{"id":4900,"date":"2025-05-23T09:00:26","date_gmt":"2025-05-23T02:00:26","guid":{"rendered":"https:\/\/thecatalyst.edu.vn\/blogs\/?p=4900"},"modified":"2025-06-19T17:53:08","modified_gmt":"2025-06-19T10:53:08","slug":"summary-completion-ielts-reading","status":"publish","type":"post","link":"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading","title":{"rendered":"H\u01b0\u1edbng d\u1eabn c\u00e1c b\u01b0\u1edbc l\u00e0m d\u1ea1ng b\u00e0i Summary Completion IELTS Reading"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_66_1 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title \" >N\u1ed9i dung ch&iacute;nh<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #28282d;color:#28282d\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #28282d;color:#28282d\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#I_Thong_tin_tong_quan_ve_Summary_Completion_IELTS_Reading\" title=\"I. Th\u00f4ng tin t\u1ed5ng quan v\u1ec1 Summary Completion IELTS Reading\">I. Th\u00f4ng tin t\u1ed5ng quan v\u1ec1 Summary Completion IELTS Reading<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#1_Summary_Completion_la_gi\" title=\"1. Summary Completion l\u00e0 g\u00ec?\">1. Summary Completion l\u00e0 g\u00ec?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#2_Cau_truc_dang_Summary_Completion\" title=\"2. C\u1ea5u tr\u00fac d\u1ea1ng Summary Completion\">2. C\u1ea5u tr\u00fac d\u1ea1ng Summary Completion<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#II_Cach_lam_bai_dang_Summary_Completion_IELTS_Reading\" title=\"II. C\u00e1ch l\u00e0m b\u00e0i d\u1ea1ng Summary Completion IELTS Reading\">II. C\u00e1ch l\u00e0m b\u00e0i d\u1ea1ng Summary Completion IELTS Reading<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#1_Bai_doc\" title=\"1. B\u00e0i \u0111\u1ecdc\">1. B\u00e0i \u0111\u1ecdc<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#2_Cac_buoc_lam_Summary_Completion_IELTS_Reading\" title=\"2. C\u00e1c b\u01b0\u1edbc l\u00e0m Summary Completion IELTS Reading\">2. C\u00e1c b\u01b0\u1edbc l\u00e0m Summary Completion IELTS Reading<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#III_Mot_so_luu_y_khi_lam_Summary_Completion_IELTS_Reading\" title=\"III. M\u1ed9t s\u1ed1 l\u01b0u \u00fd khi l\u00e0m Summary Completion IELTS Reading\">III. M\u1ed9t s\u1ed1 l\u01b0u \u00fd khi l\u00e0m Summary Completion IELTS Reading<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/thecatalyst.edu.vn\/blogs\/summary-completion-ielts-reading\/#IV_Bai_tap_van_dung\" title=\"IV. B\u00e0i t\u1eadp v\u1eadn d\u1ee5ng\">IV. B\u00e0i t\u1eadp v\u1eadn d\u1ee5ng<\/a><\/li><\/ul><\/nav><\/div>\n<p><span style=\"font-weight: 400;\">Summary Completion IELTS Reading l\u00e0 d\u1ea1ng b\u00e0i c\u00f3 t\u1ea7n su\u1ea5t xu\u1ea5t hi\u1ec7n kh\u00e1 cao v\u00e0 do v\u1eady l\u00e0 m\u1ed9t trong nh\u1eefng lo\u1ea1i c\u00e2u h\u1ecfi ph\u1ed5 bi\u1ebfn trong ph\u1ea7n thi Reading. \u1ede b\u00e0i vi\u1ebft n\u00e0y, <span data-sheets-root=\"1\"><a class=\"in-cell-link\" href=\"https:\/\/thecatalyst.edu.vn\/\" target=\"_blank\" rel=\"noopener\"><strong>The Catalyst for English<\/strong><\/a> <\/span>s\u1ebd h\u01b0\u1edbng d\u1eabn c\u00e1c b\u1ea1n c\u00e1c b\u01b0\u1edbc t\u1ed1i \u01b0u nh\u1ea5t \u0111\u1ec3 ho\u00e0n th\u00e0nh d\u1ea1ng b\u00e0i Summary Completion IELTS Reading v\u00e0 m\u1ed9t s\u1ed1 b\u00e0i luy\u1ec7n t\u1eadp \u0111\u1ec3 c\u00e1c b\u1ea1n th\u1ef1c h\u00e0nh th\u00eam!<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"I_Thong_tin_tong_quan_ve_Summary_Completion_IELTS_Reading\"><\/span><b>I. Th\u00f4ng tin t\u1ed5ng quan v\u1ec1 Summary Completion IELTS Reading<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">\u1ede ph\u1ea7n \u0111\u1ea7u ti\u00ean, ch\u00fang ta s\u1ebd c\u00f9ng t\u00ecm hi\u1ec3u xem d\u1ea1ng b\u00e0i Summary Completion IELTS Reading \u0111\u01b0a ra nh\u1eefng y\u00eau c\u1ea7u g\u00ec v\u00e0 c\u1ea5u tr\u00fac c\u1ee7a c\u00e2u h\u1ecfi s\u1ebd nh\u01b0 th\u1ebf n\u00e0o.<\/span><\/p>\n<h3><span class=\"ez-toc-section\" id=\"1_Summary_Completion_la_gi\"><\/span><b>1. Summary Completion l\u00e0 g\u00ec?<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<div id=\"attachment_4901\" style=\"width: 1210px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4901\" class=\"wp-image-4901 size-full\" src=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-la-gi.jpg\" alt=\"Summary Completion l\u00e0 g\u00ec?\" width=\"1200\" height=\"750\" srcset=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-la-gi.jpg 1200w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-la-gi-300x188.jpg 300w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-la-gi-1024x640.jpg 1024w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-la-gi-768x480.jpg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><p id=\"caption-attachment-4901\" class=\"wp-caption-text\">Summary Completion l\u00e0 g\u00ec?<\/p><\/div>\n<p><span style=\"font-weight: 400;\">D\u1ea1ng b\u00e0i <\/span><b>Summary Completion <\/b><span style=\"font-weight: 400;\">s\u1ebd y\u00eau c\u1ea7u th\u00ed sinh ho\u00e0n th\u00e0nh m\u1ed9t \u0111o\u1ea1n t\u00f3m t\u1eaft (summary) b\u1eb1ng c\u00e1ch \u0111i\u1ec1n c\u00e1c t\u1eeb c\u00f2n thi\u1ebfu. T\u00f3m t\u1eaft n\u00e0y th\u01b0\u1eddng d\u1ef1a tr\u00ean n\u1ed9i dung c\u1ee7a m\u1ed9t ph\u1ea7n ho\u1eb7c to\u00e0n b\u1ed9 b\u00e0i \u0111\u1ecdc. Ng\u01b0\u1eddi \u0111\u1ecdc c\u1ea7n ph\u1ea3i t\u00ecm th\u00f4ng tin trong b\u00e0i \u0111\u1ecdc v\u00e0 \u0111i\u1ec1n v\u00e0o ch\u1ed7 tr\u1ed1ng v\u1edbi:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">T\u1eeb tr\u1ef1c ti\u1ebfp trong b\u00e0i \u0111\u1ecdc ho\u1eb7c<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">T\u1eeb trong danh s\u00e1ch \u0111\u01b0\u1ee3c cho tr\u01b0\u1edbc<\/span><\/li>\n<\/ul>\n<p>Ngo\u00e0i vi\u1ec7c trau d\u1ed3i t\u1eeb v\u1ef1ng cho k\u1ef9 n\u0103ng Vi\u1ebft, b\u1ea1n c\u0169ng n\u00ean n\u1eafm r\u00f5 c\u00e1c d\u1ea1ng c\u00e2u h\u1ecfi trong k\u1ef9 n\u0103ng \u0110\u1ecdc nh\u01b0 <a href=\"https:\/\/thecatalyst.edu.vn\/blogs\/multiple-choice-la-gi\"><strong>Multiple Choice l\u00e0 g\u00ec<\/strong><\/a>, gi\u00fap c\u1ea3i thi\u1ec7n kh\u1ea3 n\u0103ng ch\u1ecdn \u0111\u00e1p \u00e1n ch\u00ednh x\u00e1c.