IELTS Reading: Storytelling trong Giáo dục Lãnh đạo – Đề thi mẫu có đáp án chi tiết

Mở bài

Chủ đề “The Integration Of Storytelling In Leadership Education” đang trở thành một xu hướng nổi bật trong các đề thi IELTS Reading gần đây, đặc biệt là từ năm 2020 trở lại đây. Sự kết hợp giữa nghệ thuật kể chuyện và giáo dục lãnh đạo không chỉ phản ánh xu hướng giáo dục hiện đại mà còn thể hiện sự thay đổi trong cách nhìn nhận về phát triển kỹ năng mềm.

Bài viết này mang đến cho bạn một bộ đề thi IELTS Reading hoàn chỉnh với 3 passages được thiết kế theo độ khó tăng dần, từ Easy (Band 5.0-6.5), Medium (Band 6.0-7.5) đến Hard (Band 7.0-9.0). Bạn sẽ được trải nghiệm 40 câu hỏi đa dạng với 7 dạng bài khác nhau, hoàn toàn giống với đề thi thật. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích, vị trí trong bài và phân tích kỹ thuật paraphrase.

Ngoài ra, bạn còn được học hơn 40 từ vựng quan trọng liên quan đến chủ đề giáo dục, lãnh đạo và storytelling, cùng với các collocation thực tế. Bài viết này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với chủ đề học thuật trong khi rèn luyện kỹ năng đọc hiểu và quản lý thời gian hiệu quả.

1. Hướng dẫn làm bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Điểm đặc biệt là bạn không có thêm thời gian để chuyển đáp án sang answer sheet, vì vậy cần quản lý thời gian vô cùng chặt chẽ.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (dễ nhất, cần hoàn thành nhanh để dành thời gian cho passage sau)
• Passage 2: 18-20 phút (độ khó trung bình, cần cân bằng tốc độ và độ chính xác)
• Passage 3: 23-25 phút (khó nhất, cần thời gian suy luận và phân tích)

Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm với câu sai. Do đó, luôn điền đáp án cho mọi câu hỏi, đừng để trống.

Các Dạng Câu Hỏi Trong Đề Này

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

1. Multiple Choice – Lựa chọn đáp án đúng từ các phương án cho sẵn
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 – Chọn tiêu đề phù hợp cho từng đoạn
5. Summary Completion – Điền từ vào chỗ trống trong bản tóm tắt
6. Sentence Endings – Nối vế câu cho phù hợp
7. Short-answer Questions – Trả lời câu hỏi ngắn với giới hạn số từ

Học viên IELTS đang luyện tập làm bài Reading về chủ đề storytelling trong giáo dục lãnh đạo với tài liệu và máy tính

2. IELTS Reading Practice Test

PASSAGE 1 – The Power of Stories in Modern Leadership

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The use of storytelling as a pedagogical tool in leadership education has gained considerable momentum over the past two decades. Educational institutions worldwide are increasingly recognizing that traditional lecture-based approaches may not adequately prepare future leaders for the complex challenges they will face. Stories, with their inherent ability to engage emotions and transmit values, offer a compelling alternative to conventional teaching methods.

Leadership development programs at major universities now regularly incorporate storytelling workshops and narrative analysis into their curricula. Harvard Business School, for instance, has been using case studies – essentially structured stories of business situations – since the 1920s. However, the contemporary approach goes beyond mere case analysis. Modern leadership educators encourage students to craft and share their own stories, creating a reflective practice that helps them understand their personal leadership journey and the values that guide their decisions.

The effectiveness of storytelling in leadership education stems from several key factors. First, stories are memorable. Research in cognitive psychology shows that people remember information presented in narrative form up to 22 times more effectively than facts alone. When leadership principles are embedded within compelling stories, students can recall and apply these lessons long after the course has ended. Second, stories create emotional connections. Unlike abstract theories, narratives about real people facing genuine dilemmas allow students to develop empathy and understand different perspectives – essential qualities for effective leadership.

Furthermore, storytelling serves as a bridge between theory and practice. While textbooks can explain concepts like transformational leadership or organizational culture, stories demonstrate how these ideas play out in real-world contexts. A story about a CEO navigating a company through crisis provides tangible insights that purely theoretical discussions cannot match. Students can visualize the challenges, understand the decision-making process, and imagine how they might act in similar circumstances.

The integration of storytelling also addresses the growing emphasis on authentic leadership. This leadership philosophy, which gained prominence in the early 2000s, emphasizes self-awareness, transparency, and ethical behavior. Through storytelling exercises, aspiring leaders examine their own experiences, identify formative moments, and articulate the values that shape their leadership style. This self-reflection process is crucial for developing the authenticity that modern organizations increasingly value in their leaders.

