Bài mẫu IELTS Reading mới nhất năm 2022

Reading là một trong bốn kỹ năng mà thí sinh cần làm của đề thi IELTS. Vậy cấu trúc của bài thi IELTS Reading như thế nào? Hãy cùng Aten English tìm hiểu bài mẫu IELTS Reading ngay trong bài viết sau đây nhé! 

1.Cấu trúc bài thi IELTS Reading

Phần Đọc bao gồm 40 câu hỏi, được thiết kế để kiểm tra một loạt các kỹ năng đọc. Chúng bao gồm đọc ý chính, đọc chi tiết, đọc lướt, hiểu lập luận logic và quan điểm, mục đích của người viết. Mỗi câu hỏi có giá trị 1 điểm.

Bài thi IELTS Academic – bài thi này bao gồm ba đoạn văn dài từ mô tả và thực tế đến phân tích. Chúng được lấy từ sách, tạp chí, tạp chí và báo.

Bài thi IELTS Reading được diễn ra trong 60 phút. Bạn nên luyện thi IELTS Reading để đảm bảo được tốc độ và chất lượng bài thi một cách tốt nhất.

Một loạt các loại câu hỏi từ các dạng bài: multiple choice, matching headings, sentence completion, summary completion, table completion, flow-chart completion, short-answer questions… Để tìm hiểu rõ hơn, Aten English sẽ giúp bạn đưa ra các bài mẫu IELTS Reading dưới đây nhé!

hinh-anh-bai-mau-ielts-reading-moi-nhat-nam-2022-1
Cấu trúc bài thi IELTS Reading

2. Dạng bài Multiple choice trong IELTS Reading

Cấu trúc: Thí sinh bắt buộc phải chọn câu trả lời đúng nhất từ ​​bốn phương án (A, B, C hoặc D), hoặc hai câu trả lời đúng nhất trong năm phương án (A, B, C, D hoặc E). Thí sinh cần viết chữ cái của câu trả lời họ đã chọn vào phiếu trả lời.

hinh-anh-bai-mau-ielts-reading-moi-nhat-nam-2022-2
Dạng bài Multiple choice trong IELTS Reading

Ví dụ:

One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form. However, if Mona Lisa was a famous novel, few people would bother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpreting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.

1.According to the passage, Mona Lisa is :

A. Da Vinci’s masterpiece

B. One of the famous works of art

C. Just another painting

D. The only work on art

2. Why do people want to view art in its original form?

A. They can appreciate art better in its original form.

B. They are tired of viewing duplicates.

C. both A & B

D. None of the above

3.According to the passage, what is the difference between a novel and a painting?

A. No difference

B. Novels are unique.

C. Paintings are unique objects.

D. None of the above

3. Dạng bài Matching headings trong IELTS Reading:

Cấu trúc: Thí sinh được cung cấp một danh sách các đề mục, thường là các chữ số La Mã viết thường (i, ii, iii, v.v.). Một đề mục sẽ đề cập đến ý chính của đoạn hoặc phần của văn bản. Người dự thi cần viết các chữ số La Mã thích hợp vào các ô trên phiếu trả lời của họ. Sẽ luôn có nhiều tiêu đề hơn là có đoạn hoặc phần, vì vậy một số tiêu đề sẽ không được sử dụng.

hinh-anh-bai-mau-ielts-reading-moi-nhat-nam-2022-3
Dạng bài Matching headings trong IELTS Reading

Ví dụ:

i, Dramatic effects can result from small changes in traffic just as in nature
ii, How a maths experiment actually reduced traffic congestion
iii, How a concept from one field of study was applied in another
iv, A lack of investment in driver training
v, Areas of doubt and disagreement between experts
vi, How different countries have dealt with traffic congestion
vii, The impact of driver behaviour on traffic speed
viii, A proposal to take control away from the driver

The Physics of Traffic Behavior

A. Some years ago, when several theoretical physicists, principally Dirk Helbing and Boris Kerner of Stuttgart, Germany, began publishing papers on traffic flow in publications normally read by traffic engineers, they were clearly working outside their usual sphere of investigation. They had noticed that if they simulated the movement of vehicles on a highway, using the equations that describe how the molecules of a gas move, some very strange results emerged. Of course, vehicles do not behave exactly like gas molecules: for example, drivers try to avoid collisions by slowing down when they get too near another vehicle, whereas gas molecules have no such concern. However, the physicists modified the equations to take the differences into account and the overall description of traffic as a flowing gas has proved to be a very good one; the moving-gas model of traffic reproduces many phenomena seen in real-world traffic.

The strangest thing that came out of these equations, however, was the implication that congestion can arise completely spontaneously; no external causes are necessary. Vehicles can be flowing freely along, at a density still well below what the road can handle, and then suddenly gel into a slow-moving ooze. Under the right conditions a brief and local fluctuation in the speed or the distance between vehicles is all it takes to trigger a system-wide breakdown that persists for hours. In fact, the physicists’ analysis suggested such spontaneous breakdowns in traffic flow probably occur quite frequently on highways.

B. Though a decidedly unsettling discovery, this showed striking similarities to the phenomena popularized as ‘chaos theory’. This theory has arisen from the understanding that in any complex interacting system which is made of many parts, each part affects the others. Consequently, tiny variations in one part of a complex system can grow in huge but unpredictable ways. This type of dramatic change from one state to another is similar to what happens when a chemical substance changes from a vapor to a liquid. It often happens that water in a cloud remains as a gas even after its temperature and density have reached the point where it could condense into water droplets. However, if the vapor encounters a solid surface, even something as small as a speck of dust, condensation can
take place and the transition from vapor to liquid finally occurs. Helbing and Kerner see traffic as a complex interacting system. They found that a small fluctuation in traffic density can act as the ‘speck of dust’ causing a sudden change from freely moving traffic to synchronized traffic, when vehicles in all lanes abruptly slow down and start moving at the same speed, making passing impossible.

C. The physicists have challenged proposals to set a maximum capacity for vehicles on highways. They argue that it may not be enough simply to limit the rate at which vehicles are allowed to enter a highway, rather, it may be necessary to time each vehicle’s entry onto a highway precisely to coincide with a temporary drop in the density of vehicles along the road. The aim of doing this would be to smooth out any possible fluctuations in the road conditions that can trigger a change in traffic behavior and result in congestion. They further suggest that preventing breakdowns in the flow of traffic could ultimately require implementing the radical idea that has been suggested from time to time: directly regulating the speed and spacing of individual cars along a highway with central computers and sensors that communicate with each car’s engine and brake controls.

Trên đây là thông tin hữu ích và một số bài mẫu IELTS Reading. Từ đó, bạn hãy chăm chỉ ôn tập để đạt được kết quả cao trong kì thi IELTS nhé!

Tham khảo: Bật mí các mẹo làm bài IELTS Reading để đạt điểm cao.

KHUYẾN MÃI HẤP DẪN

Tặng #Voucher_4.000.000 cho 20 bạn may mắn
Tặng thẻ BẢO HÀNHtrọn đời học lại hoàn toàn miễn phí
Giảm thêm 10% khi đăng ký nhóm từ 3 học viên trở lên
Tặng khóa giao tiếp nâng cao 2 tháng với giáo viên nước ngoài