READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on pages 2 and 3.

Multiple Intelligences

The Implications of Multiple Intelligence Theory for Teachers

The first intelligence test was developed in France by Alfred Binet early in the 20th century. By the 1920s and 1930s, intelligence tests and their product, an individual's IQ (Intelligence Quotient), had become widely used in many societies around the world. Tests of this type, however, have now fallen into disrepute. All they test is linguistic and logical-mathematical intelligence, and this traditional definition of intelligence is now regarded as narrow.

We now know that 75% of teachers are sequential, analytical presenters, but 70% of students do not actually learn this way. A number of investigators now believe that the mind consists of several independent modules or intelligences. The educational psychologist responsible for this change of attitude is Howard Gardner, professor of education at Harvard University in the United States and the creator of the Multiple Intelligence theory.>> Form đăng kí giải đề thi thật IELTS 4 kĩ năng kèm bài giải bộ đề 100 đề PART 2 IELTS SPEAKING quý đang thi (update hàng tuần) từ IELTS TUTOR

Multiple Intelligence theory, according to Gardner, is an endorsement of three key propositions:

1. We are not all the same.
2. We do not all have the same kinds of minds.
3. Education works most effectively if these differences are taken into account.

Gardner argues that there are at least eight kinds of intelligence that are important to fuller human development and that are available for almost everyone to develop. These intelligences are:

1. Linguistic intelligence
2. Logical-mathematical intelligence
3. Musical intelligence
4. Spatial intelligence
5. Bodily-kinesthetic intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence

Gardner also speculates on the possibility of there being both a spiritual intelligence and an existential intelligence but comes to no definite conclusions.

Characteristics and Development of the Intelligences

Following are some characteristics of the different intelligences, along with ways to exercise and develop them:

• Linguistic Intelligence:
  Involves reading, writing, speaking, and conversing in one's own or foreign languages. It may be exercised through reading interesting books, listening to recordings, using various kinds of computer technology, and actively participating in discussions.

• Logical-Mathematical Intelligence:
  Involves number and computing skills, developing an awareness of patterns, and the ability to solve different kinds of problems through logic. It may be exercised through playing number and logic games and solving various kinds of puzzles.

• Musical Intelligence:
  Involves understanding and expressing oneself through music and rhythmic movements or dance. It may be exercised through exposure to a variety of recordings, engaging in rhythmic activities, and singing, dancing, or playing various instruments.

• Spatial Intelligence:
  Involves the ability to create and manipulate mental images and the orientation of the body in space. It may be developed through sharpening observation skills, solving mazes and other spatial tasks, and using imagery and active imagination.

• Bodily-Kinesthetic Intelligence:
  Involves physical skills and learning through bodily sensations. It may be exercised through performing, playing sports, and tasks requiring imagination.

• Interpersonal Intelligence:
  Involves understanding how to communicate with and understand other people collaboratively. It may be exercised through cooperative games, group projects, dramatic activities, or role-playing.

• Intrapersonal Intelligence:
  Involves comprehending our emotions and growing in the ability to control and work with them consciously. It may be exercised through participating in independent projects, journal-writing, and finding quiet places for reflection.

• Naturalist Intelligence:
  Involves understanding nature and the world around us. It may be exercised through exploration of nature and organizing collections of items.

Applying Multiple Intelligence Theory to the Classroom

Gardner proposes that the eight intelligences identified are independent in that they develop at different times and to different degrees in different individuals. They are, however, closely related, and many teachers and parents are finding that when an individual develops proficiency in one area, the whole constellation of intelligences may be enhanced.

Gardner refers to intelligences as potentials that will or will not be activated, depending upon the values of a particular society and the personal decisions made by individuals and/or their families. A student who believes that intelligence can be developed is likely to be persistent and adventurous. However, a learner who thinks they have no control over their ability level is more likely to get upset when faced with failure, as it can only be construed as evidence of inadequate ability.

The fluid theory of intelligence advocated by Gardner encourages students to stretch themselves. Does the fact that we each have a unique profile mean that teachers should plan individual lessons for every student in the class to take this into account? Clearly, this would be impractical, and the solution lies in including classroom activities designed to appeal to each of the intelligence types. Gardner suggests that the challenge of the coming decades is to stop treating everyone in a uniform way. He proposes individually configured education—an education that takes individual differences seriously and creates practices that serve different kinds of minds equally well.

Questions 1-4

Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-4 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. Intelligence tests became popular worldwide in the early 20th century.
2. Traditional intelligence tests focused on assessing language and mathematics.
3. New types of intelligence tests have now been developed for schoolchildren.
4. Research has shown that the majority of students benefit when information is taught in a sequential manner.

Questions 11-13

Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 11-13 on your answer sheet.

1. In the experience of teachers and parents, when one intelligence is improved, other areas may also develop.
2. If a learner feels their level of intelligence is fixed, they may not cope with ... as well as a learner who believes intelligence is flexible.
3. Gardner believes that in the future, educational programmes need to cater for the ... between students.

