IELTS Reading: Ảnh Hưởng Của Công Nghệ Trong Các Sự Kiện Văn Hóa Do Sinh Viên Tổ Chức – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về ảnh hưởng của công nghệ trong các sự kiện văn hóa do sinh viên tổ chức đang trở thành một trong những đề tài nóng hổi trong kỳ thi IELTS Reading những năm gần đây. Với sự phát triển không ngừng của công nghệ số và vai trò ngày càng quan trọng của thế hệ trẻ trong việc bảo tồn và phát triển văn hóa, chủ đề này thường xuyên xuất hiện trong cả ba passages của bài thi IELTS Academic Reading, đặc biệt trong các đề thi từ năm 2019 trở lại đây.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh bao gồm ba passages với độ khó tăng dần từ Easy đến Hard, phù hợp với học viên từ band 5.0 trở lên. Đề thi được thiết kế dựa trên format chuẩn của Cambridge IELTS, với đầy đủ 40 câu hỏi thuộc nhiều dạng khác nhau như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Mỗi câu hỏi đều được cung cấp đáp án chính xác kèm giải thích chi tiết, giúp bạn hiểu rõ cách paraphrase và xác định thông tin trong bài đọc. Ngoài ra, bài viết còn tổng hợp từ vựng quan trọng theo từng passage với phiên âm, nghĩa tiếng Việt và ví dụ minh họa, cùng những kỹ thuật làm bài hiệu quả dựa trên kinh nghiệm giảng dạy hơn 20 năm.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

Bài thi IELTS Reading kéo dài trong 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không có điểm âm cho câu trả lời sai. Điều quan trọng là bạn cần phân bổ thời gian hợp lý để hoàn thành cả ba phần.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó Easy, band 5.0-6.5)
• Passage 2: 18-20 phút (độ khó Medium, band 6.0-7.5)
• Passage 3: 23-25 phút (độ khó Hard, band 7.0-9.0)

Lưu ý quan trọng: Không có thời gian riêng để chép đáp án sang answer sheet, do đó bạn cần ghi đáp án trực tiếp trong khi làm bài hoặc dành 2-3 phút cuối cùng để hoàn tất việc chuyển đáp án.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng, sai hoặc không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Matching Headings – Nối tiêu đề với đoạn văn phù hợp
5. Summary Completion – Hoàn thành đoạn tóm tắt
6. Sentence Completion – Hoàn thành câu
7. Short-answer Questions – Câu hỏi trả lời ngắn

Học viên luyện tập IELTS Reading với chủ đề sự kiện văn hóa sinh viên tổ chức qua công nghệ

2. IELTS Reading Practice Test

PASSAGE 1 – Technology Transforms Student Cultural Festivals

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In universities across the globe, student-led cultural events have traditionally been organized through face-to-face meetings, paper posters, and word-of-mouth promotion. However, the digital revolution has fundamentally changed how students plan, promote, and execute these celebrations of cultural diversity. Modern technology has not only made organization easier but has also significantly expanded the reach and impact of these events.

Social media platforms such as Facebook, Instagram, and TikTok have become essential tools for promoting cultural festivals on campus. Student organizers can now create event pages that reach thousands of potential attendees within minutes, something that would have taken weeks with traditional methods. Digital invitations can be sent instantly, and students can RSVP with a simple click, allowing organizers to estimate attendance numbers accurately. Furthermore, hashtags and viral content can spread information about events far beyond the university campus, attracting community members and creating broader cultural awareness.

The planning phase of cultural events has also been revolutionized by collaborative technology. Cloud-based platforms like Google Docs, Trello, and Slack enable organizing committees to work together seamlessly, even when members cannot meet physically. Students can share documents, assign tasks, track progress, and communicate in real-time, making the coordination process much more efficient. Video conferencing tools such as Zoom and Microsoft Teams allow international students to participate in planning meetings despite time zone differences, ensuring that diverse perspectives are included in event design.

During the actual events, technology enhances the participant experience in numerous ways. Live streaming capabilities mean that students who cannot attend in person due to illness, distance, or conflicting schedules can still enjoy the performances and presentations. This is particularly valuable for international students who want to share their cultural celebrations with family members in their home countries. QR codes placed throughout event venues can provide instant access to information about different cultural displays, performances, or food items, enriching attendees’ understanding and appreciation.

Interactive technology has transformed passive observation into active engagement. Many cultural events now incorporate augmented reality (AR) applications that allow participants to virtually “try on” traditional costumes or see how cultural artifacts were used in historical contexts. Polling apps enable real-time audience feedback during performances, making attendees feel more connected to the event. Some universities have even introduced virtual reality (VR) experiences that transport participants to different countries or historical periods, providing immersive cultural education that would be impossible through traditional means.

The documentation and preservation of cultural events have improved dramatically with modern technology. High-quality smartphones and affordable cameras allow student volunteers to capture professional-grade photographs and videos of performances, displays, and interactions. These digital records serve multiple purposes: they create lasting memories for participants, provide promotional material for future events, and contribute to the university’s archive of cultural activities. Many student organizations now create highlight reels and photo galleries that are shared widely on social media, extending the event’s impact long after it has concluded.

Financial management and resource allocation for cultural events have become more transparent and efficient through technology. Digital payment systems and crowdfunding platforms make it easier for organizers to collect funds from various sources, including ticket sales, sponsorships, and donations. Budget tracking software helps committees monitor expenses in real-time, ensuring that resources are used effectively. Some universities have developed custom apps that allow students to purchase tickets, pre-order food items, or make donations using their mobile devices, eliminating the need for cash transactions and reducing administrative burden.

