Mở bài
Chủ đề về tích hợp phương tiện truyền thông trực quan trong giáo dục sức khỏe là một trong những chủ đề phổ biến trong kỳ thi IELTS Reading, thường xuyên xuất hiện dưới dạng các bài đọc về công nghệ y tế, truyền thông đại chúng, hoặc phát triển giáo dục. Xu hướng này phản ánh sự quan tâm ngày càng tăng của xã hội đối với việc nâng cao nhận thức sức khỏe cộng đồng thông qua các phương tiện hiện đại.
Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh với ba passages từ dễ đến khó, giúp bạn làm quen với cấu trúc đề thi thực tế. Bạn sẽ được luyện tập với 40 câu hỏi đa dạng các dạng bài phổ biến nhất trong IELTS, kèm theo đáp án chi tiết và giải thích cụ thể về cách tìm thông tin trong bài đọc. Ngoài ra, bộ từ vựng chuyên ngành được tổng hợp chi tiết sẽ giúp bạn mở rộng vốn từ học thuật một cách hiệu quả.
Đề thi này phù hợp cho học viên có mục tiêu từ band 5.0 trở lên, với độ khó tăng dần qua từng passage để bạn có thể tự đánh giá năng lực và cải thiện kỹ năng đọc hiểu một cách bài bản.
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. Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm khi sai. Điều quan trọng là bạn cần quản lý thời gian hiệu quả để hoàn thành toàn bộ bài thi.
Phân bổ thời gian khuyến nghị:
- Passage 1 (Easy): 15-17 phút
- Passage 2 (Medium): 18-20 phút
- Passage 3 (Hard): 23-25 phút
Lưu ý dành 2-3 phút cuối để chuyển đáp án vào Answer Sheet. Tuyệt đối không viết đáp án vào đề thi vì giám khảo chỉ chấm những gì có trên Answer Sheet.
Các Dạng Câu Hỏi Trong Đề Này
Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:
- Multiple Choice – Chọn đáp án đúng từ các phương án cho sẵn
- True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
- Matching Information – Ghép thông tin với đoạn văn tương ứng
- Matching Headings – Chọn tiêu đề phù hợp cho từng đoạn
- Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
- Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
- Short-answer Questions – Trả lời câu hỏi ngắn với số từ giới hạn
Học viên đang luyện tập bài thi IELTS Reading với tài liệu và máy tính
IELTS Reading Practice Test
PASSAGE 1 – The Visual Revolution in Health Communication
Độ khó: Easy (Band 5.0-6.5)
Thời gian đề xuất: 15-17 phút
In recent decades, the integration of visual media has transformed how health information reaches the public. Traditional methods of health education, which relied heavily on printed pamphlets and verbal instructions from healthcare professionals, are gradually being supplemented or even replaced by more engaging visual formats. This shift reflects both technological advances and a deeper understanding of how people process and retain information.
Visual media encompasses a wide range of formats, including infographics, animated videos, interactive diagrams, and social media content. These tools have proven particularly effective in simplifying complex medical concepts that might otherwise be difficult for the general public to understand. For instance, an animated video explaining how vaccines work can make immunology concepts accessible to people without scientific backgrounds. Similarly, color-coded diagrams showing the progression of diseases help patients visualize what is happening inside their bodies.
The effectiveness of visual health education stems from several psychological principles. Research in cognitive psychology has consistently shown that humans are predominantly visual learners, with approximately 65% of the population processing visual information more effectively than text alone. Visual content is processed 60,000 times faster than text by the human brain, making it an ideal medium for conveying urgent health messages. Moreover, people remember 80% of what they see and do, compared to just 20% of what they read and 10% of what they hear.
Healthcare organizations worldwide have recognized these advantages and increasingly incorporate visual elements into their public health campaigns. The World Health Organization, for example, uses pictorial warnings on tobacco products in over 100 countries, a strategy that has proven more effective than text-only warnings in discouraging smoking. During the COVID-19 pandemic, visual guides on proper handwashing techniques and mask-wearing became ubiquitous, appearing on social media, television, and public spaces. These simple yet effective visuals helped standardize preventive practices across diverse populations with varying literacy levels.
However, the implementation of visual health education is not without challenges. Creating effective visual content requires collaboration between healthcare experts and communication specialists, ensuring that information is both medically accurate and visually appealing. There is also the risk of oversimplification, where complex health issues might be reduced to misleading or incomplete representations. Cultural sensitivity is another critical consideration, as symbols and images that resonate in one culture may be inappropriate or misunderstood in another.
Accessibility remains a significant concern as well. While digital visual media offers unprecedented reach, it can exclude populations with limited internet access or visual impairments. This has led to efforts to develop multi-sensory approaches that combine visual elements with audio descriptions and tactile materials for inclusive health education. Organizations are also working to ensure that visual health materials are available in multiple languages and adapted to local cultural contexts.
The future of visual health education looks increasingly innovative. Augmented reality (AR) and virtual reality (VR) technologies are beginning to be used for immersive health education experiences. Medical students can now practice procedures in virtual environments, while patients can use AR applications to better understand their treatment options. Artificial intelligence is also being employed to create personalized visual health content that adapts to individual learning styles and health conditions.
Despite these technological advances, experts emphasize that visual media should complement rather than completely replace traditional health education methods. The most effective approach combines various formats, allowing individuals to choose how they prefer to receive health information. As technology continues to evolve, the challenge will be maintaining the human touch in health communication while harnessing the power of visual storytelling to improve public health outcomes.
