IELTS Reading: The Use of Role-Play in Teaching Empathy – Đề thi mẫu có đáp án chi tiết

Mở bài

Chủ đề giáo dục và phát triển kỹ năng xã hội luôn là một trong những đề tài xuất hiện thường xuyên trong kỳ thi IELTS Reading, đặc biệt là các bài đọc liên quan đến phương pháp giảng dạy sáng tạo như “The Use Of Role-play In Teaching Empathy”. Theo thống kê từ Cambridge IELTS và British Council, các passages về giáo dục chiếm khoảng 20-25% tổng số đề thi, và việc hiểu sâu về các phương pháp sư phạm hiện đại sẽ giúp bạn tự tin hơn khi gặp những bài đọc tương tự.

Trong bài viết này, bạn sẽ được luyện tập với một đề thi IELTS Reading hoàn chỉnh bao gồm 3 passages với độ khó tăng dần từ Easy đến Hard. Đề thi được thiết kế dựa trên format chuẩn của Cambridge IELTS, với 40 câu hỏi đa dạng giống như trong kỳ thi thật. Bạn sẽ học được cách áp dụng các chiến lược làm bài hiệu quả, nắm vững từ vựng học thuật quan trọng, và hiểu rõ cách paraphrase – kỹ năng then chốt để đạt band điểm cao.

Bài luyện tập này phù hợp cho học viên từ band 5.0 trở lên, với đáp án chi tiết kèm giải thích cụ thể giúp bạn tự đánh giá và cải thiện kỹ năng đọc hiểu một cách bài bản.

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. Mỗi câu trả lời đúng được tính 1 điểm, và tổng điểm sẽ được quy đổi thành band score từ 0-9. Không có thời gian chuyển đáp án riêng, vì vậy bạn cần quản lý thời gian hiệu quả ngay từ đầu.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó thấp nhất, nên làm nhanh để dành thời gian cho các passage sau)
• Passage 2: 18-20 phút (độ khó trung bình, cần đọc kỹ hơn)
• Passage 3: 23-25 phút (độ khó cao nhất, yêu cầu phân tích sâu)

Lưu ý rằng bạn không nhất thiết phải làm theo thứ tự, nhưng với học viên mới bắt đầu, nên làm tuần tự để làm quen với cấu trúc đề thi.

Các Dạng Câu Hỏi Trong Đề Này

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

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

Mỗi dạng câu hỏi yêu cầu một chiến lược riêng, và bạn sẽ được thực hành tất cả trong đề thi này.

2. IELTS Reading Practice Test

PASSAGE 1 – The Power of Pretending: Role-Play in Early Education

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In classrooms around the world, a quiet revolution is taking place. Teachers are discovering that one of the most effective ways to help young children understand the feelings of others is through role-play activities. This pedagogical approach, which involves students acting out different scenarios and characters, is proving to be remarkably successful in developing empathy – the ability to understand and share the feelings of another person.

Empathy is widely recognized as a crucial social skill that children need to develop from an early age. When children can understand how others feel, they are better equipped to build positive relationships, resolve conflicts peacefully, and become caring members of society. However, teaching empathy has traditionally been challenging because it involves helping children grasp abstract emotional concepts that they cannot see or touch. This is where role-play comes in as a powerful educational tool.

The basic principle behind using role-play to teach empathy is simple yet profound. When children step into someone else’s shoes by acting out a character or situation, they begin to experience the world from a different perspective. For instance, a child playing the role of a new student who doesn’t speak the local language might start to understand the anxiety and isolation that real newcomers feel. Similarly, when children act out a scenario where one character excludes another from a game, they can explore both how it feels to be left out and how their actions affect others.

Research conducted by educational psychologists has shown that role-play exercises produce measurable improvements in children’s empathetic responses. In one study carried out at several primary schools in the United States, teachers implemented a structured role-play program over the course of six months. The program involved children regularly participating in carefully designed scenarios that required them to take on different roles and perspectives. By the end of the study period, teachers reported significant increases in prosocial behavior, such as helping, sharing, and comforting peers in distress.

What makes role-play particularly effective is its experiential nature. Unlike listening to a lecture about feelings or reading a story about emotions, role-play requires active participation. Children are not merely passive recipients of information; they are actively engaged in creating and experiencing emotional situations. This hands-on approach helps emotional concepts become more concrete and memorable. When a child has actually felt the discomfort of being excluded during a role-play exercise, they are more likely to remember that feeling and consider it before excluding others in real life.

Teachers who have successfully implemented role-play in their classrooms emphasize the importance of debriefing sessions following each activity. These discussions, which typically last ten to fifteen minutes, allow children to reflect on what they experienced during the role-play. Teachers guide students to articulate the emotions they felt, identify moments when they understood another character’s perspective, and make connections between the role-play and their own lives. This reflective component is essential because it helps children transfer the lessons learned during pretend scenarios to actual social situations they encounter.