However, the increasing reliance on technology in student cultural events is not without challenges. Not all students have equal access to smartphones, high-speed internet, or the digital literacy required to fully participate in technologically enhanced events. This digital divide can inadvertently exclude certain groups, particularly international students from less developed regions or economically disadvantaged students. Event organizers must be mindful of these disparities and ensure that traditional, low-tech participation options remain available. Additionally, the focus on capturing events for social media can sometimes detract from genuine engagement, with participants more concerned about getting the perfect photo than actually experiencing the cultural activities.

Questions 1-13

Questions 1-5: Multiple Choice

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

1. According to the passage, what is the main advantage of using social media for event promotion?
A. It requires less financial investment
B. It can reach many people very quickly
C. It is easier to use than traditional methods
D. It provides more detailed information

2. Cloud-based platforms help student organizers by:
A. providing free event spaces
B. connecting them with sponsors
C. enabling efficient teamwork
D. creating promotional materials

3. Live streaming is particularly valuable for:
A. reducing event costs
B. attracting more local attendees
C. improving event quality
D. including distant participants

4. The main purpose of QR codes at cultural events is to:
A. track attendance numbers
B. provide instant information access
C. collect participant feedback
D. enable mobile payments

5. According to the passage, digital records of events:
A. replace the need for physical archives
B. are mainly used for promotional purposes
C. serve multiple beneficial functions
D. require professional equipment to create

Questions 6-9: True/False/Not Given

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

6. Traditional methods of organizing cultural events took several weeks to reach potential attendees.

7. Video conferencing tools are only used by international students.

8. Augmented reality applications are available at all university cultural events.

9. Some students are concerned that focusing on social media reduces authentic participation.

Questions 10-13: Sentence Completion

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

10. Modern technology has expanded both the reach and __ of student cultural events.

11. Polling apps help attendees feel more __ to the event through real-time feedback.

12. Budget tracking software allows committees to monitor __ as they happen.

13. Event organizers must be aware of the __ that exists between students with different levels of technology access.

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PASSAGE 2 – The Evolution of Cultural Expression Through Digital Innovation

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

A. The integration of technology into student-organized cultural events represents more than a simple modernization of traditional practices; it reflects a fundamental paradigm shift in how young people conceptualize, express, and share their cultural identities. This transformation has been particularly evident in multicultural university environments, where students from diverse backgrounds utilize digital tools not merely as logistical aids but as creative mediums that enable new forms of cross-cultural dialogue and hybrid cultural expressions previously impossible through conventional means.

B. Contemporary student cultural festivals increasingly feature multimedia presentations that blend traditional art forms with cutting-edge technology. For instance, classical Indian dance performances might be accompanied by digitally projected visual effects that illustrate the stories being told through movement, making the narrative more accessible to audiences unfamiliar with the cultural context. Similarly, Chinese calligraphy demonstrations can be enhanced through digital tablets that show the stroke order and historical evolution of characters in real-time, transforming a traditionally passive viewing experience into an interactive educational opportunity. These technological augmentations do not diminish the authenticity of cultural expressions; rather, they create additional layers of meaning and accessibility that honor tradition while embracing innovation.

C. The democratization of content creation through affordable technology has empowered students to become cultural ambassadors in unprecedented ways. High-quality video production, once the domain of professional film crews requiring expensive equipment, can now be achieved with smartphones and free editing software. Student organizations regularly produce documentary-style content exploring cultural practices, interview videos with community elders sharing traditional knowledge, and promotional materials that showcase the richness of their heritage with professional polish. This user-generated content circulates through social networks, reaching audiences far beyond the university setting and contributing to broader societal understanding of cultural diversity.

D. Collaborative platforms have facilitated the emergence of intercultural fusion events that might never have materialized without digital connectivity. Students from different cultural backgrounds can easily discover shared interests, collaborate on hybrid performances, and create events that celebrate cultural intersections rather than maintaining rigid boundaries between traditions. A recent trend involves virtual exchange programs where students at universities in different countries jointly organize synchronized cultural events, with participants in multiple locations experiencing coordinated activities and sharing reactions through live video feeds. These transnational collaborations exemplify how technology can dissolve geographical barriers to create global cultural communities centered around student initiative and creativity.

E. Data analytics and feedback mechanisms integrated into event platforms provide valuable insights that were previously difficult or impossible to obtain. Organizers can track which promotional channels generate the most interest, which event segments receive the highest attendance or engagement, and what types of cultural content resonate most strongly with diverse audience demographics. This empirical feedback allows for continuous improvement in event design and helps students understand how to communicate their cultural heritage more effectively. Some universities have developed sophisticated assessment frameworks that measure not just attendance numbers but also learning outcomes and changes in cross-cultural competence among participants, demonstrating the educational value of technologically enhanced cultural events.

F. The archival function of digital technology extends beyond simple documentation to create dynamic cultural repositories that serve educational and preservation purposes. Student-created digital content becomes part of a growing online archive that future generations can access to learn about cultural practices, observe how cultural expressions evolve, and study the integration of tradition and innovation. Several universities have established digital humanities initiatives that curate and contextualize student cultural content, creating searchable databases with metadata that makes specific performances, interviews, or demonstrations easy to find. These digital collections become valuable resources for researchers studying contemporary cultural dynamics, diaspora communities maintaining connections to heritage, and educators seeking authentic materials for cultural education.

