5.

5 IELTS COURSE
READING – LESSON 3

Nội dung bài học

Dạng bài nối thông tin.......................................................................................................................................... 1

Dạng bài nối đặc điểm..........................................................................................................................................6
Luyện tập.............................................................................................................................................................10
Từ vựng............................................................................................................................................................... 20
Sơ đồ tổng kết.....................................................................................................................................................24
Mở rộng............................................................................................................................................................... 25

Dạng bài nối thông tin

Tổng quan

Dạng bài nối thông tin yêu cầu thí sinh xác định đoạn văn chứa thông tin đưa ra trong câu hỏi.

Ví dụ:
The Reading Passage above has seven paragraphs, A-G.
Which paragraph contains the following information? Trong ví dụ bên, bài đọc
Write the correct letter, A-G, in boxes 1-5 on your answer sheet gồm có tổng cộng 7 đoạn
NB. You may use any letter more than once. văn (A-G), nhiệm vụ của thí
1. Preference for using one side of the body in animal species sinh là xác định các thông
2. A hypothesis used by a scientist to explain the cause of tin từ câu 1 đến câu 5 nằm
one-handedness đoạn văn nào trong 7 đoạn
3. The age when the preference for using one hand has settled văn của bài đọc.
4. Occupations usually found in left-handed populations.
5. A reference to an early discovery of hemisphere’s function

Lưu ý:

● Thông tin đưa ra thường là một cụm danh từ. Cụm danh từ thường tổng hợp một thông tin đưa ra
trong bài đọc.
Ví dụ: a comparison between two different amounts of time 🡺 Loại thông tin: sự so sánh
● Số lượng câu hỏi thường sẽ nhiều hoặc ít hơn số lượng đoạn văn trong bài đọc.
● Vị trí thông tin tin đưa ra trong câu hỏi sẽ không giống với vị trí các đoạn văn trong bài đọc
● Một đoạn văn có thể chứa nhiều hơn một thông tin hoặc cũng có thể không chứa thông tin nào.

1
Chiến lược xử lý dạng bài nối thông tin

Bước 1: Xác định từ khóa:

Đọc câu hỏi và xác định các từ khóa, ưu tiên tìm kiếm theo thứ tự :

o Loại 1: Từ khóa khó thay thế (tên riêng, số, thuật ngữ)
o Loại 2: Từ khóa dễ thay thế (các danh từ có thể được diễn đạt bằng cách khác)
o Loại 3: Từ khóa chìm (các động từ, tính từ có thể được diễn đạt bằng cách khác)

Lưu ý: Không cần xác định các từ khóa chủ đề, vì đây là chủ đề của bài đọc, sẽ xuất hiện nhiều lần trong
câu hỏi và bài đọc nên không có nhiều giá trị trong việc định vị thông tin.

Sau khi xác định các từ khóa trong câu hỏi, thí sinh có thể dự đoán một số cách diễn đạt dùng để thể hiện
loại thông tin trong câu hỏi

Bước 2: Đọc và đối chiếu thông tin

Lưu ý: Tiến hành đọc lần lượt từng đoạn văn, tránh đọc toàn bộ đoạn văn một lúc để không bị quá tải
thông tin.

Sau khi đọc xong từng đoạn văn, thí sinh quay trở lại rà soát với các thông tin trong câu hỏi và tiến hành
đối chiếu thông tin.

Bước 3: Xác định đáp án

Nếu có thông tin nào khớp với thông tin vừa đọc được trong đoạn văn, thí sinh nhanh chóng điền tên đoạn
văn vào bên cạnh câu hỏi.

Thí sinh thực hiện bước 2 và 3 lần lượt đến đoạn văn cuối cùng.

2
Ví dụ minh họa:

Will you love your neighbours?

A When you are interested in buying a house, it's easy to check the location and specifications of
the house, but how can you assess an area's community spirit - not just if the neighbours are friendly, but
whether people will get involved in helping to deliver public services, setting up social enterprises and
tackling local issues? Here are some tips for finding out what an area's community spirit is like.

B If an estate agent shows you around, ask for the vendor's phone number. 'Meeting the seller is an
opportunity to find out what an area is like,’ says Chris Gittins, manager of Streets Alive
(streetsalive.org.uk). which works with residents, councils and voluntary groups to build communities by
hosting events and activities in streets. It is also worth trying to meet the neighbours to find out more
about an area. If you don't find anyone at home, or don't get a clear response, talk to people in the pub or
the corner shop.

C Living Streets (livingstreets.org.uk), which promotes safe, active and enjoyable streets, says steer
clear of heavy traffic. Its research shows that people living on busy streets shield themselves from noise,
don't go outside and restrict their children's independence - all of which reduces interaction with
neighbours. And although an open space may seem like an asset, it can also become a source of conflict,
says Dominic Church, senior adviser at the Commission for Architecture and the Built Environment. 'If
they are not kept clear and nobody is clearly responsible for the maintenance, they can become breeding
grounds for graffiti, antisocial behaviour and kids mucking about,’ he says.

D Local police can tell you whether there is a Neighbourhood (or Home) Watch scheme in your area
(mynhw.co.uk). Living in an area with a scheme doesn't just reduce your insurance premiums and ensure
that the police tackle local issues such as theft: research shows that even when neighbours have nothing
in common, they share a desire to create a safe area and create a community spirit. If there isn't a
scheme, find out why.

E Councils have lists of local voluntary organisations that can help to reveal the interests and
activities of local communities. Some councils also run award schemes, which may include prizes for
active and inspirational groups. Search the web, use social media and post queries on forums to find out
residents· views. This may give you more varied and up-to-date information than the council. Look at
newschoolsnetwork.org to see if there are any plans to set up a new free school in the area. This is a sign
of socially engaged parents and community motivation.

