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BOOST YOUR VOCABULARY CAMBRIDGE IELTS 8 1
03 LÝ DO T I SAO NÊN H C T V NG
THEO CU N SÁCH NÀY
1. Không còn m t nhi u th i gian cho vi c tra t
Các t h c thu t (academic words) trong s ch u có kèm gi i thích ho c t ng
ngh a. B n ti t ki m c ng k th i gian gõ t ng t vào t i n và tra. Ch c ch n
nh ng b n thu c d ng kh ng c ch m ch l m trong vi c tra t v ng s th ch i u
này.
2. T p trung b nh vào các t quan tr ng
M c dù cu n sách không tra h t các t giúp b n nh ng s ch ch n ra các t quan
tr ng và ph bi n nh t giúp b n. Nh v y, b n có th t p trung b nh vào các t này,
thay vì ph i m t công nh các t không quan tr ng. B n n o t Reading t 7.0 tr lên
u s th y r t nhi u trong s các t này thu c lo i h t s c quen thu c
3. H c m t t nh nhi u t
R t nhi u t c trình bày theo synonym (t ng ngh a), gi p c c b n có th xem l i
và h c thêm các t c ngh a t ng ng ho c gi ng nh t g c. Có th n i, l
ph ng ph p h c h t s c hi u qu vì khi h c m t t nh impact, b n có th nh l i
ho c h c thêm m t lo t các t ngh a t ng ng nh significant, vital, imperative,
chief, key. Nói theo cách khác thì n u kh n ng ghi nh c a b n t t thì cu n sách này
giúp b n ys l ng t v ng lên m t c ch ng k .
Tài liệu gốc Cambridge IELTS c a NXB Đại học Cambridge-Mua sách gốc tại link
Biên tập cuốn sách Boost your vocabulary này đư c th c hiện b i Đinh Thắng & IELTS Family-Các nhóm t học IELTS
H NG D N S D NG SÁCH
IT NG S D NG SÁCH
Nhìn chung các b n c n có m c t v ng t ng ng 5.5 tr l n (theo thang i m 9
c a IELTS), n u không có th s g p nhi u kh kh n trong vi c s d ng sách này.
CÁC B CS D NG
C CH 1: LÀM TEST TR C, H C T V NG SAU
B c 1: B n in cu n sách này ra. N n in b a m u c th m ng l c h c. Cu n

s ch c thi t k cho vi c c tr c ti p, không ph i cho vi c c online nên b n nào
c online s có th th y khá b t ti n khi tra c u, i chi u t v ng
B c 2: Tìm mua cu n Cambridge IELTS (8 cu n m i nh t t 6-14) c a Nhà xu t b n

Cambridge làm. Hãy c n th n ng mua nh m sách l u. Sách c a nhà xu t b n
Cambridge c tái b n t i Vi t Nam th ng có bìa và gi y dày, ch r t rõ nét.
B c 3: Làm m t bài test ho c passage b t k trong b sách trên. Ví d passage 1,

test 1 c a Cambridge IELTS 13.
B c 4: i chi u v i cu n sách này, b n s l c ra các t v ng quan tr ng c n h c.

Ví d passage 1, test 1 c a Cambridge IELTS 13, bài v Tourism New Zealand Website:
B n s th y
4.1 C t bên trái là b n text g c, trong b i m các t h c thu t - academic word
4.2 C t bên ph i ch a các t v ng này theo kèm nh ngh a (definition) ho c t
ng ngh a (synonym)
CÁCH 2: H C T V NG TR C, C TEST SAU
B c 1: B n in cu n sách này ra. N n in b a m u c th m ng l c h c. Cu n

s ch c thi t k cho vi c c tr c ti p, không ph i cho vi c c online nên b n nào
c online s có th th y khá b t ti n khi tra c u, i chi u t v ng
B c 2: c c t bên trái nh c báo. Duy trì hàng ngày. Khi nào không hi u t nào
th em ngh a ho c synonym c a t c t bên ph i. Giai o n này giúp b n phát tri n
vi c c t nhi n, tha v c theo ki u làm test. B n càng hi u nhi u càng t t. C g ng
nh t theo ng c nh.
B c 3: Làm m t bài test ho c passage b t k trong b sách Cambridge IELTS. Ví

