Hướng dẫn các bước làm dạng bài Summary Completion IELTS Reading

Summary Completion IELTS Reading là dạng bài có tần suất xuất hiện khá cao và do vậy là một trong những loại câu hỏi phổ biến trong phần thi Reading. Ở bài viết này, TCE sẽ hướng dẫn các bạn các bước tối ưu nhất để hoàn thành dạng bài Summary Completion IELTS Reading và một số bài luyện tập để các bạn thực hành thêm!

I. Thông tin tổng quan về Summary Completion IELTS Reading

Ở phần đầu tiên, chúng ta sẽ cùng tìm hiểu xem dạng bài Summary Completion IELTS Reading đưa ra những yêu cầu gì và cấu trúc của câu hỏi sẽ như thế nào.

1. Summary Completion là gì?

Summary Completion là gì?

Dạng bài Summary Completion sẽ yêu cầu thí sinh hoàn thành một đoạn tóm tắt (summary) bằng cách điền các từ còn thiếu. Tóm tắt này thường dựa trên nội dung của một phần hoặc toàn bộ bài đọc. Người đọc cần phải tìm thông tin trong bài đọc và điền vào chỗ trống với:

• Từ trực tiếp trong bài đọc hoặc
• Từ trong danh sách được cho trước

Ngoài việc trau dồi từ vựng cho kỹ năng Viết, bạn cũng nên nắm rõ các dạng câu hỏi trong kỹ năng Đọc như Multiple Choice là gì, giúp cải thiện khả năng chọn đáp án chính xác.

2. Cấu trúc dạng Summary Completion

Như đã phân tích ở trên, chúng ta chia Summary Completion thành 2 loại:

Dạng 1: Không có danh sách từ

• Thí sinh sẽ được cung cấp một đoạn tóm tắt với những từ còn thiếu và sẽ cần phải tìm ra các từ còn thiếu từ trong bài đọc. Từ cần điền phải được viết chính xác như trong đoạn văn.
• Số lượng từ được điền sẽ được nêu ở trong phần yêu cầu. 

Dưới đây là dạng bài Summary Completion IELTS Reading không có danh sách từ, và đề bài yêu cầu chỉ được điền 1 từ “ONE WORD ONLY”. Các bạn hãy chú ý đọc kỹ yêu cầu này trước khi làm bài nhé.

Dạng summary completion không có danh sách từ

(Cam 18- Test 1 – Passage 3)

Dạng 2: Có danh sách từ

• Các bạn sẽ được cung cấp một đoạn tóm tắt với những từ còn thiếu và dưới đoạn tóm tắt đó là một danh sách các từ. Mỗi từ được đại diện bởi một chữ cái.
• Người làm bài cần sử dụng các từ có trong hộp để điền vào các chỗ trống.
• Từ trong hộp có thể nhiều hơn số lượng từ cần điền trong bài tóm tắt.

Dưới đây là ví dụ dạng bài Summary Completion IELTS Reading có danh sách từ. Với dạng bài này các bạn nhớ sử dụng chữ cái trước các từ để điền vào chỗ trống nhé.

(Cam 18 – Test 2 – Passage 3)

II. Cách làm bài dạng Summary Completion IELTS Reading

Dù là được cung cấp một danh sách từ, hay là thí sinh cần tự tìm từ trong bài đọc để điền, thì các bước để xử lý dạng bài Summary Completion là giống nhau. Dưới đây TCE sẽ đi cùng các bạn từng bước để xử lí bài Summary Completion IELTS Reading câu hỏi 24-26  từ đề Cam 18 – Test 2 – Passage 3.

Thông thường, dạng bài Summary Completion sẽ là loại câu hỏi xuất hiện thứ 2 hoặc cuối cùng trong một bài đọc. Do vậy trước khi đặt bút làm dạng bài này, các bạn đã nắm được khái quát nội dung chính. Điều này có thể là một nhược điểm khi luyện tập riêng biệt từng dạng bài bởi sẽ mất nhiều thời gian hơn để xác định vị trí thông tin. 

Tuy vậy, chúng ta hãy cùng nhau xử lí đề bài dưới đây với câu hỏi Summary Completion nhé.

