IELTS Reading: Tích hợp các nghiên cứu tình huống toàn cầu trong lớp học kinh tế – Đề thi mẫu có đáp án chi tiết

Mở bài

Chủ đề “The Integration Of Global Case Studies In Economics Classes” (Tích hợp các nghiên cứu tình huống toàn cầu trong lớp học kinh tế) đã và đang trở thành một trong những đề tài phổ biến trong bài thi IELTS Reading. Chủ đề này không chỉ phản ánh xu hướng giáo dục hiện đại mà còn liên quan mật thiết đến nhiều lĩnh vực như kinh tế học, phương pháp sư phạm và toàn cầu hóa – những nội dung thường xuyên xuất hiện trong các đề thi IELTS chính thức.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với ba passages có độ khó tăng dần từ Easy đến Hard. Đề thi bao gồm 40 câu hỏi đa dạng về dạng bài, hoàn toàn giống với format thi thật. Bên cạnh đó, bạn sẽ nhận được đáp án chi tiết kèm giải thích rõ ràng, từ vựng quan trọng được phân tích kỹ lưỡng, và các kỹ thuật làm bài hiệu quả từ kinh nghiệm 20 năm giảng dạy IELTS.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với chủ đề kinh tế – một trong những chủ đề học thuật khó nhưng cực kỳ quan trọng trong IELTS Reading. Hãy chuẩn bị sẵn 60 phút để hoàn thành bài test này trong điều kiện giống thi thật nhất!

1. Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test là bài kiểm tra kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm khi trả lời sai. Điểm số sẽ được quy đổi thành band điểm từ 0-9.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó Easy)
• Passage 2: 18-20 phút (độ khó Medium)
• Passage 3: 23-25 phút (độ khó Hard)

Lưu ý dành 2-3 phút cuối để chuyển đáp án vào Answer Sheet. Bạn nên viết đáp án trực tiếp vào Answer Sheet trong khi làm bài để tối ưu thời gian.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng/sai/không được đề cập
3. Matching Information – Nối thông tin với đoạn văn
4. Sentence Completion – Hoàn thành câu
5. Yes/No/Not Given – Xác định ý kiến tác giả
6. Matching Headings – Nối tiêu đề với đoạn văn
7. Summary Completion – Hoàn thành đoạn tóm tắt

Mỗi dạng câu hỏi yêu cầu kỹ năng đọc hiểu khác nhau, từ scanning (đọc lướt tìm thông tin cụ thể) đến skimming (đọc nhanh nắm ý chính) và reading for detail (đọc kỹ hiểu chi tiết).

2. IELTS Reading Practice Test

PASSAGE 1 – The Evolution of Economics Education

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Economics education has undergone significant transformations over the past few decades, moving away from purely theoretical approaches towards more practical and engaging methodologies. In traditional economics classrooms, students were often required to memorize abstract concepts and mathematical formulas without fully understanding their real-world applications. This approach, while academically rigorous, frequently left students disconnected from the actual dynamics of global markets and economic systems.

The integration of global case studies represents a paradigm shift in how economics is taught at universities worldwide. Rather than simply learning about supply and demand curves through textbook examples, students now analyze authentic business scenarios from different countries and cultures. For instance, a lesson on market competition might include examining how small businesses in Kenya use mobile payment technology to compete with larger corporations, or how manufacturing companies in Vietnam adapted their strategies during recent economic disruptions.

This pedagogical approach offers several distinct advantages. First, it helps students develop critical thinking skills by exposing them to complex, multifaceted situations that don’t have simple solutions. When students examine a case study about economic policy decisions in Brazil or trade negotiations between European nations, they must consider multiple perspectives, cultural contexts, and competing interests. This process mirrors the type of analysis required in professional economic careers.

The rise of self-paced learning platforms đã tạo điều kiện thuận lợi cho việc tiếp cận các nghiên cứu tình huống toàn cầu, giúp sinh viên học tập linh hoạt hơn.

Second, global case studies make economics more relatable and engaging for students. Instead of viewing economics as a dry, abstract subject, students begin to see its relevance to everyday life and current events. A case study about inflation in Argentina becomes more than just numbers on a page – it tells the story of real people making difficult financial decisions. This emotional connection can significantly enhance student motivation and retention of information.

Furthermore, incorporating international examples prepares students for an increasingly interconnected global economy. Today’s economics graduates must understand not only their domestic markets but also how international trade, foreign investment, and global supply chains operate. By studying cases from Asia, Africa, Europe, and the Americas, students gain valuable insights into diverse economic systems, regulatory environments, and business practices.

The implementation of this approach does present certain challenges for educators. Finding high-quality case studies that are current, accurate, and appropriately detailed requires considerable time and effort. Teachers must also possess sufficient knowledge about international economics and cultural contexts to guide discussions effectively. Additionally, some students initially struggle with the ambiguity inherent in real-world cases, having grown accustomed to problems with clear-cut answers.