G. Despite the numerous benefits, critical scholars have raised important questions about the relationship between technology and cultural authenticity. Some argue that the pressure to create visually spectacular and shareable content for social media may lead to commodification or superficial presentations of complex cultural traditions. There is concern that the emphasis on aesthetic appeal and virality could prioritize entertainment value over educational depth or spiritual significance. Additionally, the algorithmic curation of content on social platforms may create filter bubbles where users primarily encounter cultural content that confirms existing preferences rather than challenging them with genuinely different worldviews. These critiques suggest that while technology offers powerful tools for cultural expression and sharing, organizers must remain thoughtfully engaged with questions of representation, context, and purpose.

H. The COVID-19 pandemic dramatically accelerated the adoption of virtual technologies for cultural events, with many student organizations shifting entirely to online formats during periods of social distancing. This forced innovation revealed both limitations and unexpected advantages of virtual cultural programming. While many students missed the sensory richness and communal energy of in-person gatherings, digital formats enabled participation from individuals who previously faced barriers to attendance, including students with mobility challenges, those managing work-study commitments, or international students who had returned to their home countries. The hybrid model that has emerged in the post-pandemic era—combining in-person experiences with virtual access options—represents a synthesis that maximizes inclusivity while preserving the irreplaceable value of physical co-presence in cultural celebration.

Questions 14-26

Questions 14-18: Matching Headings

The passage has eight paragraphs, A-H. Choose the correct heading for each paragraph from the list of headings below.

List of Headings:
i. The impact of a global health crisis on cultural event formats
ii. Concerns about authenticity in technology-enhanced cultural presentations
iii. Technology as a tool for creative fusion between different cultures
iv. Enhanced accessibility through multimedia additions to traditional performances
v. Student content creation as a form of cultural representation
vi. Using data to improve cultural event effectiveness
vii. A fundamental change in how cultural identity is shared
viii. Digital preservation of cultural knowledge for future generations
ix. The financial benefits of using technology in events
x. Training requirements for event organizers

14. Paragraph A
15. Paragraph C
16. Paragraph D
17. Paragraph F
18. Paragraph G

Questions 19-22: 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

19. Technological enhancements to traditional performances reduce their cultural authenticity.

20. Affordable technology has given students new opportunities to share their cultural heritage widely.

21. Virtual exchange programs between universities are more effective than in-person exchanges.

22. The hybrid event model combining in-person and virtual elements will likely continue after the pandemic.

Questions 23-26: Summary Completion

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

Technology has transformed student cultural events by enabling new forms of (23) __ between different cultures. Digital tools allow for (24) __ that blend traditional art with modern technology, making cultural content more accessible to diverse audiences. Students can now produce high-quality (25) __ using only smartphones and free software. However, some scholars worry that the focus on creating (26) __ for social media may lead to superficial presentations of complex traditions.

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PASSAGE 3 – Theoretical Frameworks for Understanding Technology’s Role in Cultural Identity Formation

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The intersection of digital technology and student-led cultural events provides a compelling lens through which to examine broader theoretical questions about identity construction, cultural transmission, and social cohesion in late modernity. Rather than viewing technology as merely a neutral tool that facilitates existing cultural practices, contemporary scholarship increasingly recognizes it as an agentic force that actively shapes how individuals conceptualize their relationship to cultural heritage and how communities negotiate the boundaries between authenticity and innovation. This theoretical reorientation demands careful consideration of how sociotechnical systems reconfigure the very nature of cultural performance, participation, and meaning-making in educational contexts.

Manuel Castells’ theory of the network society offers valuable insights into understanding how technology restructures the organizational logic of student cultural initiatives. In Castells’ framework, the shift from hierarchical to network-based forms of social organization fundamentally alters power relations and information flows. Applied to student cultural events, this perspective illuminates how digital platforms enable more horizontal, participatory organizational structures that contrast sharply with traditional top-down models. Student organizers operating through distributed networks can mobilize resources, coordinate activities, and disseminate information without relying on centralized institutional gatekeepers. This networked approach potentially democratizes cultural production, allowing marginalized voices and minority cultural practices to achieve visibility and legitimacy that might be difficult to attain through conventional institutional channels.

However, the emancipatory potential of networked cultural organizing must be evaluated alongside constraining factors inherent in digital infrastructures. Platform capitalism, as theorized by Nick Srnicek, highlights how digital platforms operate according to proprietary algorithms and business models that prioritize user engagement, data extraction, and advertising revenue over educational or cultural objectives. When student cultural events become dependent on commercial platforms like Facebook, Instagram, or TikTok for promotion and documentation, they inevitably become subject to these platforms’ operational logics. Algorithms designed to maximize engagement may privilege sensationalistic or superficial content over thoughtful cultural education, while data harvesting practices raise ethical questions about privacy and commodification of cultural expression. The structural power of platform owners to alter terms of service, visibility algorithms, or pricing structures creates asymmetrical dependencies that can undermine student agency despite the apparent democratization these platforms enable.

The concept of cultural hybridity, developed by Homi Bhabha and other postcolonial theorists, provides another crucial lens for analyzing technology-mediated student cultural events. Bhabha’s notion of the “third space”—a zone of cultural negotiation where meanings are contested and new hybrid forms emerge—resonates strongly with the liminal digital environments where students blend traditional practices with contemporary technology. When a student organization creates a YouTube video explaining the symbolism of traditional textiles using motion graphics and contemporary music, they are not simply translating static cultural knowledge into a new medium but actively producing hybrid cultural forms that exist simultaneously within and beyond traditional categories. These digital third spaces become sites where essentialist notions of cultural purity can be challenged and where transnational youth identities can be articulated in ways that honor heritage while embracing cosmopolitan connections.

