Unit

2
Hoàn thành bảng
Note/Table completion

Đề bài sẽ cung cấp một ghi chú bảng biểu hoặc sơ đồ còn chưa hoàn chỉnh. Nhiệm vụ của thí sinh là
tìm từ/ cụm từ trong bài để điền vào các chỗ trống sao cho nội dung của bảng hoặc sơ đồ đúng với
thông tin trong bài đọc.

1. Chiến lược xử lý dạng câu hỏi

Bước 1 Bước 2 Bước 3

Identifying Spotting Extracting & Answering

• Xác định và phân loại từ
khóa.
• Xác định dạng từ cần điền
vào chỗ trống và số từ cần
điền dựa theo đề bài.
• Scan bài đọc để tìm khu
vực chứa thông tin cần thiết
(dựa trên những từ khoá đã
tìm).
• Khi scan đoạn văn, thí sinh
lưu ý cần sử dụng kỹ thuật
Eye-movement.
• Đối chiếu phần chứa
thông tin và câu hỏi. Đọc
hiểu phần thông tin vừa tìm
được.
• Chọn từ và đối chiếu với
dạng từ cần điền đã xác định
ở bước 1.
• Đọc lại câu để một lần nữa
kiểm tra độ chính xác của
thông tin.

2. Ví dụ
From 1920, women started rebelling against old restricted clothes and started wearing casual clothes
such as, trousers and short skirts. A big development came when women were starting to be called
“Flappers” for their new breed of young women that decided to go against outdated regulations by
flaunting their skin that was known to be unacceptable. In the 1930’s the big thing was dresses that
often included an overcoat. They were very popular in the thirties with any pattern that wasn’t too
obnoxious was very popular for women, like flowery dresses for instance. Although women were
wearing dresses they were still not allowed to show much skin. Even celebrities wore long dresses
with their hair close to their head. Women’s fashion in the 1940’s defiantly got a little bit more
modern. Although the fashion industry was held down by World War 2 regulations, that didn’t stop
women from wearing and making their elegant clothes, which is then often accompanied with certain

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accessories like gloves. They were a well-known thing in the forties, which is why in almost every
photos back then, women are pictured wearing gloves. Also, a big thing was rain-jackets with fur. This
was to keep women warm throughout the rain and snow. Later on, due to the high demand in fabrics
for World War 2, there were limited quantities of fabric for women to use, so they had to stick with
a simple outfit. The early sixties women’s fashion was more conservative and formal. However, that
quickly changed when music started influencing society. Women started wearing short skirts, tie-
dye shirts, basically anything with bright and swirling colors. This was a big event in fashion history
because women were baring their skin like never before.

Questions 1-3
Complete the notes below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
1920: - Women preferred (1). ................................................................................ to restricted ones
- Young women who rebelled against outdated rules were called “Flappers”
1930: Dresses (include an overcoat):
- popular
- with simple (2). ......................................................................................................................
1940: Clothes:
- become more modern
- often worn with (3). ................................................................................................................

Câu hỏi sẽ đi theo thứ tự đề bài (tức là đáp án câu 1 sẽ nằm trước câu 2).
Dạng bài này khác với Sentence Completion ở chỗ câu hỏi sẽ thường không ở dạng câu đầy đủ.

3. Áp dụng phương pháp

Bước 1: Identifying
Xác định các từ khoá và đọc hiểu câu hỏi

Số liệu về thời gian Chủ đề của bài đọc Restricted là V – ed đóng vai trò
→ Từ khóa khó thay thế → Từ khóa chìm là tính từ → Từ khóa chìm

1920 - Women preferred 1. ....................... to restricted ones

- Young women who rebelled against outdated rules were called “Flappers”

Tuy không nằm gần câu hỏi nhưng có thể

dùng để đánh dấu vùng thông tin (đáp án câu
1 sẽ nằm trước thông tin này)

Xác định dạng từ cần điền và số lượng từ cần điền:

Cấu trúc của động từ “prefer” là “to

prefer noun to noun”, như vậy (1) là
Women preferred (1) ............................... to restricted ones
danh từ/cụm danh từ.

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Bước 2: Spotting
From 1920, women started rebelling against old (1)
(1) Từ khoá tính từ trong câu hỏi:
restricted clothes and started wearing casual clothes such
“restricted” = bị hạn chế
as, trousers and short skirts. A big development came when
women were starting to be called (2)“Flappers” for their
(2) Đáp án câu (1) sẽ nằm trước từ
new breed of young women that decided to go against
này
outdated regulations by flaunting their skin that was known
to be unacceptable.
Điểm nhìn đầu tiên và
hướng di chuyển của mắt

Bước 3: Extracting & Answering

Đối chiếu với câu hỏi để tìm đáp án

From 1920, women started rebelling against old restricted clothes and started wearing
casual clothes such as, trousers and short skirts.