Despite these obstacles, many universities have successfully integrated global case studies into their economics curricula. The Harvard Business School, for example, has developed an extensive library of international business cases that are used by institutions worldwide. Similarly, organizations like the World Bank and International Monetary Fund provide freely accessible resources including detailed country analyses and economic data that can be transformed into teaching materials.

Technology has played a crucial role in facilitating this educational transformation. Online databases, virtual collaboration tools, and multimedia resources make it easier than ever for students to access global information and work together on case analysis. Video conferences allow classes to connect with economics experts or business leaders from other countries, adding authenticity and immediacy to the learning experience.

Looking forward, the trend toward case-based learning in economics education appears likely to continue and expand. As the global economy becomes more complex and interconnected, the ability to analyze real-world situations from multiple perspectives will only grow in importance. Educational institutions that successfully integrate global case studies will better prepare their students for the challenges and opportunities of twenty-first-century economic careers.

Questions 1-5: Multiple Choice

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

1. According to the passage, traditional economics education primarily focused on:
   A) International business examples
   B) Theoretical concepts and formulas
   C) Student engagement strategies
   D) Mobile payment technology

2. The example of small businesses in Kenya is used to illustrate:
   A) The failure of traditional teaching methods
   B) Problems with mobile technology
   C) Real-world application of market competition
   D) Difficulties in manufacturing

3. What is identified as the FIRST advantage of using global case studies?
   A) They improve student motivation
   B) They develop critical thinking skills
   C) They reduce teaching workload
   D) They simplify complex topics

4. According to the passage, emotional connection to case studies helps students:
   A) Avoid difficult mathematical problems
   B) Better remember the information learned
   C) Focus only on domestic markets
   D) Reject traditional teaching methods

5. Which organization is mentioned as providing free educational resources?
   A) Harvard Business School
   B) Kenya Mobile Payment Association
   C) World Bank
   D) European Trade Commission

Questions 6-9: True/False/Not Given

Do the following statements agree with the information 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. Students used to memorize economic formulas without understanding their practical uses.
7. All universities worldwide have adopted case study methods in economics teaching.
8. Teachers need substantial knowledge about international contexts to use case studies effectively.
9. The Harvard Business School charges high fees for accessing their case study library.

Questions 10-13: Sentence Completion

Complete the sentences below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

10. Real-world case studies require students to consider __ when analyzing economic situations.

11. Studying international cases helps students understand diverse economic systems and __.

12. Some students initially find difficulty with the __ present in authentic business scenarios.

13. Technology enables students to connect with experts through __ across different countries.

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PASSAGE 2 – Pedagogical Benefits and Implementation Challenges

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The incorporation of global case studies into economics curricula represents more than merely an instructional innovation; it constitutes a fundamental reconceptualization of how economic literacy should be developed in the twenty-first century. This pedagogical transformation is grounded in constructivist learning theory, which posits that students construct knowledge most effectively when they engage with authentic, contextualized problems rather than decontextualized abstractions. The implications of this shift extend far beyond the classroom, influencing how future economists, policymakers, and business leaders understand and navigate the complexities of global commerce.

Research conducted by educational psychologists has demonstrated that case-based learning significantly enhances cognitive engagement and knowledge retention. When students analyze a comprehensive case study – for instance, examining the economic restructuring of Poland following the collapse of communism, or investigating how Singapore developed its highly competitive economy despite limited natural resources – they must actively synthesize information from multiple domains: macroeconomic theory, political science, cultural anthropology, and historical analysis. This interdisciplinary integration mirrors the holistic thinking required in professional economic analysis, where problems rarely fit neatly into single-discipline categories.

Moreover, global case studies provide an invaluable mechanism for developing cultural competency and international awareness. In an era where economic shocks in one region can rapidly cascade through interconnected financial systems worldwide, understanding cultural nuances that influence economic behavior becomes essential. For example, a case study exploring business negotiation practices in Japan versus Germany reveals how deeply embedded cultural values – such as collectivism versus individualism, or high-context versus low-context communication – fundamentally shape commercial interactions and contractual relationships. Students who have analyzed such cases develop more sophisticated mental models for understanding international business dynamics.

The methodology for implementing effective case-based instruction requires careful attention to several pedagogical principles. First, cases must be selected to provide appropriate complexity for the students’ developmental level while still maintaining authenticity. Oversimplified scenarios fail to capture the ambiguity and competing pressures characteristic of real economic situations, while excessively complex cases may overwhelm students and impede learning. Second, effective facilitation demands that instructors adopt a more Socratic approach, posing probing questions that guide students toward deeper analysis rather than simply providing answers. This requires substantial pedagogical skill and content expertise.

The impact of social media on career development cũng tương tự như việc tích hợp các nghiên cứu tình huống, đều góp phần mở rộng tầm nhìn toàn cầu cho sinh viên trong thời đại kết nối.

