Dạng câu hỏi Matching Heading Questions trong IELTS Reading - Cách làm và những lưu ý

A It has been pointed out that learning mathematics and science is not so much learning facts as learning ways of thinking. It has also been emphasised that in order to learn science, people often have to change the way they think in ordinary situations. For example, in order to understand even simple concepts such as heat and temperature, ways of thinking of temperature as a measure of heat must be abandoned and a distinction between ‘temperature’ and ‘heat’ must be learned. These changes in ways of thinking are often referred to as conceptual changes. But how do conceptual changes happen? How do young people change their ways of thinking as they develop and as they learn in school?

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History, Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

List of Headings

i The productive outcomes that may result from boredom

ii What teachers can do to prevent boredom

iii A new explanation and a new cure for boredom

iv Problems with a scientific approach to boredom

v A potential danger arising from boredom

vi Creating a system of classification for feelings of boredom

vii Age groups most affected by boredom

viii Identifying those most affected by boredom

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History, Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

1 We all know how it feels.

2 But defining boredom so that it can be studied in the lab has proved difficult.

3 For a start, it can include a lot of other mental states.

4 There isn’t even agreement over whether boredom is always a low-energy emotion or whether feeling restless counts as boredom, too.

5 In his book, Peter Toohey compares it to disgust. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’

1 + 2 We all know how boredom feels but it is difficult to study it in the lab

3 For a start, [first reason why it is difficult to study in the lab]

4 [second reason why it is difficult to study in the lab]

5 [third reason why it is difficult to study in the lab]

=> Main idea: Why it is difficult to study boredom in the lab

List of Headings

i The productive outcomes that may result from boredom

ii What teachers can do to prevent boredom

iii A new explanation and a new cure for boredom

iv Problems with a scientific approach to boredom

v A potential danger arising from boredom

vi Creating a system of classification for feelings of boredom

vii Age groups most affected by boredom

viii Identifying those most affected by boredom

Sau khi so sánh với list of heading, có thể thấy Heading iv Problems with a scientific approach to boredom là phù hợp nhất:

Paraphrasing:

problems with a scientific approach = difficulty in studying in the lab

Lưu ý: Nếu như ở bước 3 không thể chọn được heading phù hợp hoặc vẫn còn phân vân giữa hai headings thì đừng dừng lại ở đoạn này quá lâu mà hãy nhanh chóng “đánh dấu" lại đoạn này và chuyển sang đoạn tiếp theo nhé! Có thể những đoạn tiếp theo sẽ giúp bạn loại trừ được đáp án cho đoạn này đấy.