The versatility of role-play is another significant advantage. Teachers can design scenarios relevant to the specific social challenges their students face. For example, if a classroom is experiencing problems with bullying, a teacher might create a role-play that explores the perspectives of the person being bullied, the bully, and bystanders who witness the incident. By rotating roles, children gain insight into each position and develop a more nuanced understanding of complex social dynamics. This adaptability means that role-play can address the unique needs of different student groups and can be modified as those needs change throughout the school year.

Parents have also noted positive changes in their children’s behavior at home after regular participation in empathy-focused role-play activities at school. Many report that their children demonstrate increased sensitivity to the feelings of family members, are more willing to apologize when they hurt someone’s feelings, and show greater interest in understanding why people act the way they do. These observations suggest that the benefits of role-play extend beyond the classroom and contribute to children’s overall emotional intelligence.

Despite its effectiveness, implementing role-play to teach empathy does require careful planning and skilled facilitation. Teachers need to create a safe and supportive environment where all students feel comfortable participating and expressing emotions. Ground rules must be established to ensure that the activities remain respectful and that no child is made to feel embarrassed or exposed. Additionally, teachers should be prepared to handle unexpected emotional reactions, as role-play can sometimes bring up strong feelings that need to be processed appropriately.

As educational systems worldwide place increasing emphasis on social-emotional learning alongside traditional academic subjects, role-play is likely to become an even more common feature of classroom practice. The evidence supporting its effectiveness in teaching empathy continues to grow, and teacher training programs are beginning to include instruction on how to design and facilitate meaningful role-play activities. For educators committed to developing not just knowledgeable students but also compassionate human beings, role-play represents a valuable and accessible strategy that can make a real difference in children’s lives.

Questions 1-6

Do the following statements agree with the information given in Passage 1?

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

1. Empathy is considered an important skill for children to learn early in life.
2. Teaching empathy through traditional methods is more effective than using role-play.
3. A research study in American primary schools showed positive results from role-play programs.
4. Children enjoy role-play activities more than other classroom activities.
5. Teachers should have discussions with students after role-play exercises.
6. All parents are satisfied with the role-play approach used in schools.

Questions 7-10

Complete the sentences below.

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

7. Role-play helps children understand emotions better because it requires __ rather than just listening.
8. During role-play about exclusion, children can experience being left out and understand how their __ affect others.
9. Teachers can create role-play scenarios that address specific problems like __ in the classroom.
10. For successful implementation, teachers must create a __ where students feel comfortable participating.

Questions 11-13

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

11. According to the passage, what makes role-play more effective than other teaching methods?

    • A) It is easier for teachers to organize
    • B) Students actively experience emotional situations
    • C) It requires less classroom time
    • D) Parents prefer this method

12. What does the passage say about the versatility of role-play?

    • A) It can only address bullying issues
    • B) It works better with younger children
    • C) It can be adapted to different classroom problems
    • D) It requires special equipment

13. What is suggested about the future of role-play in education?

    • A) It will replace traditional academic subjects
    • B) It will become more widely used in schools
    • C) It will only be used for difficult students
    • D) It will be limited to early childhood education

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PASSAGE 2 – Beyond the Classroom: The Psychological Mechanisms of Role-Play

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The effectiveness of role-play as a tool for teaching empathy is not merely anecdotal; it is grounded in well-established psychological principles that explain how humans develop social cognition and emotional understanding. To fully appreciate why role-play works so effectively in cultivating empathy, it is necessary to examine the cognitive and emotional processes that are activated when individuals engage in this form of experiential learning.

At the heart of role-play’s effectiveness lies the concept of perspective-taking, a cognitive ability that enables individuals to mentally adopt another person’s viewpoint. Developmental psychologists have long recognized perspective-taking as a foundational component of empathy. When children participate in role-play, they are essentially practicing this skill in a structured and deliberate manner. Unlike casual imaginative play, educational role-play typically involves specific scenarios designed to challenge participants to consider viewpoints that may be quite different from their own. This systematic practice strengthens the neural pathways associated with perspective-taking, making it easier for children to employ this skill in real-world situations.

Neuroscientific research has revealed fascinating insights into what occurs in the brain during role-play activities. Studies using functional magnetic resonance imaging (fMRI) have shown that when individuals imagine themselves in another person’s situation, regions of the brain associated with self-referential thinking become activated. Remarkably, these are the same regions that activate when people think about their own experiences and emotions. This neurological overlap suggests that role-play literally allows participants to process others’ experiences as if they were their own, creating a visceral understanding that goes beyond intellectual comprehension.

Furthermore, role-play engages what neuroscientists call mirror neurons, specialized brain cells that fire both when an individual performs an action and when they observe someone else performing the same action. These neurons are believed to play a crucial role in understanding others’ intentions and emotions. During role-play, as children act out emotional scenarios and observe their peers doing the same, mirror neurons are repeatedly activated, reinforcing empathetic responses at a neurological level. This provides a biological explanation for why role-play can produce lasting changes in empathetic behavior rather than merely temporary awareness.