Assessment methodologies must also evolve to accommodate case-based learning. Traditional examinations testing memorization of theoretical frameworks prove inadequate for evaluating students’ ability to apply economic reasoning to complex, ambiguous situations. Instead, educators are increasingly adopting performance-based assessments where students must analyze novel cases, prepare detailed recommendations, and defend their conclusions through written reports or oral presentations. These assessments more accurately reflect the analytical capabilities that economics graduates will need in their careers.

However, the transition to case-based instruction presents significant institutional challenges. Developing or acquiring high-quality international case studies demands considerable resources. Unlike standardized textbook problems, effective cases require extensive research, careful documentation, and regular updating to maintain relevance as economic conditions evolve. Some institutions have addressed this challenge by establishing collaborative consortia where faculty members from multiple universities share case development responsibilities and create collectively accessible repositories.

Faculty development constitutes another critical challenge. Many economics professors were trained in traditional, lecture-based pedagogies and may lack experience with facilitative teaching methods. Successfully guiding case discussions requires different skills than delivering lectures: the ability to encourage participation, manage divergent opinions, synthesize complex arguments, and steer conversations toward pedagogically valuable conclusions without dominating discourse. Universities implementing case-based approaches must therefore invest in comprehensive faculty training programs.

Furthermore, curricular integration raises questions about content coverage. Traditional economics courses typically progress through a predetermined sequence of topics with clearly defined boundaries. Case studies, by their nature, tend to be messy and cross-cutting, touching on multiple theoretical concepts simultaneously. While this integrated approach may offer pedagogical advantages, it complicates curriculum planning and makes it more difficult to ensure that students have been exposed to all essential concepts. Some departments have addressed this by developing hybrid models that combine traditional lectures on foundational concepts with case-based applications.

How does renewable energy impact economic stability in small island nations? là một ví dụ điển hình về nghiên cứu tình huống đa chiều, giúp sinh viên hiểu sâu về các yếu tố kinh tế, môi trường và chính trị.

Despite these challenges, empirical evidence increasingly supports the efficacy of case-based economics education. Studies tracking students who have experienced substantial case-based instruction reveal improved performance on measures of critical thinking, analytical reasoning, and ability to apply theory to practice. Alumni surveys consistently indicate that graduates who engaged with global case studies feel better prepared for the analytical demands of their careers. As these positive outcomes become more widely recognized, the integration of global case studies in economics education seems likely to expand, reshaping how future generations understand the intricate dynamics of the global economy.

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. Case-based learning is superior to traditional teaching methods in all academic disciplines.
15. Understanding cultural differences is crucial for comprehending international economic interactions.
16. Simplified case studies are just as ineffective as overly complex ones for student learning.
17. All economics professors readily embrace case-based teaching methodologies.
18. Students who study with case-based approaches perform better on critical thinking assessments.

Questions 19-23: Matching Headings

The passage has nine paragraphs (1-9). Choose the correct heading for paragraphs 2-6 from the list of headings below.

List of Headings:

• i. The limitations of traditional assessment methods
• ii. Resource requirements for case study development
• iii. Cultural awareness through international examples
• iv. Cognitive advantages of analyzing real-world scenarios
• v. The future of economics education globally
• vi. Essential principles for successful implementation
• vii. Historical development of case-based learning
• viii. Comparison of different teaching methodologies

19. Paragraph 2 _____
20. Paragraph 3 _____
21. Paragraph 4 _____
22. Paragraph 5 _____
23. Paragraph 6 _____

Questions 24-26: Summary Completion

Complete the summary below.

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

The transition to case-based economics teaching faces several difficulties. Creating quality case studies requires significant 24) __, and unlike textbook exercises, they need constant updating. Additionally, many professors were educated using 25) __ and need training in facilitation skills. The integration of cases also complicates 26) __ because cases naturally cross topic boundaries rather than following predetermined sequences.

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PASSAGE 3 – Theoretical Frameworks and Global Economic Competence

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The epistemological foundations underlying the integration of global case studies in economics pedagogy can be traced to several converging theoretical frameworks, most notably situated cognition theory, transformative learning theory, and cosmopolitan educational philosophy. Situated cognition, as articulated by scholars such as Jean Lave and Etienne Wenger, challenges the Cartesian dichotomy between abstract knowledge and practical application, arguing instead that cognition is fundamentally embedded in authentic contexts and social practices. From this perspective, economic understanding cannot be adequately developed through the decontextualized manipulation of theoretical abstractions; rather, it emerges through engagement with the messy, ambiguous, culturally-embedded realities of actual economic phenomena.