F Floods, high crime levels and other issues can give a neighbourhood a bad image, but they can
boost community spirit. In my case, the floods of 2007 brought people together to tackle climate change,
which led to a low-carbon group that this year won two national competitions worth more than £800,000.
The CrimeMapper website (maps.police.uk) provides information on crime and antisocial behaviour by
area and police force. You can search by five types of crime and get details of your local neighbourhood
policing team, its contacts, and the next 'Have Your Say' meeting.

G If you are confident about the house, you could go ahead with the purchase and hold a street
party to boost community spirit. 'People who have just moved into a house are critical to setting up street
parties,’ Gittins says. 'After two or three years it becomes harder - they meet neighbours, get set in their
routines, and feel less motivated.'

(Reading for IELTS)

3
The following passage has seven paragraphs, labelled A-G. Which paragraphs mention the following
information? You do not need to mention all the paragraphs.

1 the relationship between local environment and behaviour _________

2 the benefits of asking around _________

3 becoming an organiser _________

4 partnerships against crime _________

5 problems which are not really problems _________

6 aspects of neighbourhood research _________

Các bước làm bài:

Bước 1: Xác định từ khóa

1. the relationship between local environment and behaviour

2. the benefits of asking around
3. becoming an organizer
4. partnerships against crime
5. problems which are not really problems
6. aspects of neighbourhood research

Bước 2,3: Đọc lần lượt từng đoạn, đối chiếu thông tin và xác định đáp án.

Đoạn A:

Đọc đoạn A và tiến hành rà soát thông tin trong các câu hỏi, sẽ phát hiện trong đoạn A có thông tin trùng
khớp với câu 6:

“….if the neighbours are friendly, but whether people will get involved in helping to deliver public services,
setting up social enterprises and tackling local issues” 🡺 aspects of neighbourhood

🡺 Đáp án của câu 6 là A.

Đoạn B :

Đọc đoạn B và tiến hành rà soát thông tin trong các câu hỏi, sẽ phát hiện trong đoạn B có thông tin trùng
khớp với câu 2 :

● “… an opportunity to find out what an area is like” 🡺 benefits

● “…trying to meet the neighbours”, “…talk to people in the pub or the corner shop” 🡺 asking around

🡺 Đáp án của câu 2 là B.

Đoạn C :

Đọc đoạn C và tiến hành rà soát thông tin trong các câu hỏi, sẽ phát hiện trong đoạn C có thông tin trùng
khớp với câu 1 :

● “people living on busy streets”, “open space”, “not kept clear” 🡺 local environment
● “shield themselves”, “don't go outside and restrict their children's independence”, “graffiti,
antisocial behaviour” 🡺 behaviour

4
 ● “reduces interaction with neighbours” 🡺 relationship

🡺 Đáp án của câu 1 là C.

Đoạn D:

Đọc đoạn D và tiến hành rà soát thông tin trong các câu hỏi, sẽ phát hiện trong đoạn D có thông tin trùng
khớp với câu 4 :

● “a Neighbourhood (or Home) Watch scheme” 🡺 partnerships

● “the police tackle local issues”, “create a safe area” 🡺 against crime

🡺 Đáp án câu 4 là D.

Đoạn E:

Sau khi đọc đoạn E và tiến hành rà soát thông tin, không thấy thông tin nào của đoạn E trùng khớp với
thông tin trong các câu hỏi.

Đoạn F :

Đọc đoạn F và tiến hành rà soát thông tin trong các câu hỏi, sẽ phát hiện trong đoạn F có thông tin trùng
khớp với câu 5 :

● “high crime levels and other issues”, “a bad image” 🡺 problems

● “boost community spirit” 🡺 not really problems

🡺 Đáp án câu 5 là F.

Đoạn G:

Đọc đoạn G và tiến hành rà soát thông tin trong các câu hỏi, sẽ phát hiện trong đoạn G có thông tin trùng
khớp với câu 3 :

"… hold a street party to boost community spirit” 🡺 becoming an organizer

🡺 Đáp án câu 3 là G.

5
Dạng bài nối đặc điểm

Tổng quan

Dạng bài nối đặc điểm yêu cầu thí sinh nối các nội dung đề bài đưa ra với đối tượng thích hợp. Danh sách
đối tượng này có thể tên người, tên quốc gia hoặc, các mốc thời gian,… trong bài đọc.

Ví dụ :

Match each idea with correct researcher, A, B or C
14. the importance of adults giving babies
individual attention when talking to them
15. the connection between what babies hear and
their own efforts to create speech
16. the advantage for the baby of having two
parents each speaking in a different way
17. the connection between the amount of baby
talk babies hear and how much vocalising they do
themselves
List of Researchers
A Mark VanDam
B Narian Ramirez- Esparza
C Patricia Kukl
⇨ Danh sách là tên người
Match each statement with the correct company,
A. B, or C.
32. It turned the notion that its products could
have harmful effects to its own advantage
33. It extended its offering by collaborating with
another manufacturer.
34. It implemented an incentive scheme to
demonstrate its corporate social responsibility.
35. It discovered that customers had a positive
attitude towards dealing with difficult
circumstances.
List of companies
A Coach
B Tesco
C Nike
⇨ Danh sách là tên công ty

Lưu ý :

● Đọc kỹ yêu cầu đề bài và làm đúng như hướng dẫn. Đề bài yêu cầu ghi các chữ cái (letter) đại diện
cho đáp án thì ghi chữ cái (A, B hoặc C), không ghi tên hay ghi năm vào tờ đáp án.
● Số lượng câu hỏi thường nhiều hơn số đối tượng trong danh sách
● Các câu hỏi không theo trình tự về vị trí thông tin trong bài đọc
● Một lựa chọn (chữ cái A, B, C,…) có thể được dùng nhiều hơn 1 lần để trả lời câu hỏi.