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"2_Cau_truc_dang_Summary_Completion\"><\/span><b>2. C\u1ea5u tr\u00fac d\u1ea1ng Summary Completion<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">Nh\u01b0 \u0111\u00e3 ph\u00e2n t\u00edch \u1edf tr\u00ean, ch\u00fang ta chia Summary Completion th\u00e0nh 2 lo\u1ea1i:<\/span><\/p>\n<p><b>D\u1ea1ng 1: Kh\u00f4ng c\u00f3 danh s\u00e1ch t\u1eeb<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Th\u00ed sinh s\u1ebd \u0111\u01b0\u1ee3c cung c\u1ea5p m\u1ed9t \u0111o\u1ea1n t\u00f3m t\u1eaft v\u1edbi nh\u1eefng t\u1eeb c\u00f2n thi\u1ebfu v\u00e0 s\u1ebd c\u1ea7n ph\u1ea3i t\u00ecm ra c\u00e1c t\u1eeb c\u00f2n thi\u1ebfu t\u1eeb trong b\u00e0i \u0111\u1ecdc. T\u1eeb c\u1ea7n \u0111i\u1ec1n ph\u1ea3i \u0111\u01b0\u1ee3c vi\u1ebft ch\u00ednh x\u00e1c nh\u01b0 trong \u0111o\u1ea1n v\u0103n.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">S\u1ed1 l\u01b0\u1ee3ng t\u1eeb \u0111\u01b0\u1ee3c \u0111i\u1ec1n s\u1ebd \u0111\u01b0\u1ee3c n\u00eau \u1edf trong ph\u1ea7n y\u00eau c\u1ea7u.\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">D\u01b0\u1edbi \u0111\u00e2y l\u00e0 d\u1ea1ng b\u00e0i<\/span><b> Summary Completion IELTS Reading <\/b><span style=\"font-weight: 400;\">kh\u00f4ng c\u00f3 danh s\u00e1ch t\u1eeb, v\u00e0 \u0111\u1ec1 b\u00e0i y\u00eau c\u1ea7u ch\u1ec9 \u0111\u01b0\u1ee3c \u0111i\u1ec1n 1 t\u1eeb \u201c<\/span><b>ONE WORD ONLY<\/b><span style=\"font-weight: 400;\">\u201d. C\u00e1c b\u1ea1n h\u00e3y ch\u00fa \u00fd \u0111\u1ecdc k\u1ef9 y\u00eau c\u1ea7u n\u00e0y tr\u01b0\u1edbc khi l\u00e0m b\u00e0i nh\u00e9.<\/span><\/p>\n<div id=\"attachment_4914\" style=\"width: 1210px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4914\" class=\"wp-image-4914 size-full\" src=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-khong-co-danh-sach-1.jpg\" alt=\"D\u1ea1ng summary completion kh\u00f4ng c\u00f3 danh s\u00e1ch t\u1eeb\" width=\"1200\" height=\"750\" srcset=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-khong-co-danh-sach-1.jpg 1200w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-khong-co-danh-sach-1-300x188.jpg 300w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-khong-co-danh-sach-1-1024x640.jpg 1024w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/summary-completion-khong-co-danh-sach-1-768x480.jpg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><p id=\"caption-attachment-4914\" class=\"wp-caption-text\">D\u1ea1ng summary completion kh\u00f4ng c\u00f3 danh s\u00e1ch t\u1eeb<\/p><\/div>\n<p><i><span style=\"font-weight: 400;\">(Cam 18- Test 1 &#8211; Passage 3)<\/span><\/i><\/p>\n<p><b>D\u1ea1ng 2: C\u00f3 danh s\u00e1ch t\u1eeb<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">C\u00e1c b\u1ea1n s\u1ebd \u0111\u01b0\u1ee3c cung c\u1ea5p m\u1ed9t \u0111o\u1ea1n t\u00f3m t\u1eaft v\u1edbi nh\u1eefng t\u1eeb c\u00f2n thi\u1ebfu v\u00e0 d\u01b0\u1edbi \u0111o\u1ea1n t\u00f3m t\u1eaft \u0111\u00f3 l\u00e0 m\u1ed9t danh s\u00e1ch c\u00e1c t\u1eeb. M\u1ed7i t\u1eeb \u0111\u01b0\u1ee3c \u0111\u1ea1i di\u1ec7n b\u1edfi m\u1ed9t ch\u1eef c\u00e1i.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ng\u01b0\u1eddi l\u00e0m b\u00e0i c\u1ea7n s\u1eed d\u1ee5ng c\u00e1c t\u1eeb c\u00f3 trong h\u1ed9p \u0111\u1ec3 \u0111i\u1ec1n v\u00e0o c\u00e1c ch\u1ed7 tr\u1ed1ng.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">T\u1eeb trong h\u1ed9p c\u00f3 th\u1ec3 nhi\u1ec1u h\u01a1n s\u1ed1 l\u01b0\u1ee3ng t\u1eeb c\u1ea7n \u0111i\u1ec1n trong b\u00e0i t\u00f3m t\u1eaft.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">D\u01b0\u1edbi \u0111\u00e2y l\u00e0 v\u00ed d\u1ee5 d\u1ea1ng b\u00e0i Summary Completion IELTS Reading c\u00f3 danh s\u00e1ch t\u1eeb. V\u1edbi d\u1ea1ng b\u00e0i n\u00e0y c\u00e1c b\u1ea1n nh\u1edb s\u1eed d\u1ee5ng ch\u1eef c\u00e1i tr\u01b0\u1edbc c\u00e1c t\u1eeb \u0111\u1ec3 \u0111i\u1ec1n v\u00e0o ch\u1ed7 tr\u1ed1ng nh\u00e9.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><i><span style=\"font-weight: 400;\">(Cam 18 &#8211; Test 2 &#8211; Passage 3)<\/span><\/i><\/p>\n<h2><span class=\"ez-toc-section\" id=\"II_Cach_lam_bai_dang_Summary_Completion_IELTS_Reading\"><\/span><b>II. C\u00e1ch l\u00e0m b\u00e0i d\u1ea1ng Summary Completion IELTS Reading<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">D\u00f9 l\u00e0 \u0111\u01b0\u1ee3c cung c\u1ea5p m\u1ed9t danh s\u00e1ch t\u1eeb, hay l\u00e0 th\u00ed sinh c\u1ea7n t\u1ef1 t\u00ecm t\u1eeb trong b\u00e0i \u0111\u1ecdc \u0111\u1ec3 \u0111i\u1ec1n, th\u00ec c\u00e1c b\u01b0\u1edbc \u0111\u1ec3 x\u1eed l\u00fd d\u1ea1ng b\u00e0i Summary Completion l\u00e0 gi\u1ed1ng nhau. D\u01b0\u1edbi \u0111\u00e2y TCE s\u1ebd \u0111i c\u00f9ng c\u00e1c b\u1ea1n t\u1eebng b\u01b0\u1edbc \u0111\u1ec3 x\u1eed l\u00ed b\u00e0i <\/span><b>Summary Completion IELTS Reading<\/b><span style=\"font-weight: 400;\"> c\u00e2u h\u1ecfi 24-26\u00a0 t\u1eeb \u0111\u1ec1 <\/span><i><span style=\"font-weight: 400;\">Cam 18 &#8211; Test 2 &#8211; Passage 3.