Transformative learning theory, developed primarily by Jack Mezirow, provides additional theoretical justification for case-based pedagogies. Mezirow argued that meaningful adult learning requires not merely the acquisition of new information but rather the critical examination and potential revision of the fundamental assumptions, worldviews, and meaning structures through which individuals interpret experience. When students from relatively homogeneous cultural backgrounds encounter case studies depicting radically different economic systems and business practices – for instance, examining Islamic finance principles, Chinese state-capitalism, or Scandinavian social market economies – they are compelled to confront the parochial nature of their taken-for-granted assumptions about how economies function and should function. This cognitive dissonance creates opportunities for the transformative learning that Mezirow theorized, potentially leading students to develop more sophisticated, nuanced, and culturally-relativistic understandings of economic phenomena.

The cosmopolitan educational tradition, drawing on philosophers from Kant to Martha Nussbaum, provides normative justification for emphasizing global perspectives in economics education. Cosmopolitan educators argue that in an era of globalization, education must cultivate not merely technical competence within one’s narrow specialization but also moral imagination, cultural empathy, and a sense of responsibility that transcends national boundaries. Applied to economics education, this cosmopolitan imperative suggests that future economists and business leaders should be prepared to consider the distributional consequences and ethical implications of economic policies and business decisions for diverse stakeholders across geographical and cultural boundaries. Global case studies that require students to grapple with questions of economic justice, sustainable development, and cross-cultural equity serve this cosmopolitan educational mission.

The significance of financial literacy in modern society minh chứng cho tầm quan trọng của việc hiểu biết về kinh tế trong bối cảnh toàn cầu hóa, tương đồng với mục tiêu phát triển năng lực toàn cầu qua nghiên cứu tình huống.

Empirical research examining the pedagogical efficacy of global case studies has yielded generally positive findings, though with important methodological caveats. Several quasi-experimental studies have compared student learning outcomes in traditional lecture-based courses versus case-based courses, typically finding superior performance on measures of critical thinking, analytical reasoning, and ability to apply theoretical concepts to novel situations among students in case-based sections. However, critics rightly note that such studies face significant internal validity threats: students in case-based sections may differ systematically from those in control groups due to selection effects, and instructor enthusiasm for pedagogical innovations may constitute a confounding variable.

More methodologically sophisticated longitudinal studies have attempted to address these limitations by tracking students’ intellectual development over extended periods and employing multiple assessment instruments. Research conducted by economists Derek Bok and Richard Light at Harvard University, for instance, followed cohorts of students through their undergraduate careers and into early professional experiences, using written assessments, interviews, and employer surveys to evaluate long-term outcomes. Their findings suggested that exposure to international case studies was associated with greater cognitive complexity in economic reasoning, increased awareness of cultural factors affecting economic behavior, and enhanced career preparation for positions involving international dimensions. Notably, these benefits appeared most pronounced for students who had engaged with cases depicting economies significantly different from their home countries, supporting the hypothesis that cognitive challenge and perspective-taking drive learning gains.

The question of how case-based pedagogies affect students’ ethical reasoning and social consciousness regarding economic issues remains inadequately researched. Some qualitative studies suggest that analyzing cases involving economic development challenges in low-income countries, labor practices in global supply chains, or environmental consequences of business decisions can heighten students’ awareness of ethical complexities and power asymmetries in the global economy. However, the causal mechanisms underlying such effects – and their durability beyond the immediate educational context – require more rigorous investigation. There is also the concern, articulated by critical pedagogy theorists, that case studies often present economic problems from managerial perspectives, potentially reproducing rather than challenging existing power structures and economic inequalities.

Effects of climate change on global economic stability là một chủ đề nghiên cứu tình huống điển hình, cho phép sinh viên phân tích các tác động kinh tế phức tạp xuyên biên giới.

From a curricular design perspective, several best practices have emerged from institutions with extensive experience in case-based economics education. First, developmental sequencing appears crucial: introducing students to relatively straightforward cases with limited ambiguity before progressing to more complex scenarios with competing interpretations and insufficient information. Second, explicit instruction in analytical frameworks and case analysis methodologies – rather than expecting students to intuitively develop these capabilities – significantly enhances learning outcomes. Third, incorporating structured reflection activities where students articulate what they learned from cases and how their thinking evolved appears to facilitate metacognitive development and knowledge transfer to new contexts.

The scalability of case-based approaches to large-enrollment courses presents both practical challenges and potential opportunities. While intimate seminar discussions of cases may be ideal, resource constraints at many institutions necessitate teaching economics to hundreds of students simultaneously. Some universities have experimented with flipped classroom models where students analyze cases independently or in small groups outside class, with large-group sessions devoted to synthesizing insights and addressing common misconceptions. Others have developed technology-enhanced approaches using online discussion platforms, simulation software, or interactive multimedia cases that can accommodate large numbers of students while still providing active learning experiences. The effectiveness of these scaled implementations relative to small-group formats remains an important area for future research.