Cả 2 đáp án đều phù hợp về nghĩa

và loại từ, nhưng “trousers and short
skirts” không thoả mãn số từ cần
điền (dưới 2 từ)

Đáp án cuối cùng: Women preferred (1). casual clothes to restricted ones

Áp dụng tương tự câu 2 và 3

1930: Dresses (include an overcoat):
• popular
• with simple (2)......................
1940: Clothes:
• become more modern
• often worn with (3)......................

Đáp án:
(2) pattern
(3) gloves

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Practice
Bài tập 1
Your brain activity can be used to measure how well you understand a concept

A. As students learn a new concept, measuring how well they grasp it has often depended on traditional
paper and pencil tests. Dartmouth researchers have developed a machine learning algorithm, which
can be used to measure how well a student understands a concept based on his or her brain activity
patterns. The findings are published in Nature Communications.

B. The study is one of the first to look at how knowledge learned in school is represented in the
brain. To test knowledge of concepts in STEM, Dartmouth researchers examined how novices and
intermediate learners’s knowledge and brain activity compared when testing mechanical engineering
and physics concepts, and then developed a new method to assess their conceptual understanding.

C. “Learning about STEM topics is exciting but it can also be quite challenging. Yet, through the
course of learning, students develop a rich understanding of many complex concepts. Presumably,
this acquired knowledge must be reflected in new patterns of brain activity. However, we currently
don’t have a detailed understanding of how the brain supports this kind of complex and abstract
knowledge, so that’s what we set out to study” said senior author David Kraemer, an assistant professor
of education at Dartmouth College.

D. Twenty-eight Dartmouth students participated in the study, broken into two equal groups:
engineering students and novices. Engineering students had taken at least one mechanical engineering
course and an advanced physics course, whereas novices had not taken any college -level engineering
or physics classes. The study was comprised of three tests, which focused on how structures are built
and assessed participants’s understanding of Newton’s third law - for every action there is an equal
and opposite reaction. Newton’s third law is often used to describe the interactions of objects in
motion, but it also applies to objects that are static, or nonmoving: all of the forces in a static structure
need to be in equilibrium, a principle fundamental to understanding whether a structure will collapse
under its own weight or whether it can support more weight.

E. At the start of the study, participants were provided with a brief overview of the different types of
forces in mechanical engineering. In an fMRI scanner, they were presented with images of real-world
structures (bridges, lampposts, buildings, and more) and were asked to think about how the forces in
a given structure balanced out to keep the structure in equilibrium. Then, participants were prompted
with a subsequent image of the same structure, where arrows representing forces were overlaid onto
the structure. Participants were asked to identify if the Newtonian forces had been labeled correctly
in this diagram. Engineering students (intermediate learners) answered 75 percent of the diagrams

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correctly and outperformed the novices, who answered 53.6 percent correctly.

F. Before the fMRI session, participants were also asked to complete two standardized, multiple-
choice tests that measured other mechanical engineering and physics knowledge. For both tests, the
engineering students had significantly higher scores than the novices with 50.2 percent versus 16.9
percent, and 79.3 percent versus 35.9 percent.

G. In cognitive neuroscience, studies on how information is stored in the brain often rely on averaging
data across participants within a group, and then comparing their results to those from another group
(such as experts versus novices). For this study, the Dartmouth researchers wanted to devise a data-
driven method, which could generate an individual “neural score” based on the brain activity alone,
without having to specify which group the participant was a part of. The team created a new method
called an informational network analysis, a machine learning algorithm which “produced neural scores
that significantly predicted individual differences in performance” testing knowledge of specific STEM
concepts. To validate the neural score method, the researchers compared each student’s neural score
with his/her performance on the three tests. The results demonstrated that the higher the neural
score, the higher the student scored on the concept knowledge tests.

H. “In the study, we found that when engineering students looked at images of real-world structures,
the students would automatically apply their engineering knowledge, and would see the differences
between structures such as whether it was a cantilever, truss or vertical load” explained Kraemer.
“Based on the similarities in brain activity patterns, our machine learning algorithm method was able
to distinguish the differences between these mechanical categories and generate a neural score that
reflected this underlying knowledge. The idea here is that an engineer and novice will see something
different when they look at a photograph of a structure, and we’re picking up on that difference” he
added.