<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">Th\u00f4ng th\u01b0\u1eddng, d\u1ea1ng b\u00e0i Summary Completion s\u1ebd l\u00e0 lo\u1ea1i c\u00e2u h\u1ecfi xu\u1ea5t hi\u1ec7n th\u1ee9 2 ho\u1eb7c cu\u1ed1i c\u00f9ng trong m\u1ed9t b\u00e0i \u0111\u1ecdc. Do v\u1eady tr\u01b0\u1edbc khi \u0111\u1eb7t b\u00fat l\u00e0m d\u1ea1ng b\u00e0i n\u00e0y, c\u00e1c b\u1ea1n \u0111\u00e3 n\u1eafm \u0111\u01b0\u1ee3c kh\u00e1i qu\u00e1t n\u1ed9i dung ch\u00ednh. \u0110i\u1ec1u n\u00e0y c\u00f3 th\u1ec3 l\u00e0 m\u1ed9t nh\u01b0\u1ee3c \u0111i\u1ec3m khi luy\u1ec7n t\u1eadp ri\u00eang bi\u1ec7t t\u1eebng d\u1ea1ng b\u00e0i b\u1edfi s\u1ebd m\u1ea5t nhi\u1ec1u th\u1eddi gian h\u01a1n \u0111\u1ec3 x\u00e1c \u0111\u1ecbnh v\u1ecb tr\u00ed th\u00f4ng tin.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Tuy v\u1eady, ch\u00fang ta h\u00e3y c\u00f9ng nhau x\u1eed l\u00ed \u0111\u1ec1 b\u00e0i d\u01b0\u1edbi \u0111\u00e2y v\u1edbi c\u00e2u h\u1ecfi Summary Completion nh\u00e9.<\/span><\/p>\n<h3><span class=\"ez-toc-section\" id=\"1_Bai_doc\"><\/span><b>1. B\u00e0i \u0111\u1ecdc<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><b>Living with artificial intelligence<\/b><\/p>\n<ol>\n<li><b><\/b><span style=\"font-weight: 400;\"> 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&#8217;s yesterday&#8217;s news, what&#8217;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) \u2014 machines that can achieve human-level performance on the full range of tasks that we ourselves can tackle.<\/span><\/li>\n<li><b> <\/b><span style=\"font-weight: 400;\">If so, there&#8217;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.<\/span><\/li>\n<li><b> <\/b><span style=\"font-weight: 400;\">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 \u2014 King Midas, for example, might have wished that everything he touched turned to gold, but didn\u2019t really intend this to apply to his breakfast.<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> So we need to create powerful AI machines that are \u2018human-friendly\u2019 \u2014 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&#8217;t do a lot better than us, we&#8217;ll be in deep trouble. We&#8217;ll have powerful new intelligence amplifying the dark sides of our own fallible natures.<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> For safety\u2019s 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&#8217;ll be smart enough for the job. If there are routes to the moral high ground, they&#8217;ll be better than us at finding them, and steering us in the right direction.<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> 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 \u2018getting started\u2019 problem is that we need to tell the machines what they&#8217;re looking for with sufficient clarity that we can be confident they will find it \u2014 whatever \u2018it\u2019 actually turns out to be. This won&#8217;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?<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> As for the \u2018destination\u2019 problem, we might, by putting ourselves in the hands of these moral guides and gatekeepers, be sacrificing our own autonomy \u2014 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.<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> Loss of freedom to behave badly isn&#8217;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&#8217;t notice them; but few of us are likely to welcome such a future.<\/span><\/li>\n<li><b> <\/b><span style=\"font-weight: 400;\">While these concerns may appear speculative, they are already manifest to a certain degree. AI, for example, has begun to exert<\/span> <span style=\"font-weight: 400;\">influence over resource spending<\/span> <span style=\"font-weight: 400;\">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&#8217;d be<\/span> <span style=\"font-weight: 400;\">depriving some humans (e.g. senior doctors) of the control they presently enjoy. Since we&#8217;d want to ensure that people are treated equally and that policies are fair, the goals of AI would need to be specified correctly.<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> We have a new powerful technology to deal with \u2014 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.<\/span><\/li>\n<li><b><\/b><span style=\"font-weight: 400;\"> 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&#8217;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.<\/span><\/li>\n<\/ol>\n<p><i><span style=\"font-weight: 400;\">Question 24 &#8211; 26:<\/span><\/i><\/p>\n<p><i><span style=\"font-weight: 400;\">Complete the summary using the list of phrases, <\/span><\/i><b><i>A-F<\/i><\/b><i><span style=\"font-weight: 400;\">, below<\/span><\/i><\/p>\n<p><i><span style=\"font-weight: 400;\">Write the correct letter, <\/span><\/i><b><i>A-F<\/i><\/b><i><span style=\"font-weight: 400;\">, in boxes 24-26 on your answer sheet<\/span><\/i><\/p>\n<div id=\"attachment_4916\" style=\"width: 1210px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4916\" class=\"wp-image-4916 size-full\" src=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-doc-1.jpg\" alt=\"C\u00e1ch l\u00e0m b\u00e0i d\u1ea1ng Summary Completion IELTS Reading\" width=\"1200\" height=\"750\" srcset=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-doc-1.jpg 1200w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-doc-1-300x188.jpg 300w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-doc-1-1024x640.jpg 1024w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-doc-1-768x480.jpg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><p id=\"caption-attachment-4916\" class=\"wp-caption-text\">C\u00e1ch l\u00e0m b\u00e0i d\u1ea1ng Summary Completion IELTS Reading<\/p><\/div>\n<p><b>Using AI in the UK health system<\/b><\/p>\n<p><span style=\"font-weight: 400;\">AI currently has a limited role in the way 24\u2026\u2026\u2026\u2026\u2026\u2026. 