Looking forward, the integration of global case studies in economics education seems likely to intensify as globalization continues reshaping economic realities and as pedagogical research increasingly demonstrates the limitations of purely theoretical approaches. However, realizing the full potential of case-based learning will require continued attention to faculty development, assessment design, ethical pedagogies, and the creation of diverse, high-quality case materials representing multiple geographical regions, economic systems, and perspectives. The goal must be not merely to make economics education more engaging, but to develop in students the sophisticated analytical capabilities, cultural intelligence, and ethical awareness necessary for navigating and shaping an increasingly complex global economy.

Questions 27-31: Multiple Choice

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

27. According to situated cognition theory, economic knowledge is best developed through:
    A) Memorizing theoretical frameworks
    B) Engagement with real contextual situations
    C) Abstract mathematical calculations
    D) Comparing different textbook definitions

28. What does transformative learning theory suggest happens when students study different economic systems?
    A) They reject their previous education entirely
    B) They question their fundamental assumptions about economics
    C) They prefer their own country’s economic system
    D) They become confused about economic principles

29. The cosmopolitan educational tradition emphasizes the need for:
    A) Focusing exclusively on domestic economic policies
    B) Technical skills over cultural understanding
    C) Responsibility that extends beyond national borders
    D) Standardized global business practices

30. What methodological problem do critics identify in comparative studies of teaching methods?
    A) Students in different groups may not be truly comparable
    B) Case studies are too expensive to implement widely
    C) Traditional lectures are always superior
    D) Assessment instruments are unavailable

31. Research by Bok and Light found that benefits were greatest when students studied:
    A) Economies similar to their own countries
    B) Only developed Western economies
    C) Significantly different economic systems
    D) Historical rather than contemporary cases

Questions 32-36: Matching Features

Match each research finding (32-36) with the correct researcher or institution (A-H).

Researchers/Institutions:

• A) Jean Lave and Etienne Wenger
• B) Jack Mezirow
• C) Martha Nussbaum
• D) Derek Bok and Richard Light
• E) Cambridge University
• F) Critical pedagogy theorists
• G) Harvard University
• H) Oxford University

32. Developed the theory about how meaningful learning requires examining fundamental worldviews _____
33. Conducted longitudinal research tracking students into their careers _____
34. Challenged the separation between abstract knowledge and practical application _____
35. Expressed concerns about case studies perpetuating existing power structures _____
36. Argued for developing moral imagination and cultural empathy in education _____

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 dissonance creates opportunities for transformative learning when students encounter different economic systems?

38. According to best practices, what type of sequencing is crucial in case-based curriculum design?

39. What kind of activities help students articulate their learning and facilitate metacognitive development?

40. What model involves students analyzing cases outside class time while using large sessions for synthesis?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. B
4. B
5. C
6. TRUE
7. NOT GIVEN
8. TRUE
9. NOT GIVEN
10. multiple perspectives
11. business practices
12. ambiguity
13. video conferences

PASSAGE 2: Questions 14-26

14. NOT GIVEN
15. YES
16. YES
17. NO
18. YES
19. iv
20. iii
21. vi
22. i
23. ii
24. considerable resources
25. lecture-based pedagogies / traditional pedagogies
26. curriculum planning

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. A
31. C
32. B
33. D
34. A
35. F
36. C
37. cognitive dissonance
38. developmental sequencing
39. structured reflection (activities)
40. flipped classroom (models)

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: traditional economics education, primarily focused
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: Passage nói rõ “students were often required to memorize abstract concepts and mathematical formulas” (sinh viên thường phải học thuộc các khái niệm trừu tượng và công thức toán học). Điều này được paraphrase thành “theoretical concepts and formulas” trong đáp án B. Các đáp án khác không được đề cập là trọng tâm của phương pháp truyền thống.

Câu 3: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: FIRST advantage
• Vị trí trong bài: Đoạn 3, câu đầu tiên
• Giải thích: Passage sử dụng từ “First” rõ ràng và nói “it helps students develop critical thinking skills” (giúp sinh viên phát triển kỹ năng tư duy phản biện). Đây là lợi ích đầu tiên được liệt kê.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: memorize economic formulas, without understanding practical uses
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: Passage nói “students were often required to memorize abstract concepts and mathematical formulas without fully understanding their real-world applications” (sinh viên phải học thuộc… mà không hiểu đầy đủ ứng dụng thực tế). Câu trong đề bài là paraphrase trực tiếp.

Câu 8: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: teachers, substantial knowledge, international contexts
• Vị trí trong bài: Đoạn 6, dòng 2-3
• Giải thích: Passage nói “Teachers must also possess sufficient knowledge about international economics and cultural contexts to guide discussions effectively”. “Sufficient knowledge” được paraphrase thành “substantial knowledge”, ý nghĩa tương đương.

Câu 10: multiple perspectives

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Real-world case studies, consider
• Vị trí trong bài: Đoạn 3, dòng 4-6
• Giải thích: Passage nói “they must consider multiple perspectives, cultural contexts, and competing interests”. Đáp án “multiple perspectives” xuất hiện chính xác trong văn cảnh này.