Yet critical race theory and decolonial perspectives caution against overly celebratory readings of technological hybridity. Scholars such as Ruha Benjamin have demonstrated how technological systems can encode and perpetuate existing racial hierarchies and colonial logics even as they appear to enable progressive change. In the context of student cultural events, this critique demands attention to whose cultural expressions receive algorithmic amplification, whose technological expertise is recognized and rewarded, and whose cultural knowledge is deemed worthy of digital preservation. If predominantly white or economically privileged students control technological resources and possess greater digital literacies, technology may inadvertently reinforce existing campus hierarchies rather than democratizing cultural representation. Furthermore, the extractive logic that characterizes much digital capitalism echoes colonial patterns of appropriating indigenous knowledge and cultural resources without proper attribution, compensation, or community control.

Pierre Bourdieu’s concepts of cultural capital and symbolic power offer additional analytical purchase on technology’s role in student cultural events. Digital skills constitute an increasingly valuable form of cultural capital in educational settings, conferring advantages on those who possess them. Students fluent in video editing, social media marketing, web design, or data analytics can produce more sophisticated and visible cultural events, potentially translating this success into academic credentials, leadership positions, and professional opportunities. This capital conversion process may exacerbate existing inequalities if access to technology training and resources correlates with socioeconomic status or geographic origin. Moreover, the symbolic power to define what constitutes an appropriately “modern” or “engaging” cultural event may shift toward those with technological expertise, potentially marginalizing traditional cultural authorities whose knowledge is not easily digitizable or whose epistemological frameworks resist algorithmic quantification.

The phenomenological dimension of technology-mediated cultural experience deserves careful theoretical attention. Maurice Merleau-Ponty’s emphasis on embodied perception and Paul Ricoeur’s work on narrative identity suggest that technology does not simply extend existing sensory capacities but fundamentally reorganizes the perceptual field through which cultural meaning is encountered. When students experience cultural performances through smartphone screens rather than direct sensory engagement, when they interact with cultural artifacts through augmented reality overlays rather than tactile manipulation, these mediated encounters produce qualitatively different forms of understanding and affiliation. While technological mediation can enhance certain dimensions of cultural experience—providing contextual information, enabling comparative analysis, or connecting to broader narratives—it may simultaneously diminish the tacit knowledge and somatic memory that develops through unmediated embodied practice. This tension between mediated understanding and embodied knowing presents ongoing challenges for student organizers seeking to use technology effectively without diminishing the experiential richness of cultural traditions.

Finally, the temporal dynamics of technology-mediated cultural events warrant theoretical consideration through the lens of acceleration theory. Hartmut Rosa and others have analyzed how technological systems compress time and create social acceleration that affects patterns of cultural reproduction and identity formation. The rapid pace of technological change means that digital platforms, tools, and literacies that seemed current a few years ago now appear outdated, creating constant pressure for students to adopt emerging technologies to maintain relevance. This accelerationist logic may conflict with the slower temporalities through which cultural knowledge is traditionally transmitted—through apprenticeship, repetition, and intergenerational dialogue. When student cultural events must be constantly innovated to maintain visibility in attention economies characterized by content oversaturation, there is risk that depth of cultural understanding may be sacrificed for novelty and spectacle. Conversely, some theorists argue that digital technologies enable new forms of temporal connection, allowing students to access historical archives, engage with diasporic communities across time zones, and create durable digital artifacts that resist the ephemerality often associated with student life. These competing temporal dynamics—acceleration and permanence, innovation and tradition—constitute a fundamental tension in technology-mediated student cultural work.

Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to the passage, Castells’ network society theory suggests that digital platforms:
A. replace traditional cultural organizations entirely
B. enable more democratic organizational structures
C. increase the power of institutional gatekeepers
D. reduce the quality of cultural events

28. The concept of “platform capitalism” is used in the passage to highlight:
A. the financial benefits of using commercial platforms
B. how algorithms may prioritize engagement over education
C. the superiority of university-owned platforms
D. the decreasing cost of digital technology

29. Bhabha’s concept of “third space” in relation to digital cultural events refers to:
A. physical locations where events take place
B. the gap between traditional and modern cultures
C. zones where new hybrid cultural forms emerge
D. online platforms that replace traditional spaces

30. According to critical race theory perspectives mentioned in the passage:
A. technology always reinforces existing inequalities
B. digital skills are equally distributed among students
C. technological systems can perpetuate racial hierarchies
D. cultural hybridisation is impossible through technology

31. Bourdieu’s concepts are used in the passage to explain how:
A. cultural capital is no longer relevant in modern universities
B. digital skills can provide advantages and reinforce inequalities
C. all students have equal access to technological training
D. traditional cultural knowledge has lost its value

Questions 32-36: Matching Features

Match each theorist or concept (A-G) with the correct description (32-36) below.

Write the correct letter, A-G.

List of Theorists/Concepts:
A. Manuel Castells
B. Nick Srnicek
C. Homi Bhabha
D. Ruha Benjamin
E. Pierre Bourdieu
F. Maurice Merleau-Ponty
G. Hartmut Rosa

32. Examines how digital platforms operate according to business priorities rather than educational goals

33. Explores how technology changes the way people physically perceive and experience cultural events

34. Analyzes how technological systems can encode and maintain racial inequalities

35. Studies how technology creates pressure for constant innovation and affects cultural transmission

36. Investigates how digital skills serve as a valuable asset that can increase social advantages

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 power relations does network-based organization contrast with, according to Castells?