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\u2026\u2026\u2026\u2026\u2026\u2026 not having their current level of 26\u2026\u2026\u2026\u2026\u2026\u2026 It is therefore important that AI goals are appropriate so that discriminatory practices could be avoided.<\/span><\/p>\n<table style=\"width: 100.924%;\">\n<tbody>\n<tr>\n<td style=\"width: 32.7619%;\"><span style=\"font-weight: 400;\">A. medical practitioners<\/span><\/td>\n<td style=\"width: 33.9048%;\"><span style=\"font-weight: 400;\">B. specialised tasks<\/span><\/td>\n<td style=\"width: 193.524%;\"><span style=\"font-weight: 400;\">C. available resources<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 32.7619%;\"><span style=\"font-weight: 400;\">D. reduced illness<\/span><\/td>\n<td style=\"width: 33.9048%;\"><span style=\"font-weight: 400;\">E. professional authority<\/span><\/td>\n<td style=\"width: 193.524%;\"><span style=\"font-weight: 400;\">F. technology experts<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span class=\"ez-toc-section\" id=\"2_Cac_buoc_lam_Summary_Completion_IELTS_Reading\"><\/span><b>2. C\u00e1c b\u01b0\u1edbc l\u00e0m Summary Completion IELTS Reading<\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<div id=\"attachment_4903\" style=\"width: 1210px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4903\" class=\"wp-image-4903 size-full\" src=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/cach-lam-bai-summary-completion-ielts-reading.jpg\" alt=\"C\u00e1c b\u01b0\u1edbc l\u00e0m Summary Completion IELTS Reading\" width=\"1200\" height=\"750\" srcset=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/cach-lam-bai-summary-completion-ielts-reading.jpg 1200w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/cach-lam-bai-summary-completion-ielts-reading-300x188.jpg 300w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/cach-lam-bai-summary-completion-ielts-reading-1024x640.jpg 1024w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/cach-lam-bai-summary-completion-ielts-reading-768x480.jpg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><p id=\"caption-attachment-4903\" class=\"wp-caption-text\">C\u00e1c b\u01b0\u1edbc l\u00e0m Summary Completion IELTS Reading<\/p><\/div>\n<p><b>B\u01b0\u1edbc 1: \u0110\u1ecdc 2 -3 \u0111o\u1ea1n v\u0103n \u0111\u1ea7u ti\u00ean \u0111\u1ec3 n\u1eafm \u0111\u01b0\u1ee3c \u00fd ch\u00ednh c\u1ee7a b\u00e0i \u0111\u1ecdc<\/b><\/p>\n<p><span style=\"font-weight: 400;\">C\u00e1c b\u1ea1n s\u1eed d\u1ee5ng ph\u01b0\u01a1ng ph\u00e1p \u0111\u1ecdc <\/span><b>Skimming <\/b><span style=\"font-weight: 400;\">\u0111\u1ec3 l\u1ea5y \u00fd ch\u00ednh b\u1eb1ng c\u00e1ch \u0111\u1ecdc l\u01b0\u1edbt c\u00e1c c\u00e2u \u0111\u1ea7u v\u00e0 c\u00e2u cu\u1ed1i c\u1ee7a \u0111o\u1ea1n v\u0103n.\u00a0<\/span><\/p>\n<p><b>V\u1edbi \u0111o\u1ea1n v\u0103n \u0111\u1ea7u ti\u00ean:\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Powerful artificial intelligence (AI) needs to be reliably aligned with human values, but does this mean AI will eventually have to police those values? <span style=\"background-color: #e79c9c;\"><b>This has been the decade of AI, with one astonishing feat after another<\/b><\/span><\/span><b>.<\/b><span style=\"font-weight: 400;\"> 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&#8217;s yesterday&#8217;s news, what&#8217;s next?<\/span><b> True, these prodigious accomplishments are all in so-called narrow AI,<\/b><span style=\"font-weight: 400;\"> where machines perform highly specialised tasks.<\/span><b> <span style=\"background-color: #e79c9c;\">But many experts believe this restriction is very temporary<\/span>.<\/b><span style=\"font-weight: 400;\"> By mid-century, <b><span style=\"background-color: #e79c9c;\">we may have artificial general intelligence (AGI) \u2014 machines that can achieve human-level performance on the full range of tasks<\/span><\/b><\/span><span style=\"font-weight: 400;\">\u00a0that we ourselves can tackle.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Nh\u1eefng c\u00e2u m\u00e0 TCE<\/span> <span style=\"background-color: #e79c9c;\">in \u0111\u1ecf<\/span>\u00a0<span style=\"font-weight: 400;\">Nh\u1eefng c\u00e2u ch\u1ee9a n\u1ed9i dung ch\u00ednh c\u1ee7a \u0111o\u1ea1n.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Nh\u01b0 v\u1eady ta x\u00e1c \u0111\u1ecbnh \u0111\u01b0\u1ee3c n\u1ed9i dung ch\u00ednh \u0111o\u1ea1n A:<\/span><b> AI \u0111ang ph\u00e1t tri\u1ec3n nhanh ch\u00f3ng v\u00e0 c\u00f3 th\u1ec3 \u0111\u1ea1t \u0111\u1ebfn tr\u00ed tu\u1ec7 nh\u00e2n t\u1ea1o t\u1ed5ng qu\u00e1t (AGI).<\/b><\/p>\n<p><span style=\"font-weight: 400;\">T\u01b0\u01a1ng t\u1ef1 v\u1edbi \u0111o\u1ea1n <\/span><b>B-L,<\/b><span style=\"font-weight: 400;\"> ta c\u00f3 th\u1ec3 r\u00fat ra c\u00e1c th\u00f4ng tin ch\u00ednh sau:<\/span><\/p>\n<p><b>B:<\/b><span style=\"font-weight: 400;\"> M\u00e1y m\u00f3c s\u1ebd v\u01b0\u1ee3t qua gi\u1edbi h\u1ea1n v\u1eadt l\u00fd c\u1ee7a con ng\u01b0\u1eddi trong vi\u1ec7c x\u1eed l\u00fd th\u00f4ng tin.<\/span><\/p>\n<p><b>C:<\/b><span style=\"font-weight: 400;\"> AI mang l\u1ea1i l\u1ee3i \u00edch, tuy nhi\u00ean con ng\u01b0\u1eddi c\u1ea7n th\u1eadn tr\u1ecdng.<\/span><\/p>\n<p>V\u00e0 h\u00e3y k\u1ebft h\u1ee3p h\u1ecdc c\u00e1c d\u1ea1ng b\u00e0i kh\u00e1c trong IELTS Reading nh\u01b0 <a href=\"https:\/\/thecatalyst.edu.vn\/blogs\/dang-bai-matching-heading\"><strong>Matching Heading<\/strong><\/a> \u0111\u1ec3 n\u00e2ng cao kh\u1ea3 n\u0103ng nh\u1eadn di\u1ec7n \u00fd ch\u00ednh v\u00e0 ph\u00e2n t\u00edch bi\u1ec3u \u0111\u1ed3 th\u00f4ng tin hi\u1ec7u qu\u1ea3 h\u01a1n.