1. Bài đọc

Living with artificial intelligence

1. Powerful artificial intelligence (AI) needs to be reliably aligned with human values, but does this mean AI will eventually have to police those values? This has been the decade of AI, with one astonishing feat after another. A chess-playing AI that can defeat not only all human chess players, but also all previous human-programmed chess machines, after learning the game in just four hours? That’s yesterday’s news, what’s next? True, these prodigious accomplishments are all in so-called narrow AI, where machines perform highly specialised tasks. But many experts believe this restriction is very temporary. By mid-century, we may have artificial general intelligence (AGI) — machines that can achieve human-level performance on the full range of tasks that we ourselves can tackle.
2. If so, there’s little reason to think it will stop there. Machines will be free of many of the physical constraints on human intelligence. Our brains run at slow biochemical processing speeds on the power of a light bulb, and their size is restricted by the dimensions of the human birth canal. It is remarkable what they accomplish, given these handicaps. But they may be as far from the physical limits of thought as our eyes are from the incredibly powerful Webb Space Telescope.
3. Once machines are better than us at designing even smarter machines, progress towards these limits could accelerate. What would this mean for us? Could we ensure a safe and worthwhile coexistence with such machines? On the plus side, AI is already useful and profitable for many things, and super AI might be expected to be super useful, and super profitable. But the more powerful AI becomes, the more important it will be to specify its goals with great care. Folklore is full of tales of people who ask for the wrong thing, with disastrous consequences — King Midas, for example, might have wished that everything he touched turned to gold, but didn’t really intend this to apply to his breakfast.
4. So we need to create powerful AI machines that are ‘human-friendly’ — that have goals reliably aligned with our own values. One thing that makes this task difficult is that we are far from reliably human-friendly ourselves. We do many terrible things to each other and to many other creatures with whom we share the planet. If superintelligent machines don’t do a lot better than us, we’ll be in deep trouble. We’ll have powerful new intelligence amplifying the dark sides of our own fallible natures.
5. For safety’s sake, then, we want the machines to be ethically as well as cognitively superhuman. We want them to aim for the moral high ground, not for the troughs in which many of us spend some of our time. Luckily they’ll be smart enough for the job. If there are routes to the moral high ground, they’ll be better than us at finding them, and steering us in the right direction.
6. However, there are two big problems with this utopian vision. One is how we get the machines started on the journey, the other is what it would mean to reach this destination. The ‘getting started’ problem is that we need to tell the machines what they’re looking for with sufficient clarity that we can be confident they will find it — whatever ‘it’ actually turns out to be. This won’t be easy, given that we are tribal creatures and conflicted about the ideals ourselves. We often ignore the suffering of strangers, and even contribute to it, at least indirectly. How then, do we point machines in the direction of something better?
7. As for the ‘destination’ problem, we might, by putting ourselves in the hands of these moral guides and gatekeepers, be sacrificing our own autonomy — an important part of what makes us human. Machines who are better than us at sticking to the moral high ground may be expected to discourage some of the lapses we presently take for granted. We might lose our freedom to discriminate in favour of our own communities, for example.
8. Loss of freedom to behave badly isn’t always a bad thing, of course: denying ourselves the freedom to put children to work in factories, or to smoke in restaurants are signs of progress. But are we ready for ethical silicon police limiting our options? They might be so good at doing it that we won’t notice them; but few of us are likely to welcome such a future.
9. While these concerns may appear speculative, they are already manifest to a certain degree. AI, for example, has begun to exert influence over resource spending within the National Health Service (NHS) in the United Kingdom. If it was given a greater role, it might do so much more efficiently than humans can manage, and act in the interests of taxpayers and those who use the health system. However, we’d be depriving some humans (e.g. senior doctors) of the control they presently enjoy. Since we’d want to ensure that people are treated equally and that policies are fair, the goals of AI would need to be specified correctly.
10. We have a new powerful technology to deal with — itself, literally, a new way of thinking. For our own safety, we need to point these new thinkers in the right direction, and get them to act well for us. It is not yet clear whether this is possible, but if it is, it will require a cooperative spirit, and a willingness to set aside self-interest.
11. Both general intelligence and moral reasoning are often thought to be uniquely human capacities. But safety seems to require that we think of them as a package: if we are to give general intelligence to machines, we’ll need to give them moral authority, too. And where exactly would that leave human beings? AIl the more reason to think about the destination now, and to be careful about what we wish for.

Question 24 – 26:

Complete the summary using the list of phrases, A-F, below

Write the correct letter, A-F, in boxes 24-26 on your answer sheet

Cách làm bài dạng Summary Completion IELTS Reading

Using AI in the UK health system

AI currently has a limited role in the way 24………………. are allocated in the health service. The positive aspect of AI having a bigger role is that it would be more efficient and lead to patient benefits. However, such a change would result, for example, in certain 25……………… not having their current level of 26……………… It is therefore important that AI goals are appropriate so that discriminatory practices could be avoided.