6
Chiến lược xử lý dạng bài nối đặc điểm

Bước 1: Xác định từ khóa:

Đọc câu hỏi và xác định các từ khóa, ưu tiên tìm kiếm theo thứ tự :

o Loại 1: Từ khóa khó thay thế (tên riêng, số, thuật ngữ)
o Loại 2: Từ khóa dễ thay thế (các danh từ có thể được diễn đạt bằng cách khác)
o Loại 3: Từ khóa chìm (các động từ, tính từ có thể được diễn đạt bằng cách khác)

Bước 2: Xác định trong bài đọc ví trí tên riêng/thời gian

● Áp dụng kỹ thuật Scanning để tìm trong bài đọc vị trí các tên riêng/thời gian (các chữ cái A,B,C…)
cho trong danh sách.
● Chú ý Scan đầy đủ vì các tên riêng/thời gian cho trong danh sách có thể xuất hiện nhiều lần trong
bài đọc
● Khoanh vùng và đọc thông tin khu vực có chứa từ vừa scan (giới hạn thường trong 1 đoạn).

Bước 3: Đối chiếu thông tin

Đối chiếu phần thông tin trong khu vực có chứa tên riêng/thời gian với thông tin trong câu hỏi. Nếu có
thông tin trùng khớp, điền chữ cái tương ứng với tên riêng/thời gian bên cạnh câu hỏi.

7
Ví dụ minh họa:

In Western literature, traditionally job performance appraisal systems were related to the
completion of tasks specific to one's job. Chinese tradition, on the other hand, is rooted in
collectivist philosophies such as the Confucian principles of benevolence, right conduct,
loyalty and good manners. More than 2,000 years ago, Confucius described an ideal
commonwealth state in which ·a sense of sharing displaces the effects of selfishness and
materialism·. President Hu Jintao recently declared the importance of developing an
'advanced socialist culture·.

Given these cultural differences, our study addressed two questions: whether the Chinese
concept of counterproductive work behaviour is the same as in the West; and what relative
importance Chinese and Western managers give to task performance and other work
behaviours when assessing job performance.

There were noticeable similarities between Chinese and Western managers in terms of what
they considered to be counterproductive behaviour such as stealing from the organisation,
which is never recommended in any work environment, Chinese or Western.

But Chinese managers scored higher than Western managers on the importance placed on
task completion and on individualistic aspects such as 'challenging work' and 'opportunity for
advancement'. They rated equally with Western managers on aspects such as ·work with
people who cooperate’. China has evolved from a centralised and planned economy to a
decentralised and market-driven one in 20 years. It is possible that the increasingly
competitive environment has forced organisations and managers to pay more attention to the
completion of tasks to survive and succeed. It is also possible that Chinese people have
generally become more individualistic during industrialisation.

Match the statements 1-5 with A-C.

1.There are historical documents available about attitudes regarding work culture. __________

2. Thefts from one's employer are regarded as unacceptable. __________

3. Managers did not give career progression the highest rating. __________

4. Teamwork is considered important. __________

5. There have been fundamental changes in the economy. __________

(Reading for IELTS)

8
Các bước làm bài:

Bước 1: Xác định từ khóa

1. Thefts from one's employer are regarded as unacceptable.

2. Managers did not give career progression the highest rating.

3. Teamwork is considered important.

4. There have been fundamental changes in the economy.

Bước 2,3: Định vị thông tin của “China” và “the West” trong bài, đối chiếu thông tin, xác định đáp án

A. China

Đọc khu vực thông tin gần với vị trí của “China”, có thể phát hiện ra thông tin trùng khớp với nội dung câu
4:

“China has evolved from a centralised and planned economy to a decentralised and market-driven one in
20 years.”

🡺 Đáp án của câu 4 là A.

B. the West

Đọc khu vực thông tin gần với vị trí của “the West”, có thể phát hiện ra thông tin trùng khớp với nội dung
câu 2 :

“But Chinese managers scored higher than Western managers on the importance placed on
task completion and on individualistic aspects…”

🡺 Đáp án câu 2 là B.

c. Both China and the West

Đọc khu vực thông tin gần với vị trí của cả hai “China” và “the West”, có thể phát hiện ra thông tin trùng
khớp với nội dung các câu 1 và 3:

● Câu 1: “… such as stealing from the organisation, which is never recommended in any work
environment, Chinese or Western.

🡺 Đáp án câu 1 là C.

● Câu 3: “They rated equally with Western managers on aspects such as ·work with people who
cooperate”

🡺 Đáp án câu 3 là C.

9
Luyện tập
a. Luyện tập xác định loại thông tin

Bài tập 1:

Read the text fragments 1-4. What are they about? Choose from the options, a, b, or c.

1. Everybody knows the positive influence a good school in the neighbourhood can have on
property prices. So, what do you do when you don’t have one?

a. the importance of good schools

b. rising property prices

c. the price of education

2. A group of residents in Bolnore, near Haywards Health, West Sussex, decided to guild a
school themselves. They successfully bid to start an eco-school in local woodlands. The
parent-led group has just appointed a headteacher; the primary school, with space for 210
pupils, will open in September.

a. applying for jobs in primary schools

b. the power of parents

c. environmentally-friendly buiding

3. The group is just one of a growing number across the country: people banding together to
improve their way of life, from saving a village shop or pub to starting a shared agriculture
scheme, where everyone helps out and gets fresh vegetables weekly.

a. the importance of healthy eating

b. the disappearance of traditional village life

c. the trend of taking action

4. Across Britain, a community spirit is growing. The fact that most of the schemes are also
green adds to their appeal. So, what is going on, and could you do the same in your area?

a. the attraction of green schemes

b. a call to action

c. growing your own vegetables

10
Bài tập 2:

Match the information underlined in the sentences 1-6 with the type of specific information.

1. London's East End community has changed . The old family structure - in a. reason
which mums had a lot of influence and sons followed dads down the
docks - is officially dead.

2. Many of those interviewed come across as model citizens. Their children b. explanation
are better disciplined, they're starting to achieve good grades and, in
sharp contrast to the first generation, they see this place as home.