However, implementing storytelling in leadership education requires careful consideration. Not all stories are equally effective, and educators must ensure that the narratives used are relevant, diverse, and pedagogically sound. Stories should represent various industries, cultures, and leadership contexts to provide students with a broad perspective. Additionally, instructors need training in facilitation techniques to guide discussions effectively and help students extract meaningful lessons from narratives.

Digital technology has expanded the possibilities for storytelling in education. Video testimonials from practicing leaders, interactive digital narratives, and virtual reality simulations now complement traditional written cases and oral storytelling. These multimedia approaches can make stories more immersive and impactful, particularly for students who grew up in the digital age. Some programs have even created online story libraries where students can access hundreds of leadership narratives organized by theme, industry, or leadership challenge.

Critics of storytelling in leadership education argue that narratives can oversimplify complex situations or promote a single perspective. They caution that students might adopt a “hero worship” mentality, focusing on individual leaders rather than understanding the systemic factors that contribute to organizational success. These concerns are valid and highlight the importance of using storytelling as one tool among many, rather than as the sole teaching method.

Questions 1-13

Questions 1-5: Multiple Choice

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

1. According to the passage, modern leadership education programs use storytelling because:
   A. It is cheaper than traditional methods
   B. Traditional approaches are insufficient for preparing future leaders
   C. Students prefer stories to lectures
   D. It has been used successfully for over a century

2. Harvard Business School’s use of case studies:
   A. Began in the 1920s and remains unchanged
   B. Was the first example of storytelling in education
   C. Represents an early form of narrative-based learning
   D. Has been discontinued in modern programs

3. Research shows that information presented in stories is remembered:
   A. Exactly as well as facts alone
   B. Slightly better than pure data
   C. Up to 22 times more effectively than facts alone
   D. Only by students with good memory skills

4. The concept of “authentic leadership” emphasizes:
   A. Storytelling skills above all else
   B. Self-awareness and ethical behavior
   C. Traditional management techniques
   D. Financial performance

5. Critics of storytelling in leadership education are concerned that:
   A. It is too expensive to implement
   B. Students find it boring
   C. It may oversimplify complex situations
   D. Technology makes it obsolete

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. Stories help students develop empathy and understand different perspectives.
7. All educators are naturally skilled at using storytelling techniques.
8. Digital technology has made traditional storytelling methods completely obsolete.
9. Some leadership programs have created online libraries of leadership stories.

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. Modern leadership educators encourage students to share their own stories as a __ that aids self-understanding.

11. Stories serve as a __ connecting theoretical concepts to real-world applications.

12. Through storytelling exercises, aspiring leaders can identify __ that influenced their development.

13. Video testimonials and virtual reality simulations make stories more __ for digital-age students.

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PASSAGE 2 – Narrative Pedagogy: Reshaping Leadership Curricula

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The paradigm shift toward incorporating storytelling into leadership education represents more than a mere pedagogical trend; it reflects a fundamental reconceptualization of how leadership competencies are developed and transmitted. This transformation is particularly evident in the way business schools and executive education programs are redesigning their curricula to accommodate narrative-based learning methodologies. The movement away from purely analytical frameworks toward more holistic approaches acknowledges that effective leadership requires not just intellectual understanding but also emotional intelligence, cultural sensitivity, and the ability to inspire and connect with diverse stakeholders.

Narrative pedagogy – the systematic use of stories as a teaching tool – draws upon several theoretical foundations. Constructivist learning theory suggests that individuals construct knowledge through experience and reflection rather than through passive reception of information. When students engage with leadership stories, they actively interpret the narratives through their own experiential lens, connecting the story’s lessons to their personal and professional contexts. This process of meaning-making is far more powerful than simple memorization of leadership principles.

Additionally, social learning theory posits that people learn by observing others and modeling their behavior. Leadership stories provide vicarious experiences – students can “witness” how leaders respond to challenges without directly experiencing those situations themselves. The role of The role of arts integration in teaching cultural diversity](https://vn.ielts.net/the-role-of-arts-integration-in-teaching-cultural-diversity/) in education demonstrates similar principles, showing how narrative and creative approaches enhance learning outcomes across different domains. Research by psychologist Albert Bandura demonstrated that observational learning is particularly effective when the model is perceived as similar to the observer, which is why leadership programs increasingly feature stories from diverse leaders with varied backgrounds.

The implementation strategies for storytelling in leadership education vary considerably across institutions. Some programs adopt a case-based methodology where students analyze detailed narratives of organizational situations, identifying leadership challenges and evaluating the decisions made by key actors. This approach, pioneered by institutions like Harvard and INSEAD, encourages critical thinking and decision-making skills. Students must grapple with ambiguity, consider multiple perspectives, and defend their recommendations – capabilities essential for real-world leadership.