Questions 1-13
Questions 1-5: Multiple Choice
Choose the correct letter, A, B, C, or D.
-
According to the passage, traditional health education methods primarily used:
A. Visual media and animations
B. Printed materials and spoken communication
C. Social media and interactive tools
D. Virtual reality experiences -
What percentage of people are predominantly visual learners?
A. 20%
B. 60%
C. 65%
D. 80% -
Visual content is processed by the brain:
A. at the same speed as text
B. 60,000 times faster than text
C. slightly slower than audio information
D. only when combined with text -
The World Health Organization uses pictorial warnings on tobacco products in:
A. fewer than 50 countries
B. exactly 65 countries
C. more than 100 countries
D. all countries worldwide -
According to the passage, what is NOT mentioned as a challenge in implementing visual health education?
A. The cost of creating visual content
B. Risk of oversimplification
C. Cultural sensitivity issues
D. Accessibility concerns
Questions 6-9: True/False/Not Given
- Visual information is remembered better than information that is only heard.
- All healthcare professionals are trained in creating visual health materials.
- COVID-19 pandemic visual guides were used only in developed countries.
- Multi-sensory approaches are being developed to make health education more inclusive.
Questions 10-13: Sentence Completion
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
- Creating effective visual health content requires cooperation between healthcare experts and __.
- __ and virtual reality are emerging technologies for immersive health education.
- Artificial intelligence can create __ that adapts to individual needs.
- Experts believe visual media should __ traditional methods rather than replace them entirely.
PASSAGE 2 – Evidence-Based Visual Strategies in Health Literacy
Độ khó: Medium (Band 6.0-7.5)
Thời gian đề xuất: 18-20 phút
The proliferation of visual media in health education represents more than a cosmetic enhancement to traditional teaching methods; it constitutes a fundamental paradigm shift in how health information is conceptualized, delivered, and internalized by diverse populations. Contemporary research in health communication reveals that the strategic integration of visual elements can significantly ameliorate health literacy disparities, particularly among populations with limited educational attainment or language barriers. Tương tự như How learning simulations are improving student outcomes, việc sử dụng hình ảnh và mô phỏng trong giáo dục sức khỏe đã chứng minh được hiệu quả vượt trội trong việc truyền tải kiến thức phức tạp.
Health literacy, defined as the capacity to obtain, process, and understand basic health information needed to make appropriate health decisions, has emerged as a critical determinant of health outcomes. Studies consistently demonstrate that approximately 36% of adults in developed nations possess inadequate health literacy, a deficiency that correlates with poorer health outcomes, increased hospitalization rates, and higher healthcare costs. Visual media offers a promising avenue for addressing this pervasive challenge by transcending textual and linguistic barriers that often impede effective health communication.
Empirical evidence supporting the efficacy of visual health education comes from numerous controlled studies across various healthcare contexts. A landmark investigation published in the Journal of Health Communication examined the impact of pictorial medication instructions on adherence rates among elderly patients with chronic conditions. The study found that participants who received visual instructions demonstrated a 47% improvement in medication compliance compared to those who received text-only instructions. This improvement was particularly pronounced among patients with low literacy levels, suggesting that visual aids can serve as an equalizing mechanism in healthcare delivery.
The neurological basis for visual media’s effectiveness lies in the brain’s preferential processing of visual information. Functional magnetic resonance imaging (fMRI) studies reveal that visual stimuli activate multiple brain regions simultaneously, including the occipital cortex for image processing, the temporal lobe for object recognition, and the prefrontal cortex for cognitive integration. This distributed neural activation facilitates more robust memory encoding and retrieval compared to text-based information, which primarily engages language-processing areas. Furthermore, visual information is processed through the iconic memory system, which has a significantly larger capacity than the phonological loop responsible for verbal information processing.
Behavioral health interventions have particularly benefited from visual media integration. Smoking cessation programs incorporating graphic visual warnings have demonstrated substantially higher success rates than traditional text-based campaigns. Research conducted across multiple countries indicates that fear-inducing visual imagery depicting the health consequences of smoking increases quit attempts by approximately 25-30%. However, this approach requires careful calibration, as excessively disturbing imagery can trigger psychological reactance, causing individuals to dismiss or avoid the message entirely.
Dietary education represents another domain where visual strategies have proven exceptionally valuable. The plate method for diabetes management, which uses a visual representation of appropriate portion sizes and food group proportions, has shown superior results compared to numerical calorie-counting approaches. A randomized controlled trial involving 400 participants found that individuals using the visual plate method achieved an average hemoglobin A1C reduction of 1.2%, compared to 0.6% in the control group using traditional dietary counseling. The visual approach’s success is attributed to its intuitive nature, eliminating the need for complex calculations and making healthy eating more accessible and sustainable.
The advent of digital health technologies has exponentially expanded the possibilities for visual health education. Mobile health applications now incorporate personalized visual feedback, gamification elements, and real-time data visualization to enhance user engagement and behavioral change. Wearable devices that display physical activity levels, heart rate patterns, and sleep quality through visually intuitive dashboards have been shown to increase physical activity by an average of 2,000-3,000 steps per day. These tools leverage behavioral economics principles, making progress visible and tangible, thereby reinforcing positive health behaviors.
