epistemology has been predicated upon the assumption that rigorous thinking requires the linear, sequential processing of propositional content as mediated through written language. This paradigm, rooted in Enlightenment rationalism, posits that abstraction from immediate sensory experience facilitates critical distance, enabling the objective evaluation of arguments unclouded by emotional or aesthetic influences. The written word, in this framework, serves as the optimal vehicle for systematic reasoning precisely because it isolates propositional content from the multimodal richness of embodied communication. Scholars working within this tradition have long regarded visual and auditory elements as potentially distracting from the essential work of logical analysis.
Video essays, however, operate according to a markedly different epistemological logic. Rather than abstracting from sensory experience, they deliberately exploit the cognitive affordances of multimodal integration. Research in cognitive psychology and neuroscience has increasingly demonstrated that human understanding is fundamentally embodied and situated, with abstract reasoning emerging from and remaining grounded in sensorimotor experience. From this perspective, the traditional privileging of decontextualized propositional knowledge represents not a purification of thought but rather an artificial impoverishment that alienates cognitive processing from its natural foundations.
The rhetorical structure of video essays exemplifies this alternative epistemology. Rather than advancing arguments through exclusively verbal propositions, video essays construct meaning through the juxtaposition and integration of multiple semiotic registers: spoken narration, written text, still images, moving footage, music, sound effects, and graphic animations. Each of these elements contributes distinct affordances to the communicative act, with meaning emerging not from any single channel but from their synergistic interaction. For instance, while narration might articulate an abstract principle, simultaneous visual demonstration can ground that principle in concrete instantiation, while musical accompaniment establishes an affective frame that shapes interpretive engagement.
This multimodal complexity has profound implications for how we conceptualize educational assessment and intellectual rigor. Traditional evaluation methods, centered on written examinations and essays, privilege particular cognitive capacities – primarily verbal reasoning and the ability to construct linear arguments. Video essays, however, demand a significantly broader repertoire of intellectual competencies: visual literacy, narrative construction, aesthetic judgment, temporal pacing, source synthesis, and rhetorical awareness across multiple modalities simultaneously. The question then arises: does the incorporation of these additional dimensions enhance or dilute academic rigor?
Proponents of video essays argue that the format actually intensifies intellectual demands by requiring creators to demonstrate mastery across multiple domains of knowledge and skill simultaneously. Creating an effective video essay on, for instance, post-colonial theory requires not only comprehensive understanding of the theoretical content but also the ability to translate abstract concepts into appropriate visual metaphors, to sequence information for optimal comprehension, and to maintain viewer engagement without sacrificing complexity. This multifaceted challenge, advocates suggest, cultivates a more holistic and practically applicable form of expertise than traditional text-only assignments.
Critics, conversely, contend that the production demands of video essays may inadvertently shift emphasis from intellectual depth to technical proficiency and aesthetic appeal. Students might devote disproportionate attention to visual flourishes and editing techniques at the expense of rigorous research and critical analysis. Furthermore, the inherently persuasive nature of video – with its capacity to evoke emotion through music, pacing, and imagery – may undermine the critical detachment traditionally valued in academic work. The affective power of well-crafted video can make weak arguments appear compelling, potentially compromising the evaluative function that education should serve.
The debate extends to questions of cultural hegemony and educational equity. Video production requires technological infrastructure and technical literacy that remain unevenly distributed globally. While video essays might theoretically democratize access to educational content, their production could paradoxically reinforce existing inequalities if assessment standards increasingly favor digitally sophisticated presentations. Students from resource-constrained backgrounds might find themselves disadvantaged not by intellectual capacity but by lack of access to equipment, software, and training.
Moreover, the algorithmic mediation of video content raises epistemological concerns about knowledge curation and intellectual autonomy. Unlike traditional libraries, where researchers exercise agency in selecting sources, video platforms employ opaque algorithms that prioritize content based on engagement metrics and user profiling. This automated curation potentially creates epistemic filter bubbles, where users are predominantly exposed to perspectives aligned with their existing viewpoints, thereby constraining the intellectual diversity essential for robust educational discourse. The question of who controls these algorithms and whose interests they serve becomes crucial when video essays increasingly mediate global educational exchange.