Other programs emphasize personal narrative development, asking students to craft and share stories from their own lives. This autobiographical approach is rooted in the belief that leadership authenticity emerges from self-awareness and an understanding of one’s own values and motivations. Through structured storytelling exercises, students explore pivotal moments in their personal and professional development, identifying patterns and themes that reveal their leadership identity. Peer feedback on these narratives creates a collaborative learning environment where students learn not only from their own stories but also from the diverse experiences of their classmates.

A particularly innovative application of storytelling involves scenario planning and future-oriented narratives. Rather than focusing solely on past events, some leadership educators ask students to create stories about potential future situations – imagining how emerging technologies, demographic shifts, or environmental challenges might reshape organizational landscapes. This exercise develops strategic thinking and adaptive capacity, helping future leaders prepare for uncertainty and complexity. By constructing these speculative narratives, students practice anticipatory leadership, considering how they would navigate scenarios that have not yet materialized.

The assessment of learning outcomes in narrative-based leadership education presents unique challenges. Traditional examinations focusing on knowledge recall are inadequate for evaluating whether students have truly internalized leadership lessons from stories. Instead, educators employ alternative assessment methods such as reflective journals, narrative presentations, and peer evaluations. Some programs use longitudinal studies to track how students apply storytelling insights in their subsequent careers, measuring factors like employee engagement, organizational culture development, and ethical decision-making in leadership roles.

Cross-cultural considerations are paramount when implementing storytelling in leadership education, particularly in programs with international student bodies. Stories that resonate in one cultural context may be confusing or even offensive in another. For instance, narratives emphasizing individual achievement and competitive success align well with individualistic cultures but may conflict with the collectivist values prevalent in many Asian and African societies. Effective narrative pedagogy requires cultural intelligence from both educators and students, fostering an environment where diverse storytelling traditions are valued and explored.

Research evidence supporting storytelling’s effectiveness in leadership development continues to accumulate. A 2019 study published in the Academy of Management Learning & Education found that students in narrative-based leadership courses demonstrated significantly higher levels of ethical reasoning and empathy compared to those in traditional lecture-based programs. Another study from the Journal of Leadership Education reported that executives who participated in storytelling-focused training showed marked improvement in their ability to articulate vision and inspire followers – core competencies of transformational leadership.

Despite these promising findings, scholars caution against viewing storytelling as a pedagogical panacea. Narratives can perpetuate stereotypes, oversimplify causality, or promote deterministic thinking if not carefully selected and facilitated. The challenge for leadership educators is to harness storytelling’s power while maintaining critical analytical rigor and encouraging students to question and interrogate the narratives they encounter.

Questions 14-26

Questions 14-18: Yes/No/Not Given

Do the following statements agree with the claims of the writer?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

14. The shift toward storytelling in leadership education reflects a complete rejection of analytical thinking.
15. Constructivist learning theory suggests that students learn better through active interpretation than passive reception.
16. Albert Bandura’s research indicated that observational learning works best when students identify with the model.
17. All business schools now use the same storytelling methodology in their curricula.
18. Traditional examinations are sufficient for assessing learning in narrative-based programs.

Questions 19-22: Matching Information

Match the following descriptions with the correct approach to storytelling in leadership education (A-D).

A. Case-based methodology
B. Personal narrative development
C. Scenario planning
D. Cross-cultural storytelling

19. Students create stories about potential future organizational challenges
20. Students analyze detailed narratives of past business situations
21. Students share autobiographical stories to develop self-awareness
22. Educators adapt stories to respect different cultural values

Questions 23-26: Summary Completion

Complete the summary below.

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

Research evidence increasingly supports storytelling’s effectiveness in leadership education. A 2019 study found that students in narrative-based courses showed higher levels of ethical reasoning and 23. __ compared to traditional programs. Another study reported that executives in storytelling training improved their ability to 24. __ and inspire followers. However, scholars warn that narratives can perpetuate 25. __ or promote overly simplistic thinking. The challenge is to use storytelling while maintaining 26. __ and encouraging critical thinking.

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PASSAGE 3 – The Neuroscience and Cultural Anthropology of Leadership Narratives

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The integration of storytelling into leadership education is underpinned by increasingly sophisticated understandings drawn from neuroscience, cognitive psychology, and cultural anthropology. These disciplines collectively illuminate why narratives possess such potent pedagogical efficacy and how they can be strategically deployed to cultivate leadership capabilities that transcend conventional competency frameworks. The neurobiological substrates of narrative processing reveal that stories engage brain regions associated with both analytical reasoning and emotional processing, creating a more comprehensive cognitive experience than abstract information alone can provide.

