Reading 4.5 - 6.0 | IZONE
Lịch khai giảng

PHƯƠNG PHÁP LÀM DẠNG BÀI MATCHING NAME

Các sĩ tử luyện thi IELTS chắc hẳn không còn xa lạ gì với dạng bài MATCHING NAMES trong IELTS Reading rồi, tuy nhiên các bạn có chắc mình đã nắm được các chiến thuật phù hợp để ‘xử đẹp’ và ẵm trọn điểm bài này.

Đã bao giờ bạn rơi vào tình thế tìm được thông tin rồi nhưng vẫn làm sai dạng bài này chưa? 

Nếu có là câu trả lời thì bạn đừng bỏ qua bài viết này nhé. Trong bài ngày hôm nay, IZONE sẽ chia sẻ cho các bạn 2 phương pháp để giải quyết hiệu quả dạng bài MATCHING NAME.

 

Phương pháp 1. Làm theo thứ tự bạn muốn

Các câu hỏi trong bài đọc IELTS đa phần đều được sắp xếp một cách có chủ đích, người ra đề muốn các bạn làm những câu hỏi như matching headings hoặc sentence completion trước để có cái nhìn tổng quan nhất về bài đọc, sau đó mới đến những câu hỏi về chi tiết như matching phrases. 

Đối với dạng matching names, mặc dù nó được coi là dạng câu hỏi về details, tuy nhiên bạn có lợi thế là câu hỏi chứa tên riêng – đây chính là vũ khí giúp các bạn scan thông tin nhanh hơn và có thể tận dụng làm dạng bài này bất cứ lúc nào bạn muốn hoặc làm bất cứ tên riêng nào trước mà không phải theo bất cứ thứ tự nào.

 

Phương pháp 2. Chú ý tới kỹ thuật paraphrase

Sau khi đã scan được tên riêng trong bài thì nhiều bạn lại gặp phải vấn đề khác, đó là tìm ra được tên riêng nhưng vẫn chọn sai đáp án. Đây là lúc các bạn cần chú ý tới technique số 2, để ý tới các cụm từ được paraphrase trước và sau tên riêng đó để chọn ra đáp án đúng. Trăm nghe không bằng một thấy, các bạn hãy luyện tập 5 câu hỏi trích từ quyển sách Cam 10 – Test 2 – Passage 2 Gifted children and learning sau đây nhé.

Look at the following statements (Questions 18–22) and the list of people below.
Match each statement with the correct person or people, A–E.
Write the correct letter, A–E, in boxes 18–22 on your answer sheet.

  1. Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.
  2. Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition -and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.
  3. High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then .we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.
  4. Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers o pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child- initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.
  5. But scientific progress is not all theoretical, knowledge is so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise se mixed with a high level of motivation (Weisberg, 1993).
  6. To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of earning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advancement, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion, the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.

 

18. Less time can be spent on exercises with gifted pupils who produce accurate work.
19. Self-reliance is valuable toolt that help gifted students reach their goals.
20. Gifted children know how to channel their feelings to assist their learning.
21. The very gifted child benefits from appropriate support from close relatives.
22. Really successful students have learned a considerable amount about their subject

Điểm số của bạn là % – đúng / câu

Đầu tiên, các bạn có thể dễ dàng xác định những tên riêng trong bài nằm ở những paragraph nào của bài đọc, trong trường hợp này thì tên Freeman nằm ở đoạn A, Shore and Kanevsky nằm ở đoạn C, Simonton và Elshout nằm ở đoạn E, và Boekaerts’ nằm ở đoạn F

Tiếp đến, các bạn sẽ đi scan các thông tin nằm gần những tên riêng đó và tìm các cụm từ được paraphrase sẽ ra được đáp án, cụ thể như sau:

Câu 18: đáp án B

Gifted pupils = the gifted

Produce accurate work = make few errors

Less time spent on = shorten the practice

Câu 19: đáp án D

Self-reliance = independence

Reach their goals = reach the highest levels of expertise

Câu 20: đáp án E

Gifted children = highly achieving children

Assist their learning: bao gồm control their environment, improve learning efficiency, increase learning resources

Câu 21: đáp án A

Close relatives = a very close positive relationship

Appropriate support = educational backup (interactions with parents)

Câu 22: đáp án C

Know a great deal = learnt a considerable amount

Their subject = a specific domain

Hy vọng 2 kỹ năng trên có thể giúp  các bạn trong quá trình luyện tập dạng bài Matching Names.