1. Implications

• Vietnamese: Ý nghĩa hoặc tác động của điều gì đó.
• IELTS TUTOR xét ví dụ từ bài đọc: The implications of multiple intelligence theory for teachers.
• Vietnamese Translation: Hệ quả của lý thuyết trí thông minh đa dạng đối với giáo viên.

2. Disrepute

• Vietnamese: Sự mất danh tiếng hoặc không được tin tưởng.
• IELTS TUTOR xét ví dụ từ bài đọc: Tests of this type, however, have now fallen into disrepute.
• Vietnamese Translation: Tuy nhiên, các bài kiểm tra loại này giờ đây đã bị mất uy tín.

3. Sequential

• Vietnamese: Theo trình tự, liên tiếp.
• IELTS TUTOR xét ví dụ từ bài đọc: 75% of teachers are sequential, analytical presenters.
• Vietnamese Translation: 75% giáo viên là người trình bày theo trình tự và phân tích.

4. Modules

• Vietnamese: Các thành phần hoặc đơn vị độc lập trong một hệ thống lớn hơn.
• IELTS TUTOR xét ví dụ từ bài đọc: The mind consists of several independent modules or intelligences.
• Vietnamese Translation: Tâm trí bao gồm nhiều mô-đun hoặc trí thông minh độc lập.

5. Endorsement

• Vietnamese: Sự xác nhận hoặc ủng hộ điều gì đó.
• IELTS TUTOR xét ví dụ từ bài đọc: Multiple Intelligence theory, according to Gardner, is an endorsement of three key propositions.
• Vietnamese Translation: Lý thuyết trí thông minh đa dạng, theo Gardner, là sự ủng hộ ba đề xuất chính.

6. Proposition

• Vietnamese: Lời đề nghị hoặc một ý tưởng được đề xuất.
• IELTS TUTOR xét ví dụ từ bài đọc: Three key propositions: we are not all the same, we do not all have the same kinds of minds.
• Vietnamese Translation: Ba luận điểm chính: chúng ta không giống nhau, chúng ta không có cùng kiểu trí tuệ.

7. Speculates

• Vietnamese: Suy đoán hoặc đưa ra giả thuyết dựa trên ít bằng chứng.
• IELTS TUTOR xét ví dụ từ bài đọc: Gardner also speculates on the possibility of there being both a spiritual intelligence and an existential intelligence.
• Vietnamese Translation: Gardner cũng suy đoán về khả năng tồn tại trí thông minh tinh thần và trí thông minh hiện sinh.

8. Manipulate

• Vietnamese: Điều khiển hoặc xử lý thứ gì đó một cách khéo léo.
• IELTS TUTOR xét ví dụ từ bài đọc: Involves the ability to create and manipulate mental images.
• Vietnamese Translation: Liên quan đến khả năng tạo và thao túng hình ảnh tinh thần.

9. Intrapersonal

• Meaning: Liên quan đến nội tâm.
• IELTS TUTOR xét ví dụ từ bài đọc: Involves comprehending our emotions, and growing in the ability to control and work with them consciously.
• Vietnamese Translation: Bao gồm việc hiểu cảm xúc của chúng ta và phát triển khả năng kiểm soát chúng một cách có ý thức.

10. Consciously

• Meaning: Một cách có ý thức.
• IELTS TUTOR xét ví dụ từ bài đọc: Work with them consciously.
• Vietnamese Translation: Làm việc với chúng một cách có ý thức.

11. Proficiency

• Meaning: Sự thành thạo, trình độ cao.
• IELTS TUTOR xét ví dụ từ bài đọc: When an individual develops proficiency in one area, the whole constellation of intelligences may be enhanced.
• Vietnamese Translation: Khi một cá nhân phát triển thành thạo trong một lĩnh vực, cả chòm sao trí tuệ có thể được nâng cao.

12. Persistent

• Meaning: Kiên trì.
• IELTS TUTOR xét ví dụ từ bài đọc: A student who believes that intelligence can be developed is likely to be persistent and adventurous.
• Vietnamese Translation: Một học sinh tin rằng trí thông minh có thể được phát triển có khả năng sẽ kiên trì và thích phiêu lưu.

13. Adventurous

• Meaning: Thích phiêu lưu, thích mạo hiểm.
• IELTS TUTOR xét ví dụ từ bài đọc: Likely to be persistent and adventurous.
• Vietnamese Translation: Có khả năng sẽ kiên trì và thích phiêu lưu.

14. Cater for

• Meaning: Đáp ứng nhu cầu.
• IELTS TUTOR xét ví dụ từ bài đọc: Educational programmes need to cater for the differences between students.
• Vietnamese Translation: Các chương trình giáo dục cần đáp ứng sự khác biệt giữa các học sinh.

1 True 2 True 3 NG 4 False

• Discussion

• Recording

• Observation aid

• Other people

• Our emotions

• Collection

• Proficiency

• Failure

• Individual differences