<\/p>\n<p><b>B\u01b0\u1edbc 2: \u0110\u1ecdc \u0111o\u1ea1n t\u1ed5ng qu\u00e1t v\u00e0 danh s\u00e1ch t\u1eeb (n\u1ebfu c\u00f3)<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u0110\u1ecdc k\u0129 \u0111o\u1ea1n summary \u0111\u1ec3 x\u00e1c \u0111\u1ecbnh n\u1ed9i dung ch\u00ednh, v\u00e0 danh s\u00e1ch t\u1eeb c\u1ea7n \u0111i\u1ec1n. G\u1ea1ch ch\u00e2n c\u00e1c keyword ch\u00ednh trong \u0111o\u1ea1n, n\u00ean \u01b0u ti\u00ean c\u00e1c keyword l\u00e0 ti\u00ean ri\u00eang nh\u01b0 <\/span><b>UK<\/b><\/p>\n<p><span style=\"font-weight: 400;\">\u1ede trong b\u00e0i, \u0111o\u1ea1n t\u1ed5ng qu\u00e1t <\/span><span style=\"text-decoration: underline;\"><span style=\"font-weight: 400;\">n\u00f3i v\u1ec1 vi\u1ec7c s\u1eed d\u1ee5n`g AI trong h\u1ec7 th\u1ed1ng y t\u1ebf c\u1ee7a Anh<\/span><\/span><\/p>\n<p><b>B\u01b0\u1edbc 3: X\u00e1c \u0111\u1ecbnh v\u1ecb tr\u00ed th\u00f4ng tin c\u1ee7a \u0111o\u1ea1n summary trong b\u00e0i \u0111\u1ecdc<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Ng\u01b0\u1eddi \u0111\u1ecdc quay tr\u1edf l\u1ea1i b\u00e0i \u0111\u1ecdc v\u00e0 t\u00ecm trong c\u00e1c \u0111o\u1ea1n v\u0103n v\u1eeba \u0111\u1ecdc li\u1ec7u c\u00f3 \u0111o\u1ea1n n\u00e0o ch\u1ee9a keyword l\u00e0 UK hay kh\u00f4ng.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">N\u1ebfu kh\u00f4ng c\u00e1c b\u1ea1n \u0111\u1ecdc ti\u1ebfp c\u00e1c \u0111o\u1ea1n v\u0103n ti\u1ebfp theo.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Ta th\u1ea5y \u0111\u1ebfn \u0111o\u1ea1n <\/span><b>I<\/b><span style=\"font-weight: 400;\"> xu\u1ea5t hi\u1ec7n keyword: <\/span><b>United Kingdom<\/b><\/p>\n<ol>\n<li><b> <\/b><span style=\"font-weight: 400;\">While these concerns may appear speculative, they are already manifest to a certain degree. <\/span><b>AI<\/b><span style=\"font-weight: 400;\">, for example, has begun to exert<\/span> <span style=\"font-weight: 400;\">influence over resource spending<\/span> <span style=\"font-weight: 400;\">within the <\/span><b>National Health Service (NHS) in the United Kingdom.<\/b><span style=\"font-weight: 400;\"> 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&#8217;d be<\/span> <span style=\"font-weight: 400;\">depriving some humans (e.g. senior doctors) of the control they presently enjoy. Since we&#8217;d want to ensure that people are treated equally and that policies are fair, the goals of AI would need to be specified correctly.<\/span><\/li>\n<\/ol>\n<p><b>B\u01b0\u1edbc 4: G\u1ea1ch ch\u00e2n keyword trong t\u1eebng c\u00e2u h\u1ecfi<\/b><\/p>\n<p><b>AI <\/b><span style=\"font-weight: 400;\">currently has a <span style=\"background-color: red;\"><b>limited role<\/b><\/span><\/span>\u00a0<b>in the way <\/b><span style=\"font-weight: 400;\">24\u2026\u2026\u2026\u2026\u2026\u2026. are <span style=\"background-color: #fc9804;\"><b>allocated<\/b><\/span><\/span><b>\u00a0<\/b><span style=\"font-weight: 400;\">in the <span style=\"background-color: #00fe00;\">health service<\/span><\/span><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><b>B\u01b0\u1edbc 5: X\u00e1c \u0111\u1ecbnh th\u00f4ng tin t\u01b0\u01a1ng \u1ee9ng trong b\u00e0i \u0111\u1ecdc\u00a0<\/b><\/p>\n<p><b>Th\u00ed sinh x\u00e1c \u0111\u1ecbnh th\u00f4ng tin t\u01b0\u01a1ng \u1ee9ng b\u1eb1ng c\u00e1ch \u0111\u1ed1i chi\u1ebfu keyword v\u1edbi t\u1eeb \u0111\u1ed3ng ngh\u0129a trong b\u00e0i \u0111\u1ecdc.<\/b><\/p>\n<table>\n<tbody>\n<tr>\n<td><span style=\"font-weight: 400;\">C\u00e2u h\u1ecfi<\/span><\/td>\n<td><span style=\"font-weight: 400;\">C\u00e2u ch\u1ee9a th\u00f4ng tin<\/span><\/td>\n<\/tr>\n<tr>\n<td><b>AI <\/b><span style=\"font-weight: 400;\">currently has a <span style=\"background-color: red;\"><b>limited role<\/b><\/span><\/span>\u00a0<b>in the way <\/b><span style=\"font-weight: 400;\">24\u2026\u2026\u2026\u2026\u2026\u2026. are <span style=\"background-color: #fc9804;\"><b>allocated<\/b><\/span><\/span><b>\u00a0<\/b><span style=\"font-weight: 400;\">in the <span style=\"background-color: #00fe00;\">health service<\/span><\/span><span style=\"font-weight: 400;\">.\u00a0<\/span><\/td>\n<td><span style=\"font-weight: 400;\">AI, for example, has begun to <span style=\"background-color: red;\">exert influence<\/span><\/span><span style=\"font-weight: 400;\"> over resource <span style=\"background-color: #fc9804;\">spending<\/span><\/span>\u00a0<span style=\"font-weight: 400;\">within the <span style=\"background-color: #00fe00;\">National Health Service<\/span><\/span><span style=\"font-weight: 400;\">\u00a0(NHS) in the United Kingdom<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>B\u1ea1n c\u0169ng n\u00ean luy\u1ec7n t\u1eadp v\u1edbi c\u00e1c d\u1ea1ng c\u00e2u h\u1ecfi <a href=\"https:\/\/thecatalyst.edu.vn\/blogs\/true-false-not-given-va-yes-no-not-given\"><strong>True\/False\/Not Given<\/strong><\/a> \u0111\u1ec3 n\u00e2ng cao k\u1ef9 n\u0103ng \u0111\u1ecdc hi\u1ec3u chi ti\u1ebft v\u00e0 x\u00e1c nh\u1eadn \u0111\u00fang sai th\u00f4ng tin.<\/p>\n<p><b>B\u01b0\u1edbc 6: Vi\u1ebft c\u00e2u tr\u1ea3 l\u1eddi v\u00e0 l\u1eb7p l\u1ea1i c\u00e1c b\u01b0\u1edbc t\u01b0\u01a1ng t\u1ef1 v\u1edbi c\u00e1c c\u00e2u c\u00f2n l\u1ea1i<\/b><\/p>\n<p><span style=\"font-weight: 400;\">V\u1ecb tr\u00ed c\u1ea7n \u0111i\u1ec1n l\u00e0 danh t\u1eeb,\u00a0 l\u00e0 c\u00e1i g\u00ec \u0111\u00f3 \u0111\u01b0\u1ee3c ph\u00e2n b\u1ed5, s\u1eed d\u1ee5ng =&gt; \u0111\u00e1p \u00e1n s\u1ebd l\u00e0 resource<\/span><\/p>\n<p><b>AI <\/b><span style=\"font-weight: 400;\">currently has a <span style=\"background-color: red;\"><b>limited role<\/b><\/span><\/span>\u00a0<b>in the way <\/b><span style=\"font-weight: 400;\">24\u2026\u2026resource\u2026\u2026\u2026\u2026. are <span style=\"background-color: #fc9804;\"><b>allocated<\/b><\/span><\/span><b>\u00a0<\/b><span style=\"font-weight: 400;\">in the <span style=\"background-color: #00fe00;\">health