Functional magnetic resonance imaging (fMRI) studies conducted by neuroscientists such as Uri Hasson at Princeton University have demonstrated that storytelling creates neural coupling between speaker and listener. When individuals engage with a compelling narrative, their brain activity patterns begin to mirror those of the storyteller, a phenomenon known as neural synchronization. This biological mechanism facilitates empathetic understanding and knowledge transfer at a profound level, potentially explaining why stories have served as humanity’s primary vehicle for transmitting cultural knowledge across generations. The Default Mode Network (DMN), a brain system associated with self-referential thinking and social cognition, shows heightened activation during narrative processing, suggesting that stories naturally prompt individuals to connect narrative content to their own experiences and social contexts – precisely the type of reflective integration that leadership education aims to foster.

Furthermore, neuroscientific research has revealed that narratives trigger the release of neurochemicals that enhance learning and memory consolidation. Cortisol, released during tense moments in stories, increases attention and memory encoding, while oxytocin, produced during emotionally resonant narrative moments, promotes prosocial behavior and trust – foundational elements of effective leadership. Dopamine, released when stories create suspense or anticipation, makes experiences more memorable and motivates engagement with the material. This neurochemical cocktail creates optimal conditions for deep learning and behavioral modification, effects that conventional didactic instruction rarely achieves.

The anthropological perspective on storytelling in leadership education illuminates how narratives function as cultural artifacts that encode and transmit community values, norms, and collective wisdom. Anthropologist Jerome Bruner distinguished between paradigmatic thinking – the logical, analytical mode favored in traditional education – and narrative thinking, which organizes experience into temporal sequences imbued with meaning and intention. Leadership inherently involves narrative thinking: interpreting organizational histories, constructing shared visions of the future, and making sense of complex, ambiguous situations. By centering narrative in leadership education, educators prepare students to engage in the meaning-making processes that constitute much of actual leadership work.

Cross-cultural analysis reveals both universal patterns and culturally specific variations in leadership storytelling. While all human cultures use narratives to transmit leadership wisdom, the archetypal story structures and valued leadership qualities differ significantly. Western business narratives often follow a heroic journey pattern influenced by Greco-Roman mythology and Judeo-Christian traditions, emphasizing individual transformation, obstacle overcome, and triumphant achievement. Reflecting themes similar to The role of education in preserving indigenous cultures, these narratives serve to transmit values while shaping future leadership paradigms. In contrast, many East Asian leadership narratives emphasize collective harmony, hierarchical wisdom, and gradual cultivation rather than dramatic individual transformation. Indigenous cultures often feature leadership stories with circular rather than linear structures, where leaders are positioned as stewards and connectors rather than heroic protagonists.

These cultural variations have significant implications for leadership education in our globalized context. Monocultural approaches to storytelling risk perpetuating ethnocentric leadership models and failing to prepare leaders for cross-cultural environments. Progressive leadership programs are therefore incorporating diverse narrative traditions, exposing students to leadership stories from multiple cultural perspectives. This multicultural narrative pedagogy not only develops cultural intelligence but also expands students’ conceptual repertoire of possible leadership approaches, moving beyond the narrow Anglo-American leadership prototypes that have dominated business education.

The epistemological implications of narrative-based leadership education deserve careful consideration. Traditional positivist approaches to leadership studies treat leadership as a phenomenon to be objectively measured and scientifically understood. In contrast, narrative epistemology recognizes that leadership is partially socially constructed through the stories organizations and societies tell about leaders. This constructivist perspective does not deny leadership’s material reality but acknowledges that how we understand and enact leadership is profoundly shaped by available narrative frameworks. Leadership education that incorporates storytelling thus engages in a reflexive process – simultaneously transmitting leadership knowledge and examining how narrative constructions shape what counts as legitimate leadership knowledge.

Recent developments in artificial intelligence and computational linguistics are creating new possibilities for analyzing and generating leadership narratives at scale. Natural language processing (NLP) algorithms can analyze thousands of leadership stories, identifying recurring motifs, narrative structures, and rhetorical strategies that characterize effective leadership communication. Some researchers are developing AI-powered narrative simulation systems where aspiring leaders can practice storytelling skills and receive algorithmic feedback on narrative coherence, emotional resonance, and cultural appropriateness. While these technologies offer exciting possibilities, they also raise questions about whether algorithmically optimized narratives might lack the authenticity and spontaneity that make human stories compelling.

The pedagogical architecture for integrating storytelling into leadership education must address several methodological challenges. First is the selection problem: determining which stories to include in curricula when infinite narratives are available. This selection inevitably involves curatorial judgment that reflects particular values and perspectives. Second is the facilitation challenge: ensuring that discussions of stories generate genuine insight rather than superficial interpretation. This requires educators skilled in narrative analysis and dialogic pedagogy. Third is the assessment dilemma: developing valid measures of whether students have truly internalized narrative lessons and can apply them in novel contexts.

Longitudinal research on narrative-based leadership education remains limited but suggestive. A ten-year study following graduates of a narrative-intensive MBA program found that participants demonstrated significantly greater career adaptability and resilience during organizational turbulence compared to conventionally educated peers. Qualitative interviews revealed that these individuals drew upon narrative frameworks learned during their education to make sense of challenging situations and construct action pathways forward. They exhibited what researchers termed “narrative intelligence” – the capacity to use storytelling as both a sense-making tool and a leadership practice.