The temporal dimension of empathy development is another crucial consideration. Research indicates that empathy is not a single, monolithic trait but rather comprises multiple components that develop at different rates. Affective empathy – the ability to share another person’s emotional state – typically emerges earlier in childhood, while cognitive empathy – the ability to understand another person’s perspective intellectually – develops more gradually. Role-play activities can be strategically designed to target these different components at developmentally appropriate stages. For younger children, role-play might focus on recognizing and naming emotions, while older students might engage in more complex scenarios requiring sophisticated moral reasoning and multiple perspective coordination.

The social learning theory proposed by psychologist Albert Bandura offers additional insights into role-play’s effectiveness. According to this theory, people learn behaviors by observing others and then modeling what they have observed. In role-play settings, children are exposed to prosocial behaviors and empathetic responses enacted by peers and teachers. When these behaviors are reinforced through positive feedback, children are more likely to incorporate them into their own behavioral repertoire. The observational learning that occurs during role-play thus serves a dual function: participants learn both by doing and by watching others.

However, the success of role-play in fostering empathy is not automatic or guaranteed. Research has identified several critical factors that influence outcomes. The quality of facilitation is paramount; teachers or group leaders must possess sufficient skill to guide discussions, ensure psychological safety, and help participants make meaningful connections between role-play experiences and real life. Additionally, the authenticity of scenarios matters considerably. Role-play situations that feel contrived or irrelevant to participants’ actual experiences are less likely to produce genuine emotional engagement and, consequently, less likely to develop empathy effectively.

Cultural considerations also play a significant role in how role-play is experienced and its effectiveness in teaching empathy. Research comparing role-play implementations across different cultural contexts has revealed notable variations. In more individualistic societies, role-play scenarios often focus on personal feelings and individual experiences. In contrast, in collectivist cultures, role-play may emphasize group harmony, social roles, and interdependence. These cultural adaptations are not merely superficial modifications but reflect fundamentally different conceptions of empathy itself – whether it is primarily understood as an individual psychological capacity or as a socially embedded practice.

Recent studies have begun to explore the long-term effects of sustained role-play participation on empathy development. Longitudinal research following students over several years has produced encouraging findings. Participants in schools with comprehensive, ongoing role-play programs demonstrated not only immediate improvements in empathetic responses but also maintained these gains over time. Perhaps more significantly, these students showed enhanced social competence in various domains, including conflict resolution, collaborative problem-solving, and leadership abilities. These findings suggest that the benefits of role-play extend well beyond empathy to encompass broader interpersonal skills.

The integration of technology into role-play represents an emerging frontier with considerable potential. Virtual reality (VR) platforms are beginning to be utilized to create immersive role-play experiences that would be impossible or impractical to stage physically. For example, VR can place participants in scenarios involving historical events, cross-cultural encounters, or challenging social situations with a level of sensory richness that enhances emotional engagement. Early research into VR-enhanced role-play indicates promising results, though questions remain about whether technologically mediated experiences can produce the same depth of empathetic development as traditional face-to-face role-play.

Despite the substantial evidence supporting role-play as an empathy-building tool, some critics have raised important questions. One concern involves the potential for role-play to produce superficial understanding – participants may successfully act out empathetic behaviors during exercises while failing to internalize these attitudes in their actual lives. Another criticism points to the ethical complexities of asking individuals, particularly children, to role-play traumatic experiences or situations involving significant power imbalances. These legitimate concerns underscore the necessity for careful program design and ongoing evaluation to ensure that role-play interventions achieve their intended goals without inadvertent negative consequences.

Học sinh tham gia hoạt động đóng vai để phát triển kỹ năng đồng cảm trong lớp học IELTS Reading

Questions 14-18

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

14. According to the passage, perspective-taking is:

    • A) A skill that only adults can develop
    • B) An essential element of empathy
    • C) Less important than emotional understanding
    • D) Difficult to practice through role-play

15. What do fMRI studies reveal about role-play?

    • A) It activates completely different brain regions than normal thinking
    • B) It uses the same brain areas involved in thinking about oneself
    • C) It is less effective than other teaching methods
    • D) It only works with adult participants

16. Mirror neurons are significant because they:

    • A) Only activate when people perform actions themselves
    • B) Are found only in children’s brains
    • C) Help explain the neurological basis of empathy
    • D) Prevent people from understanding emotions

17. According to Bandura’s social learning theory, children learn through:

    • A) Reading books only
    • B) Individual reflection
    • C) Observing and imitating others
    • D) Competitive activities

18. The passage suggests that virtual reality in role-play:

    • A) Has replaced traditional role-play entirely
    • B) Is less effective than face-to-face interaction
    • C) Shows potential but requires more research
    • D) Only works for teaching history

Questions 19-23

Complete the summary below.

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

Role-play’s effectiveness in teaching empathy is based on solid psychological principles. The practice strengthens the 19) __ associated with understanding others’ viewpoints. Brain imaging studies show that regions involved in 20) __ become active during role-play. Additionally, specialized brain cells called 21) __ help participants understand intentions and emotions. The success of role-play depends on several factors, including the quality of 22) __ and the 23) __ of the scenarios used.

Questions 24-26

Do the following statements agree with the claims of the writer in Passage 2?

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

24. Role-play automatically guarantees the development of empathy in all participants.
25. Different cultures may emphasize different aspects of empathy in role-play activities.
26. Technology will completely replace traditional role-play methods in the future.