service<\/span><\/span><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"III_Mot_so_luu_y_khi_lam_Summary_Completion_IELTS_Reading\"><\/span><b>III. M\u1ed9t s\u1ed1 l\u01b0u \u00fd khi l\u00e0m Summary Completion IELTS Reading<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">V\u1edbi d\u1ea1ng b\u00e0i Summary Completion, TCE c\u0169ng mu\u1ed1n \u0111\u01b0a t\u1edbi c\u00e1c b\u1ea1n m\u1ed9t v\u00e0i l\u01b0u \u00fd khi c\u00e1c b\u1ea1n x\u1eed l\u00fd d\u1ea1ng b\u00e0i n\u00e0y<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u0110\u1ecdc k\u0129 \u0111\u1ec1 b\u00e0i tr\u01b0\u1edbc khi l\u00e0m: Theo y\u00eau c\u1ea7u, c\u00f3 th\u1ec3 c\u00f3 m\u1ed9t s\u1ed1 l\u01b0\u1ee3ng t\u1eeb nh\u1ea5t \u0111\u1ecbnh c\u1ea7n \u0111i\u1ec1n v\u00e0o ch\u1ed7 tr\u1ed1ng n\u00ean c\u00e1c b\u1ea1n \u0111\u1eebng v\u01b0\u1ee3t qu\u00e1 s\u1ed1 l\u01b0\u1ee3ng t\u1eeb quy \u0111\u1ecbnh trong b\u00e0i.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">C\u00e2u tr\u1ea3 l\u1eddi h\u1ea7u nh\u01b0 lu\u00f4n lu\u00f4n theo th\u1ee9 t\u1ef1 n\u00ean c\u00e1c b\u1ea1n c\u1ee9 l\u00e0m c\u00e1c c\u00e2u h\u1ecfi theo tr\u00ecnh t\u1ef1 trong b\u00e0i \u0111\u1ecdc.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">V\u1edbi d\u1ea1ng b\u00e0i \u0111i\u1ec1n t\u1eeb l\u1ea5y t\u1eeb trong \u0111o\u1ea1n v\u0103n, c\u00e1c b\u1ea1n ph\u1ea3i vi\u1ebft \u0111\u00fang ch\u00ednh t\u1ea3 v\u00e0 t\u1eeb lo\u1ea1i gi\u1ed1ng \u1edf trong \u0111o\u1ea1n nh\u00e9.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u1ebfu \u0111\u00f3 l\u00e0 d\u1ea1ng b\u00e0i ch\u1ecdn t\u1eeb t\u1eeb danh s\u00e1ch, c\u00e1c b\u1ea1n nh\u1edb l\u00e0 s\u1ebd vi\u1ebft ch\u1eef c\u00e1i tr\u01b0\u1edbc m\u1ed7i t\u1eeb v\u00e0o \u0111\u00e1p \u00e1n<\/span><\/li>\n<\/ol>\n<p>Cu\u1ed1i c\u00f9ng, d\u00f9 b\u1ea1n \u00e1p d\u1ee5ng chi\u1ebfn thu\u1eadt n\u00e0o cho t\u1eebng d\u1ea1ng b\u00e0i c\u1ee5 th\u1ec3, t\u1ed1c \u0111\u1ed9 lu\u00f4n l\u00e0 y\u1ebfu t\u1ed1 quy\u1ebft \u0111\u1ecbnh. \u0110\u1ec3 t\u1ed1i \u01b0u h\u00f3a th\u1eddi gian v\u00e0 gi\u1eef v\u1eefng t\u00e2m l\u00fd trong ph\u00f2ng thi, b\u1ea1n n\u00ean trang b\u1ecb cho m\u00ecnh nh\u1eefng chi\u1ebfn l\u01b0\u1ee3c <a href=\"https:\/\/thecatalyst.edu.vn\/blogs\/tang-toc-do-lam-bai-ielts-reading\"><strong>t\u0103ng t\u1ed1c \u0111\u1ed9 l\u00e0m b\u00e0i IELTS Reading<\/strong><\/a> m\u1ed9t c\u00e1ch to\u00e0n di\u1ec7n.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"IV_Bai_tap_van_dung\"><\/span><b>IV. B\u00e0i t\u1eadp v\u1eadn d\u1ee5ng<\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">D\u01b0\u1edbi \u0111\u00e2y l\u00e0 b\u00e0i t\u1eadp v\u1eadn d\u1ee5ng v\u1edbi d\u1ea1ng b\u00e0i Summary Completion IELTS Reading.<\/span><\/p>\n<p><b>B\u00e0i 1: D\u1ea1ng 1: Kh\u00f4ng c\u00f3 danh s\u00e1ch t\u1eeb (Cam 18: Test 3 &#8211; Passage 2)<\/b><\/p>\n<p><b>The steam car<\/b><\/p>\n<p><b><i>The successes and failures of the Doble brothers and their steam cars<\/i><\/b><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> 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\u2019s 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.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> 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.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> 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\u2019 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\u2019 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 \u2018remarkable acceleration\u2019 by Automobile magazine in 1914.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> 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\u2019 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.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> 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.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> 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.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Sadly, the Dobles\u2019 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.<\/span><\/li>\n<\/ol>\n<div id=\"attachment_4918\" style=\"width: 1210px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4918\" class=\"wp-image-4918 size-full\" src=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-1-1-1.jpg\" alt=\"B\u00e0i t\u1eadp v\u1eadn d\u1ee5ng d\u1ea1ng 1\" width=\"1200\" height=\"750\" srcset=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-1-1-1.jpg 1200w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-1-1-1-300x188.jpg 300w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-1-1-1-1024x640.jpg 1024w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-1-1-1-768x480.jpg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><p id=\"caption-attachment-4918\" class=\"wp-caption-text\">B\u00e0i t\u1eadp v\u1eadn d\u1ee5ng d\u1ea1ng 1<\/p><\/div>\n<p><b>B\u00e0i 2: D\u1ea1ng 2: C\u00f3 danh s\u00e1ch t\u1eeb ( Cam 18 Test 3 &#8211; Passage 3)<\/b><\/p>\n<p><span style=\"font-weight: 400;\">The case for mixed-ability classes<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Picture this scene. It\u2019s an English literature lesson in a UK school, and the teacher has just read an extract from Shakespeare\u2019s Romeo and Juliet with a class of 15-year-olds. He\u2019s 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\u2019t 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.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As a teacher myself, I\u2019d think my lesson would be going rather well if the discussion went as described above. But wouldn\u2019t this kind of class work better if there weren\u2019t 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?