Recent developments in artificial intelligence have further complicated the landscape. AI-generated video synthesis technologies now enable the creation of highly convincing educational videos with minimal human oversight. While this could dramatically expand the volume of available educational content, it also raises urgent questions about authenticity, accountability, and the potential for sophisticated misinformation. Educational institutions must develop frameworks for verifying the provenance and reliability of video essays in an era where the boundary between human and machine authorship becomes increasingly blurred.
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
27. According to the passage, traditional Western education has historically been based on the idea that:
A. visual learning is superior to reading
B. written analysis enables clearer reasoning
C. students prefer text to video content
D. all subjects should be taught the same way
28. The passage suggests that video essays challenge traditional education by:
A. being easier to produce than written essays
B. appealing only to younger students
C. combining different types of sensory information
D. completely replacing university lectures
29. What does the passage say about assessment methods for video essays?
A. They are identical to traditional written exams
B. They only test technical video skills
C. They evaluate a wider range of abilities
D. They are universally accepted worldwide
30. Critics of video essays worry that students might:
A. spend too much time on appearance rather than content
B. never learn to read traditional texts
C. become professional video producers
D. avoid all visual learning materials
31. According to the passage, artificial intelligence in video production:
A. has solved all educational problems
B. creates concerns about truthfulness and authenticity
C. is not yet technically possible
D. only benefits wealthy countries
Questions 32-36: Matching Features
Match each concern or benefit (Questions 32-36) with the correct group of people (A-D).
You may use any letter more than once.
A. Proponents of video essays
B. Critics of video essays
C. Cognitive psychologists and neuroscientists
D. Educational institutions
32. Video essays require demonstrating expertise across multiple areas simultaneously
33. Emotional elements in videos might weaken objective evaluation
34. Human thinking is naturally based on physical and sensory experience
35. Technical production demands could reinforce educational inequality
36. Frameworks are needed to verify the quality of video content
Questions 37-40: Short-answer Questions
Answer the questions below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
37. What type of communication does traditional academic writing isolate content from?
38. According to the passage, what creates meaning in video essays through the combination of different elements?
39. What type of “bubbles” might be created by algorithms that limit intellectual diversity?
40. What becomes unclear with AI video technology regarding human versus machine creation?
Video essays đang thay đổi cách thức thảo luận giáo dục toàn cầu với công nghệ đa phương tiện hiện đại
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- B
- C
- D
- B
- FALSE
- TRUE
- NOT GIVEN
- TRUE
- public intellectualism
- time-intensive
- superficial engagement
- overwhelmingly positive
PASSAGE 2: Questions 14-26
- i
- iv
- vii
- vi
- ii
- viii
- ix
- NO
- YES
- NO
- infrastructural limitations
- collaborative productions / international cooperation
- academic rigor
PASSAGE 3: Questions 27-40
- B
- C
- C
- A
- B
- A
- B
- C
- B
- D
- embodied communication
- synergistic interaction
- epistemic filter bubbles
- authorship
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: video essays differ, traditional written essays
- Vị trí trong bài: Đoạn 1, dòng 2-3
- Giải thích: Đoạn văn nói rõ “video essays combine visual elements, narration, and analytical content to create a multi-sensory learning experience”, điều này được paraphrase thành “use multiple sensory elements” trong đáp án B.
Câu 2: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: effective for historical topics
- Vị trí trong bài: Đoạn 2, dòng 5-7
- Giải thích: Bài viết đề cập “when explaining historical events, a video essay can seamlessly integrate archival footage, maps, and expert interviews”, tức là “include various types of visual evidence”.
Câu 6: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: first appeared on YouTube and Vimeo
- Vị trí trong bài: Đoạn 2, dòng 1-2
- Giải thích: Đoạn văn nói “The origins of video essays can be traced back to the early days of documentary filmmaking”, không phải YouTube hay Vimeo. Sau đó mới đề cập các nền tảng này là nơi video essays phổ biến, không phải xuất hiện đầu tiên.
Câu 7: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: different types of learners benefit
- Vị trí trong bài: Đoạn 3, dòng 2-5
- Giải thích: Bài viết liệt kê cụ thể “visual learners appreciate the graphics”, “auditory learners benefit from the narration”, và “kinesthetic learners can pause and rewind”, chứng tỏ nhiều kiểu người học khác nhau đều được lợi.