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PASSAGE 3 – Critical Perspectives on Role-Play Pedagogy: Efficacy, Ethics, and Implementation Challenges

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

While the pedagogical application of role-play in empathy cultivation has garnered substantial acclaim within educational circles, a rigorous examination of its theoretical foundations, practical implementation, and measurable outcomes reveals a more nuanced landscape than proponents sometimes acknowledge. The scholarly discourse surrounding role-play methodology encompasses not only its demonstrated benefits but also significant epistemological questions, methodological challenges, and ethical considerations that merit careful attention from educators, researchers, and policymakers alike.

The empirical evidence supporting role-play’s effectiveness, though substantial, is not without methodological limitations that complicate definitive conclusions. Many studies evaluating role-play interventions suffer from small sample sizes, lack of control groups, or insufficient follow-up periods to assess long-term retention of empathetic capacities. Moreover, the operationalization of empathy itself remains contentious within psychological research. Empathy is a multifaceted construct encompassing affective, cognitive, and behavioral dimensions, yet many studies employ unidimensional assessment instruments that may capture only certain facets while neglecting others. This measurement problem creates difficulties in comparing findings across studies and in drawing generalizable conclusions about role-play’s efficacy. Furthermore, the self-report measures commonly used to assess empathy are susceptible to social desirability bias, wherein participants may respond in ways they believe are socially appropriate rather than reflecting their genuine attitudes or behaviors.

The theoretical underpinnings of role-play pedagogy also warrant critical scrutiny. While the connection between perspective-taking and empathy appears intuitively compelling, the relationship may be more contingent and complex than linear models suggest. Recent research in social psychology has documented instances where perspective-taking exercises paradoxically decreased empathetic concern, particularly when participants perceived the target individual as belonging to an out-group or possessing values fundamentally incompatible with their own. This finding suggests that role-play may not universally enhance empathy but rather that its effects are moderated by participants’ pre-existing attitudes, the social identities involved, and the specific contextual dynamics of the role-play scenario. Consequently, educators cannot simply assume that any role-play activity will automatically foster empathy; careful attention must be paid to scenario design and participant preparation.

The ethical dimensions of using role-play to teach empathy present particularly vexing challenges. When educators ask students to role-play experiences involving marginalization, discrimination, or trauma, they venture into ethically ambiguous territory. Critics argue that such exercises risk trivializing serious issues, potentially causing psychological distress to participants who have experienced similar situations in reality, or inadvertently reinforcing stereotypes rather than challenging them. The phenomenon of performative empathy – wherein individuals engage in superficial displays of empathetic concern without genuine internalization or subsequent behavioral change – represents another ethical concern. If role-play merely teaches students to convincingly simulate empathy rather than genuinely develop it, the pedagogical intervention may produce socially skilled but fundamentally unchanged individuals who can instrumentalize empathetic performances for personal advantage.

The concept of empathy itself, as constructed and valued within Western educational discourse, reflects particular cultural assumptions that may not translate seamlessly across diverse sociocultural contexts. Anthropological research has documented considerable cross-cultural variation in how emotional understanding and interpersonal connection are conceptualized and enacted. In some cultural traditions, what Western psychology identifies as empathy is viewed less as an individual cognitive-emotional capacity and more as an emergent property of relational networks and communal practices. Imposing role-play methodologies developed within individualistic cultural frameworks onto collectivist educational settings may result in pedagogical dissonance, where the underlying assumptions of the intervention conflict with students’ culturally-shaped understandings of selfhood and social relationships. This cultural specificity raises important questions about the universalizability of role-play approaches and the need for culturally-responsive adaptations.

Implementation challenges further complicate the translation of role-play from research settings to diverse educational contexts. Effective facilitation of empathy-focused role-play demands considerable pedagogical expertise that extends beyond standard teacher training. Educators must possess sophisticated emotional intelligence, conflict mediation skills, and the ability to navigate sensitive discussions that may arise when students engage with challenging scenarios. However, teachers often receive minimal preparation for this complex facilitation role, leaving them inadequately equipped to manage the psychological intensity that can emerge during role-play exercises. Additionally, structural constraints within educational systems – including standardized curriculum requirements, time pressures, and large class sizes – can undermine the depth of engagement necessary for meaningful empathy development. When role-play is implemented in a cursory or mechanical fashion due to these constraints, it may yield disappointing results that reflect poor implementation rather than inherent methodological weaknesses.

The relationship between role-play participation and sustained behavioral change represents perhaps the most critical question for evaluating this pedagogical approach. While numerous studies document immediate improvements in empathetic responses following role-play interventions, evidence regarding long-term effects remains relatively sparse. The few longitudinal studies available suggest that without ongoing reinforcement and integration into broader social-emotional learning frameworks, the empathetic gains from role-play may attenuate over time. This finding aligns with broader psychological research indicating that durable attitudinal and behavioral changes typically require sustained practice, multiple exposures, and environmental supports that reinforce new patterns. Consequently, isolated role-play exercises, however well-designed, are unlikely to produce lasting empathy development; rather, role-play must be embedded within comprehensive, sustained pedagogical programs that provide repeated opportunities for practice and reflection.

