GIẢI ĐỀ READING CAM 18 TEST 3 PASSAGE 2

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📖 IELTS Reading Practice

The case for mixed-ability classes (C18 Test 3)

⏳ 20:00

The case for mixed-ability classes

Picture this scene. It’s an English literature lesson… (Q27) The teacher has just read an extract from Shakespeare’s Romeo and Juliet… He’s given some of the students copies of No Fear Shakespeare… For three students, even these literacy demands are beyond them… He can ask most of the class about character development…

The practice of ‘streaming’, or ‘tracking’… (Q28) The practice is intuitively appealing to almost every stakeholder.

I have heard the mixed-ability model attacked by way of analogy: a group hike… (Q29) The brightest ones will never summit Mount Qomolangma, and the stragglers won’t enjoy the lovely stroll in the park they are perhaps more suited to.

The current pedagogical paradigm is arguably that of constructivism… (Q30/36) The purpose of teaching is to provide and then gradually remove this ‘scaffolding’… If we accept this model, it follows that streaming students with similar ZPDs would be an efficient and effective solution.

Despite all this… (Q31/32/33/34) Professor John Hattie notes that ‘tracking has minimal effects on learning outcomes’. Streaming appears to significantly – and negatively – affect those students assigned to the lowest sets. These students tend to have much higher representation of low socioeconomic class. Less significant is the small benefit for those lucky clever students in the higher sets.

…(Q35) Streaming students by diagnosed achievement automatically limits what the teacher feels the student is capable of.

While streaming might seem to help teachers… (Q37) While teachers are MKOs, the value of knowledgeable student peers must not go unrecognised either. (Q38) There is also something exciting about passing on skills and knowledge that you yourself have just mastered.

…(Q39) And today, more than ever, we need the many to flourish – not suffer at the expense of a few bright stars. Once a year, I go on a hike with my class… We make it – together. (Q40)

Questions 27–30

27. The Romeo and Juliet lesson demonstrates:

how a teacher handles a range of learning needs.

✅ B

Đoạn 1 mô tả việc giáo viên đưa ra các tài liệu và yêu cầu khác nhau cho các nhóm trình độ khác nhau.

28. What is said about streaming in the 3rd paragraph?

It has a very broad appeal.

✅ A

Đoạn 3: “…appealing to almost every stakeholder” (thu hút hầu hết các bên liên quan).

29. What idea is suggested by “Mount Qomolangma” in the 5th paragraph?

students not achieving their full potential

✅ C

Đoạn 5: Ám chỉ học sinh giỏi nhất bị kìm hãm, không bao giờ đạt tới đỉnh cao thực sự của họ.

30. What does ‘scaffolding’ in the 6th paragraph refer to?

assistance given to a student in initial stages

✅ C

Đoạn 6: Scaffolding là sự hỗ trợ tạm thời (support) để học sinh có thể tiến tới tự lập.

Questions 31–35

John Hattie notes streaming leads to very little 31. . Impact is on students in 32. , especially those from 33. . Minimal benefit for 34. . Teachers have 35. of streamed groups.

✅ Đáp án: 31: H | 32: D | 33: F | 34: E | 35: B

Questions 36–40 (YES/NO/NOT GIVEN)

36. Vygotsky model supports mixed-ability classes: NO

✅ NO

Đoạn 6 nói mô hình này ủng hộ “streaming students with similar ZPDs”.

37. Teachers are uncertain about student MKOs: NOT GIVEN

✅ NOT GIVEN

Bài đọc nhắc tới giá trị của học sinh MKO nhưng không nói giáo viên có nghi ngờ/ngần ngại hay không.

38. Rewarding to teach knowledge recently acquired: YES

✅ YES

Đoạn 10: “something exciting about passing on skills… you yourself have just mastered”.

39. Priority should be for highest-achieving students: NO

✅ NO

Đoạn 11: “need the many to flourish – not suffer at the expense of a few bright stars”.