Câu 10: public intellectualism
- Dạng câu hỏi: Sentence Completion
- Từ khóa: difficult ideas explained to ordinary people
- Vị trí trong bài: Đoạn 4, dòng 5-7
- Giải thích: Câu trong bài: “This accessibility has led to the emergence of public intellectualism, where complex ideas… are made comprehensible to general audiences” khớp hoàn toàn với câu hỏi.
Passage 2 – Giải Thích
Câu 14: i
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph A
- Giải thích: Đoạn A tập trung vào việc video essays giúp giải quyết educational inequality, đặc biệt cho developing nations với “economic and infrastructural limitations”, và được “produced relatively inexpensively” – đúng với heading về economic benefits cho các nước nghèo.
Câu 15: iv
- Dạng câu hỏi: Matching Headings
- Vị trí: Paragraph B
- Giải thích: Đoạn B nhấn mạnh “collaborative potential” và “international academic cooperation”, với ví dụ về educators từ các nước khác nhau “co-create video content” – phù hợp với heading về international teamwork.
Câu 21: NO
- Dạng câu hỏi: Yes/No/Not Given
- Vị trí: Toàn bài
- Giải thích: Bài viết không bao giờ nói video essays “completely replacing” textbooks trong “all educational settings”. Thực tế đoạn cuối đề cập đến “complementary approach” và “balance”, cho thấy tác giả ủng hộ việc kết hợp cả hai.
Câu 24: infrastructural limitations
- Dạng câu hỏi: Summary Completion
- Vị trí: Paragraph A, dòng cuối
- Giải thích: Cụm từ này xuất hiện trong ngữ cảnh nói về developing nations và những hạn chế họ gặp phải về “economic and infrastructural limitations”.
Passage 3 – Giải Thích
Câu 27: B
- Dạng câu hỏi: Multiple Choice
- Từ khóa: traditional Western education, historically based
- Vị trí trong bài: Đoạn 2, dòng 1-4
- Giải thích: Đoạn 2 nói rõ traditional academic epistemology tin rằng “rigorous thinking requires linear, sequential processing” through “written language” và “written word serves as optimal vehicle for systematic reasoning” – paraphrase thành “written analysis enables clearer reasoning”.
Câu 28: C
- Dạng câu hỏi: Multiple Choice
- Từ khóa: video essays challenge traditional education
- Vị trí trong bài: Đoạn 3-4
- Giải thích: Đoạn 4 mô tả video essays “construct meaning through juxtaposition and integration of multiple semiotic registers” bao gồm narration, text, images, footage, music – tức là “combining different types of sensory information”.
Câu 32: A
- Dạng câu hỏi: Matching Features
- Vị trí trong bài: Đoạn 6, dòng 1-3
- Giải thích: Đoạn văn nói “Proponents of video essays argue” rằng format này “requires creators to demonstrate mastery across multiple domains of knowledge and skill simultaneously” – khớp với concern được nêu trong câu 32.
Câu 37: embodied communication
- Dạng câu hỏi: Short-answer Questions
- Vị trí trong bài: Đoạn 2, dòng 6-7
- Giải thích: Câu trong bài: “The written word… isolates propositional content from the multimodal richness of embodied communication” – đây chính là loại communication mà traditional writing tách biệt khỏi nội dung.
Câu 39: epistemic filter bubbles
- Dạng câu hỏi: Short-answer Questions
- Vị trí trong bài: Đoạn 9, dòng 4-6
- Giải thích: Bài viết nói rõ “This automated curation potentially creates epistemic filter bubbles” trong ngữ cảnh algorithms hạn chế intellectual diversity.