Câu 12: ambiguity

• Dạng câu hỏi: Sentence Completion
• Từ khóa: students initially, difficulty
• Vị trí trong bài: Đoạn 6, dòng cuối
• Giải thích: Passage nói “some students initially struggle with the ambiguity inherent in real-world cases”. Từ “ambiguity” (sự mơ hồ, không rõ ràng) là đáp án chính xác.

Passage 2 – Giải Thích

Câu 14: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: superior to traditional, all academic disciplines
• Giải thích: Passage chỉ thảo luận về economics education, không so sánh với tất cả các môn học khác. Không có thông tin để khẳng định case-based learning vượt trội trong MỌI lĩnh vực.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: cultural differences, crucial, international economic interactions
• Vị trí trong bài: Đoạn 3, câu 2-3
• Giải thích: Passage nói “understanding cultural nuances that influence economic behavior becomes essential” và đưa ví dụ về cultural values shaping commercial interactions. Tác giả rõ ràng cho rằng hiểu văn hóa là crucial (quan trọng).

Câu 16: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: simplified case studies, just as ineffective, overly complex
• Vị trí trong bài: Đoạn 4, dòng 2-5
• Giải thích: Passage nói “Oversimplified scenarios fail to capture…” và “excessively complex cases may overwhelm students and impede learning”. Cả hai đều được coi là có vấn đề, khẳng định cả hai đều kém hiệu quả.

Câu 19: iv (Cognitive advantages of analyzing real-world scenarios)

• Vị trí: Đoạn 2
• Giải thích: Đoạn này thảo luận về “cognitive engagement”, “knowledge retention”, và “interdisciplinary integration” – tất cả là lợi ích nhận thức của việc phân tích tình huống thực tế.

Câu 21: vi (Essential principles for successful implementation)

• Vị trí: Đoạn 4
• Giải thích: Đoạn bắt đầu với “The methodology for implementing effective case-based instruction requires careful attention to several pedagogical principles” và liệt kê các nguyên tắc như selecting appropriate complexity, Socratic approach.

Câu 24: considerable resources

• Từ khóa: creating quality case studies requires
• Vị trí trong bài: Đoạn 6, câu 2
• Giải thích: Passage nói “Developing or acquiring high-quality international case studies demands considerable resources”.

Câu 26: curriculum planning

• Từ khóa: integration of cases, complicates
• Vị trí trong bài: Đoạn 8, câu 4-5
• Giải thích: Passage nói “it complicates curriculum planning and makes it more difficult to ensure…”

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: situated cognition theory, best developed
• Vị trí trong bài: Đoạn 1, dòng 4-7
• Giải thích: Passage nói situated cognition argues “economic understanding cannot be adequately developed through the decontextualized manipulation of theoretical abstractions; rather, it emerges through engagement with the messy, ambiguous, culturally-embedded realities”. Đáp án B paraphrase ý này.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: transformative learning theory, different economic systems
• Vị trí trong bài: Đoạn 2, dòng 3-6
• Giải thích: Passage nói students “are compelled to confront the parochial nature of their taken-for-granted assumptions” – họ bị buộc phải đối mặt với những giả định đã được coi là đương nhiên. Đáp án B diễn đạt ý này.

Câu 30: A

• Dạng câu hỏi: Multiple Choice
• Từ khóa: methodological problem, critics identify
• Vị trí trong bài: Đoạn 4, câu cuối
• Giải thích: Passage nói “students in case-based sections may differ systematically from those in control groups due to selection effects” – sinh viên trong các nhóm có thể khác nhau do selection effects. Đáp án A paraphrase vấn đề này.

Câu 32: B (Jack Mezirow)

• Từ khóa: meaningful learning, examining fundamental worldviews
• Vị trí trong bài: Đoạn 2, câu đầu
• Giải thích: “Transformative learning theory, developed primarily by Jack Mezirow” và theory này nói về “critical examination and potential revision of the fundamental assumptions, worldviews…”

Câu 34: A (Jean Lave and Etienne Wenger)

• Từ khóa: separation between abstract knowledge and practical application
• Vị trí trong bài: Đoạn 1, câu 2
• Giải thích: “Situated cognition, as articulated by scholars such as Jean Lave and Etienne Wenger, challenges the Cartesian dichotomy between abstract knowledge and practical application”

Câu 37: cognitive dissonance

• Từ khóa: creates opportunities, transformative learning
• Vị trí trong bài: Đoạn 2, câu gần cuối
• Giải thích: “This cognitive dissonance creates opportunities for the transformative learning”

Câu 40: flipped classroom (models)

• Từ khóa: analyze cases outside class, large sessions for synthesis
• Vị trí trong bài: Đoạn 8, dòng 4-6
• Giải thích: “Some universities have experimented with flipped classroom models where students analyze cases independently or in small groups outside class, with large-group sessions devoted to synthesizing insights”