I. The study found that while both engineering students and novices use the visual cortex similarly
when applying concept knowledge about engineering, they use the rest of the brain very differently
to process the same visual image. Consistent with prior research, the results demonstrated that the
engineering students’ conceptual knowledge was associated with patterns of activity in several brain
regions, including the dorsal frontoparietal network that helps enable spatial cognition, and regions
of ventral occipitotemporal cortex that are implicated in visual object recognition and category
identification.

J. The informational network analysis could also have broader applications, as it could be used to
evaluate the effectiveness of different teaching approaches. The research team is currently testing
the comparison between hands-on labs versus virtual labs to determine if either approach leads to
better learning and retention of knowledge over time.

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Questions 1 – 5
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answer in boxes 1 – 5 on your answer sheet.

Dartmouth Test
Participants: 28 students divided into 1 ……………….. groups with the same number of members
• Engineering students: had knowledge about mechanical engineering and physics.
• Novices: had not done any engineering and physics courses in 2 ………….............................……
Tests: the students looked at photographs of buildings, bridges and other similar 3 ..........................
.................... in an fMRI scanner. After that, the participants looked at the subsequent images with
arrow showing 4 ………….....................……………. forces. Then they were asked whether the labels
were right.
Result: the intermediate students 5 …………....................………….. the novices.

Áp dụng phương pháp

Bước 1: Identifying
Choose ONE WORD ONLY from the passage for each answer.

- Số từ cần điền: Chỉ một từ duy nhất.

Participants: 28 students divided into (1) ………………......... groups with the same number of members.

Số liệu Divide là động từ Groups là danh từ Cụm danh từ

→ Từ khóa khó thay thế → Từ khóa chìm → Từ khóa dễ thay thế → Từ khóa dễ thay thế

(1) đứng sau cụm động từ divided into và trước danh từ groups, vì vậy có thể đoán từ cần điền là
Danh từ hoặc Tính từ.

Bước 2: Spotting
Lưu ý thứ tự ưu tiên sử dụng từ khóa để xác định thông tin cần thiết: 28 → groups, the same number of
members → divided
Twenty-eight Dartmouth students participated in the study, broken into Từ khoá 2: Broken
into = divided into
two equal groups: engineering students and novices
được chia ra

Từ khoá 1
Từ khoá 3 + 4: equal = same number
→ equal groups = groups with the
same number of members

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Bước 3: Extracting & Answering

Twenty-eight Dartmouth students participated in the study, broken into (1) two equal groups:
engineering students and novices

Participants: 28 students divided into (1) ……………….. groups with the same number of members
Đáp án đúng: (1) two

Áp dụng tương tự câu 2 - 5

Bài tập 2
Taoism and Confucianism — Ancient Philosophies
“Those who know do not say; those who say do not know.” -Lao-tzu
“The superior men are sparing in their words and profuse in their deeds.” -Confucius

The 6th century B.C.E. was an amazing time of philosophical growth for ancient China. It was during
that time that the two most influential spiritual leaders native to China, Confucius and Lao-tzu, are
thought to have lived and taught. The philosophies that they practiced, Taoism and Confucianism,
existed simultaneously in dynastic China, attracting countless numbers of followers over the past
2,500 years. The fascination of both the Eastern and Western worlds with these two legendary figures
and the philosophies that they created remains strong.

The Old Master

Lao-tzu, translated as either “Old Master” or “Old Boy” is believed to be the author of Taoism. Very
little is known of his life; he may not even have existed. According to myth, at his birth around 604
B.C.E., Lao-tzu came from the womb as an old man, white-haired and full of wisdom. He eventually
took a position as head librarian of the Imperial Archives. Saddened by society’s lack of goodness,
Lao-tzu decided to leave his home in Luoyang to live out the rest of his life in quiet and solitude
somewhere beyond the Great Wall of China, possibly near Tibet. As he passed through the city gates
for the final time, the gatekeeper asked Lao-tzu to write down his parting thoughts. The “Old Master”
agreed, and three days later returned with a small book. Lao-tzu then left civilization, never to return.
His writings were titled the Tao Te Ching, and became the most important text of Taoism.

According to Taoism, the entire universe and everything in it flows with a mysterious, unknowable force
called the Tao. Translated literally as “The Way,” the Tao has many different meanings. It is the name that
describes ultimate reality. The Tao also explains the powers that drive the universe and the wonder
of human nature. Taoists believe that everything is one despite all appearances. Opinions of good
and evil or true and false only happen when people forget that they are all one in the Tao. Therefore,
it is the aim of Taoists not to forget, and if forgotten to remember that oneness. However, Lao-tzu
reminds believers that the Tao is difficult to grasp: “the Tao that can be spoken is not the true Tao.”