Critics maintain that the enthusiasm for storytelling in leadership education may represent a pendulum swing too far from rigorous analytical training. They argue that while narratives engage emotions and imagination, leadership also requires quantitative analysis, systems thinking, and technical expertise that stories alone cannot develop. The most thoughtful proponents of narrative pedagogy acknowledge these concerns, advocating not for storytelling as a replacement for analytical training but rather as a complementary approach that develops the humanistic dimensions of leadership alongside technical competencies. The optimal synthesis likely involves pedagogical pluralism – intentionally combining narrative, analytical, experiential, and reflective methods to develop multifaceted leadership capacity.

Questions 27-40

Questions 27-31: Multiple Choice

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

27. According to the passage, neural coupling during storytelling:
    A. Only occurs between people from the same culture
    B. Creates synchronization of brain activity between storyteller and listener
    C. Has been disproven by recent research
    D. Only happens with visual stories

28. The Default Mode Network is associated with:
    A. Mathematical calculations
    B. Physical movement coordination
    C. Self-referential thinking and social cognition
    D. Language processing only

29. The passage suggests that Western business narratives typically:
    A. Follow circular structures
    B. Emphasize collective harmony
    C. Are based on heroic journey patterns
    D. Avoid discussing individual achievement

30. Natural language processing algorithms are being used to:
    A. Replace human storytelling completely
    B. Analyze patterns in leadership narratives
    C. Eliminate the need for leadership education
    D. Prove that storytelling is ineffective

31. The “pedagogical architecture” refers to:
    A. The physical design of classrooms
    B. Computer software for education
    C. The methodological framework for integrating storytelling
    D. Building construction standards

Questions 32-36: Matching Features

Match each research finding or concept (32-36) with the correct discipline or researcher (A-G).

Disciplines/Researchers:
A. Uri Hasson (Neuroscience)
B. Jerome Bruner (Anthropology)
C. Cultural anthropology studies
D. Longitudinal MBA research
E. fMRI studies
F. NLP research
G. Not mentioned

32. Distinguished between paradigmatic thinking and narrative thinking
33. Demonstrated neural coupling between speaker and listener
34. Found that graduates showed greater career adaptability over ten years
35. Revealed that East Asian narratives emphasize collective harmony
36. Analyzed thousands of stories to identify recurring motifs

Questions 33-40: Short-answer Questions

Answer the questions below.

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

37. What three neurochemicals does the passage mention are released during narrative processing?

38. What type of leadership approach do indigenous cultures often emphasize according to the passage?

39. What term describes the capacity to use storytelling as both a sense-making tool and leadership practice?

40. What does the passage suggest is the optimal approach to leadership education?

Minh họa về khoa học thần kinh và quá trình xử lý câu chuyện trong não bộ liên quan đến giáo dục lãnh đạo

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. B
5. C
6. TRUE
7. NOT GIVEN
8. FALSE
9. TRUE
10. reflective practice
11. bridge between theory
12. formative moments
13. immersive and impactful

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. YES
17. NOT GIVEN
18. NO
19. C
20. A
21. B
22. D
23. empathy
24. articulate vision
25. stereotypes
26. critical analytical rigor / analytical rigor

PASSAGE 3: Questions 27-40

27. B
28. C
29. C
30. B
31. C
32. B
33. A
34. D
35. C
36. F
37. cortisol, oxytocin, dopamine
38. stewards and connectors / stewards / connectors
39. narrative intelligence
40. pedagogical pluralism

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: modern leadership education programs, storytelling
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: Bài đọc nói rõ “Educational institutions worldwide are increasingly recognizing that traditional lecture-based approaches may not adequately prepare future leaders for the complex challenges they will face.” Đây là paraphrase của đáp án B – traditional approaches are insufficient. Đáp án A không được đề cập, C chỉ là suy luận, D không chính xác vì case studies là một dạng storytelling cụ thể chứ không phải toàn bộ storytelling.

Câu 3: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: research, remember, stories
• Vị trí trong bài: Đoạn 3, dòng 2-4
• Giải thích: Câu trong bài ghi rõ: “Research in cognitive psychology shows that people remember information presented in narrative form up to 22 times more effectively than facts alone.” Đây là thông tin trực tiếp, không cần paraphrase.

Câu 6: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: stories, empathy, different perspectives
• Vị trí trong bài: Đoạn 3, dòng 6-8
• Giải thích: Bài đọc nói: “narratives about real people facing genuine dilemmas allow students to develop empathy and understand different perspectives” – khớp hoàn toàn với statement trong câu hỏi.