Contemporary developments in neuroscience and educational psychology are beginning to illuminate potential mechanisms through which role-play interventions might be optimized for maximum effectiveness. Research on memory consolidation suggests that emotional experiences are encoded more deeply when followed by periods of reflective processing. This finding underscores the critical importance of structured debriefing sessions following role-play activities – a component sometimes neglected in rushed classroom environments. Similarly, studies of spaced repetition indicate that empathy-building exercises distributed over time produce more durable learning than concentrated exposure, suggesting that role-play should be integrated as a recurring element rather than an occasional activity. Furthermore, emerging research on metacognitive strategies highlights the value of helping students develop conscious awareness of their own empathetic processes, enabling them to deliberately activate these capacities in appropriate situations.

The political economy of empathy education also deserves consideration. In an era of increasing socioeconomic inequality and political polarization, empathy development is often framed as a solution to social fragmentation and conflict. However, some critical scholars argue that focusing on individual empathy deflects attention from structural inequalities and systemic injustices that cannot be resolved through enhanced interpersonal understanding alone. From this perspective, empathy education through role-play may serve a palliative function, making individuals feel they are addressing social problems while leaving underlying power structures intact. These critics advocate for approaches that combine empathy development with critical consciousness – an understanding of how social systems create and perpetuate inequality – and with practical skills for social action that can translate empathetic concern into meaningful change.

Giáo viên hướng dẫn chuyên nghiệp hoạt động đóng vai phát triển đồng cảm với phương pháp tương tác hiện đại

Looking forward, the continued development and refinement of role-play methodologies for empathy education will require interdisciplinary collaboration among educators, psychologists, neuroscientists, and cultural anthropologists. Rigorous research designs incorporating randomized controlled trials, longitudinal follow-up, and multidimensional assessment of empathy outcomes are needed to establish more definitive evidence of effectiveness. Equally important is the development of comprehensive training programs that prepare educators to facilitate role-play with the sophistication and sensitivity these activities demand. Finally, ongoing critical reflection on the goals, assumptions, and potential limitations of empathy education will help ensure that role-play serves genuinely transformative rather than merely performative functions in developing students’ capacities for ethical engagement with others.

Questions 27-31

Matching Information

Which paragraph contains the following information?

Write the correct letter, A-J.

Note: 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
I – Paragraph 9
J – Paragraph 10

27. A discussion of how empathy education might avoid addressing deeper social problems
28. An explanation of why teachers often lack adequate preparation for role-play facilitation
29. A description of problems with how empathy is measured in research studies
30. Information about how cultural differences affect the concept of empathy
31. A mention of how spacing role-play activities over time affects learning

Questions 32-36

Complete the summary below.

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

Research on role-play for teaching empathy has several limitations. Many studies have problems such as 32) __ or insufficient time to assess lasting effects. The concept of empathy itself is 33) __, including affective, cognitive, and behavioral aspects, but studies often use assessment tools that only measure one dimension. Additionally, the 34) __ commonly used in research may not accurately reflect participants’ true feelings. Recent psychology research shows that perspective-taking can sometimes 35) __ when participants see the target person as an outsider. Furthermore, evidence about 36) __ following role-play interventions remains limited.

Questions 37-40

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

37. According to the passage, what is “performative empathy”?

    • A) Empathy that is demonstrated through physical performances
    • B) Superficial displays of empathy without genuine internal change
    • C) The most effective type of empathy for education
    • D) Empathy that emerges naturally during role-play

38. What does the passage say about implementing role-play in different cultures?

    • A) Western methods work equally well everywhere
    • B) Role-play cannot be used outside Western countries
    • C) Cultural assumptions about empathy may not transfer across contexts
    • D) Only collectivist cultures benefit from role-play

39. What do critical scholars suggest about empathy education?

    • A) It should be completely abandoned
    • B) It should be combined with understanding of social systems and action skills
    • C) It is the best solution to political problems
    • D) It requires no additional components

40. What does the author recommend for the future of role-play research?

    • A) Stopping all role-play programs immediately
    • B) Using only neuroscience approaches
    • C) Collaboration across disciplines and more rigorous research
    • D) Focusing exclusively on short-term results

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. TRUE
4. NOT GIVEN
5. TRUE
6. NOT GIVEN
7. active participation
8. actions
9. bullying
10. safe (and supportive) environment / supportive environment
11. B
12. C
13. B

PASSAGE 2: Questions 14-26

14. B
15. B
16. C
17. C
18. C
19. neural pathways
20. self-referential thinking
21. mirror neurons
22. facilitation
23. authenticity
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. I
28. F
29. B
30. E
31. H
32. small sample sizes
33. a multifaceted construct
34. self-report measures
35. decreased empathetic concern
36. long-term effects / sustained behavioral change
37. B
38. C
39. B
40. C

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: empathy, important skill, early in life
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Bài đọc nói rõ “Empathy is widely recognized as a crucial social skill that children need to develop from an early age.” Câu hỏi paraphrase “crucial social skill” thành “important skill” và “from an early age” thành “early in life”. Thông tin khớp hoàn toàn.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: traditional methods, more effective, role-play
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Bài viết nói “teaching empathy has traditionally been challenging” và sau đó giới thiệu role-play như một công cụ hiệu quả. Điều này mâu thuẫn với ý kiến rằng phương pháp truyền thống hiệu quả hơn.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: research study, American primary schools, positive results
• Vị trí trong bài: Đoạn 4, toàn bộ
• Giải thích: Đoạn văn mô tả nghiên cứu tại “several primary schools in the United States” và kết quả là “teachers reported significant increases in prosocial behavior”. Đây là kết quả tích cực.