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Over time a Taoist religion evolved, becoming somewhat different from the philosophy of Taoism just
described. While religious Taoism held some of the same beliefs, it also called for worship of many
gods and ancestors, a practice that began during the Shang dynasty. Other religious practices included
the cultivation of bodily energy called “chi,” the creation of a system of morals, and use of alchemy in
attempts to attain immortality. The folk religion of Taoism became popular after its adoption by China
as the state religion in 440 C.E., and continues to be practiced even to the present-day.

Confucius and the Analects

The other driving philosophy of dynastic China was created by a politician, musician, and philosopher
named Confucius. Born in 551 B.C.E., Confucius wandered throughout China, first as a government
employee, and later as a political advisor to the rulers of the Chou dynasty. In later life, Confucius
left politics to teach a small group of students. After his death in 479 B.C.E., the ethics and moral
teachings of Confucius were written down by his students to become the Lun-yü, or Analects. Many
of his clever sayings are still followed today. “It is as hard to be poor without complaining as to be rich
without becoming arrogant.”

Learning to be human was the goal of Confucianism. According to Confucius, each person should act
with virtue in all social matters; family, community, state, and kingdom, to ensure order and unity.
Man’s virtue in all its forms is called “Jen.” “Jen” is all encompassing and unable to be defined, in some
respects similar to the Tao. Confucian ceremonies contained many rituals based in the Five Classics,
especially the I Ching, or Book of Changes. Procedures for birth, marriage, and death were rigid and
specific. For example, according to Confucian funeral tradition, a willow branch is always carried
behind the body of the deceased symbolizing the soul of that person.

However, by far the most influential aspect of Confucianism remains the Analects: “Not to teach
a man who can be taught, is to waste a man; to teach a man who cannot be taught, is a waste of words.
The wise will lose neither men nor words.” It was sayings such as this one that made Confucianism the
social philosophy of China from the Han dynasty in 202 B.C.E. until the end of dynastic rule in 1911.

Rival Philosophies

Taoism and Confucianism have lived together in China for well over 2,000 years. Confucianism deals
with social matters, while Taoism concerns itself with the search for meaning. They share common
beliefs about man, society, and the universe, although these notions were around long before either
philosophy. Both began as philosophies, each later taking on religious overtones. Legend states that
Confucius and Lao-tzu did in fact meet to discuss the Imperial Archives. Lao-tzu was unimpressed by
the beautiful robes worn by Confucius, and did not agree with looking back on the past. “Put away
your polite airs and your vain display of fine robes. The wise man does not display his treasures to
those he does not know. And he cannot learn justice from the Ancients.”

Regardless of the disagreements between Lao-tzu and Confucius, both Taoism and Confucianism

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have served as guides. They have led China through the peaks and valleys of its vast history, the
longest continuing story on the planet.

Questions 1- 4
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answer in boxes 1 - 4 on your answer sheet.

Philosophy Belief

Taoism The meaning of the Tao says how (1)………………….is like

The universe is originated by certain (2)………………..
Everything on Earth is a single unit although their (3)………………can be
different.

Confucianism Teaching can be a (4)……………..without having the right learners.

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Bài tập 3
How to decide

A. A good life is the fruit of a succession of good decisions, especially around love and work. However,
we seldom accord the business of decision-making the kind of careful attention it requires. When faced
with a large decision, we lack rituals and procedures. We typically procrastinate, lean on the nearest
person or rush headlong into an unexamined solution. Fortunately, decision-making is a skill and – like
any other – it can be taught. The chief enemy of good decisions is a lack of sufficient perspectives on
a problem. We should systematically think through any issue from six distinct angles: through the eyes
of – variously – our Enemy, our Gut, Death, Caution, Courage and our Parents. As we try out, juggle
with and then synthesise these oblique perspectives, we will feel our sense of possibility expand – and
a tolerable way forward gradually emerge from the present confusion.

B. Our enemies have deep insights into us: they know our frailties, they actively want the worst for
us and they’re bringing a desperate, mean intelligence to bear on our case. Thinking of them helps
beautifully to clarify our thoughts. It can be unfeasibly hard to be a true friend to ourselves, in the way
we should be; our minds may well go blank if asked to imagine what a sweet and well-meaning person
might advise us to do next. We’re so much better at getting into the heads of our bitterest foes. They
appreciate our weaknesses and temptations like no other. We can at least put these characters to
constructive use: by doing the very opposite of what we suspect (probably very correctly) they might
propose and say. We will be energised and focused by the haunting voices of those dispiriting but very
telling and mesmerising judges: those who refuse to believe in us.