3. The authors draw some important conclusions from all this. Their main c. example
recommendation is a fresh approach to the culture of entitlement.
4. The study found that among white families running their own businesses, d. comparison
a strong sense of community endures. Working together encourages
mutual support.

5. Step back another half-century and you find a different scene: a place e. summary
inhabited by up to 150,000 Jewish immigrants.

6. Like some of the street markets that have sprung back to life in the past f. description
few years, the community could, over time, reinvent itself.

Bài tập 3:

Underline examples of the types of information a-d in Text 1 and e-g in Text 2. You should be able to
find them in the order they are listed and you may find more than one example.

a. a reason c. details e. a comparison g. an explanation

b. an example d. a summary f. a description

Text 1: Text 2:

11
 b. Luyện tập tổng hợp

Luyện tập 1:

A Hearing impairment or other auditory function deficit in young children can have a major impact on
their development of speech and communication, resulting in a detrimental effect on their ability to
learn at school. This is likely to have major consequences for the individual and the population as a
whole. The New Zealand Ministry of Health has found from research carried out over two decades
that 6-10% of children in that country are affected by hearing loss.
B A preliminary study in New Zealand has shown that classroom noise presents a major concern for
teachers and pupils. Modern teaching practices, the organisation of desks in the classroom, poor
classroom acoustics, and mechanical means of ventilation such as air-conditioning units all
contribute to the number of children unable to comprehend the teacher's voice. Education
researchers Nelson and Soli have also suggested that recent trends in learning often involve
collaborative interaction of multiple minds and tools as much as individual possession of
information. This all amounts to heightened activity and noise levels, which have the potential to be
particularly serious for children experiencing auditory function deficit. Noise in classrooms can only
exacerbate their difficulty in comprehending and processing verbal communication with other
children and instructions from the teacher.
C Children with auditory function deficit are potentially failing to learn to their maximum
potential because of noise levels generated in classrooms. The effects of noise on the ability of
children to learn effectively in typical classroom environments are now the subject of increasing
concern. The International Institute of Noise Control Engineering (l-INCE), on the advice of the World
Health Organization, has established an international working party, which includes New Zealand, to
evaluate noise and reverberation control for school rooms.
D While the detrimental effects of noise in classroom situations are not limited to children experiencing
disability, those with a disability that affects their processing of speech and verbal communication
could be extremely vulnerable. The auditory function deficits in question include hearing impairment,
autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).
E Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the
way information is processed. This disorder is characterised by interlinking problems with social
imagination, social communication and social interaction. According to Janzen, this affects the ability
to understand and relate in typical ways to people, understand events and objects in the environment,
and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same
ways as in children who are developing normally.
Autistic spectrum disorders often result in major difficulties in comprehending verbal information and
speech processing. Those experiencing these disorders often find sounds such as crowd noise and
the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as
such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds
any type of noise in their classroom or learning space intrusive is likely to be adversely affected in
their ability to process information.F The attention deficit disorders are indicative of neurological and
genetic disorders and are characterised by difficulties with sustaining attention, effort and
persistence, organisation skills and disinhibition. Children experiencing these disorders find it difficult
to screen out unimportant information, and focus on everything in the environment rather than
attending to a single activity. Background noise in the classroom becomes a major distraction, which
can affect their ability to concentrate.
G Children experiencing an auditory function deficit can often find speech and communication very
difficult to isolate and process when set against high levels of background noise.

12
 These levels come from outside activities that penetrate the classroom structure, from teaching
activities, and other noise generated inside, which can be exacerbated by room reverberation.
Strategies are needed to obtain the optimum classroom construction and perhaps a change in
classroom culture and methods of teaching. In particular, the effects of noisy classrooms and
activities on those experiencing disabilities in the form of auditory function deficit need thorough
investigation. It is probable that many undiagnosed children exist in the education system with
'invisible' disabilities. Their needs are less likely to be met than those of children with known
disabilities.
H The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on
a wide-ranging consultation process. The strategy recognises that people experiencing disability face
significant barriers in achieving a full quality of life in areas such as attitude, education, employment
and access to services. Objective 3 of the New Zealand Disability Strategy is to 'Provide the Best
Education for Disabled People' by improving education so that all children, youth learners and adult
learners will have equal opportunities to learn and develop within their already existing local school.
For a successful education, the learning environment is vitally significant, so any effort to improve this
is likely to be of great benefit to all children, but especially to those with auditory function disabilities.
I A number of countries are already in the process of formulating their own standards for the control
and reduction of classroom noise. New Zealand will probably follow their example. The literature to
date on noise in school rooms appears to focus on the effects on schoolchildren in general, their
teachers and the hearing impaired. Only limited attention appears to have been given to those
students experiencing the other disabilities involving auditory function deficit. It is imperative that the
needs of these children are taken into account in the setting of appropriate international standards to
be promulgated in future.

Questions 1-6
Reading Passage 1 has nine sections, A-l.
Which section contains the following information?
Write the correct letter, A-l, in boxes 1-6 on your answer sheet.
1 an account of a national policy initiative
2 a description of a global team effort
3 a hypothesis as to one reason behind the growth in classroom noise
4 a demand for suitable worldwide regulations
5 a list of medical conditions which place some children more at risk from noise than others
6 the estimated proportion of children in New Zealand with auditory problems

13
Luyện tập 2:

Venus in transit

June 2004 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the Sun
in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and
Nigel Henbest explain