Câu 4: NOT GIVEN

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: children enjoy, role-play, more than other activities
• Giải thích: Bài đọc không so sánh mức độ thích thú của học sinh giữa role-play và các hoạt động khác. Thông tin này không được đề cập.

Câu 5: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: discussions, students, after role-play
• Vị trí trong bài: Đoạn 6, dòng 1-2
• Giải thích: Bài viết nói “Teachers who have successfully implemented role-play in their classrooms emphasize the importance of debriefing sessions following each activity.” “Debriefing sessions” được paraphrase thành “discussions”.

Câu 7: active participation

• Dạng câu hỏi: Sentence Completion
• Từ khóa: understand emotions better, requires, rather than just listening
• Vị trí trong bài: Đoạn 5, dòng 2-3
• Giải thích: Câu gốc: “Unlike listening to a lecture about feelings or reading a story about emotions, role-play requires active participation.”

Câu 8: actions

• Dạng câu hỏi: Sentence Completion
• Từ khóa: role-play, exclusion, how their ___ affect others
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: Câu gốc: “they can explore both how it feels to be left out and how their actions affect others.”

Câu 11: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: what makes role-play more effective
• Vị trí trong bài: Đoạn 5
• Giải thích: Đoạn văn giải thích rằng “What makes role-play particularly effective is its experiential nature” và “children are not merely passive recipients of information; they are actively engaged in creating and experiencing emotional situations.” Đáp án B phản ánh đúng ý này.

Chiến lược làm bài IELTS Reading hiệu quả với các dạng câu hỏi đa dạng và kỹ thuật làm bài

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: perspective-taking
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Bài viết nói rõ “Developmental psychologists have long recognized perspective-taking as a foundational component of empathy.” Đáp án B (“An essential element of empathy”) paraphrase từ “foundational component”.

Câu 15: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: fMRI studies, reveal
• Vị trí trong bài: Đoạn 3
• Giải thích: Đoạn văn giải thích: “Studies using functional magnetic resonance imaging (fMRI) have shown that when individuals imagine themselves in another person’s situation, regions of the brain associated with self-referential thinking become activated.”

Câu 19: neural pathways

• Dạng câu hỏi: Summary Completion
• Từ khóa: strengthens, understanding others’ viewpoints
• Vị trí trong bài: Đoạn 2, dòng cuối
• Giải thích: Câu gốc: “This systematic practice strengthens the neural pathways associated with perspective-taking.”

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: automatically guarantees, development of empathy
• Vị trí trong bài: Đoạn 7, dòng 1
• Giải thích: Bài viết nói rõ “the success of role-play in fostering empathy is not automatic or guaranteed.” Điều này trực tiếp mâu thuẫn với câu hỏi.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: different cultures, different aspects, empathy
• Vị trí trong bài: Đoạn 8
• Giải thích: Đoạn văn thảo luận về sự khác biệt văn hóa: “In more individualistic societies, role-play scenarios often focus on personal feelings and individual experiences. In contrast, in collectivist cultures, role-play may emphasize group harmony…”

Passage 3 – Giải Thích

Câu 27: I (Paragraph 9)

• Dạng câu hỏi: Matching Information
• Từ khóa: empathy education, avoid addressing, deeper social problems
• Vị trí trong bài: Đoạn 9
• Giải thích: Đoạn 9 thảo luận về “political economy of empathy education” và nói rằng “focusing on individual empathy deflects attention from structural inequalities and systemic injustices.”

Câu 32: small sample sizes

• Dạng câu hỏi: Summary Completion (max 3 words)
• Từ khóa: studies have problems, insufficient time
• Vị trí trong bài: Đoạn 2, dòng 2-3
• Giải thích: Câu gốc: “Many studies evaluating role-play interventions suffer from small sample sizes, lack of control groups, or insufficient follow-up periods.”

Câu 37: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: performative empathy
• Vị trí trong bài: Đoạn 4
• Giải thích: Bài viết định nghĩa: “The phenomenon of performative empathy – wherein individuals engage in superficial displays of empathetic concern without genuine internalization or subsequent behavioral change.”

Câu 40: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: author recommend, future
• Vị trí trong bài: Đoạn 10
• Giải thích: Đoạn cuối nói “the continued development and refinement of role-play methodologies for empathy education will require interdisciplinary collaboration among educators, psychologists, neuroscientists, and cultural anthropologists. Rigorous research designs… are needed.”