C. In a sense, we know the answer already – or at least one version of it. We call it gut-instinct and
it is there from the moment a dilemma first appears. The Gut is the accumulation of all the decision-
making lessons we’ve ever derived across our lives, revealed unconsciously at speed. Most of us have
become rather good at not listening to the Gut. Probably it got us into trouble a number of times,
maybe pushing us into some crazy moments for which we paid dear. Now we pride ourselves on
being thinking people, who take their time, gather evidences and make full use of their higher mental
powers, as well we should. Nevertheless, we thereby lose a source of very important insight. We
should be brave enough to invite our Gut to the decision-making table, not necessarily in order to
follow it but in order to know what it wants, and then submit its stubborn and impatient certainties to
gentle rational cross-examination.

D. The largest, but always easily-forgotten certainty, is that all our decisions are unfolding in the
backdrop of a giant ticking death clock. We should listen to its beat and take its daunting messages
to heart. The thought of Death has a habit of highlighting our responsibilities to ourselves and of
weakening our concern for living according to what is expected of us by society. It is a terrifying agent
of reality. Death may lend us a perverse new sort of confidence to tackle challenges. By frightening us
about one enormous thing, it may make us less scared of the many smaller obstacles in our way. Our
lives won’t be what they could be unless we submit pretty much every choice we face to the arbiter of

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eternity and oblivion. The thought of death is the guarantor of the meaningfulness of our lives.

E. Somewhere around the table at every decision must be the voice of caution. It wears dowdy clothes
and speaks quietly. It certainly lacks glamour in an age of bravado and bombast. It’s easy to feel that
we must always and invariably jump – because life has to be about giving the new ago. It may not
be. Let’s remember, Caution clears its throat to tell us, that most new businesses fail, most schemes
end in disaster and most relationships merely rehash the themes of the current unsatisfactory one.
Furthermore, there is a huge amount to be lost and there are many people around us who may get
very hurt by our ambitions. Caution does not look down on the idea of compromise, it recognises that
there are, at points, simply no ideal options for the imperfect beings we ultimately are. Caution has
the bravery not always to rebel against reality.

F. From an early age, we’ve learnt how to follow the rules, wait in line and do the dutiful, expected
things. We can be good boys and girls; it got us to where we are today. There would have been no
other way to learn how to spell, drive a car or take up a position in the working world. But there
can now be a subtle risk from an opposite direction; the risk of being overly faithful for too long to
conventions that were dreamt up without our particular interests and hopes in mind. At points, we
need vigorously to relearn the art of Courage, to remember that the happiest lives have invariably
had inflection points where people did the slightly unexpected and weird thing, took a gamble and
won. Sometimes, Caution is just weakness and cowardice wrapped up in the cloak of self-deception.
Courage and Caution need to fight this one out, without any presumption of victory on either side.

G. They have been in our heads longer than anyone else. They don’t necessarily know best, that is more
than evident. But we have to bring their way of thinking to consciousness, because it is there anyway,
constantly subtly influencing what we think and may plan. We should articulate directly what each
parent (if we knew them) would have advised us to do. Even if they are long dead, the exercise won’t
be hard. We are probably their best mimics and interpreters. Then comes the job of sifting through the
advice. A lot of it stands to be self-serving. They may oddly have been a bit competitive with us. They
may have made mistakes they needed to justify to themselves; they may not have wanted us to be
happy in our own way. But they also – at their kindest moments – genuinely didn’t want us to suffer
more than we had to or repeat the mistakes they had already paid dearly for. At moments of great
choice, we should bear to reclaim our real inheritance: the experience of those who came before us.

Questions 1-8
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write you answer in boxes 1-8 on your answer sheet.

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 The business of making good decision

Aspects to consider What we should do

Enemies
→ do the exact 1 _____________ of what
• understand our weaknesses
our enemies want
• always try to stop us

Gut
• gives us a sense of knowing what is right → make use of our own insights into
• is the 2 _________________________ of all the issue by 3 _____________ to the gut
decisions we’ve learned to make

Death
• motivates us to live for ourselves
• is a 4 ______________________________________
→ keep death clock beats in mind
reminder of reality
• give us 5 _______________________________
confidence to overcome obstacles

Caution
• is subtle and quite → always consider the consequences
• is invariably not willing to react against of our decisions
6 ___________________________________________

Courage
• plays a role as 7 ____________________________ → be brave to take risks
leading us to a happy life

Parents
• know and influence us more than anyone else → interpret advices from our parents
• want us to receive better things and avoid their and then sift through them
previous costly 8 _____________________________

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