Câu 7: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: all educators, naturally skilled, storytelling techniques
• Vị trí trong bài: Không có thông tin
• Giải thích: Đoạn 6 có đề cập “instructors need training in facilitation techniques” nhưng không nói về việc tất cả giáo viên có tự nhiên giỏi hay không. Không đủ thông tin để xác định TRUE hay FALSE.

Câu 10: reflective practice

• Dạng câu hỏi: Sentence Completion
• Từ khóa: share their own stories
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Câu gốc: “Modern leadership educators encourage students to craft and share their own stories, creating a reflective practice that helps them understand their personal leadership journey.”

Trang đề thi IELTS Reading với các đoạn văn về storytelling trong giáo dục lãnh đạo và câu hỏi trắc nghiệm

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: shift toward storytelling, complete rejection, analytical thinking
• Vị trí trong bài: Đoạn 1, dòng 4-6
• Giải thích: Bài viết nói “The movement away from purely analytical frameworks toward more holistic approaches” – điều này có nghĩa là đi xa khỏi “purely” analytical chứ không phải “complete rejection”. Statement trong câu hỏi quá cực đoan so với ý của tác giả.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Constructivist learning theory, active interpretation, passive reception
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài viết nói: “Constructivist learning theory suggests that individuals construct knowledge through experience and reflection rather than through passive reception of information.” Đây chính xác là ý của statement.

Câu 19: C

• Dạng câu hỏi: Matching Information
• Từ khóa: create stories, potential future, organizational challenges
• Vị trí trong bài: Đoạn 6, dòng 1-3
• Giải thích: Đoạn 6 nói rõ về scenario planning: “some leadership educators ask students to create stories about potential future situations – imagining how emerging technologies…might reshape organizational landscapes.”

Câu 23: empathy

• Dạng câu hỏi: Summary Completion
• Từ khóa: 2019 study, ethical reasoning
• Vị trí trong bài: Đoạn 9, dòng 2-4
• Giải thích: Câu gốc: “students in narrative-based leadership courses demonstrated significantly higher levels of ethical reasoning and empathy compared to those in traditional lecture-based programs.”

Câu 26: critical analytical rigor / analytical rigor

• Dạng câu hỏi: Summary Completion
• Từ khóa: use storytelling while maintaining
• Vị trí trong bài: Đoạn 10, dòng cuối
• Giải thích: Câu cuối đoạn 10: “The challenge for leadership educators is to harness storytelling’s power while maintaining critical analytical rigor.” Cả hai cụm từ “critical analytical rigor” (3 từ) và “analytical rigor” (2 từ) đều chấp nhận được.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: neural coupling, storytelling
• Vị trí trong bài: Đoạn 2, dòng 1-4
• Giải thích: Bài viết nói: “When individuals engage with a compelling narrative, their brain activity patterns begin to mirror those of the storyteller, a phenomenon known as neural synchronization.” Đây chính là synchronization of brain activity (đáp án B).

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Default Mode Network
• Vị trí trong bài: Đoạn 2, dòng 8-10
• Giải thích: Câu trong bài: “The Default Mode Network (DMN), a brain system associated with self-referential thinking and social cognition” – trùng khớp hoàn toàn với đáp án C.

Câu 32: B

• Dạng câu hỏi: Matching Features
• Từ khóa: paradigmatic thinking, narrative thinking
• Vị trí trong bài: Đoạn 4, dòng 2-3
• Giải thích: “Anthropologist Jerome Bruner distinguished between paradigmatic thinking…and narrative thinking” – Jerome Bruner là nhà nhân chủng học (Anthropology), đáp án là B.

Câu 33: A

• Dạng câu hỏi: Matching Features
• Từ khóa: neural coupling, speaker and listener
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “Functional magnetic resonance imaging (fMRI) studies conducted by neuroscientists such as Uri Hasson at Princeton University have demonstrated that storytelling creates neural coupling between speaker and listener.” Đáp án là A – Uri Hasson.

Câu 37: cortisol, oxytocin, dopamine

• Dạng câu hỏi: Short-answer Questions (NO MORE THAN THREE WORDS)
• Từ khóa: three neurochemicals, narrative processing
• Vị trí trong bài: Đoạn 3, toàn bộ đoạn
• Giải thích: Ba chất hóa học thần kinh được đề cập lần lượt là: “Cortisol…increases attention and memory encoding”, “oxytocin…promotes prosocial behavior and trust”, “Dopamine…makes experiences more memorable”. Cả ba từ này đều viết hoa đầu câu trong bài.

Câu 39: narrative intelligence

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: capacity to use storytelling, sense-making tool, leadership practice
• Vị trí trong bài: Đoạn 10, dòng 5-7
• Giải thích: Câu gốc: “They exhibited what researchers termed ‘narrative intelligence’ – the capacity to use storytelling as both a sense-making tool and a leadership practice.”