A On 8 June 2004, more than half the population of the world were treated to a rare astronomical
event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This
‘transit’ of Venus was the first since 6 December 1882. On that occasion, the American astronomer
Professor Simon Newcomb led a party to South Africa to observe the event. They were based at a
girls’ school, where - it is alleged - the combined forces of three schoolmistresses outperformed
the professionals with the accuracy of their observations.
B For centuries, transits of Venus have drawn explorers and astronomers alike to the four corners of
the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November
1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St
Helena in the South Pacific. He realised that, from different latitudes, the passage of the planet
across the Sun’s disc would appear to differ. By timing the transit from two widely-separated
locations, teams of astronomers could calculate the parallax angle - the apparent difference in
position of an astronomical body due to a difference in the observer’s position. Calculating this
angle would allow astronomers to measure what was then the ultimate goal: the distance of the
Earth from the Sun. This distance is known as the astronomical unit’ or AU.
C Halley was aware that the AU was one of the most fundamental of all astronomical
measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the
planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had
found a way to calculate accurate distances to the planets from the Earth. The goal was to
measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale
of the Solar System would fall into place. However, Halley realised that Mercury was so far away
that its parallax angle would be very difficult to determine. As Venus was closer to the Earth, its
parallax angle would be larger, and Halley worked out that by using Venus it would be possible to
measure the Suns distance to 1 part in 500. But there was a problem: transits of Venus, unlike
those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years.
Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and
1769 - though he didn’t survive to see either.
D Inspired by Halley’s suggestion of a way to pin down the scale of the Solar System, teams of British
and French astronomers set out on expeditions to places as diverse as India and Siberia. But
things weren’t helped by Britain and France being at war. The person who deserves most sympathy
is the French astronomer Guillaume Le Gentil.
He was thwarted by the fact that the British were besieging his observation site at Pondicherry in
India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit -
but the ship’s pitching and rolling ruled out any attempt at making accurate observations.
Undaunted, he remained south of the equator, keeping himself busy by studying the islands of
Mauritius and Madagascar before setting off to observe the next transit in the Philippines.
Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a
very dispiriting experience.
E While the early transit timings were as precise as instruments would allow, the measurements were
dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not

14
 circular - which makes it difficult to establish timings. This is due to diffraction of light. The second
problem is that Venus exhibits a halo of light when it is seen just outside the Sun’s disc. While this
showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight
around it, both effects made it impossible to obtain accurate timings.
F But astronomers laboured hard to analyse the results of these expeditions to observe Venus
transits. Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the
AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time,
that is quite close to today’s value of 149,597,870 km, determined by radar, which has now
superseded transits and all other methods in accuracy. The AU is a cosmic measuring rod, and the
basis of how we scale the Universe today. The parallax principle can be extended to measure the
distances to the stars. If we look at a star in January - when Earth is at one point in its orbit - it will
seem to be in a different position from where it appears six months later. Knowing the width of
Earth’s orbit, the parallax shift lets astronomers calculate the distance.
G June 2004’s transit of Venus was thus more of an astronomical spectacle than a scientifically
important event. But such transits have paved the way for what might prove to be one of the most
vital breakthroughs in the cosmos - detecting Earth-sized planets orbiting other stars.

Questions 14-17
Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter, A-G, in boxes 14-17 on your answer sheet.
14 examples of different ways in which the parallax principle has been applied
15 a description of an event which prevented a transit observation
16 a statement about potential future discoveries leading on from transit observations
17 a description of physical states connected with Venus which early astronomical instruments failed
to overcome.

15
Questions 18-21

Look at the following statements (Questions 18-21) and the list of people below.
Match each statement with the correct person, A, B, C or D.
Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.
18 He calculated the distance of the Sun from the Earth based on observations of Venus with a fair
degree of accuracy.
19 He understood that the distance of the Sun from the Earth could be worked out by comparing
observations of a transit.
20 He realised that the time taken by a planet to go round the Sun depends on its distance from the
Sun.
21 He witnessed a Venus transit but was unable to make any calculations.

List of People
A Edmond Halley
B Johannes Kepler
C Guillaume Le Gentil
D Johann Franz Encke

Questions 22-26

Do the following statements agree with the information given in Reading Passage 2?
In boxes 22-26 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
22 Halley observed one transit of the planet Venus.
23 Le Gentil managed to observe a second Venus transit.
24 The shape of Venus appears distorted when it starts to pass in front of the Sun.
25 Early astronomers suspected that the atmosphere on Venus was toxic.
26 The parallax principle allows astronomers to work out how far away distant stars are from the
Earth.

16
Luyện tập 3:

Oxytocin
The positive and negative effects of the chemical known as the ‘love hormone’
A Oxytocin is a chemical, a hormone produced in the pituitary gland in the brain. It was through
various studies focusing on animals that scientists first became aware of the influence of oxytocin.
They discovered that it helps reinforce the bonds between prairie voles, which mate for life, and
triggers the motherly behaviour that sheep show towards their newborn lambs. It is also released
by women in childbirth, strengthening the attachment between mother and baby. Few chemicals
have as positive a reputation as oxytocin, which is sometimes referred to as the ‘love hormone’.
One sniff of it can, it is claimed, make a person more trusting, empathetic, generous and
cooperative. It is time, however, to revise this wholly optimistic view. A new wave of studies has
shown that its effects vary greatly depending on the person and the circumstances, and it can
impact on our social interactions for worse as well as for better.
B Oxytocin’s role in human behaviour first emerged in 2005. In a groundbreaking experiment, Markus
Heinrichs and his colleagues at the University of Freiburg, Germany, asked volunteers to do an
activity in which they could invest money with an anonymous person who was not guaranteed to be
honest. The team found that participants who had sniffed oxytocin via a nasal spray beforehand
invested more money than those who received a placebo instead. The study was the start of
research into the effects of oxytocin on human interactions. ‘For eight years, it was quite a
lonesome field,’ Heinrichs recalls. 'Now, everyone is interested.’ These follow-up studies have
shown that after a sniff of the hormone, people become more charitable, better at reading
emotions on others’ faces and at communicating constructively in arguments. Together, the results
fuelled the view that oxytocin universally enhanced the positive aspects of our social nature.
C Then, after a few years, contrasting findings began to emerge. Simone Shamay- Tsoory at the
University of Haifa, Israel, found that when volunteers played a competitive game, those who
inhaled the hormone showed more pleasure when they beat other players, and felt more envy when
others won. What's more, administering oxytocin also has sharply contrasting outcomes depending
on a person’s disposition. Jennifer Bartz from Mount Sinai School of Medicine, New York, found
that it improves people’s ability to read emotions, but only if they are not very socially adept to
begin with. Her research also shows that oxytocin in fact reduces cooperation in subjects who are
particularly anxious or sensitive to rejection.
D Another discovery is that oxytocin’s effects vary depending on who we are interacting with. Studies
conducted by Carolyn DeClerck of the University of Antwerp, Belgium, revealed that people who had
received a dose of oxytocin actually became less cooperative when dealing with complete
strangers. Meanwhile, Carsten De Dreu at the University of Amsterdam in the Netherlands