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| emerged | v | /ɪˈmɜːdʒd/ | xuất hiện, nổi lên | video essays have emerged as a powerful educational tool | emerge as, emerge from |
| multi-sensory | adj | /ˌmʌltiˈsensəri/ | đa giác quan | create a multi-sensory learning experience | multi-sensory experience, multi-sensory approach |
| incarnation | n | /ˌɪnkɑːˈneɪʃən/ | hiện thân, hình thức hiện đại | their modern incarnation has been shaped | modern incarnation, new incarnation |
| seamlessly | adv | /ˈsiːmləsli/ | một cách liền mạch | can seamlessly integrate archival footage | seamlessly integrate, work seamlessly |
| capacity | n | /kəˈpæsəti/ | khả năng, năng lực | capacity to reach diverse audiences | capacity to do, have capacity |
| democratized | v | /dɪˈmɒkrətaɪzd/ | dân chủ hóa, phổ cập | have democratized academic discussions | democratize access, democratize education |
| confined to | v phrase | /kənˈfaɪnd tuː/ | bị giới hạn trong | largely confined to academic journals | be confined to, remain confined |
| spark | v | /spɑːk/ | khơi mào, gây ra | can spark conversations among millions | spark debate, spark interest |
| facilitate | v | /fəˈsɪlɪteɪt/ | tạo điều kiện, hỗ trợ | has been facilitated by affordable software | facilitate learning, facilitate access |
| incorporate | v | /ɪnˈkɔːpəreɪt/ | kết hợp, đưa vào | incorporate video essay assignments | incorporate into, incorporate elements |
| trajectory | n | /trəˈdʒektəri/ | quỹ đạo, xu hướng phát triển | the trajectory of video essays | career trajectory, future trajectory |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| proliferation | n | /prəˌlɪfəˈreɪʃən/ | sự gia tăng nhanh chóng | the proliferation of video essays | nuclear proliferation, rapid proliferation |
| paradigm shift | n phrase | /ˈpærədaɪm ʃɪft/ | sự thay đổi mô hình căn bản | represents a paradigm shift | undergo a paradigm shift |
| disseminated | v | /dɪˈsemɪneɪtɪd/ | phổ biến, lan truyền | disseminated instantaneously to audiences | disseminate information, widely disseminated |
| transcends | v | /trænˈsendz/ | vượt qua, siêu việt | transcends language barriers | transcend boundaries, transcend limitations |
| foster | v | /ˈfɒstə/ | thúc đẩy, nuôi dưỡng | has fostered new forms of cooperation | foster development, foster relationships |
| contested | adj | /kənˈtestɪd/ | gây tranh cãi, tranh luận | diverse perspectives on contested topics | hotly contested, contested issue |
| weaving together | v phrase | /ˈwiːvɪŋ təˈɡeðə/ | kết nối, đan xen | weaving together these disparate viewpoints | weave together ideas, weave into |
| cultivates | v | /ˈkʌltɪveɪts/ | trau dồi, phát triển | cultivates intellectual flexibility | cultivate skills, cultivate relationships |
| gatekeeping mechanism | n phrase | /ˈɡeɪtkiːpɪŋ ˈmekənɪzəm/ | cơ chế kiểm soát chất lượng | served as a gatekeeping mechanism | act as gatekeeping, gatekeeping role |
| propagate | v | /ˈprɒpəɡeɪt/ | lan truyền, phát tán | may propagate misconceptions | propagate ideas, propagate myths |
| amplifying | v | /ˈæmplɪfaɪɪŋ/ | khuếch đại, phóng đại | amplifying sensationalist content | amplify effects, amplify voices |
| grapple with | v phrase | /ˈɡræpəl wɪð/ | vật lộn với, đối phó | have begun to grapple with these challenges | grapple with issues, grapple with problems |
| encompassing | v | /ɪnˈkʌmpəsɪŋ/ | bao gồm, bao quát | criteria encompassing source credibility | encompass a range, encompass aspects |
| mitigating | v | /ˈmɪtɪɡeɪtɪŋ/ | giảm thiểu, làm dịu | mitigating their potential drawbacks | mitigate risks, mitigate impact |
| capitalize on | v phrase | /ˈkæpɪtəlaɪz ɒn/ | tận dụng, khai thác | capitalizes on the motivational advantages | capitalize on opportunities, capitalize on strengths |
Passage 3 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| ascendancy | n | /əˈsendənsi/ | sự thống trị, địa vị cao | the ascendancy of video essays | gain ascendancy, political ascendancy |