Nevertheless, the deployment of visual health media must be grounded in rigorous pedagogical principles and cultural competence. Formative research involving target populations is essential to ensure that visual materials are culturally appropriate, linguistically accessible, and cognitively suitable for intended audiences. Participatory design approaches, which involve community members in the creation process, have been shown to produce more effective and contextually relevant health education materials. Additionally, visual content must be continuously evaluated and refined based on user feedback and outcome data to maintain relevance and effectiveness in dynamic health environments.
Questions 14-26
Questions 14-18: Yes/No/Not Given
- Visual media represents only a minor improvement to traditional health education methods.
- Approximately one-third of adults in developed countries have insufficient health literacy.
- All elderly patients prefer visual instructions over text-based information.
- The brain processes visual information using multiple regions simultaneously.
- Smoking cessation programs with graphic warnings are effective in all cultural contexts.
Questions 19-22: Matching Information
Match the following statements with the correct paragraph (A-H). You may use any letter more than once.
A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 D. Paragraph 4
E. Paragraph 5 F. Paragraph 6 G. Paragraph 7 H. Paragraph 8
- A description of how visual information is processed in different brain areas
- An explanation of why community involvement improves health materials
- Statistics about medication adherence improvements using visual aids
- Information about the impact of wearable technology on physical activity
Questions 23-26: Summary Completion
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
Research shows that visual health education can help reduce health literacy (23) __, particularly among people with limited education. Studies using brain imaging technology have found that visual information activates (24) __ simultaneously, leading to better memory formation. In dietary education, the (25) __ has proven more effective than traditional calorie counting for diabetes patients. Experts emphasize that visual materials should undergo (26) __ to remain effective and appropriate for their intended audiences.
PASSAGE 3 – Theoretical Frameworks and Multidimensional Impacts of Visual Health Communication
Độ khó: Hard (Band 7.0-9.0)
Thời gian đề xuất: 23-25 phút
The epistemological foundations of visual health communication are rooted in multiple theoretical paradigms that collectively illuminate the multifaceted mechanisms through which visual media influences health cognition, attitudes, and behaviors. Contemporary scholarly discourse in this domain draws upon cognitive load theory, dual coding theory, social cognitive theory, and the elaboration likelihood model to construct a comprehensive theoretical architecture that explains not merely the effectiveness of visual health media, but the nuanced conditions under which such effectiveness is optimized or attenuated. This theoretical synthesis provides crucial insights for practitioners seeking to develop evidence-based visual interventions that transcend superficial aesthetic considerations and engage with the deep cognitive and affective processes that mediate health decision-making.
Cognitive load theory, articulated by Sweller and colleagues, posits that human working memory possesses finite processing capacity, which can become overwhelmed when confronted with excessive or poorly structured information. Visual representations, when judiciously designed, can circumvent these limitations by externalizing information and reducing the cognitive burden associated with mental visualization and information integration. Điều này có điểm tương đồng với The role of technology in enhancing productivity trong việc tối ưu hóa hiệu suất xử lý thông tin. Intrinsic cognitive load, inherent to the complexity of health information itself, can be mitigated through visual scaffolding that breaks down complex processes into digestible visual sequences. Moreover, by minimizing extraneous cognitive load—the mental effort devoted to processing poorly designed instructional materials—effective visual media can free cognitive resources for the germane cognitive load essential to schema construction and meaningful learning.
Dual coding theory, propounded by Paivio, offers a complementary perspective by suggesting that information processed through both verbal and visual channels is more robustly encoded in memory than information processed through a single modality. The theory posits the existence of two distinct but interconnected cognitive subsystems: a verbal system specialized for processing linguistic information and an imagery system dedicated to processing nonverbal objects and events. When health information is presented through integrated verbal-visual formats, it creates redundant memory traces across both systems, thereby enhancing recall and comprehension. However, the theory also warns against redundancy effects, wherein simultaneous presentation of identical information in multiple formats can paradoxically impair learning by creating competitive processing demands. This theoretical insight underscores the importance of complementary rather than duplicative verbal-visual integration in health education materials.
Social cognitive theory, pioneered by Bandura, illuminates the observational learning mechanisms through which visual health media can facilitate behavioral modeling and self-efficacy development. Visual narratives featuring relatable protagonists successfully navigating health challenges can serve as vicarious experiences that strengthen individuals’ confidence in their own capacity to adopt similar behaviors. The theory delineates several critical determinants of modeling effectiveness, including the perceived similarity between the model and observer, the observed consequences of the modeled behavior, and the emotional engagement elicited by the visual narrative. Neuroimaging research has revealed that observing others’ actions activates the same motor cortex regions as performing those actions oneself, suggesting a neurobiological substrate for the powerful influence of visual behavioral models on subsequent action tendencies.
The elaboration likelihood model, developed by Petty and Cacioppo, distinguishes between central and peripheral routes to persuasion, offering a nuanced framework for understanding when and how visual elements influence health attitudes. Under conditions of high elaboration—when individuals possess both motivation and cognitive capacity to scrutinize health messages—visual elements serve primarily as substantive evidence supporting message arguments. Conversely, under low elaboration conditions, visual elements function as peripheral cues that influence attitudes through heuristic processing rather than systematic analysis. This theoretical dichotomy has profound implications for visual health communication strategy: messages targeting engaged, health-conscious audiences require substantive, data-rich visualizations, while messages intended for broader public dissemination may derive efficacy from emotionally resonant imagery that operates through peripheral processing pathways.