17
 discovered that volunteers given oxytocin showed favouritism: Dutch men became quicker to
associate positive words with Dutch names than with foreign ones, for example. According to De
Dreu, oxytocin drives people to care for those in their social circles and defend them from outside
dangers. So, it appears that oxytocin strengthens biases, rather than promoting general goodwill,
as was previously thought.
E There were signs of these subtleties from the start. Bartz has recently shown that in almost half of
the existing research results, oxytocin influenced only certain individuals or in certain
circumstances. Where once researchers took no notice of such findings, now a more nuanced
understanding of oxytocin’s effects is propelling investigations down new lines. To Bartz, the key to
understanding what the hormone does lies in pinpointing its core function rather than in
cataloguing its seemingly endless effects. There are several hypotheses which are not mutually
exclusive. Oxytocin could help to reduce anxiety and fear. Or it could simply motivate people to
seek out social connections. She believes that oxytocin acts as a chemical spotlight that shines on
social clues - a shift in posture, a flicker of the eyes, a dip in the voice - making people more attuned
to their social environment. This would explain why it makes us more likely to look others in the eye
and improves our ability to identify emotions. But it could also make things worse for people who
are overly sensitive or prone to interpreting social cues in the worst light.
F Perhaps we should not be surprised that the oxytocin story has become more perplexing. The
hormone is found in everything from octopuses to sheep, and its evolutionary roots stretch back
half a billion years. ‘It’s a very simple and ancient molecule that has been co-opted for many
different functions,’ says Sue Carter at the University of Illinois, Chicago, USA. ‘It affects primitive
parts of the brain like the amygdala, so it’s going to have many effects on just about everything.’
Bartz agrees. ‘Oxytocin probably does some very basic things, but once you add our higher-order
thinking and social situations, these basic processes could manifest in different ways depending
on individual differences and context.

18
Questions 14-17
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 14-17 on your answer sheet.
NB You may use any letter more than once.
14 reference to research showing the beneficial effects of oxytocin on people
15 reasons why the effects of oxytocin are complex
16 mention of a period in which oxytocin attracted little scientific attention
17 reference to people ignoring certain aspects of their research data
Questions 18-20
Look at the following research findings (Questions 18-20) and the list of researchers below.
Match each research finding with the correct researcher, A-F
Write the correct letter, A-F, in boxes 18-20 on your answer sheet.
18 People are more trusting when affected by oxytocin.
19 Oxytocin increases people’s feelings of jealousy.
20 The effect of oxytocin varies from one type of person to another.

List of Researchers
A Markus Heinrichs
B Simone Shamay-Tsoory
C Jennifer Bartz
D Carolyn DeClerck
E Carsten De Dreu
F Sue Carter

19
Từ vựng

WORDS & PHRASES SIMILAR PHRASES EXAMPLES

1. Strategy(n) Initiative(n) The New Zealand Government has

Chiến lược Sáng kiến developed a New Zealand Disability
Strategy and has embarked on a
wide-ranging consultation process.

Chính phủ New Zealand đã phát triển

Chiến lược Khuyết tật New Zealand và đã
bắt đầu một quá trình thảo luận rộng lớn.

2. An international(adj) working(n) Global(adj) team(n) effort(n) The International Institute of Noise

party(n)
Một nhóm làm việc quốc tế
● international: quốc tế,
toàn cầu
● party: đội nhóm, đội ngũ
Nỗ lực đội ngũ toàn cầu Control Engineering (l-INCE) has
● global: toàn cầu established an international working
● effort: sự nỗ lực party, which includes New Zealand, to
● team: đội ngũ, nhóm evaluate noise and reverberation control
for school rooms.

Viện Kỹ thuật Kiểm soát Tiếng ồn Quốc tế

(l-INCE) đã thành lập một nhóm làm việc
quốc tế, trong đó có New Zealand, để
đánh giá kiểm soát tiếng ồn và vang nhào
trong phòng học.

3. Heightened(adj) noise(n) The growth(n) of noise This all amounts to heightened activity
level(n) Sự gia tăng tiếng ồn and noise levels, which have the potential
Mức độ tiếng ồn tăng cao to be particularly serious for children
● heightened: tăng cao, experiencing auditory function deficit.
tăng cường
Tất cả điều này tạo thành mức độ hoạt
động và mức độ tiếng ồn tăng cao, có khả
năng gây nguy hiểm đặc biệt đối với trẻ
em có vấn đề về chức năng thính giác.

4. International(adj) standards(n) Worldwide(adj) regulations(n) It is imperative that the needs of these

Tiêu chuẩn quốc tế Yêu cầu, quy định quốc tế children are taken into account in the
● standard: tiêu chuẩn setting of appropriate international
standards to be promulgated in future.

Cần thiết phải xem xét các nhu cầu của

những trẻ em này khi thiết lập các tiêu
chuẩn quốc tế thích hợp sẽ được công bố
trong tương lai.

5. Medical conditions A list of medical conditions which place

Bệnh some children more at risk from noise
than others.