2. Các bước làm Summary Completion IELTS Reading

Các bước làm Summary Completion IELTS Reading

Bước 1: Đọc 2 -3 đoạn văn đầu tiên để nắm được ý chính của bài đọc

Các bạn sử dụng phương pháp đọc Skimming để lấy ý chính bằng cách đọc lướt các câu đầu và câu cuối của đoạn văn. 

Với đoạn văn đầu tiên: 

Powerful artificial intelligence (AI) needs to be reliably aligned with human values, but does this mean AI will eventually have to police those values? This has been the decade of AI, with one astonishing feat after another. A chess-playing AI that can defeat not only all human chess players, but also all previous human-programmed chess machines, after learning the game in just four hours? That’s yesterday’s news, what’s next? True, these prodigious accomplishments are all in so-called narrow AI, where machines perform highly specialised tasks. But many experts believe this restriction is very temporary. By mid-century, we may have artificial general intelligence (AGI) — machines that can achieve human-level performance on the full range of tasks that we ourselves can tackle.

Những câu mà TCE in đỏ Những câu chứa nội dung chính của đoạn.

Như vậy ta xác định được nội dung chính đoạn A: AI đang phát triển nhanh chóng và có thể đạt đến trí tuệ nhân tạo tổng quát (AGI).

Tương tự với đoạn B-L, ta có thể rút ra các thông tin chính sau:

B: Máy móc sẽ vượt qua giới hạn vật lý của con người trong việc xử lý thông tin.

C: AI mang lại lợi ích, tuy nhiên con người cần thận trọng.

Và hãy kết hợp học các dạng bài khác trong IELTS Reading như Matching Heading để nâng cao khả năng nhận diện ý chính và phân tích biểu đồ thông tin hiệu quả hơn.

Bước 2: Đọc đoạn tổng quát và danh sách từ (nếu có)

Đọc kĩ đoạn summary để xác định nội dung chính, và danh sách từ cần điền. Gạch chân các keyword chính trong đoạn, nên ưu tiên các keyword là tiên riêng như UK

Ở trong bài, đoạn tổng quát nói về việc sử dụng AI trong hệ thống y tế của Anh

Bước 3: Xác định vị trí thông tin của đoạn summary trong bài đọc

Người đọc quay trở lại bài đọc và tìm trong các đoạn văn vừa đọc liệu có đoạn nào chứa keyword là UK hay không.

Nếu không các bạn đọc tiếp các đoạn văn tiếp theo. 

Ta thấy đến đoạn I xuất hiện keyword: United Kingdom

1. While these concerns may appear speculative, they are already manifest to a certain degree. AI, for example, has begun to exert influence over resource spending within the National Health Service (NHS) in the United Kingdom. If it was given a greater role, it might do so much more efficiently than humans can manage, and act in the interests of taxpayers and those who use the health system. However, we’d be depriving some humans (e.g. senior doctors) of the control they presently enjoy. Since we’d want to ensure that people are treated equally and that policies are fair, the goals of AI would need to be specified correctly.

Bước 4: Gạch chân keyword trong từng câu hỏi

AI currently has a limited role in the way 24………………. are allocated in the health service. 

Bước 5: Xác định thông tin tương ứng trong bài đọc 

Thí sinh xác định thông tin tương ứng bằng cách đối chiếu keyword với từ đồng nghĩa trong bài đọc.

Bạn cũng nên luyện tập với các dạng câu hỏi True/False/Not Given để nâng cao kỹ năng đọc hiểu chi tiết và xác nhận đúng sai thông tin.

Bước 6: Viết câu trả lời và lặp lại các bước tương tự với các câu còn lại

Vị trí cần điền là danh từ,  là cái gì đó được phân bổ, sử dụng => đáp án sẽ là resource

AI currently has a limited role in the way 24……resource…………. are allocated in the health service. 

III. Một số lưu ý khi làm Summary Completion IELTS Reading

Với dạng bài Summary Completion, TCE cũng muốn đưa tới các bạn một vài lưu ý khi các bạn xử lý dạng bài này

1. Đọc kĩ đề bài trước khi làm: Theo yêu cầu, có thể có một số lượng từ nhất định cần điền vào chỗ trống nên các bạn đừng vượt quá số lượng từ quy định trong bài.
2. Câu trả lời hầu như luôn luôn theo thứ tự nên các bạn cứ làm các câu hỏi theo trình tự trong bài đọc.
3. Với dạng bài điền từ lấy từ trong đoạn văn, các bạn phải viết đúng chính tả và từ loại giống ở trong đoạn nhé.
4. Nếu đó là dạng bài chọn từ từ danh sách, các bạn nhớ là sẽ viết chữ cái trước mỗi từ vào đáp án

IV. Bài tập vận dụng

Dưới đây là bài tập vận dụng với dạng bài Summary Completion IELTS Reading.