38. What two aspects do platform algorithms prioritize over educational objectives?

39. What type of knowledge might be lost when students experience culture through screens rather than directly?

40. What does acceleration theory suggest students might sacrifice when constantly innovating to maintain visibility?

Công nghệ hiện đại được tích hợp trong sự kiện văn hóa do sinh viên tổ chức với màn hình và thiết bị số

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. D
4. B
5. C
6. TRUE
7. FALSE
8. NOT GIVEN
9. TRUE
10. impact
11. connected
12. expenses
13. digital divide

PASSAGE 2: Questions 14-26

14. vii
15. v
16. iii
17. viii
18. ii
19. NO
20. YES
21. NOT GIVEN
22. YES
23. cross-cultural dialogue
24. multimedia presentations
25. documentary-style content
26. shareable content

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. C
31. B
32. B
33. F
34. D
35. G
36. E
37. hierarchical (forms)
38. user engagement / data extraction (hoặc advertising revenue)
39. tacit knowledge
40. depth (of cultural understanding)

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main advantage, social media, event promotion
• Vị trí trong bài: Đoạn 2, dòng 1-4
• Giải thích: Bài đọc nói rõ “Student organizers can now create event pages that reach thousands of potential attendees within minutes, something that would have taken weeks with traditional methods.” Điều này paraphrase thành “reach many people very quickly” ở đáp án B. Đáp án A không được đề cập, C và D không phải là ưu điểm chính được nhấn mạnh.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: cloud-based platforms, help, organizers
• Vị trí trong bài: Đoạn 3, dòng 1-3
• Giải thích: “Cloud-based platforms… enable organizing committees to work together seamlessly” được paraphrase thành “enabling efficient teamwork” ở đáp án C.

Câu 3: D

• Dạng câu hỏi: Multiple Choice
• Từ khóa: live streaming, particularly valuable
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: Bài văn nêu rõ live streaming có giá trị cho “students who cannot attend in person” và “international students who want to share… with family members in their home countries”, tức là “including distant participants”.

Câu 4: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main purpose, QR codes
• Vị trí trong bài: Đoạn 4, dòng 5-7
• Giải thích: “QR codes… can provide instant access to information” chính xác là đáp án B.

Câu 5: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: digital records of events
• Vị trí trong bài: Đoạn 6, dòng 2-4
• Giải thích: Bài văn liệt kê “These digital records serve multiple purposes: they create lasting memories… provide promotional material… contribute to the university’s archive”, chứng minh đáp án C đúng.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: traditional methods, several weeks
• Vị trí trong bài: Đoạn 2, dòng 3-4
• Giải thích: “something that would have taken weeks with traditional methods” khớp hoàn toàn với câu phát biểu.

Câu 7: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: video conferencing tools, only, international students
• Vị trí trong bài: Đoạn 3, dòng 4-6
• Giải thích: Bài văn chỉ nói video conferencing “allow international students to participate” nhưng không nói chỉ có sinh viên quốc tế sử dụng, do đó câu phát biểu SAI.

Câu 8: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: augmented reality applications, all university cultural events
• Vị trí trong bài: Đoạn 5
• Giải thích: Bài văn chỉ nói “Many cultural events now incorporate” AR nhưng không khẳng định tất cả sự kiện đều có, do đó là NOT GIVEN.

Câu 9: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: students concerned, social media, reduces authentic participation
• Vị trí trong bài: Đoạn 8, dòng 5-7
• Giải thích: “the focus on capturing events for social media can sometimes detract from genuine engagement” paraphrase câu phát biểu về mối quan ngại này.

Câu 10: impact

• Dạng câu hỏi: Sentence Completion
• Từ khóa: expanded, reach
• Vị trí trong bài: Đoạn 1, dòng 4-5
• Giải thích: “significantly expanded the reach and impact” – cần điền “impact”.

Câu 11: connected

• Dạng câu hỏi: Sentence Completion
• Từ khóa: polling apps, feel more, event
• Vị trí trong bài: Đoạn 5, dòng 3-4
• Giải thích: “making attendees feel more connected to the event” – cần điền “connected”.

Câu 12: expenses

• Dạng câu hỏi: Sentence Completion
• Từ khóa: budget tracking software, monitor
• Vị trí trong bài: Đoạn 7, dòng 3-4
• Giải thích: “monitor expenses in real-time” – cần điền “expenses”.

Câu 13: digital divide

• Dạng câu hỏi: Sentence Completion
• Từ khóa: organizers, aware, different levels of technology access
• Vị trí trong bài: Đoạn 8, dòng 3-4
• Giải thích: “This digital divide can inadvertently exclude certain groups” – cần điền “digital divide”.

Passage 2 – Giải Thích

Câu 14: vii (Paragraph A)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn A nói về “fundamental paradigm shift in how young people conceptualize… their cultural identities” – đây là sự thay đổi căn bản trong cách chia sẻ bản sắc văn hóa, khớp với heading vii.

Câu 15: v (Paragraph C)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn C tập trung vào “democratization of content creation” và students becoming “cultural ambassadors” thông qua việc sản xuất nội dung, khớp với heading v.

Câu 16: iii (Paragraph D)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn D nói về “intercultural fusion events” và “hybrid performances” – công nghệ như công cụ cho sự kết hợp văn hóa, chính xác là heading iii.

Câu 17: viii (Paragraph F)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn F tập trung vào “archival function” và “digital cultural repositories” để bảo tồn kiến thức văn hóa cho thế hệ tương lai, khớp với heading viii.

Câu 18: ii (Paragraph G)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn G nêu lên những “questions about… cultural authenticity” và quan ngại về “commodification” – lo ngại về tính xác thực, đúng với heading ii.