Câu 40: pedagogical pluralism

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: optimal approach, leadership education
• Vị trí trong bài: Đoạn 11, dòng cuối
• Giải thích: Câu cuối bài: “The optimal synthesis likely involves pedagogical pluralism – intentionally combining narrative, analytical, experiential, and reflective methods.”

Sổ tay từ vựng IELTS với các từ khóa về storytelling và leadership education được highlight màu

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
pedagogical	adj	/ˌpedəˈɡɒdʒɪkəl/	thuộc về sư phạm, giáo dục học	storytelling as a pedagogical tool	pedagogical approach, pedagogical method
momentum	n	/məʊˈmentəm/	đà phát triển, động lực	has gained considerable momentum	gain momentum, gather momentum
inherent	adj	/ɪnˈhɪərənt/	vốn có, cố hữu	their inherent ability to engage emotions	inherent quality, inherent ability
compelling	adj	/kəmˈpelɪŋ/	hấp dẫn, thuyết phục	offer a compelling alternative	compelling evidence, compelling story
reflective practice	n phrase	/rɪˈflektɪv ˈpræktɪs/	thực hành phản tư	creating a reflective practice	engage in reflective practice
cognitive	adj	/ˈkɒɡnətɪv/	thuộc về nhận thức	research in cognitive psychology	cognitive ability, cognitive development
empathy	n	/ˈempəθi/	sự đồng cảm	develop empathy	show empathy, lack empathy
tangible	adj	/ˈtændʒəbl/	hữu hình, rõ ràng	provides tangible insights	tangible benefits, tangible results
authentic	adj	/ɔːˈθentɪk/	chân thực, xác thực	authentic leadership	authentic experience, authentic voice
formative	adj	/ˈfɔːmətɪv/	hình thành, định hình	identify formative moments	formative years, formative experience
immersive	adj	/ɪˈmɜːsɪv/	đắm chìm, nhập vai	make stories more immersive	immersive experience, immersive environment
systemic	adj	/sɪˈstemɪk/	có hệ thống, toàn diện	understand the systemic factors	systemic change, systemic issues

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paradigm shift	n phrase	/ˈpærədaɪm ʃɪft/	sự thay đổi mô hình/tư duy	represents a paradigm shift	undergo a paradigm shift
holistic	adj	/həʊˈlɪstɪk/	toàn diện, tổng thể	toward more holistic approaches	holistic approach, holistic view
constructivist	adj	/kənˈstrʌktɪvɪst/	thuộc chủ nghĩa kiến tạo	Constructivist learning theory	constructivist approach, constructivist pedagogy
experiential	adj	/ɪkˌspɪəriˈenʃəl/	dựa trên kinh nghiệm	through their experiential lens	experiential learning, experiential knowledge
vicarious	adj	/vɪˈkeəriəs/	gián tiếp, thay thế	provide vicarious experiences	vicarious learning, vicarious experience
ambiguity	n	/ˌæmbɪˈɡjuːəti/	sự mơ hồ, không rõ ràng	grapple with ambiguity	deal with ambiguity, tolerate ambiguity
autobiographical	adj	/ˌɔːtəbaɪəˈɡræfɪkəl/	thuộc tự truyện	autobiographical approach	autobiographical narrative, autobiographical writing
pivotal	adj	/ˈpɪvətəl/	then chốt, quan trọng	explore pivotal moments	pivotal moment, pivotal role
scenario planning	n phrase	/səˈnɑːriəʊ ˈplænɪŋ/	kế hoạch kịch bản	involves scenario planning	engage in scenario planning
demographic	adj/n	/ˌdeməˈɡræfɪk/	thuộc nhân khẩu học	demographic shifts	demographic change, demographic data
longitudinal	adj	/ˌlɒndʒɪˈtjuːdɪnəl/	theo chiều dọc, dài hạn	use longitudinal studies	longitudinal study, longitudinal research
collectivist	adj	/kəˈlektɪvɪst/	thuộc tập thể chủ nghĩa	collectivist values	collectivist culture, collectivist society
articulate	v	/ɑːˈtɪkjuleɪt/	diễn đạt rõ ràng	articulate vision	articulate clearly, articulate ideas
perpetuate	v	/pəˈpetʃueɪt/	làm kéo dài, duy trì	can perpetuate stereotypes	perpetuate myths, perpetuate inequality
deterministic	adj	/dɪˌtɜːmɪˈnɪstɪk/	thuộc định mệnh	promote deterministic thinking	deterministic view, deterministic approach