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The practice of \u2018streaming\u2019, or \u2018tracking\u2019, 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 \u2018stream\u2019 of general ability, or \u2018sets\u2019 of subject\u00ad specific ability. The practice is intuitively appealing to almost every stakeholder.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">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\u2019s worse, they never get a long enough break. They honestly just want to quit. Hiking, they feel, is not for them.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Mixed-ability classes bore students, frustrate parents and burn out teachers. The brightest ones will never summit Mount Qomolangma, and the stragglers won\u2019t 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?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">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\u2019s specific \u2018zone of proximal development\u2019 (ZPD). This is the gap between what they can achieve only with support- teachers, textbooks, worked examples, parents and so on \u2013 and what they can achieve independently. The purpose of teaching is to provide and then gradually remove this \u2018scaffolding\u2019 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 \u2013 regardless of aptitude \u2013 would be madness.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">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 \u2013 and negatively \u2013 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.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In the latest update of Hattie\u2019s influential meta-analysis of factors influencing student achievement, one of the most significant factors is the teachers\u2019 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\u2019 estimates need to be more diverse and flexible.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">While streaming might seem to help teachers effectively target a student\u2019s ZPD, it can underestimate the importance of peer-to-peer learning. A crucial aspect of constructivist theory is the role of the MKO \u2013 \u2018more\u00ad knowledgeable other\u2019 \u2013 in knowledge construction. While teachers are traditionally the MKOs in classrooms, the value of knowledgeable student peers must not go unrecognized either.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">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 \u2013 a certain pride and zeal, a certain freshness to the interaction between \u2018teacher\u2019 and \u2018learner\u2019 that is often lost by the expert for whom the steps are obvious and the joy of discovery forgotten.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">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 \u2013 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 \u2013 together.<\/span><\/p>\n<div id=\"attachment_4919\" style=\"width: 1210px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-4919\" class=\"wp-image-4919 size-full\" src=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-2-1.jpg\" alt=\"B\u00e0i v\u1eadn d\u1ee5ng d\u1ea1ng 2\" width=\"1200\" height=\"750\" srcset=\"https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-2-1.jpg 1200w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-2-1-300x188.jpg 300w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-2-1-1024x640.jpg 1024w, https:\/\/thecatalyst.edu.vn\/blogs\/wp-content\/uploads\/2025\/05\/bai-tap-van-dung-dang-2-1-768x480.jpg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><p id=\"caption-attachment-4919\" class=\"wp-caption-text\">B\u00e0i v\u1eadn d\u1ee5ng d\u1ea1ng 2<\/p><\/div>\n<p><b>\u0110\u00e1p \u00e1n:<\/b><\/p>\n<p><b>B\u00e0i 1:<\/b><\/p>\n<table style=\"width: 98.8689%;\">\n<tbody>\n<tr>\n<td style=\"width: 46.5984%; text-align: center;\"><b>C\u00e2u<\/b><\/td>\n<td style=\"width: 52.8164%; text-align: center;\"><b>\u0110\u00e1p \u00e1n<\/b><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.5984%; text-align: center;\"><span style=\"font-weight: 400;\">24<\/span><\/td>\n<td style=\"width: 52.8164%; text-align: center;\"><span style=\"font-weight: 400;\">speed<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.5984%; text-align: center;\"><span style=\"font-weight: 400;\">25<\/span><\/td>\n<td style=\"width: 52.8164%; text-align: center;\"><span style=\"font-weight: 400;\">fifty\/50<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.5984%; text-align: center;\"><span style=\"font-weight: 400;\">26<\/span><\/td>\n<td style=\"width: 52.8164%; text-align: center;\"><span style=\"font-weight: 400;\">strict<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><b>B\u00e0i 2:<\/b><\/p>\n<table style=\"width: 97.8103%;\">\n<tbody>\n<tr>\n<td style=\"width: 46.9327%; text-align: center;\"><b>C\u00e2u<\/b><\/td>\n<td style=\"width: 52.476%; text-align: center;\"><b>\u0110\u00e1p \u00e1n<\/b><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.9327%; text-align: center;\"><span style=\"font-weight: 400;\">31<\/span><\/td>\n<td style=\"width: 52.476%; text-align: center;\"><span style=\"font-weight: 400;\">H<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.9327%; text-align: center;\"><span style=\"font-weight: 400;\">32<\/span><\/td>\n<td style=\"width: 52.476%; text-align: center;\"><span style=\"font-weight: 400;\">D<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.9327%; text-align: center;\"><span style=\"font-weight: 400;\">33<\/span><\/td>\n<td style=\"width: 52.476%; text-align: center;\"><span style=\"font-weight: 400;\">F<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.9327%; text-align: center;\"><span style=\"font-weight: 400;\">34<\/span><\/td>\n<td style=\"width: 52.476%; text-align: center;\"><span style=\"font-weight: 