| precipitated | v | /prɪˈsɪpɪteɪtɪd/ | gây ra, thúc đẩy nhanh | has precipitated a fundamental re-examination | precipitate a crisis, precipitate change |
| epistemological | adj | /ɪˌpɪstɪməˈlɒdʒɪkəl/ | thuộc về nhận thức luận | epistemological assumptions | epistemological questions, epistemological framework |
| underpinned | v | /ˌʌndəˈpɪnd/ | làm nền tảng, hỗ trợ | have underpinned Western education | underpin theory, underpin argument |
| modality | n | /məʊˈdæləti/ | phương thức, cách thức | primary modality of knowledge construction | different modalities, sensory modality |
| predicated upon | v phrase | /ˈpredɪkeɪtɪd əˈpɒn/ | dựa trên, lập trên cơ sở | has been predicated upon the assumption | be predicated upon, predicate on |
| propositional | adj | /ˌprɒpəˈzɪʃənəl/ | thuộc về mệnh đề, luận đề | sequential processing of propositional content | propositional knowledge, propositional logic |
| affordances | n | /əˈfɔːdənsɪz/ | khả năng chức năng, tiện ích | cognitive affordances of multimodal integration | design affordances, technological affordances |
| juxtaposition | n | /ˌdʒʌkstəpəˈzɪʃən/ | sự đặt cạnh nhau để so sánh | through the juxtaposition and integration | juxtaposition of ideas, stark juxtaposition |
| synergistic | adj | /ˌsɪnəˈdʒɪstɪk/ | hiệp lực, tương hỗ | their synergistic interaction | synergistic effect, synergistic relationship |
| instantiation | n | /ˌɪnstænʃiˈeɪʃən/ | sự cụ thể hóa, ví dụ minh họa | ground that principle in concrete instantiation | concrete instantiation, instantiation of theory |
| repertoire | n | /ˈrepətwɑː/ | vốn kỹ năng, bộ sưu tập | broader repertoire of intellectual competencies | expand repertoire, diverse repertoire |
| contend | v | /kənˈtend/ | tranh luận, cho rằng | Critics conversely contend | contend that, contend with |
| inadvertently | adv | /ˌɪnədˈvɜːtəntli/ | vô tình, không chủ ý | may inadvertently shift emphasis | inadvertently cause, inadvertently reveal |
| hegemony | n | /hɪˈɡeməni/ | quyền bá chủ, sự thống trị | questions of cultural hegemony | cultural hegemony, maintain hegemony |
| opaque | adj | /əʊˈpeɪk/ | mờ đục, khó hiểu | opaque algorithms | opaque system, remain opaque |
| provenance | n | /ˈprɒvənəns/ | nguồn gốc, xuất xứ | verifying the provenance and reliability | establish provenance, provenance of data |
Kỹ năng cần thiết để phân tích video essays trong IELTS Reading test hiện đại
Kết Bài
Đề thi IELTS Reading về chủ đề “How Video Essays Enhance Global Education Discussions” vừa rồi đã cung cấp cho bạn một bài luyện tập toàn diện với ba passages có độ khó tăng dần, từ Easy đến Hard. Qua 40 câu hỏi đa dạng, bạn đã được thực hành với hầu hết các dạng câu hỏi phổ biến nhất trong kỳ thi IELTS thực tế.
Passage 1 giới thiệu khái niệm cơ bản về video essays và lợi ích của chúng trong giáo dục, phù hợp với band 5.0-6.5. Passage 2 đi sâu hơn vào vai trò của video essays trong thúc đẩy thảo luận giáo dục toàn cầu, yêu cầu kỹ năng đọc hiểu ở mức 6.0-7.5. Cuối cùng, Passage 3 phân tích những tác động sâu xa về mặt nhận thức luận và triết học giáo dục, thử thách các học viên ở trình độ 7.0-9.0.
Đáp án chi tiết kèm giải thích đã chỉ ra vị trí cụ thể của thông tin trong bài, cách paraphrase giữa câu hỏi và đoạn văn, giúp bạn hiểu rõ tại sao một đáp án đúng và phát triển kỹ năng làm bài hiệu quả hơn. Các bảng từ vựng được phân loại theo passage không chỉ giúp bạn mở rộng vốn từ học thuật mà còn hiểu cách sử dụng chúng trong ngữ cảnh thực tế.
Để đạt kết quả tốt nhất, hãy làm lại đề thi này sau một tuần với giới hạn thời gian chặt chẽ, so sánh kết quả để đánh giá sự tiến bộ. Hãy nhớ rằng, việc luyện tập thường xuyên với các đề thi mô phỏng chất lượng cao như thế này là chìa khóa để nâng cao band điểm IELTS Reading của bạn. Chúc bạn ôn tập hiệu quả và đạt được mục tiêu band điểm mong muốn trong kỳ thi IELTS sắp tới!