Empirical investigations examining the multidimensional impacts of visual health communication have revealed effects extending beyond individual cognition to interpersonal and community-level outcomes. Social network analysis studies demonstrate that visually engaging health content exhibits significantly higher shareability across social media platforms, creating cascade effects that amplify message reach and catalyze community conversations about health issues. Research conducted during the H1N1 influenza pandemic found that visual infographics explaining transmission mechanisms and preventive behaviors were shared 7.5 times more frequently than text-based information, and individuals exposed to these materials through social networks demonstrated enhanced knowledge retention even months after initial exposure. These findings suggest that visual health media may function not merely as individual educational tools but as social objects that facilitate knowledge diffusion through interpersonal networks.
However, the burgeoning ecosystem of visual health communication also presents substantive challenges warranting scholarly attention and regulatory consideration. The democratization of content creation tools has enabled proliferation of health-related visual media of widely varying quality and accuracy. Algorithmic curation systems on social media platforms may inadvertently amplify sensationalistic or misleading visual health content that generates high engagement, creating information ecosystems where misinformation circulates more virally than evidence-based content. A content analysis of health-related visual memes on popular social media platforms found that 41% contained factually inaccurate information, yet these materials were shared at comparable rates to scientifically accurate content. This phenomenon underscores the critical imperative for media literacy education that equips individuals to critically evaluate visual health information and distinguish credible sources from unreliable ones.
Looking toward future trajectories, the field stands at the cusp of transformative developments driven by emerging technologies and evolving theoretical understanding. Machine learning algorithms capable of analyzing user engagement patterns promise to enable adaptive visual communication systems that dynamically optimize content presentation based on individual learning characteristics and preference profiles. Neuroimaging methodologies offer possibilities for direct assessment of how visual health materials modulate brain activity associated with health decision-making, potentially enabling neurologically informed design principles that maximize communicative impact. However, these technological advances must be tempered by ethical considerations regarding data privacy, algorithmic transparency, and the potential for manipulative applications of neuroscientific insights. The challenge for scholars and practitioners is to harness the considerable potential of visual health communication while safeguarding against unintended consequences and ensuring that technological capabilities are deployed in service of equitable health outcomes across diverse populations.
Mô hình lý thuyết về truyền thông sức khỏe trực quan với các yếu tố tương tác
Questions 27-40
Questions 27-31: Multiple Choice
Choose the correct letter, A, B, C, or D.
-
According to cognitive load theory, visual representations help by:
A. increasing the complexity of health information
B. externalizing information to reduce mental burden
C. eliminating the need for verbal information
D. overwhelming working memory capacity -
Dual coding theory suggests that information is best remembered when:
A. presented only through visual channels
B. repeated multiple times in the same format
C. processed through both verbal and visual systems
D. simplified to eliminate redundancy -
Social cognitive theory emphasizes the importance of:
A. abstract theoretical concepts
B. statistical data and numbers
C. relatable protagonists in visual narratives
D. complex medical terminology -
The elaboration likelihood model suggests that for highly engaged audiences, visual elements should:
A. focus on emotional appeal
B. provide substantive evidence
C. use peripheral cues
D. avoid complex data -
During the H1N1 pandemic, visual infographics were shared:
A. 2.5 times more than text
B. 5 times more than text
C. 7.5 times more than text
D. 10 times more than text
Questions 32-36: Matching Features
Match each theory (32-36) with its corresponding focus or characteristic (A-H).
Theories:
32. Cognitive load theory
33. Dual coding theory
34. Social cognitive theory
35. Elaboration likelihood model
36. Social network analysis
Characteristics:
A. Distinguishes between central and peripheral persuasion routes
B. Examines how content spreads through interpersonal networks
C. Focuses on working memory capacity limitations
D. Emphasizes observational learning and self-efficacy
E. Proposes separate verbal and imagery processing systems
F. Relates to algorithmic content curation
G. Concerns data privacy issues
H. Involves machine learning applications
Questions 37-40: Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
- What type of cognitive load refers to the mental effort required due to poorly designed materials?
- According to the passage, what biological brain component is activated when observing others’ actions?
- What percentage of health-related visual memes on social media contained inaccurate information?
- What type of education is needed to help people evaluate visual health information critically?
Answer Keys – Đáp Án
PASSAGE 1: Questions 1-13
- B
- C
- B
- C
- A
- TRUE
- NOT GIVEN
- FALSE
- TRUE
- communication specialists
- Augmented reality
- personalized visual content / visual health content
- complement
PASSAGE 2: Questions 14-26
- NO
- YES
- NOT GIVEN
- YES
- NOT GIVEN
- D
- H
- C
- G
- disparities
- multiple (brain) regions / brain regions
- plate method
- continuous evaluation / formative research
PASSAGE 3: Questions 27-40
- B
- C
- C
- B
- C
- C
- E
- D
- A
- B
- extraneous cognitive load
- motor cortex (regions)
- 41% / forty-one percent
- media literacy (education)
Giải Thích Đáp Án Chi Tiết
Passage 1 – Giải Thích
Câu 1: B – Printed materials and spoken communication
- Dạng câu hỏi: Multiple Choice
- Từ khóa: traditional methods, health education, primarily used
- Vị trí trong bài: Đoạn 1, câu 2
- Giải thích: Bài đọc nói rõ “Traditional methods of health education, which relied heavily on printed pamphlets and verbal instructions from healthcare professionals”. Đáp án B paraphrase “printed materials” (pamphlets) và “spoken communication” (verbal instructions).