Danh sách các bệnh khiến một số trẻ em

rơi vào rủi ro cao hơn từ tiếng ồn so với
những người khác.

6. Hearing(adj) loss(n) Auditory(adj) problem(n) The New Zealand Ministry of Health has
Sự mất thính lực Vấn đề về thính lực found from research carried out over two

20
 decades that 6-10% of children in that
country are affected by hearing loss.

Bộ Y tế New Zealand đã từ nghiên cứu

thực hiện trong hai thập kỷ rằng 6-10% trẻ
em ở nước này bị ảnh hưởng bởi sự mất
thính lực.

7. Principle(n) The parallax principle can be extended to

Nguyên tắc, nguyên lý measure the distances to the stars.

Nguyên tắc đồng vị có thể được mở rộng

để đo lường khoảng cách đến các ngôi
sao.

8. Cloud out(ph.v) Prevent(v) observation(n) Ironically after travelling nearly 50,000

Che phủ Ngăn cản sự quan sát kilometres, his view was clouded out at
the last moment, a very dispiriting
experience.

Một cách trớ trêu, sau khi đi gần 50,000

kilomet, tầm nhìn của anh ta bị che phủ ở
phút cuối cùng, một trải nghiệm rất làm
mất tinh thần.

9. Pave(v) the way(n) for But such transits have paved the way for
Mở đường cho what might prove to be one of the most
vital breakthroughs in the cosmos -
detecting Earth-sized planets orbiting
other stars.

Nhưng những sự dịch chuyển như vậy đã

mở đường cho những phát hiện có thể
chứng minh là một trong những đột phá
quan trọng nhất trong vũ trụ - phát hiện
các hành tinh có kích thước giống Trái đất
quay quanh các ngôi sao khác.

10. Refract(v) sunlight(n) While this showed astronomers that

Khúc xạ ánh sáng, bẻ cong ánh Venus was surrounded by a thick layer of
sáng gases refracting sunlight around it, both
● refract: khúc xạ effects made it impossible to obtain
● sunlight: ánh sáng accurate timings.

Trong khi điều này đã cho thấy các nhà

thiên văn rằng Vênus được bao quanh bởi
một lớp khí dày bẻ cong tia ánh sáng xung
quanh nó, cả hai hiệu ứng đều khiến việc
đo thời gian chính xác trở nên không thể.

11. A fair(adj) degree(n) of He calculated the distance of the Sun

accuracy(n) from the Earth based on observations of
Mức độ chính xác khá cao Venus with a fair degree of accuracy.
● degree: mức độ
● accuracy: độ chính xác Anh ta tính khoảng cách từ Mặt Trời đến
● fair: khá, tương đối Trái đất dựa trên quan sát của Vênus với
một mức độ chính xác khá cao.

21
12. Caculate(v) the angle(n)
Tính toán góc độ
● calculate: tính toán
● angle: góc
13. Orbital(adj) speeds(n)
Tốc độ quỹ đạo
● orbit: quỹ đạo
● speed: tốc độ
14. Charitable(adj)
Rộng lượng
15. Perplexing(adj)
Phức tạp
16. Evolutionary(adj) roots(n)
Nguồn gốc tiến hóa
● evolution: sự tiến hoá
● root: nguồn gốc, gốc rễ
17. Take(v) no notice(n)
Không để ý, không chú ý
Calculating this angle would allow
astronomers to measure what was then
the ultimate goal: the distance of the
Earth from the Sun.
Việc tính toán góc này sẽ cho phép các
nhà thiên văn đo lường điều gì là mục tiêu
cuối cùng vào thời điểm đó: khoảng cách
từ Trái đất đến Mặt Trời.
Johannes Kepler, in the early 17th century,
had shown that the distances of the
planets from the Sun governed their
orbital speeds, which were easily
measurable.
Johannes Kepler, vào đầu thế kỷ 17, đã
chỉ ra rằng khoảng cách giữa các hành
tinh và Mặt Trời chi phối tốc độ quỹ đạo
của chúng, mà có thể đo đạc dễ dàng.
These follow-up studies have shown that
after a sniff of the hormone, people
become more charitable.
Các nghiên cứu theo dõi này đã cho thấy
sau khi hít một lượng nhỏ hormone, người
ta trở nên rộng lượng hơn.
Complex(Adj) Perhaps we should not be surprised that
the oxytocin story has become more
perplexing.
Có lẽ chúng ta không nên ngạc nhiên khi
câu chuyện về oxytocin trở nên phức tạp
hơn.
The hormone is found in everything from
octopuses to sheep, and its evolutionary
roots stretch back half a billion years.
Hormon này được tìm thấy trong mọi thứ
từ bạch tuộc đến cừu, và nguồn gốc tiến
hóa của nó się đến nửa tỷ năm trước.
Ignore(v) Where once researchers took no notice of
Bỏ qua, phớt lờ such findings, now a more nuanced
understanding of oxytocin’s effects is
propelling investigations down new lines.
Nơi mà trước đây các nghiên cứu viên
không để ý đến những phát hiện như vậy,
hiện nay sự hiểu biết tinh tế hơn về tác
động của oxytocin đang thúc đẩy các điều
tra theo hướng mới.
22
18. Anonymous(adj) …they could invest money with an
Ẩn danh anonymous person who was not
guaranteed to be honest.

... họ có thể đầu tư tiền với một người ẩn

danh không được đảm bảo là trung thực.

19. Envy(n) Jealousy(n) Those who inhaled the hormone showed

Sự ghen tị more pleasure when they beat other
players, and felt more envy when others
won.

Những người hít phải hormone đã thể hiện

sự hạnh phúc hơn khi họ chiến thắng
người chơi khác và cảm thấy ghen tị hơn
khi người khác chiến thắng.