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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
empathy	n	/ˈem.pə.θi/	sự đồng cảm, khả năng thấu hiểu	the ability to understand and share the feelings of another person	develop empathy, teach empathy, show empathy
pedagogical	adj	/ˌped.əˈɡɒdʒ.ɪ.kəl/	thuộc về sư phạm, giảng dạy	This pedagogical approach involves students acting out different scenarios	pedagogical approach, pedagogical tool, pedagogical strategy
role-play	n, v	/ˈrəʊl.pleɪ/	đóng vai, hoạt động đóng kịch	Teachers are discovering that role-play activities are effective	role-play activities, role-play exercises, engage in role-play
perspective	n	/pəˈspek.tɪv/	quan điểm, góc nhìn	children begin to experience the world from a different perspective	different perspective, new perspective, gain perspective
prosocial behavior	n	/prəʊˈsəʊ.ʃəl bɪˈheɪ.vjər/	hành vi xã hội tích cực	significant increases in prosocial behavior such as helping and sharing	demonstrate prosocial behavior, encourage prosocial behavior
experiential	adj	/ɪkˌspɪə.riˈen.ʃəl/	dựa trên kinh nghiệm thực tế	What makes role-play effective is its experiential nature	experiential learning, experiential approach, experiential nature
debriefing	n	/diːˈbriː.fɪŋ/	buổi thảo luận sau hoạt động	debriefing sessions allow children to reflect on their experience	debriefing session, conduct debriefing, post-activity debriefing
versatility	n	/ˌvɜː.səˈtɪl.ə.ti/	tính linh hoạt, đa dụng	The versatility of role-play is a significant advantage	demonstrate versatility, offer versatility
facilitate	v	/fəˈsɪl.ɪ.teɪt/	tạo điều kiện, hỗ trợ	Teachers need skill to facilitate role-play activities	facilitate learning, facilitate discussion, effectively facilitate
emotional intelligence	n	/ɪˈməʊ.ʃən.əl ɪnˈtel.ɪ.dʒəns/	trí tuệ cảm xúc	The activities contribute to children’s overall emotional intelligence	develop emotional intelligence, high emotional intelligence

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
anecdotal	adj	/ˌæn.ɪkˈdəʊ.təl/	mang tính giai化, không có cơ sở khoa học	The effectiveness is not merely anecdotal	anecdotal evidence, anecdotal reports
cognitive	adj	/ˈkɒɡ.nə.tɪv/	thuộc về nhận thức	cognitive ability enables perspective-taking	cognitive processes, cognitive skills, cognitive development
perspective-taking	n	/pəˈspek.tɪv ˈteɪ.kɪŋ/	khả năng đặt mình vào vị trí người khác	perspective-taking is a foundational component of empathy	practice perspective-taking, perspective-taking ability
neural pathways	n	/ˈnjʊə.rəl ˈpɑːθ.weɪz/	đường dẫn thần kinh	strengthens the neural pathways in the brain	strengthen neural pathways, activate neural pathways
functional magnetic resonance imaging	n	/ˈfʌŋk.ʃən.əl mæɡˌnet.ɪk ˈrez.ən.əns ˈɪm.ɪ.dʒɪŋ/	chụp cộng hưởng từ chức năng (fMRI)	Studies using fMRI have shown brain activity patterns	conduct fMRI, fMRI studies, fMRI scan
mirror neurons	n	/ˈmɪr.ər ˈnjʊə.rɒnz/	tế bào thần kinh gương	mirror neurons fire when observing others’ actions	activate mirror neurons, mirror neurons system
visceral	adj	/ˈvɪs.ər.əl/	sâu sắc, liên quan đến nội tạng/cảm xúc mạnh	creating a visceral understanding of experiences	visceral understanding, visceral response, visceral reaction
affective empathy	n	/əˈfek.tɪv ˈem.pə.θi/	đồng cảm về mặt cảm xúc	affective empathy emerges earlier in childhood	develop affective empathy, show affective empathy
modeling	n, v	/ˈmɒd.əl.ɪŋ/	sự noi theo, làm mẫu	people learn behaviors by modeling what they observe	behavioral modeling, modeling behavior
behavioral repertoire	n	/bɪˈheɪ.vjə.rəl ˈrep.ə.twɑːr/	tập hợp hành vi	incorporate behaviors into their behavioral repertoire	expand behavioral repertoire, behavioral repertoire includes
longitudinal	adj	/ˌlɒn.dʒɪˈtjuː.dɪ.nəl/	theo chiều dọc thời gian	Longitudinal research following students over several years	longitudinal study, longitudinal research, longitudinal data
collectivist	adj	/kəˈlek.tɪ.vɪst/	tập thể, theo chủ nghĩa tập thể	In collectivist cultures, role-play emphasizes group harmony	collectivist society, collectivist culture, collectivist values
immersive	adj	/ɪˈmɜː.sɪv/	mang tính nhập vai cao, chìm đắm	Virtual reality creates immersive role-play experiences	immersive experience, immersive environment, immersive technology