Câu 2: C – 65%
- Dạng câu hỏi: Multiple Choice
- Từ khóa: percentage, predominantly visual learners
- Vị trí trong bài: Đoạn 3, câu 2
- Giải thích: Thông tin chính xác được nêu: “approximately 65% of the population processing visual information more effectively than text alone”.
Câu 3: B – 60,000 times faster than text
- Dạng câu hỏi: Multiple Choice
- Từ khóa: visual content, processed by brain
- Vị trí trong bài: Đoạn 3, câu 3
- Giải thích: Câu văn trực tiếp: “Visual content is processed 60,000 times faster than text by the human brain”.
Câu 4: C – more than 100 countries
- Dạng câu hỏi: Multiple Choice
- Từ khóa: WHO, pictorial warnings, tobacco products
- Vị trí trong bài: Đoạn 4, câu 2-3
- Giải thích: Bài viết nêu: “uses pictorial warnings on tobacco products in over 100 countries”, “over” có nghĩa là “more than”.
Câu 5: A – The cost of creating visual content
- Dạng câu hỏi: Multiple Choice (NOT mentioned)
- Từ khóa: challenges, implementing visual health education
- Vị trí trong bài: Đoạn 5-6
- Giải thích: Đoạn 5-6 đề cập oversimplification, cultural sensitivity, và accessibility, nhưng không hề nhắc đến chi phí (cost).
Câu 6: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: visual information, remembered better, heard
- Vị trí trong bài: Đoạn 3, câu 4
- Giải thích: Bài viết chỉ ra: “people remember 80% of what they see and do, compared to just 20% of what they read and 10% of what they hear”, rõ ràng thông tin nhìn thấy được nhớ tốt hơn nghe.
Câu 7: NOT GIVEN
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: healthcare professionals, trained, creating visual materials
- Vị trí trong bài: Không có thông tin
- Giải thích: Bài đọc chỉ nói cần “collaboration between healthcare experts and communication specialists” nhưng không đề cập đến việc tất cả nhân viên y tế được đào tạo về kỹ năng này.
Câu 8: FALSE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: COVID-19, visual guides, only developed countries
- Vị trí trong bài: Đoạn 4, câu cuối
- Giải thích: Bài viết nói visual guides “helped standardize preventive practices across diverse populations with varying literacy levels”, cho thấy được sử dụng rộng rãi, không chỉ ở các nước phát triển.
Câu 9: TRUE
- Dạng câu hỏi: True/False/Not Given
- Từ khóa: multi-sensory approaches, developed, inclusive
- Vị trí trong bài: Đoạn 6, câu 3
- Giải thích: Câu văn trực tiếp: “This has led to efforts to develop multi-sensory approaches that combine visual elements with audio descriptions and tactile materials for inclusive health education”.
Câu 10: communication specialists
- Dạng câu hỏi: Sentence Completion
- Từ khóa: creating effective visual content, cooperation, healthcare experts
- Vị trí trong bài: Đoạn 5, câu 2
- Giải thích: “Creating effective visual content requires collaboration between healthcare experts and communication specialists”.
Câu 11: Augmented reality
- Dạng câu hỏi: Sentence Completion
- Từ khóa: virtual reality, emerging technologies, immersive
- Vị trí trong bài: Đoạn 7, câu 2
- Giải thích: “Augmented reality (AR) and virtual reality (VR) technologies are beginning to be used for immersive health education experiences”.
Câu 12: personalized visual content / visual health content
- Dạng câu hỏi: Sentence Completion
- Từ khóa: artificial intelligence, create, adapts to individual
- Vị trí trong bài: Đoạn 7, câu cuối
- Giải thích: “Artificial intelligence is also being employed to create personalized visual health content that adapts to individual learning styles and health conditions”.
Câu 13: complement
- Dạng câu hỏi: Sentence Completion
- Từ khóa: visual media, traditional methods, rather than replace
- Vị trí trong bài: Đoạn 8, câu 1
- Giải thích: “experts emphasize that visual media should complement rather than completely replace traditional health education methods”.
Biểu đồ phân tích các dạng câu hỏi IELTS Reading phổ biến với tỷ lệ xuất hiện
Passage 2 – Giải Thích
Câu 14: NO
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: visual media, minor improvement, traditional methods
- Vị trí trong bài: Đoạn 1, câu 1
- Giải thích: Câu đầu tiên khẳng định visual media “represents more than a cosmetic enhancement” và “constitutes a fundamental paradigm shift”, ngược lại hoàn toàn với “minor improvement”.
Câu 15: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: one-third, adults, developed countries, insufficient health literacy
- Vị trí trong bài: Đoạn 2, câu 2
- Giải thích: “approximately 36% of adults in developed nations possess inadequate health literacy” – 36% xấp xỉ one-third (33.3%), “inadequate” paraphrase “insufficient”.
Câu 16: NOT GIVEN
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: all elderly patients, prefer, visual instructions
- Vị trí trong bài: Không có thông tin cụ thể
- Giải thích: Đoạn 3 đề cập nghiên cứu cho thấy elderly patients có kết quả tốt hơn với visual instructions, nhưng không nói về preference (sở thích) của họ.