Bài 1: Dạng 1: Không có danh sách từ (Cam 18: Test 3 – Passage 2)

The steam car

The successes and failures of the Doble brothers and their steam cars

1. When primitive automobiles first began to appear in the 1800s, their engines were based on steam power. Steam had already enjoyed a long and successful career in the railways, so it was only natural that the technology evolved into a miniaturized version which was separate from the trains. But these early cars inherited steam’s weaknesses along with its strengths. The boilers had to be lit by hand, and they required about twenty minutes to build up pressure before they could be driven. Furthermore, their water reservoirs only lasted for about thirty miles before needing replenishment. Despite such shortcomings, these newly designed self-propelled carriages offered quick transportation, and by the early 1900s it was not uncommon to see such machines shuttling wealthy citizens around town.
2. But the glory days of steam cars were few. A new technology called the Internal Combustion Engine soon appeared, which offered the ability to drive down the road just moments after starting up. At first, these noisy gasoline cars were unpopular because they were more complicated to operate and they had difficult hand-crank starters, which were known to break arms when the engines backfired. But in 1912 General Motors introduced the electric starter, and over the following few years steam power was gradually phased out.
3. Even as the market was declining, four brothers made one last effort to rekindle the technology. Between 1906 and 1909, while still attending high school, Abner Doble and his three brothers built their first steam car in their parents’ basement. It comprised parts taken from a wrecked early steam car but reconfigured to drive an engine of their own design. Though it did not run well, the Doble brothers went on to build a second and third prototype in the following years. Though the Doble boys’ third prototype, nicknamed the Model B, still lacked the convenience of an internal combustion engine, it drew the attention of automobile trade magazines due to its numerous improvements over previous steam cars. The Model B proved to be superior to gasoline automobiles in many ways. Its high-pressure steam drove the engine pistons in virtual silence, in contrast to clattering gas engines which emitted the aroma of burned hydrocarbons. Perhaps most impressively, the Model B was amazingly swift. It could accelerate from zero to sixty miles per hour in just fifteen seconds, a feat described as ‘remarkable acceleration’ by Automobile magazine in 1914.
4. The following year Abner Doble drove the Model B from Massachusetts to Detroit in order to seek investment in his automobile design, which he used to open the General Engineering Company. He and his brothers immediately began working on the Model C, which was intended to expand upon the innovations of the Model B. The brothers added features such as a key-based ignition in the cabin, eliminating the need for the operator to manually ignite the boiler. With these enhancements, the Dobles’ new car company promised a steam vehicle which would provide all of the convenience of a gasoline car, but with much greater speed, much simpler driving controls, and a virtually silent powerplant. By the following April, the General Engineering Company had received 5,390 deposits for Doble Detroits, which were scheduled for delivery in early 1918.
5. Later that year Abner Doble delivered unhappy news to those eagerly awaiting the delivery of their modem new cars. Those buyers who received the handful of completed cars complained that the vehicles were sluggish and erratic, sometimes going in reverse when they should go forward. The new engine design, though innovative, was still plagued with serious glitches.
6. The brothers made one final attempt to produce a viable steam automobile. In early 1924, the Doble brothers shipped a Model E to New York City to be road-tested by the Automobile Club of America. After sitting overnight in freezing temperatures, the car was pushed out into the road and left to sit for over an hour in the frosty morning air. At the turn of the key, the boiler lit and reached its operating pressure inside of forty seconds. As they drove the test vehicle further, they found that its evenly distributed weight lent it surprisingly good handling, even though it was so heavy. As the new Doble steamer was further developed and tested, its maximum speed was pushed to over a hundred miles per hour, and it achieved about fifteen miles per gallon of kerosene with negligible emissions.
7. Sadly, the Dobles’ brilliant steam car never was a financial success. Priced at around $18,000 in 1924, it was popular only among the very wealthy. Plus, it is said that no two Model Es were quite the same, because Abner Doble tinkered endlessly with the design. By the time the company folded in 1931, fewer than fifty of the amazing Model E steam cars had been produced. For his whole career, until his death in 1961, Abner Doble remained adamant that steam-powered automobiles were at least equal to gasoline cars, if not superior. Given the evidence, he may have been right. Many of the Model E Dobles which have survived are still in good working condition, some having been driven over half a million miles with only normal maintenance. Astonishingly, an unmodified Doble Model E runs clean enough to pass the emissions laws in California today, and they are pretty strict. It is true that the technology poses some difficult problems, but you cannot help but wonder how efficient a steam car might be with the benefit of modem materials and computers. Under the current pressure to improve automotive performance and reduce emissions, it is not unthinkable that the steam car may rise again.

