Tuần 15 là tuần thi thử giữa khóa. Buổi 71–72 vẫn học như thường, nhưng nội dung được chọn để ôn lại ngữ pháp 14 tuần và giúp bạn học hiệu quả hơn cho nửa sau của chặng.
🔁 1. Ôn tập – 10 phút
🔁 Ôn thẻ từ vựng đến hạn
🧠 Nhớ lại buổi trước (không xem tài liệu)
- Kể 5 cấu trúc ngữ pháp bạn dùng tự tin nhất sau 14 tuần.
- Part 4 (buổi 56): quan niệm sai rồi được sửa – tín hiệu là gì?
- Bạn ôn từ vựng bằng cách nào? Có hiệu quả không?
Trả lời to hoặc viết ra giấy, rồi mới mở lại buổi trước để kiểm tra.
🎧 2. Đầu vào – 25 phút
🎧 Bài nghe
A lecturer in educational psychology gives a talk on how people learn most effectively (giả định)
Nghe tối đa 2 lần trước khi xem lời thoại.
📄 Xem lời thoại (sau khi làm bài)
- Lecturer
- Today I want to talk about something that applies to everyone in this room: how we learn. More specifically, why some of the most popular study methods are among the least effective, and what works better.
- Lecturer
- Let's start with a common habit – rereading notes or highlighting a textbook. Most students report using these methods regularly, and it's easy to see why. When you reread something, it feels increasingly familiar, and that familiarity is easily mistaken for understanding. Researchers sometimes call this a fluency illusion. The material seems easy because you've just seen it, not because you could reproduce it a week later.
- Lecturer
- What tends to work better is what's known as retrieval practice – deliberately trying to recall information without looking at it. This might mean closing the book and writing down everything you remember, or answering practice questions. It feels harder, and that's precisely the point. The effort of retrieving information appears to strengthen memory, which in turn makes it easier to recall in future.
- Lecturer
- The second technique concerns timing. It's often assumed that a long, intensive session the night before an exam – what students call cramming – is an efficient use of time. It can work for the next day, albeit briefly. But if the goal is long-term retention, spreading the same amount of study over several shorter sessions, with gaps in between, is generally more effective. This is known as spacing. The gaps allow some forgetting to occur, and having to recall the information after a gap is, again, a form of useful difficulty.
- Lecturer
- The third technique is less intuitive. It's called interleaving – mixing different types of problems within one session, rather than practising one type repeatedly. Whereas blocked practice – doing twenty problems of the same kind – produces fast improvement during the session, interleaved practice tends to produce better results later, because learners have to work out which approach each problem needs.
- Lecturer
- Now, a word of caution. None of these techniques is a shortcut. They generally feel slower and more frustrating than familiar methods, which is one reason students abandon them. They also need to be combined with feedback. Testing yourself is far less useful if you never check whether your answers were correct.
- Lecturer
- So, to apply this to language learning: instead of rereading a vocabulary list, cover the English and try to produce it from the Vietnamese – or better still, try to use it in a sentence. Instead of studying one exam task type for a whole week, mix them. And instead of one long session at the weekend, aim for shorter sessions spread across the week.
Giọng đọc là giọng máy của trình duyệt; giọng và tốc độ khác nhau tùy thiết bị. Bài thi thật dùng giọng người với nhiều giọng địa phương.
Câu 1–10: Complete the notes. ONE WORD ONLY.
- 1. Rereading creates familiarity, which is mistaken for .
- 2. This effect is called a fluency .
- 3. Retrieval practice = trying to information without looking.
- 4. The effort of retrieval appears to strengthen .
- 5. Cramming may work for the next day, but only .
- 6. Spacing: shorter sessions with in between – better for long-term retention.
- 7. Interleaving: mixing different types of in one session.
- 8. Blocked practice gives fast improvement the session.
- 9. Students often abandon these techniques because they feel slower and more .
- 10. Self-testing must be combined with .
🧩 3. Ngôn ngữ trọng tâm – 10 phút: ôn ngữ pháp 14 tuần qua bài giảng
✅ Câu trong bài giảng dùng cấu trúc nào?
1. “that familiarity is easily mistaken for understanding”
2. “It can work for the next day, albeit briefly.”
3. “The effort of retrieving information appears to strengthen memory, which in turn…”
4. “It's often assumed that… cramming… is an efficient use of time.”
5. “Whereas blocked practice produces fast improvement…, interleaved practice tends to…”
🎧 4. Thực hành – 20 phút
- Nghe lại, mở lời thoại: gạch 8 cấu trúc ngữ pháp đã học, ghi tên tuần (7 phút).
- Áp dụng ngay – kế hoạch ôn trước thi thử: chọn 2 kỹ thuật (retrieval, spacing, interleaving) và viết 2 hành động cụ thể cho buổi 72 (6 phút). Ví dụ: Before session 72, I’ll cover my error log and rewrite the correct versions from memory.
- Tự kiểm tra sổ lỗi bằng retrieval: che cột “câu đúng”, viết lại 10 câu từ trí nhớ, rồi đối chiếu (7 phút).
💼 Dùng ngay – tự đánh giá giữa khóa (thêm 5–10 phút)
📝 Mid-course self-assessment (60–90 từ)
Write a short, honest self-assessment at the halfway point: two clear strengths, two priorities, and one change to how you study (based on today's lecture).
👀 Xem bài mẫu tham khảo (sau khi đã viết xong)
Bài mẫu tham khảo do khóa học viết; nội dung giả định.
Mid-course self-assessment
Strengths: my Task 1 overviews are now consistently clear, and I can use hedging naturally in Speaking Part 3. Priorities: my Task 2 body paragraphs still lack a second link in the argument, and I lose marks in Listening when speakers correct themselves. Change: instead of rereading my error log, I will test myself on it twice a week, with a gap of at least two days between sessions.
📚 Từ vựng của buổi
- retrieval practice – luyện truy xuất (tự nhớ lại)
Retrieval practice strengthens memory.
- spacing – học giãn cách
Spacing works better than cramming.
- interleaving – học xen kẽ
Interleaving mixes different problem types.
- cramming – học nhồi
Cramming only helps for a short time.
- fluency illusion – ảo tưởng trôi chảy (tưởng là đã hiểu)
Rereading can create a fluency illusion.
- consolidate – củng cố
Sleep helps consolidate new learning.
- long-term retention – ghi nhớ dài hạn
The goal is long-term retention.
- self-testing – tự kiểm tra
Self-testing feels harder but works better.
- feedback – phản hồi
Testing needs feedback to be useful.
- deliberate practice – luyện tập có chủ đích
Deliberate practice targets specific weaknesses.
✅ 5. Tự kiểm tra – 10 phút
✅ Tự kiểm tra
Nghe lại bản ghi của mình và tích những điểm bạn đã làm được. Ô tích chỉ lưu trên máy này.