Câu 19: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: technological enhancements, reduce, cultural authenticity
• Vị trí trong bài: Đoạn B, dòng 6-8
• Giải thích: Bài văn nói rõ “These technological augmentations do not diminish the authenticity” – tác giả không đồng ý với quan điểm này, do đó đáp án là NO.

Câu 20: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: affordable technology, new opportunities, share cultural heritage
• Vị trí trong bài: Đoạn C, dòng 1-5
• Giải thích: “democratization of content creation through affordable technology has empowered students to become cultural ambassadors” – tác giả rõ ràng đồng ý, đáp án YES.

Câu 21: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: virtual exchange programs, more effective, in-person exchanges
• Vị trí trong bài: Đoạn D
• Giải thích: Bài văn chỉ mô tả virtual exchange programs nhưng không so sánh hiệu quả với in-person exchanges, do đó NOT GIVEN.

Câu 22: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: hybrid model, continue after pandemic
• Vị trí trong bài: Đoạn H, dòng 5-8
• Giải thích: “The hybrid model… represents a synthesis that maximizes inclusivity” – tác giả ủng hộ mô hình này sẽ tiếp tục, đáp án YES.

Câu 23: cross-cultural dialogue

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn A, dòng 3-4
• Giải thích: “enable new forms of cross-cultural dialogue” – cần điền “cross-cultural dialogue”.

Câu 24: multimedia presentations

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn B, dòng 1
• Giải thích: “Contemporary student cultural festivals increasingly feature multimedia presentations” – cần điền “multimedia presentations”.

Câu 25: documentary-style content

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn C, dòng 4-5
• Giải thích: “Student organizations regularly produce documentary-style content” – cần điền “documentary-style content”.

Câu 26: shareable content

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn G, dòng 2-3
• Giải thích: “pressure to create visually spectacular and shareable content” – cần điền “shareable content”.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Castells, network society theory, digital platforms
• Vị trí trong bài: Đoạn 2, dòng 4-7
• Giải thích: “digital platforms enable more horizontal, participatory organizational structures” và “potentially democratizes cultural production” – tức là cấu trúc tổ chức dân chủ hơn, đáp án B.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: platform capitalism
• Vị trí trong bài: Đoạn 3, dòng 3-6
• Giải thích: “Algorithms designed to maximize engagement may privilege… superficial content over thoughtful cultural education” – thuật toán ưu tiên engagement hơn giáo dục, đáp án B.

Câu 29: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Bhabha, third space
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: “third space—a zone of cultural negotiation where… new hybrid forms emerge” – không gian nơi các hình thức văn hóa lai mới nổi lên, đáp án C.

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: critical race theory
• Vị trí trong bài: Đoạn 5, dòng 2-4
• Giải thích: “technological systems can encode and perpetuate existing racial hierarchies” – hệ thống công nghệ có thể duy trì phân cấp chủng tộc, đáp án C.

Câu 31: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Bourdieu concepts
• Vị trí trong bài: Đoạn 6, dòng 2-6
• Giải thích: “Digital skills constitute… valuable form of cultural capital” và “may exacerbate existing inequalities” – kỹ năng số tạo lợi thế nhưng cũng có thể tăng bất bình đẳng, đáp án B.

Câu 32: B (Nick Srnicek)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 3, dòng 1-4
• Giải thích: Srnicek được nêu bật với khái niệm platform capitalism, nói về việc platforms “prioritize user engagement, data extraction, and advertising revenue over educational or cultural objectives”.

Câu 33: F (Maurice Merleau-Ponty)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 7, dòng 2-5
• Giải thích: Merleau-Ponty được đề cập với “embodied perception” và việc công nghệ “reorganizes the perceptual field” – thay đổi cách con người cảm nhận vật lý.

Câu 34: D (Ruha Benjamin)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: Benjamin được nêu với việc chỉ ra “how technological systems can encode and perpetuate existing racial hierarchies”.

Câu 35: G (Hartmut Rosa)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 8, dòng 1-5
• Giải thích: Rosa được đề cập với “acceleration theory” và việc “technological systems compress time and create social acceleration that affects… cultural reproduction”.

Câu 36: E (Pierre Bourdieu)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn 6, dòng 1-3
• Giải thích: Bourdieu được nêu với “cultural capital” – “Digital skills constitute… valuable form of cultural capital… conferring advantages”.

Câu 37: hierarchical (forms)

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 2, dòng 3-4
• Giải thích: “shift from hierarchical to network-based forms of social organization” – network-based tương phản với hierarchical.

Câu 38: user engagement / data extraction (hoặc advertising revenue – một trong hai đáp án đầu được chấp nhận)

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 3, dòng 4-5
• Giải thích: “prioritize user engagement, data extraction, and advertising revenue over educational or cultural objectives”.

Câu 39: tacit knowledge

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 7, dòng 8-10
• Giải thích: “may simultaneously diminish the tacit knowledge and somatic memory that develops through unmediated embodied practice”.

Câu 40: depth (of cultural understanding)

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 8, dòng 8-10
• Giải thích: “there is risk that depth of cultural understanding may be sacrificed for novelty and spectacle”.