400;\">E<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 46.9327%; text-align: center;\"><span style=\"font-weight: 400;\">35<\/span><\/td>\n<td style=\"width: 52.476%; text-align: center;\"><span style=\"font-weight: 400;\">B<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>N\u1eafm v\u1eefng l\u00fd thuy\u1ebft l\u00e0 b\u01b0\u1edbc \u0111\u1ea7u, nh\u01b0ng \u0111\u1ec3 bi\u1ebfn ki\u1ebfn th\u1ee9c th\u00e0nh \u0111i\u1ec3m s\u1ed1, b\u1ea1n c\u1ea7n m\u1ed9t l\u1ed9 tr\u00ecnh luy\u1ec7n t\u1eadp b\u00e0i b\u1ea3n v\u00e0 s\u1ef1 d\u1eabn d\u1eaft t\u1eeb \u0111\u1ed9i ng\u0169 gi\u1ea3ng vi\u00ean 8.0+ Overall. N\u1ebfu b\u1ea1n mu\u1ed1n chinh ph\u1ee5c band \u0111i\u1ec3m Reading m\u01a1 \u01b0\u1edbc v\u1edbi chi\u1ebfn l\u01b0\u1ee3c c\u00e1 nh\u00e2n h\u00f3a, h\u00e3y kh\u00e1m ph\u00e1 ngay Kh\u00f3a h\u1ecdc IELTS t\u1ea1i The Catalyst \u2013 n\u01a1i cung c\u1ea5p cho b\u1ea1n ph\u01b0\u01a1ng ph\u00e1p \u0111\u1ed9c quy\u1ec1n v\u00e0 s\u1ef1 h\u1ed7 tr\u1ee3 to\u00e0n di\u1ec7n.<\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/thecatalyst.edu.vn\/khoa-hoc-ielts\" target=\"_blank\" rel=\"noopener\"><span style=\"font-size: 14px;\"><button style=\"background-color: #7f141d; color: white; font-weight: bold; border-radius: 10px; border: 2px solid #7f141d; padding: 10px 20px;\">Kh\u00f3a h\u1ecdc IELTS<\/button><\/span><\/a><\/p>\n<p>B\u1ea1n \u0111\u00e3 s\u1eb5n s\u00e0ng \u00e1p d\u1ee5ng nh\u1eefng k\u1ef9 n\u0103ng v\u1eeba h\u1ecdc v\u00e0o \u0111i\u1ec1u ki\u1ec7n thi th\u1eadt? \u0110\u1eebng \u0111\u1ec3 s\u1ef1 b\u1ee1 ng\u1ee1 trong ph\u00f2ng thi \u1ea3nh h\u01b0\u1edfng \u0111\u1ebfn k\u1ebft qu\u1ea3. H\u00e3y tr\u1ea3i nghi\u1ec7m ngay k\u1ef3 thi th\u1eed IELTS chu\u1ea9n format chu\u1ea9n theo b\u00e0i thi th\u1eadt t\u1ea1i The Catalyst \u0111\u1ec3 \u0111\u00e1nh gi\u00e1 ch\u00ednh x\u00e1c tr\u00ecnh \u0111\u1ed9, l\u00e0m quen v\u1edbi \u00e1p l\u1ef1c th\u1eddi gian v\u00e0 nh\u1eadn feedback chi ti\u1ebft t\u1eeb chuy\u00ean gia.<\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/thecatalyst.edu.vn\/thi-thu\" target=\"_blank\" rel=\"noopener\"><span style=\"font-size: 14px;\"><button style=\"background-color: #7f141d; color: white; font-weight: bold; border-radius: 10px; border: 2px solid #7f141d; padding: 10px 20px;\">Thi th\u1eed IELTS tr\u00ean m\u00e1y t\u00ednh<\/button><\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">Nh\u01b0 v\u1eady TCE \u0111\u00e3 c\u00f9ng b\u1ea1n \u0111i qua c\u00e1c b\u01b0\u1edbc \u0111\u1ec3 x\u1eed l\u00fd d\u1ea1ng b\u00e0i <\/span><b>Summary Completion IELTS Reading<\/b><span style=\"font-weight: 400;\">. Ngo\u00e0i c\u00e1c b\u01b0\u1edbc v\u00e0 k\u1ef9 thu\u1eadt l\u00e0m b\u00e0i, m\u1ed9t y\u1ebfu t\u1ed1 quan tr\u1ecdng gi\u00fap b\u1ea1n \u0111\u1ea1t \u0111\u01b0\u1ee3c \u0111i\u1ec3m cao ph\u1ea7n thi Reading l\u00e0 c\u00f3 m\u1ed9t v\u1ed1n t\u1eeb v\u1ef1ng r\u1ed9ng v\u00e0 ki\u1ebfn th\u1ee9c ng\u1eef ph\u00e1p ch\u1eafc ch\u1eafn. V\u00ec v\u1eady c\u00e1c b\u1ea1n h\u00e3y c\u1ed1 g\u1eafng trau d\u1ed3i th\u00eam v\u1ed1n t\u1eeb v\u1ef1ng c\u1ee7a m\u00ecnh m\u1ed7i ng\u00e0y ngo\u00e0i luy\u1ec7n t\u1eadp nh\u00e9. V\u00e0 \u0111\u1ec3 c\u1ee7ng c\u1ed1 k\u1ef9 n\u0103ng to\u00e0n di\u1ec7n, b\u1ea1n c\u00f3 th\u1ec3 ti\u1ebfp t\u1ee5c kh\u00e1m ph\u00e1 th\u00eam c\u00e1c d\u1ea1ng b\u00e0i v\u00e0 c\u00e1ch th\u1ee9c l\u00e0m b\u00e0i trong danh m\u1ee5c <a href=\"https:\/\/thecatalyst.edu.vn\/blogs\/hoc-ielts\/ielts-reading\"><strong>IELTS Reading<\/strong><\/a> c\u1ee7a TCE.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Summary Completion IELTS Reading l\u00e0 d\u1ea1ng b\u00e0i c\u00f3 t\u1ea7n su\u1ea5t xu\u1ea5t hi\u1ec7n kh\u00e1 cao v\u00e0 do v\u1eady l\u00e0 m\u1ed9t trong nh\u1eefng lo\u1ea1i c\u00e2u h\u1ecfi ph\u1ed5 bi\u1ebfn trong ph\u1ea7n thi Reading. \u1ede b\u00e0i vi\u1ebft n\u00e0y, The Catalyst for English s\u1ebd h\u01b0\u1edbng d\u1eabn c\u00e1c b\u1ea1n c\u00e1c b\u01b0\u1edbc t\u1ed1i \u01b0u nh\u1ea5t \u0111\u1ec3 ho\u00e0n th\u00e0nh d\u1ea1ng b\u00e0i Summary Completion [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":4910,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[38,51,40,42],"tags":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v22.0 (Yoast SEO v22.8) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>C\u00e1ch x\u1eed l\u00fd d\u1ea1ng b\u00e0i Summary Completion IELTS Reading<\/title>\n<meta name=\"description\" content=\"C\u00f9ng TCE t\u00ecm hi\u1ec3u c\u00e1ch l\u00e0m d\u1ea1ng b\u00e0i Summary Completion IELTS Reading v\u00e0 c\u00e1c l\u01b0u \u00fd, chi\u1ebfn l\u01b0\u1ee3c hi\u1ec7u qu\u1ea3 gi\u00fap n\u00e2ng cao k\u1ef9 n\u0103ng \u0111\u1ecdc hi\u1ec3u ngay!\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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V\u1edbi h\u01a1n 7 n\u0103m kinh nghi\u1ec7m \u0111\u1ed3ng h\u00e0nh c\u00f9ng c\u00e1c b\u1ea1n h\u1ecdc vi\u00ean tr\u00ean con \u0111\u01b0\u1eddng chinh ph\u1ee5c ti\u1ebfng Anh, IELTS v\u00e0 s\u1edf h\u1eefu \u0111i\u1ec3m Overall 8.5, m\u00ecnh lu\u00f4n mong mu\u1ed1n chia s\u1ebb nh\u1eefng ph\u01b0\u01a1ng ph\u00e1p h\u1ecdc t\u1eadp hi\u1ec7u qu\u1ea3 nh\u1ea5t \u0111\u1ec3 gi\u00fap b\u1ea1n ti\u1ebft ki\u1ec7m th\u1eddi gian v\u00e0 \u0111\u1ea1t \u0111\u01b0\u1ee3c k\u1ebft qu\u1ea3 cao. T\u1ea1i The Catalyst for English, m\u00ecnh c\u00f9ng \u0111\u1ed9i ng\u0169 gi\u00e1o vi\u00ean lu\u00f4n \u0111\u1eb7t 3 gi\u00e1 tr\u1ecb c\u1ed1t l\u00f5i: Connected \u2013 Disciplined \u2013 Goal-oriented (K\u1ebft n\u1ed1i \u2013 K\u1ec9 lu\u1eadt \u2013 H\u01b0\u1edbng v\u1ec1 k\u1ebft qu\u1ea3) l\u00ean h\u00e0ng \u0111\u1ea7u. 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