20. Manifest(v) in different Vary(v) These basic processes could manifest in

ways
Cho thấy, thể hiện theo những
cách khác nhau
● manifest: cho thấy, thể
hiện cảm xúc, thái độ
Thay đổi different ways depending on individual
differences and context.
Những quá trình cơ bản này có thể thể
hiện theo các cách khác nhau tùy thuộc
vào sự khác biệt của mỗi cá nhân và ngữ
cảnh.

23
Sơ đồ tổng kết

24
Mở rộng

Bài 1: Gạch chân các từ khóa trong các câu thông tin và nối với đoạn văn có chứa thông tin đó. Sau đó
gạch chân dưới các từ khóa trong bài tương ứng với từ khóa trong câu thông tin.

A The architect who designed the K2, Giles Gilbert Scott, admired Soane's work and had recently become
a trustee of the Sir John Soane Museum in London when invited in 1924 to enter a competition to design
a public telephone kiosk. The shape of his design was inspired by the central domed structure of Soane's
tomb. By rooting his design in Britain's architectural heritage, Scott transformed the telephone kiosk from
what was then seen as an intimidating symbol of modernity into something that seemed reassuringly
familiar. When the wooden models of the competing designs were exhibited outside the National Gallery,
Giles Gilbert Scott's was chosen as the winner.

B In 1923, Giles Gilbert Scott was commissioned to design Memorial Court, a hall of residence at Clare
College, Cambridge (begun in 1923 , which he completed in a Georgian - inspired style. The following year
he won the telephone kiosk competition. Traditional though his kiosk was in style, functionally it was very
advanced. An ingenious ventilation system was installed using perforations in the dome, and the glass
was divided into small panels for speedy replacement in case of breakages. Scott's original proposal was
for a mild steel structure, but the Post Office insisted on changing it to cast iron. It also insisted on
painting the kiosks bright red for maximum visibility in emergencies rather than Scott's suggested shade
of duck egg blue. Following protests in rural areas, where people complained that the bright red kiosks
looked overbearing in the open countryside, the Post Office agreed to repaint them in green.

C His most significant post-war commission came in 1947 when Scott was invited to design a second
London power station at Bankside beside the Thames in Southwark. More austere in style than Battersea,
Bankside did not match its popularity until its conversion in 2000 by the Swiss architects Herzog and De
Meuron into the Tate Modern museum. Yet formally and functionally it is the more sophisticated of the
two buildings, not least as Scott combined all of Bankside's chimneys into a single central tower.
(Ready for IELTS)
Which paragraph contains the following information?
1. A comparison of the features of two buildings which Scott was associated with
2. The place where the designs for the K2 were put on display
3. The reason given for the colour change to the K2

25
Bài 2: Scan bài đọc và tìm các từ khóa sau.
Famous animals
A Like people, animals each have their own personality and talents. And like some people some animals
achieve fame. Some of them become famous through films, TV or advertisements, and others through
their work, for example rescuing people or playing a role in a war. Still others have done something special
or been the first to do something.

B There have been many famous dogs in history. One of them is Hachiko, a dog remembered for his
loyalty to his owner. Hachiko was born in Japan in 1923 and was owned by Hidesaburō Ueno, a professor
at Tokyo University. Every day Hachiko waited for Ueno at Shibuya station and the pair walked home
together. One day in May 1925, Ueno died suddenly while he was at work. For the next nine years, nine
months and 15 days, his faithful dog continued to meet the train his owner used to take every day. At first
the station staff did not welcome him, but gradually people understood his loyalty and began giving him
food and treats. Hachiko did not stop waiting for Ueno until his own death in 1935. There have been films
and books about Hachiko, and every year there is a ceremony to commemorate him at the railway station
in Tokyo, where he waited so faithfully.

C One animal that achieved fame in the twenty-first century is Knut the polar bear. Knut was born in
Berlin Zoo in December 2006. Sadly, Knut was rejected by his mother, Tosca, and was raised by
zookeepers. Knut was extremely popular with the public, not only in Germany, but across the world. Knut's
story increased attendance at the zoo by about 30% and increased the zoo's revenue by five million euros.
The zoo made substantial amounts of money by selling Knut toys, candy and other products. There were
even songs written about him. By the time he was a year old, Knut weighed almost 100 kg and it was too
dangerous for him to be handled by humans. Poor Knut missed his favourite keeper. Knut suffered in his
short life without his mother, and later without human contact. He died of a virus at the age of four.

D Even some wild animals have become famous. One of them is Elsa the lioness, born in 1956. Elsa's
mother was killed by a game warden, a person whose job it was to protect wild animals. The warden,
George Adamson, had killed the lioness to defend himself, but he felt guilty about the orphaned cubs. He
and his wife, Joy, took them home and brought them up. They trained Elsa, one of the cubs, to live in the
wild. During her adult life in the wild, she had three cubs and took them to visit her human foster parents.
Joy Adamson told Elsa's story in a book called Born Free. Born Free was made into a film, which was
popular with both adults and children. In 1984, the actors who had starred in the film started the Born Free
Foundation, an organisation that protects wildlife in many ways. The Foundation's important work
includes improving conditions in zoos and circuses, stopping hunting for 'sport' and working against the
killing of elephants for ivory.

E Many of us enjoy learning about famous animals. They can inspire us with their characters and stories,

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just as human celebrities can. Some of them are remembered for years through books, films, toys and
other items created in their memory. But in the end, it is humans and not the animals themselves who
benefit from that fame.
(Mindset for IELTS Level 1)
Các từ khóa cần scan:
A Hachiko
B Knut
C Elsa

Bài 3: Đọc bài đọc ở bài 2 và nối thông tin ở câu 1-7 với các câu A-C tương ứng.

Which animal…
1 never forgot their human friend?
2 lived part of their life in the wild?
3 made large profits for the humans who cared for them?
4 was not wanted by their parent?
5 has had valuable work done in their memory?
6 is formally remembered at regular times?
7 had souvenirs of them made?

A Hachiko
B Knut
C Elsa

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