Chiến lược làm bài IELTS Reading hiệu quả với sơ đồ tư duy và kỹ thuật skimming scanning

5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
digital revolution	n	/ˈdɪdʒɪtl ˌrevəˈluːʃn/	cuộc cách mạng số	the digital revolution has fundamentally changed	undergo/experience digital revolution
cultural diversity	n	/ˈkʌltʃərəl daɪˈvɜːsəti/	sự đa dạng văn hóa	celebrations of cultural diversity	promote/embrace cultural diversity
collaborative technology	n	/kəˈlæbərətɪv tekˈnɒlədʒi/	công nghệ cộng tác	revolutionized by collaborative technology	adopt/utilize collaborative technology
cloud-based platforms	n	/klaʊd-beɪst ˈplætfɔːmz/	nền tảng đám mây	Cloud-based platforms like Google Docs	use/access cloud-based platforms
coordination process	n	/kəʊˌɔːdɪˈneɪʃn ˈprəʊses/	quy trình phối hợp	making the coordination process efficient	streamline/improve coordination process
live streaming	n	/laɪv ˈstriːmɪŋ/	phát trực tuyến	Live streaming capabilities mean	enable/support live streaming
participant experience	n	/pɑːˈtɪsɪpənt ɪkˈspɪəriəns/	trải nghiệm người tham gia	enhances the participant experience	improve/enhance participant experience
augmented reality	n	/ɔːɡˈmentɪd riˈæləti/	thực tế tăng cường	incorporate augmented reality applications	use/implement augmented reality
interactive technology	n	/ˌɪntərˈæktɪv tekˈnɒlədʒi/	công nghệ tương tác	Interactive technology has transformed	employ/leverage interactive technology
digital literacy	n	/ˈdɪdʒɪtl ˈlɪtərəsi/	hiểu biết về công nghệ số	the digital literacy required	develop/improve digital literacy
digital divide	n	/ˈdɪdʒɪtl dɪˈvaɪd/	khoảng cách số	This digital divide can exclude	bridge/narrow digital divide
resource allocation	n	/rɪˈsɔːs ˌæləˈkeɪʃn/	phân bổ nguồn lực	Financial management and resource allocation	optimize/manage resource allocation

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigm shift	n	/ˈpærədaɪm ʃɪft/	sự thay đổi mô hình tư duy	represents a fundamental paradigm shift	undergo/experience paradigm shift
cross-cultural dialogue	n	/krɒs-ˈkʌltʃərəl ˈdaɪəlɒɡ/	đối thoại liên văn hóa	enable new forms of cross-cultural dialogue	facilitate/promote cross-cultural dialogue
hybrid cultural expressions	n	/ˈhaɪbrɪd ˈkʌltʃərəl ɪkˈspreʃnz/	biểu hiện văn hóa lai	hybrid cultural expressions previously impossible	create/develop hybrid cultural expressions
multimedia presentations	n	/ˌmʌltiˈmiːdiə ˌprezənˈteɪʃnz/	bài thuyết trình đa phương tiện	feature multimedia presentations	deliver/create multimedia presentations
democratization	n	/dɪˌmɒkrətaɪˈzeɪʃn/	sự dân chủ hóa	The democratization of content creation	promote/enable democratization
cultural ambassadors	n	/ˈkʌltʃərəl æmˈbæsədəz/	đại sứ văn hóa	students to become cultural ambassadors	serve as/act as cultural ambassadors
user-generated content	n	/ˈjuːzə ˈdʒenəreɪtɪd ˈkɒntent/	nội dung do người dùng tạo	This user-generated content circulates	produce/share user-generated content
intercultural fusion	n	/ˌɪntəˈkʌltʃərəl ˈfjuːʒn/	sự kết hợp liên văn hóa	emergence of intercultural fusion events	create/facilitate intercultural fusion
data analytics	n	/ˈdeɪtə ˌænəˈlɪtɪks/	phân tích dữ liệu	Data analytics and feedback mechanisms	use/apply data analytics
empirical feedback	n	/ɪmˈpɪrɪkl ˈfiːdbæk/	phản hồi dựa trên thực nghiệm	This empirical feedback allows	collect/analyze empirical feedback
digital repositories	n	/ˈdɪdʒɪtl rɪˈpɒzɪtəriz/	kho lưu trữ số	create dynamic cultural repositories	build/maintain digital repositories
commodification	n	/kəˌmɒdɪfɪˈkeɪʃn/	sự thương mại hóa	may lead to commodification	resist/avoid commodification
algorithmic curation	n	/ˌælɡəˈrɪðmɪk kjʊəˈreɪʃn/	sự tuyển chọn theo thuật toán	the algorithmic curation of content	influence/affect algorithmic curation
hybrid model	n	/ˈhaɪbrɪd ˈmɒdl/	mô hình lai	The hybrid model that has emerged	adopt/implement hybrid model
inclusivity	n	/ˌɪnkluːˈsɪvəti/	tính toàn diện/bao trùm	maximizes inclusivity	promote/enhance inclusivity