Câu 17: YES
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: brain, processes visual information, multiple regions, simultaneously
- Vị trí trong bài: Đoạn 4, câu 2
- Giải thích: “visual stimuli activate multiple brain regions simultaneously, including the occipital cortex… temporal lobe… and prefrontal cortex”.
Câu 18: NOT GIVEN
- Dạng câu hỏi: Yes/No/Not Given
- Từ khóa: smoking cessation programs, graphic warnings, effective, all cultural contexts
- Vị trí trong bài: Đoạn 5
- Giải thích: Đoạn 5 nói về hiệu quả của graphic warnings và đề cập cần “careful calibration”, nhưng không có thông tin về hiệu quả trong tất cả cultural contexts.
Câu 19: D (Paragraph 4)
- Dạng câu hỏi: Matching Information
- Nội dung: Description of how visual information is processed in different brain areas
- Giải thích: Đoạn 4 mô tả chi tiết các vùng não được kích hoạt: occipital cortex, temporal lobe, prefrontal cortex.
Câu 20: H (Paragraph 8)
- Dạng câu hỏi: Matching Information
- Nội dung: Explanation of why community involvement improves health materials
- Giải thích: Đoạn cuối đề cập “Participatory design approaches, which involve community members in the creation process, have been shown to produce more effective and contextually relevant health education materials”.
Câu 21: C (Paragraph 3)
- Dạng câu hỏi: Matching Information
- Nội dung: Statistics about medication adherence improvements
- Giải thích: Đoạn 3 nêu cụ thể: “47% improvement in medication compliance compared to those who received text-only instructions”.
Câu 22: G (Paragraph 7)
- Dạng câu hỏi: Matching Information
- Nội dung: Impact of wearable technology on physical activity
- Giải thích: Đoạn 7 đề cập: “Wearable devices… have been shown to increase physical activity by an average of 2,000-3,000 steps per day”.
Câu 23: disparities
- Dạng câu hỏi: Summary Completion
- Từ khóa: health literacy
- Vị trí trong bài: Đoạn 1, câu 2
- Giải thích: “ameliorate health literacy disparities, particularly among populations with limited educational attainment”.
Câu 24: multiple (brain) regions / brain regions
- Dạng câu hỏi: Summary Completion
- Từ khóa: brain imaging, activates
- Vị trí trong bài: Đoạn 4, câu 2
- Giải thích: “visual stimuli activate multiple brain regions simultaneously”.
Câu 25: plate method
- Dạng câu hỏi: Summary Completion
- Từ khóa: dietary education, diabetes
- Vị trí trong bài: Đoạn 6, câu 1
- Giải thích: “The plate method for diabetes management… has shown superior results compared to numerical calorie-counting approaches”.
Câu 26: continuous evaluation / formative research
- Dạng câu hỏi: Summary Completion
- Từ khóa: visual materials, remain effective
- Vị trí trong bài: Đoạn 8, câu cuối
- Giải thích: “visual content must be continuously evaluated and refined based on user feedback and outcome data”. Có thể dùng “formative research” từ câu trước cùng đoạn.
Passage 3 – Giải Thích
Câu 27: B – externalizing information to reduce mental burden
- Dạng câu hỏi: Multiple Choice
- Từ khóa: cognitive load theory, visual representations help
- Vị trí trong bài: Đoạn 2, câu 2
- Giải thích: “Visual representations… can circumvent these limitations by externalizing information and reducing the cognitive burden”.
Câu 28: C – processed through both verbal and visual systems
- Dạng câu hỏi: Multiple Choice
- Từ khóa: dual coding theory, information best remembered
- Vị trí trong bài: Đoạn 3, câu 1
- Giải thích: “information processed through both verbal and visual channels is more robustly encoded in memory than information processed through a single modality”.
Câu 29: C – relatable protagonists in visual narratives
- Dạng câu hỏi: Multiple Choice
- Từ khóa: social cognitive theory, emphasizes importance
- Vị trí trong bài: Đoạn 4, câu 2
- Giải thích: “Visual narratives featuring relatable protagonists successfully navigating health challenges can serve as vicarious experiences”.
Câu 30: B – provide substantive evidence
- Dạng câu hỏi: Multiple Choice
- Từ khóa: elaboration likelihood model, highly engaged audiences, visual elements
- Vị trí trong bài: Đoạn 5, câu 2
- Giải thích: “Under conditions of high elaboration… visual elements serve primarily as substantive evidence supporting message arguments”.
Câu 31: C – 7.5 times more than text
- Dạng câu hỏi: Multiple Choice
- Từ khóa: H1N1 pandemic, visual infographics, shared
- Vị trí trong bài: Đoạn 6, câu 2
- Giải thích: “visual infographics… were shared 7.5 times more frequently than text-based information”.
Câu 32: C – Focuses on working memory capacity limitations
- Dạng câu hỏi: Matching Features
- Giải thích: Đoạn 2 nói về cognitive load theory: “human working memory possesses finite processing capacity”.
Câu 33: E – Proposes separate verbal and imagery processing systems
- Dạng câu hỏi: Matching Features
- Giải thích: Đoạn 3: “two distinct but interconnected cognitive subsystems: a verbal system… and an imagery system”.