d b n c xong cu n Boost your vocabulary 13 này thì có th quay l i làm các test
trong cu n 10 ch ng h n. Làm test xong thì c g ng phát hi n các t ã h c trong
cu n 13. B n nào có kh n ng ghi nh t t ch c ch n s g p l i r t nhi u t h c. B n
nào có kh n ng ghi nh v a ph i c ng s g p l i không ít t .
B c 4: c cu n Boost our vocabular t ng ng v i test b n v a làm. Ví d trong

cu n Boost your vocabulary 10.
Tóm l i, mình ví d 1 chu tr nh theo cách này
B1. c hi u và h c t cu n Boost your vocabulary 13
B2. Làm test 1 trong cu n Boost your vocabulary 10
B3. c hi u và h c t cu n Boost your vocabulary 10 & tìm các t l p l i mà b n c trong cu n Boost your
vocabulary 13
TEST 1
READING PASSAGE 1
O ur conception of time depends on the way we

measure it.
chronicle = a written record, history, story of
historical events. kr n kl
timekeeping = the activity of recording the time
something takes ta m ki p
A advent = coming, start, arrival, the time when

According to archaeological evidence, at least 5,000 something first begins to be widely used. ædvent
years ago, and long before the advent of the co-ordinate = organize, manage, direct, to make
various, separate things work together. k dn t
Roman Empire, the Babylonians began to measure communal = shared, common, public, relating or
time, introducing calendars to co-ordinate belonging to all the people living in a particular.
k mj nl
communal activities, to plan the shipment of goods regulate= control, adjust, standardize. re j le t
and, in particular, to regulate planting and solar = relating to the Sun s l
harvesting. They based their calendars on three axis = alignment, centre line, (the imaginary line
around which a large round object, such as the
natural cycles: the solar day, marked by the Earth). æks s
successive periods of light and darkness as the lunar = relating to the Moon. lu n
orbit = circle, revolve around, travel around, go
earth rotates on its axis; the lunar month, following
around, b t
the phases of the moon as it orbits the earth; and
the solar year, defined by the changing seasons that accompany= go together with, come with, be
associated with, happen with, appear with.
accompany our planet's revolution around the sun. k mp ni
B
Before the invention of artificial light, the moon had artificial= man-made, synthetic, non-natural.
t f l
greater social impact. And, for those living near the equator = an imaginary line drawn around the
equator in particular, its waxing and waning was middle of the Earth. kwe t
more conspicuous than the passing of the wax and wane = to increase and decrease over
time. wæks nd we n
seasons. Hence, the calendars that were developed
conspicuous = obvious, clear, noticeable.
at the lower latitudes were influenced more by the k n sp kj s
lunar cycle than by the solar year. In more northern latitude = the distance north or south of the
climes, however, where seasonal agriculture was equator, measured in degrees. læt tju d
clime = zone, region, a place that has a particular
practised, the solar year became more crucial. As type of climate. kla m
the Roman Empire expanded northward, it crucial = vital, fundamental, essential, important,
organised its activity chart for the most part around necessary, key. kru l
the solar year.
C
Centuries before the Roman Empire, the Egyptians formulate = invent, create, make, develop.
had formulated a municipal calendar having 12 f mj le t
months of 30 days, with five days added to municipal = civic, public, community, #private.
approximate the solar year. Each period of ten days mju n s pl
was marked by the appearance of special groups of decan= The decans (Egyptian) are 36 groups
stars called decans. At the rise of the star Sirius just of stars (small constellations) used in
before sunrise, which occurred around the all- the Ancient Egyptian astronomy. d k( )n
important annual flooding of the Nile, 12 decans cosmic = relating to space or the universe.
could be seen spanning the heavens. The cosmic k zm k
significance the Egyptians placed in the 12 decans interval= intermission, interlude, break. nt vl
led them to develop a system in which each interval temporal hours = a unit of time used in the
of darkness (and later, each interval of daylight) was past that divided the daylight into an equal
divided into a dozen equal parts. These periods number of hours, temp r l a z
became known as temporal hours because their duration = the length of time that something
duration varied according to the changing length of lasts. dj re n
days and nights with the passing of the seasons. equinox = solstice, one of the two times in a
Summer hours were long, winter ones short; only at year when night and day are of equal length.
the spring and autumn equinoxes were the hours of i kw n ks
daylight and darkness equal. Temporal hours, which adopt = accept, approve, implement, apply,
were first adopted by the Greeks and then the #reject d pt
Romans, who disseminated them through Europe,
disseminate = spread, publish, distribute.
remained in use for more than 2,500 years. d sem ne t
D
In order to track temporal hours during the day, track = follow, trace, pursue. træk
inventors created sundials, which indicate time by sundial = an object used in the past for telling the
the length or direction of the sun's shadow. The time. s nda l
sundial's counterpart, the water clock, was counterpart = equal, colleague, equivalent.
ka nt p t
designed to measure temporal hours at night. One
drip = drop, come out, leak, #stream. dr p
of the first water clocks was a basin with a small denote = indicate, represent, refer to, #connote
hole near the bottom through which the water d n t
dripped out. The falling water level denoted the dip = dunk, immerse, to put something into a
passing hour as it dipped below hour lines liquid for a very short time and take it out again.
dp
inscribed on the inner surface. Although these inscribed = engrave, carve, to carefully cut, print
devices performed satisfactorily around the or write on smt n skra bd
Mediterranean, they could not always be depended satisfactory = pleasing, reasonable, acceptable,
on in the cloudy and often freezing weather of adequate, #unsatisfactory sæt s f kt ri
northern Europe.
E
The advent of the mechanical clock meant that
arise = rise, ascend, appear, # retire ra z
although it could be adjusted to maintain temporal
hours, it was naturally suited to keeping equal ones. evolve = change, grow, advance, to develop
With these, however, arose the question of when to and change gradually over a long period of
time. v lv
begin counting, and so, in the early 14th century, a
number of systems evolved. The schemes that scheme= plan, idea, method. ski m
divided the day into 24 equal parts varied according divide= split, separate, distribute, allocate,
to the start of the count: Italian hours began at #join. d va d
sunset, Babylonian hours at sunrise, astronomical astronomical = relating to the scientific study
hours at midday and 'great clock' hours, used for of the stars. æstr n m kl
some large public clocks in Germany, at midnight. supersede = replace, supplant, displace.
Eventually these were superseded by 'small clock', su p si d
or French, hours, which split the day into two 12-
commence = start, begin, originate. k mens
hour periods commencing at midnight.
F
The earliest recorded weight-driven mechanical weight-driven mechanical clock = a clock using
clock was built in 1283 in Bedfordshire in England. a pendulum we t - dr v n m kæn kl kl k
The revolutionary aspect of this new timekeeper was
neither the descending weight that provided its descend= downward, fall, drop, go down. d send
motive force nor the gear wheels (which had been