Bài tập vận dụng dạng 1

Bài 2: Dạng 2: Có danh sách từ ( Cam 18 Test 3 – Passage 3)

The case for mixed-ability classes

Picture this scene. It’s an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare’s Romeo and Juliet with a class of 15-year-olds. He’s given some of the students copies of No Fear Shakespeare, a kid-friendly translation of the original. For three students, even these literacy demands are beyond them. Another girl simply can’t focus and he gives her pens and paper to draw with. The teacher can ask the No Fear group to identify the key characters and maybe provide a tentative plot summary. He can ask most of the class about character development, and five of them might be able to support their statements with textual evidence. Now two curious students are wondering whether Shakespeare advocates living a life of moderation or one of passionate engagement.

As a teacher myself, I’d think my lesson would be going rather well if the discussion went as described above. But wouldn’t this kind of class work better if there weren’t such a huge gap between the top and the bottom? If we put all the kids who needed literacy support into one class, and all the students who want to discuss the virtue of moderation into another?

The practice of ‘streaming’, or ‘tracking’, involves separating students into classes depending on their diagnosed levels of attainment. At a macro level, it requires the establishment of academically selective schools for the brightest students, and comprehensive schools for the rest. Within schools, it means selecting students into a ‘stream’ of general ability, or ‘sets’ of subject­ specific ability. The practice is intuitively appealing to almost every stakeholder.

I have heard the mixed-ability model attacked by way of analogy: a group hike. The fittest in the group take the lead and set a brisk pace, only to have to stop and wait every 20 minutes. This is frustrating, and their enthusiasm wanes. Meanwhile, the slowest ones are not only embarrassed but physically struggling to keep up. What’s worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.

Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers won’t enjoy the lovely stroll in the park they are perhaps more suited to. Individuals suffer at the demands of the collective, mediocrity prevails. So: is learning like hiking?

The current pedagogical paradigm is arguably that of constructivism, which emerged out of the work of psychologist Lev Vygotsky. In the 1930s, Vygotsky emphasised the importance of targeting a student’s specific ‘zone of proximal development’ (ZPD). This is the gap between what they can achieve only with support- teachers, textbooks, worked examples, parents and so on – and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this ‘scaffolding’ until they are autonomous (Q30). If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution. And that forcing everyone on the same hike – regardless of aptitude – would be madness.

Despite all this, there is limited empirical evidence to suggest that streaming results in better outcomes for students. Professor John Hattie, director of the Melbourne Education Research Institute, notes that tracking has minimal effects on learning outcomes. What is more, streaming appears to significantly – and negatively – affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lucky clever students in the higher sets. The overall result is that the smart stay smart and the dumb get dumber, further entrenching the social divide.

In the latest update of Hattie’s influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers’ estimate of achievement. Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of. Meanwhile, in a mixed environment, teachers’ estimates need to be more diverse and flexible.

While streaming might seem to help teachers effectively target a student’s ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO – ‘more­ knowledgeable other’ – in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognized either.

I find it amazing to watch students get over an idea to their peers in ways that I would never think of. They operate with different language tools and different social tools from teachers and, having just learned it themselves, they possess similar cognitive structures to their struggling classmates. There is also something exciting about passing on skills and knowledge that you yourself have just mastered – a certain pride and zeal, a certain freshness to the interaction between ‘teacher’ and ‘learner’ that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.

Having a variety of different abilities in a collaborative learning environment provides valuable resources for helping students meet their learning needs, not to mention improving their communication and social skills. And today, more than ever, we need the many to flourish – not suffer at the expense of a few bright stars. Once a year, I go on a hike with my class, a mixed bunch of students. It is challenging. The fittest students realize they need to encourage the reluctant. There are lookouts who report back, and extra items to carry for others. We make it – together.

Bài vận dụng dạng 2

Đáp án:

Bài 1:

Bài 2:

Như vậy TCE đã cùng bạn đi qua các bước để xử lý dạng bài Summary Completion IELTS Reading. Ngoài các bước và kỹ thuật làm bài, một yếu tố quan trọng giúp bạn đạt được điểm cao phần thi Reading là có một vốn từ vựng rộng và kiến thức ngữ pháp chắc chắn. Vì vậy các bạn hãy cố gắng trau dồi thêm vốn từ vựng của mình mỗi ngày ngoài luyện tập nhé. Và để củng cố kỹ năng toàn diện, bạn có thể tiếp tục khám phá thêm các dạng bài và cách thức làm bài trong danh mục IELTS Reading của TCE.