Câu 34: D – Emphasizes observational learning and self-efficacy
- Dạng câu hỏi: Matching Features
- Giải thích: Đoạn 4: “illuminates the observational learning mechanisms… and self-efficacy development”.
Câu 35: A – Distinguishes between central and peripheral persuasion routes
- Dạng câu hỏi: Matching Features
- Giải thích: Đoạn 5: “distinguishes between central and peripheral routes to persuasion”.
Câu 36: B – Examines how content spreads through interpersonal networks
- Dạng câu hỏi: Matching Features
- Giải thích: Đoạn 6: “Social network analysis studies demonstrate… creating cascade effects that amplify message reach”.
Câu 37: extraneous cognitive load
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: cognitive load, mental effort, poorly designed materials
- Vị trí trong bài: Đoạn 2, câu 4
- Giải thích: “extraneous cognitive load—the mental effort devoted to processing poorly designed instructional materials”.
Câu 38: motor cortex (regions)
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: biological brain component, activated, observing others’ actions
- Vị trí trong bài: Đoạn 4, câu cuối
- Giải thích: “observing others’ actions activates the same motor cortex regions as performing those actions oneself”.
Câu 39: 41% / forty-one percent
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: percentage, visual memes, social media, inaccurate information
- Vị trí trong bài: Đoạn 7, câu 4
- Giải thích: “A content analysis… found that 41% contained factually inaccurate information”.
Câu 40: media literacy (education)
- Dạng câu hỏi: Short-answer Questions
- Từ khóa: education needed, evaluate visual health information, critically
- Vị trí trong bài: Đoạn 7, câu cuối
- Giải thích: “This phenomenon underscores the critical imperative for media literacy education that equips individuals to critically evaluate visual health information”.
Từ Vựng Quan Trọng Theo Passage
Passage 1 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| integration | n | /ˌɪntɪˈɡreɪʃn/ | sự tích hợp, hòa nhập | the integration of visual media | integration of technology, social integration |
| supplement | v | /ˈsʌplɪmənt/ | bổ sung | being supplemented or replaced | supplement income, dietary supplement |
| infographic | n | /ˌɪnfəˈɡræfɪk/ | đồ họa thông tin | including infographics, animated videos | create infographics, interactive infographic |
| predominantly | adv | /prɪˈdɒmɪnəntli/ | chủ yếu, phần lớn | humans are predominantly visual learners | predominantly used, predominantly male |
| convey | v | /kənˈveɪ/ | truyền tải | conveying urgent health messages | convey information, convey meaning |
| ubiquitous | adj | /juːˈbɪkwɪtəs/ | phổ biến khắp nơi | visual guides became ubiquitous | ubiquitous technology, ubiquitous presence |
| standardize | v | /ˈstændədaɪz/ | chuẩn hóa | helped standardize preventive practices | standardize procedures, standardize testing |
| collaboration | n | /kəˌlæbəˈreɪʃn/ | sự hợp tác | requires collaboration between experts | in collaboration with, collaboration tools |
| oversimplification | n | /ˌəʊvəˌsɪmplɪfɪˈkeɪʃn/ | sự đơn giản hóa quá mức | risk of oversimplification | avoid oversimplification, danger of oversimplification |
| resonate | v | /ˈrezəneɪt/ | gây được tiếng vang | symbols that resonate in one culture | resonate with audience, emotionally resonate |
| unprecedented | adj | /ʌnˈpresɪdentɪd/ | chưa từng có | offers unprecedented reach | unprecedented levels, unprecedented access |
| immersive | adj | /ɪˈmɜːsɪv/ | nhập vai, đắm chìm | immersive health education experiences | immersive experience, immersive technology |
Passage 2 – Essential Vocabulary
| Từ vựng | Loại từ | Phiên âm | Nghĩa tiếng Việt | Ví dụ từ bài | Collocation |
|---|---|---|---|---|---|
| proliferation | n | /prəˌlɪfəˈreɪʃn/ | sự gia tăng nhanh | proliferation of visual media | nuclear proliferation, proliferation of weapons |
| paradigm shift | n | /ˈpærədaɪm ʃɪft/ | thay đổi mô hình tư duy | fundamental paradigm shift | paradigm shift in thinking, scientific paradigm shift |
| ameliorate | v | /əˈmiːliəreɪt/ | cải thiện | ameliorate health literacy disparities | ameliorate conditions, ameliorate suffering |
| adherence | n | /ədˈhɪərəns/ | sự tuân thủ | adherence rates among elderly patients | medication adherence, strict adherence |
| compliance | n | /kəmˈplaɪəns/ | sự tuân theo | improvement in medication compliance | regulatory compliance, ensure compliance |
| neurological | adj | /ˌnjʊərəˈlɒdʒɪkl/ | thuộc về thần kinh học | neurological basis for effectiveness | neurological disorders, neurological examination |
| preferential | adj | /ˌprefəˈrenʃl/ | ưu tiên | preferential processing of visual information | preferential treatment, preferential access |
| encoding | n | /ɪnˈkəʊdɪŋ/ | mã hóa, ghi nhớ | more robust memory encoding | memory encoding, data encoding |