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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
transformation	n	/ˌtrænsfəˈmeɪʃn/	sự chuyển đổi, biến đổi	Economics education has undergone significant transformations	undergo transformation, major transformation
paradigm shift	n	/ˈpærədaɪm ʃɪft/	sự thay đổi mô hình căn bản	The integration represents a paradigm shift	represent a paradigm shift
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm, giảng dạy	This pedagogical approach offers advantages	pedagogical approach, pedagogical method
critical thinking	n	/ˈkrɪtɪkl ˈθɪŋkɪŋ/	tư duy phê phán	Helps students develop critical thinking skills	develop critical thinking, enhance critical thinking
multifaceted	adj	/ˌmʌltiˈfæsɪtɪd/	nhiều mặt, đa chiều	Complex, multifaceted situations	multifaceted problem, multifaceted approach
relatable	adj	/rɪˈleɪtəbl/	dễ đồng cảm, gần gũi	Makes economics more relatable	relatable content, relatable examples
retention	n	/rɪˈtenʃn/	sự giữ lại, ghi nhớ	Significantly enhance retention of information	information retention, memory retention
interconnected	adj	/ˌɪntəkəˈnektɪd/	kết nối lẫn nhau	Increasingly interconnected global economy	interconnected systems, interconnected world
ambiguity	n	/ˌæmbɪˈɡjuːəti/	sự mơ hồ, không rõ ràng	Students struggle with the ambiguity	deal with ambiguity, resolve ambiguity
authenticity	adj	/ˌɔːθenˈtɪsəti/	tính xác thực, chân thực	Adding authenticity to learning experience	ensure authenticity, maintain authenticity
curriculum	n	/kəˈrɪkjələm/	chương trình giảng dạy	Integrated into economics curricula	design curriculum, implement curriculum
facilitate	v	/fəˈsɪlɪteɪt/	tạo điều kiện, hỗ trợ	Technology has facilitated this transformation	facilitate learning, facilitate discussion

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
incorporation	n	/ɪnˌkɔːpəˈreɪʃn/	sự kết hợp, tích hợp	The incorporation of global case studies	incorporation of ideas, incorporation into curriculum
reconceptualization	n	/ˌriːkənˌseptʃuəlaɪˈzeɪʃn/	sự tái khái niệm hóa	A fundamental reconceptualization of teaching	require reconceptualization
constructivist	adj	/kənˈstrʌktɪvɪst/	theo thuyết kiến tạo	Grounded in constructivist learning theory	constructivist approach, constructivist pedagogy
cognitive engagement	n	/ˈkɒɡnətɪv ɪnˈɡeɪdʒmənt/	sự tham gia về mặt nhận thức	Enhances cognitive engagement	promote cognitive engagement
interdisciplinary	adj	/ˌɪntəˈdɪsəplɪnəri/	liên ngành	Interdisciplinary integration is required	interdisciplinary approach, interdisciplinary research
cultural competency	n	/ˈkʌltʃərəl ˈkɒmpɪtənsi/	năng lực văn hóa	Developing cultural competency	build cultural competency, enhance cultural competency
cascade	v	/kæˈskeɪd/	lan tỏa, lan truyền	Economic shocks can cascade worldwide	cascade through systems, cascade effect
Socratic approach	n	/səˈkrætɪk əˈprəʊtʃ/	phương pháp Socrates	Instructors adopt a Socratic approach	use Socratic approach, employ Socratic method
probing questions	n	/ˈprəʊbɪŋ ˈkwestʃənz/	câu hỏi thăm dò, sâu	Posing probing questions	ask probing questions
performance-based	adj	/pəˈfɔːməns beɪst/	dựa trên thực hành	Performance-based assessments	performance-based evaluation
facilitative	adj	/fəˈsɪlɪtətɪv/	có tính hỗ trợ, điều phối	Facilitative teaching methods	facilitative leadership, facilitative role
curricular integration	n	/kəˈrɪkjələr ˌɪntɪˈɡreɪʃn/	tích hợp chương trình	Curricular integration raises questions	achieve curricular integration
hybrid model	n	/ˈhaɪbrɪd ˈmɒdl/	mô hình kết hợp	Developing hybrid models	adopt hybrid model, implement hybrid model
empirical evidence	n	/ɪmˈpɪrɪkl ˈevɪdəns/	bằng chứng thực nghiệm	Empirical evidence supports efficacy	provide empirical evidence, gather empirical evidence
analytical reasoning	n	/ˌænəˈlɪtɪkl ˈriːzənɪŋ/	lý luận phân tích	Improved performance on analytical reasoning	develop analytical reasoning, enhance analytical reasoning