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical	adj	/ˌped.əˈɡɒdʒ.ɪ.kəl/	thuộc về sư phạm	pedagogical application of role-play	pedagogical approach, pedagogical framework
empirical evidence	n	/ɪmˈpɪr.ɪ.kəl ˈev.ɪ.dəns/	bằng chứng thực nghiệm	The empirical evidence supporting role-play	collect empirical evidence, empirical evidence shows
methodological	adj	/ˌmeθ.ə.dəˈlɒdʒ.ɪ.kəl/	thuộc về phương pháp luận	methodological limitations complicate conclusions	methodological challenges, methodological issues
operationalization	n	/ˌɒp.ər.eɪ.ʃən.əl.aɪˈzeɪ.ʃən/	sự thao tác hóa, cụ thể hóa khái niệm	the operationalization of empathy remains contentious	operationalization of concepts, clear operationalization
multifaceted	adj	/ˌmʌl.tiˈfæs.ɪ.tɪd/	đa diện, nhiều khía cạnh	Empathy is a multifaceted construct	multifaceted nature, multifaceted approach, multifaceted issue
contingent	adj	/kənˈtɪn.dʒənt/	tùy thuộc vào, có điều kiện	The relationship may be more contingent and complex	contingent upon, contingent factors, contingent relationship
out-group	n	/ˈaʊt.ɡruːp/	nhóm ngoài, người ngoài cuộc	when participants perceived the target as out-group	out-group members, out-group bias
trivializing	v	/ˈtrɪv.i.ə.laɪz/	xem thường, làm tầm thường hóa	such exercises risk trivializing serious issues	avoid trivializing, trivializing experiences
performative	adj	/pəˈfɔː.mə.tɪv/	mang tính biểu diễn, giả tạo	The phenomenon of performative empathy	performative behavior, performative actions
internalization	n	/ɪnˌtɜː.nəl.aɪˈzeɪ.ʃən/	sự nội hóa, tiếp thu sâu sắc	displays of concern without genuine internalization	promote internalization, internalization of values
socioeconomic	adj	/ˌsəʊ.si.əʊ.iː.kəˈnɒm.ɪk/	thuộc về kinh tế xã hội	In an era of socioeconomic inequality	socioeconomic status, socioeconomic factors
palliative	adj	/ˈpæl.i.ə.tɪv/	mang tính làm dịu, tạm thời	empathy education may serve a palliative function	palliative measure, palliative approach
critical consciousness	n	/ˈkrɪt.ɪ.kəl ˈkɒn.ʃəs.nəs/	ý thức phê phán	combine empathy with critical consciousness	develop critical consciousness, raise critical consciousness
interdisciplinary	adj	/ˌɪn.tə.dɪˈsɪp.lɪ.nər.i/	liên ngành, đa ngành	interdisciplinary collaboration among educators	interdisciplinary approach, interdisciplinary research
randomized controlled trials	n	/ˈræn.də.maɪzd kənˈtrəʊld ˈtraɪ.əlz/	thử nghiệm ngẫu nhiên có đối chứng	research designs incorporating randomized controlled trials	conduct randomized controlled trials, RCT methodology
transformative	adj	/trænsˈfɔː.mə.tɪv/	có tính chuyển đổi, thay đổi sâu sắc	ensure role-play serves transformative functions	transformative learning, transformative experience

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Kết bài

Qua bài luyện tập IELTS Reading về chủ đề “The use of role-play in teaching empathy”, bạn đã được trải nghiệm một đề thi hoàn chỉnh với ba passages có độ khó tăng dần, phản ánh đúng cấu trúc của kỳ thi IELTS thực tế. Chủ đề này không chỉ xuất hiện thường xuyên trong các đề thi IELTS mà còn cung cấp kiến thức bổ ích về phương pháp giáo dục hiện đại – một lĩnh vực được ưa chuộng trong các bài đọc Academic.

Ba passages đã đưa bạn đi từ những khái niệm cơ bản về role-play và empathy (Passage 1), qua các cơ chế tâm lý và thần kinh học đằng sau phương pháp này (Passage 2), cho đến những phân tích phê phán sâu sắc về hiệu quả, đạo đức và thách thức triển khai (Passage 3). Sự chuyển đổi độ khó này giúp bạn làm quen với cách IELTS xây dựng đề thi, từ đó phát triển chiến lược đọc linh hoạt cho từng loại passage.

Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, nhận biết paraphrase, và áp dụng kỹ thuật làm bài cho từng dạng câu hỏi. Hãy dành thời gian xem lại những câu bạn làm sai, hiểu rõ tại sao đáp án đúng lại đúng và rút ra bài học cho lần làm bài tiếp theo. Việc phân tích sai lầm chính là chìa khóa để cải thiện band điểm Reading của bạn.

Cuối cùng, danh sách từ vựng theo từng passage cung cấp những academic words và collocations quan trọng mà bạn có thể gặp lại trong nhiều đề thi khác. Hãy học thuộc những từ này cùng với ngữ cảnh sử dụng để nâng cao cả khả năng đọc hiểu lẫn vốn từ vựng tổng thể. Chúc bạn ôn tập hiệu quả và đạt band điểm cao trong kỳ thi IELTS sắp tới!