| calibration | n | /ˌkælɪˈbreɪʃn/ | hiệu chuẩn | requires careful calibration | calibration process, instrument calibration |
| reactance | n | /riˈæktəns/ | sự phản kháng | trigger psychological reactance | psychological reactance, emotional reactance |
| gamification | n | /ˌɡeɪmɪfɪˈkeɪʃn/ | trò chơi hóa | incorporate gamification elements | gamification strategy, gamification techniques |
| deployment | n | /dɪˈplɔɪmənt/ | triển khai | deployment of visual health media | military deployment, technology deployment |
| pedagogical | adj | /ˌpedəˈɡɒdʒɪkl/ | thuộc về sư phạm | grounded in pedagogical principles | pedagogical approach, pedagogical methods |
| formative | adj | /ˈfɔːmətɪv/ | định hình | formative research involving target populations | formative years, formative assessment |
| contextually | adv | /kənˈtekstʃuəli/ | theo ngữ cảnh | contextually relevant health materials | contextually appropriate, contextually sensitive |
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 assumptions, epistemological debate |
| multifaceted | adj | /ˌmʌltiˈfæsɪtɪd/ | nhiều mặt, đa diện | multifaceted mechanisms | multifaceted problem, multifaceted approach |
| articulated | v | /ɑːˈtɪkjuleɪtɪd/ | diễn đạt, phát biểu | articulated by Sweller | clearly articulated, well articulated |
| posit | v | /ˈpɒzɪt/ | cho rằng, đặt ra giả thuyết | theory posits that | posit a theory, posit an argument |
| circumvent | v | /ˌsɜːkəmˈvent/ | vượt qua, tránh né | can circumvent these limitations | circumvent regulations, circumvent problems |
| germane | adj | /dʒɜːˈmeɪn/ | có liên quan mật thiết | germane cognitive load | germane to the discussion, germane information |
| propound | v | /prəˈpaʊnd/ | đề xuất | propounded by Paivio | propound a theory, propound ideas |
| redundancy | n | /rɪˈdʌndənsi/ | sự dư thừa | warns against redundancy effects | data redundancy, redundancy planning |
| vicarious | adj | /vɪˈkeəriəs/ | gián tiếp, thay mặt | serve as vicarious experiences | vicarious experience, vicarious pleasure |
| delineate | v | /dɪˈlɪnieɪt/ | vạch ra, mô tả | theory delineates several determinants | delineate boundaries, clearly delineate |
| substrate | n | /ˈsʌbstreɪt/ | nền tảng, cơ sở | neurobiological substrate | neural substrate, cultural substrate |
| elaboration | n | /ɪˌlæbəˈreɪʃn/ | sự trau chuốt, chi tiết hóa | conditions of high elaboration | elaboration of ideas, need elaboration |
| heuristic | adj | /hjʊˈrɪstɪk/ | theo kinh nghiệm | through heuristic processing | heuristic approach, heuristic methods |
| cascade | n | /kæˈskeɪd/ | hiệu ứng dây chuyền | creating cascade effects | cascade of events, information cascade |
| burgeoning | adj | /ˈbɜːdʒənɪŋ/ | đang phát triển nhanh | burgeoning ecosystem | burgeoning industry, burgeoning population |
| democratization | n | /dɪˌmɒkrətaɪˈzeɪʃn/ | dân chủ hóa | democratization of content creation | democratization of information, democratization process |
| inadvertently | adv | /ˌɪnədˈvɜːtntli/ | vô tình, không chủ ý | may inadvertently amplify | inadvertently caused, inadvertently revealed |
| cusp | n | /kʌsp/ | bờ vực, ngưỡng cửa | at the cusp of developments | on the cusp of, cusp of change |
Sơ đồ tư duy từ vựng chủ đề sức khỏe và truyền thông trực quan cho IELTS
Kết Bài
Chủ đề tích hợp phương tiện truyền thông trực quan trong giáo dục sức khỏe không chỉ là một xu hướng hiện đại mà còn phản ánh những thay đổi căn bản trong cách chúng ta tiếp cận và truyền tải thông tin y tế. Ba passages trong bài thi mẫu này đã cung cấp cho bạn cái nhìn toàn diện từ những khái niệm cơ bản đến các lý thuyết phức tạp, giúp bạn làm quen với độ khó tăng dần giống như trong kỳ thi IELTS thực tế.
Với 40 câu hỏi đa dạng bao gồm Multiple Choice, True/False/Not Given, Matching, Summary Completion và Short-answer Questions, bạn đã có cơ hội luyện tập tất cả các dạng bài quan trọng nhất. Điều này có điểm tương đồng với Impact of urban development on public health, cả hai chủ đề đều yêu cầu khả năng phân tích và hiểu sâu về các vấn đề xã hội đương đại.
Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài đọc, cách paraphrase và các kỹ thuật làm bài hiệu quả. Bộ từ vựng chuyên ngành với hơn 40 từ được phân loại theo độ khó sẽ là nền tảng vững chắc cho việc mở rộng vốn từ học thuật của bạn.
Hãy luyện tập đề thi này nhiều lần, phân tích kỹ những câu sai để hiểu rõ nguyên nhân và cải thiện chiến lược làm bài. Đối với những ai quan tâm đến The impact of social media on public opinion, chủ đề này cũng liên quan mật thiết đến cách thông tin được lan truyền và tác động đến cộng đồng. Với sự luyện tập đều đặn và phương pháp đúng đắn, bạn hoàn toàn có thể đạt được band điểm mục tiêu trong phần thi Reading. Chúc bạn thành công trong hành trình chinh phục IELTS!