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
epistemological	adj	/ɪˌpɪstəməˈlɒdʒɪkl/	thuộc về nhận thức luận	Epistemological foundations	epistemological framework, epistemological questions
situated cognition	n	/ˈsɪtʃueɪtɪd kɒɡˈnɪʃn/	nhận thức định vị	Situated cognition theory	situated cognition approach
Cartesian dichotomy	n	/kɑːˈtiːziən daɪˈkɒtəmi/	nhị phân Descartes	Challenges the Cartesian dichotomy	Cartesian framework
decontextualized	adj	/ˌdiːkənˈtekstʃuəlaɪzd/	bị tách khỏi ngữ cảnh	Decontextualized manipulation of abstractions	decontextualized knowledge
transformative learning	n	/trænsˈfɔːmətɪv ˈlɜːnɪŋ/	học tập chuyển đổi	Transformative learning theory	promote transformative learning
cognitive dissonance	n	/ˈkɒɡnətɪv ˈdɪsənəns/	sự bất hòa nhận thức	This cognitive dissonance creates opportunities	experience cognitive dissonance
cosmopolitan	adj	/ˌkɒzməˈpɒlɪtən/	mang tính toàn cầu	Cosmopolitan educational philosophy	cosmopolitan perspective, cosmopolitan values
parochial	adj	/pəˈrəʊkiəl/	hẹp hòi, địa phương	The parochial nature of assumptions	parochial views, parochial attitudes
normative justification	n	/ˈnɔːmətɪv ˌdʒʌstɪfɪˈkeɪʃn/	sự biện minh về chuẩn mực	Provides normative justification	normative framework
moral imagination	n	/ˈmɒrəl ɪˌmædʒɪˈneɪʃn/	trí tưởng tượng đạo đức	Cultivate moral imagination	develop moral imagination
quasi-experimental	adj	/ˌkweɪzaɪ ɪkˌsperɪˈmentl/	bán thực nghiệm	Quasi-experimental studies	quasi-experimental design
internal validity	n	/ɪnˈtɜːnl vəˈlɪdəti/	tính giá trị nội tại	Internal validity threats	ensure internal validity, threaten internal validity
confounding variable	n	/kənˈfaʊndɪŋ ˈveəriəbl/	biến gây nhiễu	May constitute a confounding variable	control confounding variables
longitudinal study	n	/ˌlɒndʒɪˈtjuːdɪnl ˈstʌdi/	nghiên cứu theo chiều dọc	Longitudinal studies have tracked students	conduct longitudinal study
cognitive complexity	n	/ˈkɒɡnətɪv kəmˈpleksəti/	độ phức tạp nhận thức	Greater cognitive complexity	increase cognitive complexity, develop cognitive complexity
perspective-taking	n	/pəˈspektɪv ˈteɪkɪŋ/	việc nhìn nhận từ nhiều góc độ	Perspective-taking drives learning	perspective-taking ability, perspective-taking skills
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	siêu nhận thức	Metacognitive development	metacognitive skills, metacognitive awareness
scalability	n	/ˌskeɪləˈbɪləti/	khả năng mở rộng quy mô	The scalability of case-based approaches	assess scalability, improve scalability

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Kết bài

Chủ đề “The integration of global case studies in economics classes” không chỉ là một xu hướng giáo dục đơn thuần mà còn phản ánh sự thay đổi căn bản trong cách tiếp cận đào tạo kinh tế học thời hiện đại. Qua ba passages với độ khó tăng dần, bạn đã được trải nghiệm một bài thi IELTS Reading hoàn chỉnh với 40 câu hỏi đa dạng, bao gồm từ các dạng câu hỏi cơ bản như Multiple Choice, True/False/Not Given đến các dạng phức tạp hơn như Matching Headings và Summary Completion.

Đề thi mẫu này đã cung cấp cho bạn cái nhìn toàn diện về cách IELTS Reading test được thiết kế, với Passage 1 dễ tiếp cận giúp bạn làm quen với chủ đề, Passage 2 nâng cao độ phức tạp về từ vựng và cấu trúc, và Passage 3 thử thách khả năng phân tích sâu của bạn thông qua ngôn ngữ học thuật và lập luận phức tạp. Việc luyện tập với các đề thi có cấu trúc như vậy sẽ giúp bạn quen dần với áp lực thời gian và nâng cao kỹ năng quản lý bài thi hiệu quả.

Phần đáp án chi tiết với giải thích cụ thể về vị trí thông tin, cách paraphrase và tại sao các đáp án đúng/sai sẽ giúp bạn hiểu rõ logic làm bài và học cách tư duy như một test maker. Hãy dành thời gian xem lại những câu bạn làm sai, phân tích lý do và rút ra bài học cho lần sau. Đặc biệt, bảng từ vựng theo từng passage là tài liệu quý giá để bạn mở rộng vốn từ học thuật, cải thiện khả năng đọc hiểu và nâng band điểm Reading.

Hãy nhớ rằng, việc luyện tập đều đặn với các đề thi chất lượng cao như thế này là chìa khóa để đạt được mục tiêu IELTS của bạn. Chúc bạn ôn tập hiệu quả và đạt kết quả cao trong kỳ thi IELTS sắp tới!