40. Outdoor activities improve student outcomes: NOT GIVEN

✅ NOT GIVEN

Chuyện đi bộ đường dài chỉ là ví dụ minh họa về sự hợp tác, bài đọc không khẳng định nó làm tăng điểm số học tập.

📊 Score: 0/14

20 Useful Vocabulary (Mixed-Ability Classes)

1. Extract (Noun)

Đoạn trích (từ sách, bài phát biểu, tài liệu).

"The teacher has just read an extract from Shakespeare’s Romeo and Juliet…"

2. Literacy (Noun)

Trình độ học vấn, kỹ năng đọc hiểu và viết.

"For three students, even these literacy demands are beyond them…"

3. Streaming / Tracking (Noun)

Việc phân loại, xếp lớp học sinh theo năng lực.

"The practice of ‘streaming’, or ‘tracking’… is intuitively appealing…"

4. Intuitively (Adverb)

Bằng trực giác, theo bản năng.

"The practice is intuitively appealing to almost every stakeholder."

5. Stakeholder (Noun)

Bên liên quan (những người có quyền lợi/trách nhiệm trong một vấn đề).

"The practice is intuitively appealing to almost every stakeholder."

6. Analogy (Noun)

Sự loại suy, sự ví von tương đồng để giải thích.

"I have heard the mixed-ability model attacked by way of analogy: a group hike…"

7. Straggler (Noun)

Người tụt lại phía sau, người đi chậm.

"…and the stragglers won’t enjoy the lovely stroll in the park…"

8. Pedagogical (Adjective)

Thuộc về khoa học giảng dạy, phương pháp sư phạm.

"The current pedagogical paradigm is arguably that of constructivism…"

9. Paradigm (Noun)

Mô hình, hệ chuẩn, hệ nhận thức.

"The current pedagogical paradigm is arguably that of constructivism…"

10. Scaffolding (Noun)

Phương pháp giàn giáo (sự hỗ trợ từng bước để học sinh tự lập).

"The purpose of teaching is to provide and then gradually remove this ‘scaffolding’…"

11. Constructivism (Noun)

Thuyết kiến tạo (học sinh tự xây dựng kiến thức thông qua trải nghiệm).

"The current pedagogical paradigm is arguably that of constructivism…"

12. Outcome (Noun)

Kết quả, thành quả (thường dùng trong learning outcome – kết quả học tập).

"Professor John Hattie notes that ‘tracking has minimal effects on learning outcomes’."

13. Socioeconomic (Adjective)

Thuộc về kinh tế và xã hội.

"These students tend to have much higher representation of low socioeconomic class."

14. Diagnose (Verb)

Chẩn đoán, đánh giá (bệnh tật hoặc năng lực hiện tại).

"Streaming students by diagnosed achievement automatically limits what the teacher feels…"

15. Capable (Adjective)

Có khả năng, có năng lực làm việc gì đó.

"…automatically limits what the teacher feels the student is capable of."

16. Peer (Noun)

Bạn đồng lứa, người ngang hàng.

"…the value of knowledgeable student peers must not go unrecognised either."

17. Unrecognised (Adjective)

Không được công nhận, bị phớt lờ, bị bỏ qua.

"…the value of knowledgeable student peers must not go unrecognised either."

18. Master (Verb)

Nắm vững, làm chủ (kiến thức, kỹ năng).

"…passing on skills and knowledge that you yourself have just mastered."

19. Flourish (Verb)

Phát triển mạnh mẽ, nở rộ, thăng hoa.

"And today, more than ever, we need the many to flourish…"

20. Expense (Noun)

Cái giá phải trả, sự tổn thất (at the expense of: gây thiệt hại cho).

"…not suffer at the expense of a few bright stars."

GIẢI ĐỀ READING CAM 18 TEST 3 PASSAGE 2

📖 IELTS Reading Practice