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
identity construction	n	/aɪˈdentəti kənˈstrʌkʃn/	xây dựng bản sắc	theoretical questions about identity construction	shape/influence identity construction
cultural transmission	n	/ˈkʌltʃərəl trænzˈmɪʃn/	truyền tải văn hóa	cultural transmission in late modernity	facilitate/enable cultural transmission
agentic force	n	/eɪˈdʒentɪk fɔːs/	lực tác nhân	recognizes it as an agentic force	act as/function as agentic force
sociotechnical systems	n	/ˌsəʊsiəʊtekˈnɪkl ˈsɪstəmz/	hệ thống xã hội-kỹ thuật	how sociotechnical systems reconfigure	design/implement sociotechnical systems
network society	n	/ˈnetwɜːk səˈsaɪəti/	xã hội mạng lưới	Castells’ theory of the network society	live in/navigate network society
hierarchical	adj	/ˌhaɪəˈrɑːkɪkl/	theo cấp bậc	shift from hierarchical forms	have/maintain hierarchical structure
institutional gatekeepers	n	/ˌɪnstɪˈtjuːʃənl ˈɡeɪtkiːpəz/	người kiểm soát thể chế	without relying on institutional gatekeepers	bypass/circumvent institutional gatekeepers
emancipatory potential	n	/ɪˈmænsɪpətəri pəˈtenʃl/	tiềm năng giải phóng	the emancipatory potential of networked organizing	realize/achieve emancipatory potential
platform capitalism	n	/ˈplætfɔːm ˈkæpɪtəlɪzəm/	chủ nghĩa tư bản nền tảng	as theorized by platform capitalism	operate under/resist platform capitalism
proprietary algorithms	n	/prəˈpraɪətəri ˈælɡərɪðəmz/	thuật toán độc quyền	operate according to proprietary algorithms	use/control proprietary algorithms
cultural hybridity	n	/ˈkʌltʃərəl haɪˈbrɪdəti/	tính lai văn hóa	concept of cultural hybridity	embrace/explore cultural hybridity
postcolonial theorists	n	/pəʊstˈkəʊloniəl ˈθɪərɪsts/	nhà lý thuyết hậu thuộc địa	developed by postcolonial theorists	study/follow postcolonial theorists
liminal digital environments	n	/ˈlɪmɪnl ˈdɪdʒɪtl ɪnˈvaɪrənmənts/	môi trường số ngưỡng ranh giới	resonates with liminal digital environments	create/navigate liminal digital environments
essentialist notions	n	/ɪˈsenʃəlɪst ˈnəʊʃnz/	quan niệm bản chất	challenge essentialist notions	reject/question essentialist notions
decolonial perspectives	n	/diːkəˈləʊniəl pəˈspektɪvz/	quan điểm phi thuộc địa hóa	decolonial perspectives caution against	adopt/apply decolonial perspectives
symbolic power	n	/sɪmˈbɒlɪk ˈpaʊə/	quyền lực biểu tượng	concepts of cultural capital and symbolic power	wield/exercise symbolic power
embodied perception	n	/ɪmˈbɒdid pəˈsepʃn/	nhận thức qua cơ thể	emphasis on embodied perception	experience/develop embodied perception
phenomenological dimension	n	/fɪˌnɒmɪnəˈlɒdʒɪkl dɪˈmenʃn/	chiều kích hiện tượng học	The phenomenological dimension deserves attention	explore/examine phenomenological dimension
tacit knowledge	n	/ˈtæsɪt ˈnɒlɪdʒ/	kiến thức ngầm	may diminish the tacit knowledge	acquire/transfer tacit knowledge
acceleration theory	n	/əkˌseləˈreɪʃn ˈθɪəri/	lý thuyết gia tốc	through the lens of acceleration theory	apply/examine through acceleration theory
temporal dynamics	n	/ˈtempərəl daɪˈnæmɪks/	động lực thời gian	temporal dynamics of technology-mediated events	understand/analyze temporal dynamics
intergenerational dialogue	n	/ˌɪntədʒenəˈreɪʃənl ˈdaɪəlɒɡ/	đối thoại liên thế hệ	through intergenerational dialogue	facilitate/promote intergenerational dialogue

Kết Bài

Chủ đề về ảnh hưởng của công nghệ trong các sự kiện văn hóa do sinh viên tổ chức không chỉ phản ánh xu hướng hiện đại trong giáo dục đại học mà còn là một đề tài phổ biến trong kỳ thi IELTS Reading. Qua ba passages với độ khó tăng dần từ Easy sang Medium rồi Hard, bạn đã được trải nghiệm một bài thi hoàn chỉnh với 40 câu hỏi đa dạng, từ Multiple Choice, True/False/Not Given, Matching Headings đến Summary Completion và Short-answer Questions.

Ba passages này đã cung cấp góc nhìn toàn diện về vấn đề: từ những ứng dụng thực tiễn của công nghệ trong tổ chức sự kiện (Passage 1), đến sự phát triển của biểu hiện văn hóa qua đổi mới số (Passage 2), và cuối cùng là những khung lý thuyết sâu sắc để hiểu vai trò của công nghệ trong hình thành bản sắc văn hóa (Passage 3). Mỗi passage không chỉ kiểm tra khả năng đọc hiểu mà còn đòi hỏi kỹ năng phân tích, suy luận và nhận biết paraphrase ở các mức độ khác nhau.

Đáp án chi tiết kèm giải thích đầy đủ sẽ giúp bạn hiểu rõ cách xác định thông tin trong bài đọc, nhận biết các từ khóa và cách chúng được paraphrase trong câu hỏi. Bảng từ vựng theo từng passage với hơn 40 từ quan trọng, kèm phiên âm, nghĩa tiếng Việt và ví dụ cụ thể, sẽ giúp bạn mở rộng vốn từ học thuật cần thiết cho kỳ thi IELTS.

Hãy thực hành đề thi này trong điều kiện như thi thật (60 phút cho cả ba passages), sau đó đối chiếu với đáp án và giải thích để xác định điểm mạnh và điểm cần cải thiện. Đặc biệt chú ý đến các dạng câu hỏi mà bạn thường mắc lỗi và luyện tập thêm những dạng đó. Với sự luyện tập bài bản và hiểu sâu về cấu trúc đề thi, bạn hoàn toàn có thể đạt được band điểm mục tiêu trong phần IELTS Reading. Chúc bạn ôn tập hiệu quả và thành công trong kỳ thi sắp tới!