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
underpinned	v (past)	/ˌʌndəˈpɪnd/	làm nền tảng, hỗ trợ	is underpinned by understandings	be underpinned by, underpin the theory
pedagogical efficacy	n phrase	/ˌpedəˈɡɒdʒɪkəl ˈefɪkəsi/	hiệu quả sư phạm	possess potent pedagogical efficacy	demonstrate pedagogical efficacy
neurobiological	adj	/ˌnjʊərəʊbaɪəˈlɒdʒɪkəl/	thuộc thần kinh sinh học	neurobiological substrates	neurobiological mechanism, neurobiological basis
neural coupling	n phrase	/ˈnjʊərəl ˈkʌplɪŋ/	sự kết nối thần kinh	creates neural coupling	demonstrate neural coupling
synchronization	n	/ˌsɪŋkrənaɪˈzeɪʃən/	sự đồng bộ hóa	neural synchronization	achieve synchronization
empathetic	adj	/ˌempəˈθetɪk/	có tính đồng cảm	facilitates empathetic understanding	empathetic response, empathetic listening
self-referential	adj	/self ˌrefəˈrenʃəl/	tự tham chiếu	associated with self-referential thinking	self-referential thought
neurochemical	n	/ˌnjʊərəʊˈkemɪkəl/	chất hóa học thần kinh	release of neurochemicals	neurochemical activity, neurochemical changes
prosocial	adj	/ˌprəʊˈsəʊʃəl/	có lợi cho xã hội	promotes prosocial behavior	prosocial behavior, prosocial action
paradigmatic	adj	/ˌpærədɪɡˈmætɪk/	thuộc mô hình	paradigmatic thinking	paradigmatic approach, paradigmatic example
archetypal	adj	/ˌɑːkiˈtaɪpəl/	thuộc nguyên mẫu	archetypal story structures	archetypal character, archetypal pattern
ethnocentric	adj	/ˌeθnəʊˈsentrɪk/	theo chủ nghĩa dân tộc trung tâm	perpetuating ethnocentric models	ethnocentric view, ethnocentric bias
epistemological	adj	/ɪˌpɪstɪməˈlɒdʒɪkəl/	thuộc nhận thức luận	epistemological implications	epistemological framework, epistemological question
positivist	adj	/ˈpɒzətɪvɪst/	theo chủ nghĩa thực chứng	positivist approaches	positivist methodology, positivist perspective
reflexive	adj	/rɪˈfleksɪv/	phản xạ, tự phản tư	engages in a reflexive process	reflexive practice, reflexive thinking
algorithmic	adj	/ˌælɡəˈrɪðmɪk/	thuộc thuật toán	receive algorithmic feedback	algorithmic processing, algorithmic decision
curatorial	adj	/ˌkjʊərəˈtɔːriəl/	thuộc quản lý bảo tàng	involves curatorial judgment	curatorial practice, curatorial role
resilience	n	/rɪˈzɪliəns/	khả năng phục hồi	demonstrated greater resilience	build resilience, show resilience

Sơ đồ tư duy về các chiến lược làm bài IELTS Reading hiệu quả với storytelling

Kết bài

Chủ đề “The integration of storytelling in leadership education” không chỉ phản ánh xu hướng giáo dục hiện đại mà còn mở ra những góc nhìn đa chiều về khoa học thần kinh, tâm lý học nhận thức và nhân chủng học văn hóa. Qua bộ đề thi mẫu này, bạn đã được trải nghiệm đầy đủ 3 passages với độ khó tăng dần từ Easy đến Hard, đúng như cấu trúc của đề thi IELTS Reading thực tế.

Ba passages đã cung cấp tổng cộng 2,500 từ nội dung học thuật chất lượng cao, giúp bạn làm quen với văn phong và từ vựng chuyên ngành. Với 40 câu hỏi đa dạng thuộc 7 dạng bài khác nhau – từ Multiple Choice, True/False/Not Given, Matching đến Summary Completion và Short-answer Questions – bạn có cơ hội rèn luyện toàn diện các kỹ năng cần thiết.

Phần đáp án chi tiết không chỉ cung cấp key answers mà còn giải thích tường tận cách xác định vị trí thông tin, kỹ thuật paraphrase và lý do tại sao các đáp án khác không chính xác. Đây là yếu tố quan trọng giúp bạn tự đánh giá và cải thiện phương pháp làm bài của mình.

Hơn 40 từ vựng được tổng hợp theo từng passage, kèm phiên âm, nghĩa tiếng Việt, ví dụ thực tế và các collocation quan trọng sẽ giúp bạn mở rộng vốn từ vựng học thuật một cách hệ thống. Những từ này không chỉ hữu ích cho phần Reading mà còn có thể áp dụng trong Writing và Speaking.

Hãy luyện tập bộ đề này nhiều lần với thời gian giới hạn, phân tích kỹ những câu sai để hiểu rõ điểm yếu của mình. Đừng quên rằng IELTS Reading không chỉ đo lường khả năng đọc hiểu mà còn kiểm tra kỹ năng quản lý thời gian và chiến lược làm bài. Chúc bạn đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới!