INTERMEDIATE

COURSE
READING
LESSON 4
Nội dung: Scanning

Tổng quan
Ở bài trước, người học đã nắm được kỹ thuật xác định từ khóa và ứng dụng vào dạng bài
Completion (Điền từ) và Multiple Choices (Trắc nghiệm).
Trong bài học này, người học sẽ tìm hiểu về kỹ thuật Scanning và những cách để tăng tốc
độ đọc, từ đó áp dụng vào dạng bài Locate information (Định vị thông tin) và TRUE/ FALSE/
NOT GIVEN.

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Scanning (Tìm kiếm thông tin)
Bài đọc IELTS thường có nội dung tương đối dài (800 - 900 từ). Do đó, việc xác định vị trí
của đáp án là rất khó nếu như người đọc không có kỹ năng đọc phù hợp. Kỹ năng
scanning sẽ giúp bạn giải quyết vấn đề này.
1. Scanning là gì?
Đọc lướt

Tìm chi tiết cụ thể

Scanning

Không cần hiểu nội

dung bài đọc

Trong IELTS, scanning là đọc lướt một đoạn văn và tìm từ khóa của câu hỏi trong đoạn
văn đó mà chưa tập trung hiểu ý nghĩa. Khi xác định được vị trí của từ khóa, người đọc sẽ
khoanh vùng được phần thông tin chứa đáp án.

2. Kỹ thuật chuyển động mắt (Eye movement):

Kỹ thuật chuyển động mắt phối hợp cùng Scanning để tăng tốc độ xác định keyword.
Khi thực hiện kỹ thuật này, người đọc tập trung duy nhất vào việc tìm từ khóa mà chưa
cần đọc hiểu nội dung bài đọc.

Hướng đi của mắt: Đọc bắt đầu từ cuối đoạn văn lên, và theo trình từ từ phải qua trái
(cùng lúc hãy dùng một chiếc bút để lướt theo, giúp tập trung sự chú ý của mắt theo
chuyển động của bút).
Lưu ý: Khi đọc từ trên xuống dưới và từ trái qua phải, người đọc sẽ dễ bị cuốn vào việc
đọc hiểu văn bản và khiến cho việc tìm kiếm từ khóa lâu hơn. Di chuyển mắt theo hướng
ngược lại – dưới lên trên, phải qua trái – sẽ tránh việc người đọc tốn nhiều thời gian cho
việc đọc hiểu hơn là việc tìm kiếm thông tin cần thiết một cách nhanh chóng.

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3. Phương pháp scan hiệu quả:

Ghi nhớ các từ khóa cần tìm (ghi nhớ ý nghĩa từ)

Xác định keyword và từ đồng nghĩa với keywords khi scan

Áp dụng kỹ năng chuyển động mắt (Eye movement)

Tăng tốc tìm keyword để xác định thông tin trả lời trước khi đọc
hiểu nội dung (chưa cần đọc hiểu ở bước này)

Đánh dấu từ khóa tìm được (gạch chân, khoanh tròn)t

Tiết kiệm thời gian cho lần tiếp theo sử dụng từ khóa (kiểm tra
đáp án, trả lời câu hỏi khác)

Locate information

Với dạng bài này, người ra đề sẽ đưa ra 4-5 thông tin và yêu cầu người đọc nối mỗi thông
tin này với tên một đoạn văn (các sự lựa chọn) chứa thông tin đó. Đặc điểm nhận dạng:
Which paragraph/ section contains the following information?

Trong quá trình làm bài, ta sẽ thường gặp các khó khăn như:
+ Thông tin trong các câu hỏi không theo trình tự bài đọc (thông tin ở câu 1 không
nhất thiết phải nằm ở phần đầu bài đọc)
+ Số lượng các đoạn văn (sự lựa chọn) thường nhiều hơn số lượng các thông tin
(câu hỏi)
+ Một đoạn văn có thể chứa hai thông tin nhưng cũng có thể không chứa thông tin
nào

Các bước làm bài

Bước 1: Analyse questions (phân tích câu hỏi)

Bước 2: Skim and Scan information (Tìm thông tin)
Bước 3: Choose the correct answers (Chọn đáp án đúng)

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 Children with auditory problems
A. Hearing impairment or other auditory function deficit in young children can have a major
impact on their development of speech and communication, resulting in a detrimental
effect on their ability to learn at school. This is likely to have major consequences for the
individual and the population as a whole. The New Zealand Ministry of Health has found
from research carried out over two decades that 6-10% of children in that country are
affected by hearing loss.

B. A preliminary study in New Zealand has shown that classroom noise presents a major
concern for teachers and pupils. Modern teaching practices, the organization of desks in
the classroom, poor classroom acoustics, and mechanical means of ventilation such as
air-conditioning units all contribute to the number of children unable to comprehend the
teacher’s voice. Education researchers Nelson and Soli have also suggested that recent
trends in learning often involve collaborative interaction of multiple minds and tools as
much as individual possession of information. This all amounts to heightened activity and
noise levels, which have the potential to be particularly serious for children experiencing
auditory function deficit. Noise in classrooms can only exacerbate their difficulty in
comprehending and processing verbal communication with other children and instructions
from the teacher.

C. Children with auditory function deficit are potentially failing to learn to their maximum
potential because of noise levels generated in classrooms. The effects of noise on the
ability of children to learn effectively in typical classroom environments are now the subject
of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on
the advice of the World Health Organization, has established an international working
party, which includes New Zealand, to evaluate noise and reverberation control for school
rooms.

D. While the detrimental effects of noise in classroom situations are not limited to children
experiencing disability, those with a disability that affects their processing of speech and
verbal communication could be extremely vulnerable. The auditory function deficits in
question include hearing impairment, austistic spectrum disorders (ASD) and attention
deficit disorders (ADD/ADHD).

E. Autism is considered a neurological and genetic life-long disorder that causes

discrepancies in the way information is processed. This disorder is characterized by
interlinking problems with social imagination, social communication and social interaction.
According to Janzen, this affects the ability to understand and relate in typical ways to
people, understand events and objects in the environment, and understand or respond to
sensory stimuli. Autism does not allow learning or thinking in the same ways as in children
who are developing normally

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The Reading Passage has five sections, A-E
Which section contains the following information?
1. A description of a global team effort
2. A hypothesis as to one reason behind the growth in classroom noise
3. A list of medical conditions which place some children more at risk from noise than
others.
4. The estimated proportion of children in New Zealand with auditory problems.

So sánh thông tin trong câu hỏi và bài đọc – Trả lời TRUE / FALSE / NOT GIVEN
Với một số dạng câu hỏi nhất định trong IELTS Reading (ví dụ: T / F / NG), bạn cần xác
định các thành phần của câu hỏi và sau đó so sánh chúng với thông tin được đưa ra trong
văn bản để trả lời câu hỏi một cách chính xác.

Unusual Sports
A. Do you ever get bored with the same old sports? If you're tired of tennis, fed up with
football or bored of basketball, don't worry. There are plenty of new and unusual sports out
there for you to try. Many of these are a mix of existing sports, sometimes with a local
element added. Bossaball, for example, is a mix of football and volleyball, played on an
inflatable pitch with a trampoline in the middle. To make it more exciting, it also has
elements of Brazilian martial arts!

B. If you are very good at horse riding, you could try the national sport of Afghanistan,
buzkashi. Many versions have been played in the Central Asian region for hundreds of
years. The game involves players on horseback trying to get hold of a dead goat. The
Afghan Buzkashi Federation wants the game to spread throughout the world and has
finally written down the rules because they hope to get Olympic status for the sport.

C. A sport that is more likely to become famous is kabaddi. It is popular in India and
other parts of South Asia. It is similar in some ways to the game called 'tag' or 'it' which
school children play. One person is 'it' and has to catch the others. In kabaddi, a 'raider'
from one team tries to tag a player from the other team and then return to their own half of
the field without getting caught. In some versions of the game, the raider must chant the
word 'kabaddi' as he returns to his place. Kabaddi is good fun, good exercise and doesn't
need any equipment. It is played at the Asian Games.

D. There is an unusual sport which describes itself as a 'classic mix of brains and
brawn'. The game, called 'chess boxing', involves a round of chess and then a round of
boxing, then another of chess, and so on. There is one minute between rounds. The first
chess boxing world championship took place in 2003 in Amsterdam and was won by a
Dutchman, lepe Rubingh. Since then, it has become more popular, particularly in
Germany, the UK, India and Russia. It is a difficult sport, as players need to be very good
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at two very different activities and be able to switch quickly between the two.
E. Finally, an unusual sport that will be familiar to most of us is roshambo, which
began in China about 2000 years ago and spread gradually to the rest of the world. Played
by young and old, in the UK it is known as 'rock-paper scissors'. It is surprising that it is
called a sport and taken so seriously: there's a World Rock Paper Scissors Society and a
league which holds championships every year. So, whatever kinds of sport you like, there
is something new and interesting for you to try.
(Source: Mindset for IELTS 1)
Glossary
• fed up: chán
• inflatable pitch: sân chơi được bơm hơi
• trampoline: tấm đệm nhảy
• martial arts: võ thuật
• rules: luật lệ
• chant: ca hát
• take place: diễn ra

Questions 1-5
Do the following statements agree with the information given in Reading Passage?
In boxes 1-3 on your answer sheet, write
- TRUE if the statement agrees with the information
- FALSE if the statement contradicts the information
- NOT GIVEN if there is no information on this

1. People play bossaball on a soft surface.

2. Buzkashi is an Olympic sport.
3. Kabaddi is often played in schools.
4. lepe Rubingh invented chess boxing.
5. Lepe Rubingh is from Germany.
6. People consider roshambo a serious sport.

The Pompidou Centre

More than three decades after it was built, the Pompidou Centre in Paris has survived
its moment at the edge of architectural fashion and proved itself to be one of the most
remarkable buildings of the 20th century.

It was the most outstanding building constructed in Paris for two generations. It looked like
an explosion of brightly coloured service pipes in the calm of the city centre. However,
when in 1977 the architects Richard Rogers and Renzo Piano stood among a large crowd
of 5,000 at the opening of the Centre Culturel d'Art Georges Pompidou (known as the
Pompidou), no one was really aware of the significance of this unusual building.

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Rogers was only 38 when he and Piano won the competition to design a new cultural
centre for Paris in the old market site. Young, unknown architects, they had been chosen
from a field of nearly 700 to design one of the most prestigious buildings of its day. After
six difficult years, with 25,000 drawings, seven lawsuits, battles over budgets, and a
desperate last-minute scramble to finish the building, it had finally been done.

Yet the opening was a downbeat moment. The Pompidou Centre had been rubbished by
the critics while it was being built, there was no more work in prospect for the architects,
and their partnership had effectively broken down. But this was just a passing crisis. The
Centre, which combined the national museum of modern art, exhibition space, a public
library and a centre for modern music, proved an enormous success. It attracted six million
visitors in its first year, and with its success, the critics swiftly changed their tune.

The architects had been driven by the desire for ultimate flexibility, for a building that would
not limit the movement of its users. All the different parts were approached through the
same enormous entrance hall and served by the same escalator, which was free to
anyone to ride, whether they wanted to visit an exhibition or just admire the view. With all
the services at one end of the building, escalators and lifts at the other, and the floors hung
on giant steel beams providing uninterrupted space the size of two football pitches, their
dream had become a reality.

The image of the Pompidou pervaded popular culture in the 1970s, making appearances
everywhere - on record-album covers and a table lamp, and even acting as the set for a
James Bond 1 film. This did much to overcome the secretive nature of the architectural
culture of its time, as it enabled a wider audience to appreciate the style and content of the
building and so moved away from the strictly professional view.

The following year, Rogers was commissioned to design a new headquarters for Lloyd's
Bank in London and went on to create one of Britain's most dynamic architectural
practices. Piano is now among the world's most respected architects. But what of their
shared creation?

It was certainly like no previous museum, with its plans for a flexible interior that not only
had movable walls but floors that could also be adjusted up or down. This second feature
did not in the end survive when the competition drawings were turned into a real building.
In other ways, however, the finished building demonstrated a remarkable degree of
refinement
- of craftsmanship even - in the way the original diagram was transformed into a superbly
detailed structure. It was this quality which, according to some critics, suggested that the
Pompidou should be seen as closer to the 19th-century engineering tradition than the
space age.

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Nevertheless, as a model for urban planning, it has proved immensely influential. The
Guggenheim in Bilbao* and the many other major landmark projects that were built in the
belief that innovatively designed cultural buildings can bring about urban renewal are all
following the lead of the Pompidou Centre.

Other buildings may now challenge it for the title of Europe's most outlandish work of
architecture. However, more than a quarter of a century later, this construction - it is hard
to call it a building when there is no façade, just a lattice of steel beams and pipes and a
long external escalator snaking up the outside - still seems extreme.

Today, the Pompidou Centre itself still looks much as it did when it opened. The shock
value of its colour-coded plumbing and its structure has not faded with the years. But while
traditionalists regarded it as an ugly attack on Paris when it was built, they now see it for
what it is - an enormous achievement, technically and conceptually.

Questions 1-4
Choose the correct letter, A, B, C or D.
1. What does the writer say in the first paragraph about the opening of the
Pompidou Centre?
A The elderly did not like it.
B The architects were not present.
C The atmosphere was very noisy.
D The people did not realise its importance.
2 What does the writer say in the second paragraph about the construction of the
Pompidou?
A There was a hurry to complete it.
B It cost less than expected.
C Other experts helped draw the plans.
D The market location was criticised.
3 What is the writer’s main purpose in the third paragraph?
A to explain the multi-functional role of the centre
B to praise the architects for their design ideas
C to say why some people’s opinions quickly altered
D to show how the media benefited from its success
4 What was the architects’ ‘dream’, referred to in the fourth paragraph?
A to become famous
B to provide entertainment
C to allow visitors to use it freely
D to build the biggest museum in the world

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Questions 5-8
Complete each sentence with the correct ending, A-F, below.

5 The escalators and lifts inside the Pompidou

6 In the 1970s, pictures of the Pompido
7 The original plans for the floors of the Pompidou
8 The detailed structure of the finished building

A reminded some people of past building styles.

B were used to decorate everyday objects.
C fitted in well with the external surroundings.
D were situated on one side of the building.
E showed people which area to visit.
F were changed during the construction process.

Yes/ No/ Not Given có cách làm bài tương tự với True/ False/ Not Given. Tuy nhiên,
điểm khác biệt chính của hai dạng này phụ thuộc vào nội dung bài đọc. Cụ thể, True/
False/ Not Given yêu cầu người học nhận diện những thông tin thực tế, còn Yes/ No/ Not
Given yêu cầu người học hiểu được ý kiến người tác giả

Questions 9-14
Complete each sentence with the correct ending, A-F, below.

Do the following statements agree with the views of the writer in the reading passage?

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

9 The Pompidou has influenced the way cities are designed.

10 The Guggenheim has been more popular than the Pompidou.
11 The word building fits the Pompidou better than the word construction.
12 The Pompidou’s appearance has changed considerably since it opened.
13 Nowadays, the design of the Pompidou fails to shock people.
14 The traditionalist view of the Pompidou has changed over the years.

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READING PASSAGE 3 (Cambridge 14, Test 2)

The power of play

Virtually every child, the world over, plays. The drive to play is so intense that children will
do so in any circumstances, for instance when they have no real toys, or when parents do
not actively encourage the behavior. In the eyes of a young child, running, pretending, and
building are fun. Researchers and educators know that these playful activities benefit the
development of the whole child across social, cognitive, physical, and emotional domains.
Indeed, play is such an instrumental component to healthy child development that the Unit-
ed Nations High Commission on Human Rights (1989) recognized play as a fundamental
right of every child.

Yet, while experts continue to expound a powerful argument for the importance of play in
children’s lives, the actual time children spend playing continues to decrease. Today, chil-
dren play eight hours less each week than their counterparts did two decades ago (Elkind
2008). Under pressure of rising academic standards, play is being replaced by test
prepara- tion in kindergartens and grade schools, and parents who aim to give their
preschoolers a leg up are led to believe that flashcards and educational ‘toys’ are the path
to success. Our society has created a false dichotomy between play and learning.

Through play, children learn to regulate their behavior, lay the foundations for later learning
in science and mathematics, figure out the complex negotiations of social relationships,
build a repertoire of creative problem-solving skills, and so much more. There is also an
important role for adults in guiding children through playful learning opportunities.

Full consensus on a formal definition of play continues to elude the researchers and the-
orists who study it. Definitions range from discrete descriptions of various types of play
such as physical, construction, language, or symbolic play (Miller & Almon 2009), to lists of
broad criteria, based on observations and attitudes, that are meant to capture the essence
of all play behaviors (e.g. Rubin etal. 1983).

A majority of the contemporary definitions of play focus on several key criteria. The found-
er of the National Institute for Play, Stuart Brown, has described play as ‘anything that
spontaneously is done for its own sake’. More specifically, he says it ‘appears purpose-
less, produces pleasure and joy, [and] leads one to the next stage of mastery’ (as quoted
in Tippett 2008). Similarly, Miller and Almon (2009) say that play includes ‘activities that
are freely chosen and directed by children and arise from intrinsic motivation’. Often, play
is defined along a continuum as more or less playful using the following set of behavioral
and dispositional criteria (e.g. Rubin et al. 1983):

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Play is pleasurable: Children must enjoy the activity or it is not play. It is intrinsically moti-
vated: children engage in play simply for the satisfaction the behavior itself brings. It has
no extrinsically motivated function or goal. Play is process oriented: When children play,
the means are more important than the ends. It is freely chosen, spontaneous and volun-
tary. If a child is pressured, they will likely not think of the activity as play. Play is actively
engaged: Players must be physically and/or mentally involved in the activity. Play is non-
lit- eral. It involves make-believe.

According to this view, children’s playful behaviors can range in degree from 0% to 100%
playful. Rubin and colleagues did not assign greater weight to any one dimension in deter-
mining playfulness; however, other researchers have suggested that process orientation
and a lack of obvious functional purpose may be the most important aspects of play (e.g.
Pellegrini 2009).

From the perspective of a continuum, play can thus blend with other motives and attitudes
that are less playful, such as work. Unlike play, work is typically not viewed as enjoyable
and it is extrinsically motivated (i.e. it is goal oriented). Researcher Joan Goodman (1994)
suggested that hybrid forms of work and play are not a detriment to learning; rather, they
can provide optimal contexts for learning. For example, a child may be engaged in a dif-
ficult, goal-directed activity set up by their teacher, but they may still be actively engaged
and intrinsically motivated. At this mid-point between play and work, the child’s motivation,
coupled with guidance from an adult, can create robust opportunities for playful learning.

Critically, recent research supports the idea that adults can facilitate children’s learning
while maintaining a playful approach in interactions known as ‘guided play’ (Fisher et al.
2011). The adult’s role in play varies as a function of their educational goals and the child’s
developmental level (Hirsch-Pasek et al. 2009).

Guided play takes two forms. At a very basic level, adults can enrich the child’s environ-
ment by providing objects or experiences that promote aspects of a curriculum. In the
more direct form of guided play, parents or other adults can support children’s play by
join- ing in the fun as a co-player, raising thoughtful questions, commenting on children’s
dis- coveries, or encouraging further exploration or new facets to the child’s activity.
Although playful learning can be somewhat structured, it must also be child-centered
(Nicolopolou et al. 2006). Play should stem from the child’s own desire.

Both free and guided play are essential elements in a child-centered approach to playful
learning. Intrinsically motivated free play provides the child with true autonomy, while
guided play is an avenue through which parents and educators can provide more targeted
learning experiences. In either case, play should be actively engaged, it should be
predomi- nantly child-directed, and it must be fun.

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Tương tự với dạng bài Locate information, ở dạng bài này, thí sinh sẽ phải nối các mục
như tên ngườI, ngày, tháng, năm, tên các dự án hoặc nghiên cứu ... với từng thông tin
tương ứng với nội dung trong bài.

Questions 27-31
Look at the following statements (Questions 27-31) and the list of researchers below.
Match each statement with the correct researcher, A-G.
Write the correct letter, A-G, in boxes 27-31 on your answer sheet.
27. Play can be divided into a number of separate categories.
28. Adults’ intended goals affect how they play with children.
29. Combining work with play may be the best way for children to learn.
30. Certain elements of play are more significant than others.
31. Activities can be classified on a scale of playfulness.

List of Researchers
A. Elkind
B. Miller & Almon
C. Rubin et al.
D. Stuart Brown
E. Pellegrini
F. Joan Goodman
G. Hirsch-Pasek et al.

Questions 32-36
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 32-36 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

32. Children need toys in order to play.

33. It is a mistake to treat play and learning as separate types of activities.
34. Play helps children to develop their artistic talents.
35. Researchers have agreed on a definition of play.
36. Work and play differ in terms of whether or not they have a target.

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Questions 37-40
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Guided play
In the simplest form of guided play, an adult contributes to the environment in which the
child is playing. Alternatively, an adult can play with a child and develop the play, for
instance by 37…………….. the child to investigate different aspects of their game.
Adults can help children to learn through play, and may make the activity rather structured,
but it should still be based on the child’s 38 …………….. to play. Play without the
intervention of adults gives children real 39……………............ ; with adults, play can be 40
................................... at particular goals. However, all forms of play should be an
opportunity for children to have fun.

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