escapement = a piece of machinery in a clock
around for at least 1,300 years) that transferred the from the spring or weight to a wheel. ske pm nt
power; It was the part called the escapement. In the
early 1400s came the invention of the coiled spring mainspring = the most important spring in a
or fusee which maintained constant force to the gear watch or clock. me nspr
wheels of the timekeeper despite the changing
pendulum = a long metal stick with weight at the
tension of its mainspring. By the 16th century, a bottom that swings regularly from side to side to
pendulum clock had been devised, but the control the working of a clock. pendj l m
pendulum swung in a large arc and thus was not
very efficient.
G
To address this, a variation on the original the anchor escapement = a type of
escapement was invented in 1670, in England. It escapement used in pendulum clocks ði
was called the anchor escapement, which was a æ k r ske pm nt
lever-based device shaped like a ship's anchor. The
escape wheel = a toothed wheel in the
motion of a pendulum rocks this device so that it
escapement of a watch or clock. ske p wi l
catches and then releases each tooth of the escape
wheel, in turn allowing it to turn a precise amount. precise = exact, correct, accurate. pr sa s
Unlike the original form used in early pendulum original = initial, earliest (existing or
clocks, the anchor escapement permitted the happening first). rd n l
pendulum to travel in a very small arc. Moreover, permit= allow, enable, facilitate. p m t
this invention allowed the use of a long pendulum
which could beat once a second and thus led to the
development of a new floor standing case design,
which became known as the grandfather clock.
H
Today, highly accurate timekeeping instruments set accurate= correct, precise, exact. kj r t
a quartz-crystal clock = is a clock that uses an
the beat for most electronic devices. Nearly all electronic oscillator that is regulated by a quartz
computers contain a quartz-crystal clock to crystal to keep time. kw ts- kr stl kl k
beam down = to transport somebody to or from
regulate their operation. Moreover, not only do time a spaceship using special electronic equipment.
bi m da n
signals beamed down from Global Positioning
calibrate = standardize, adjust, regulate. k l bre t
System satellites calibrate the functions of precision= accuracy, exactness, correctness.
pr s n
precision navigation equipment, they do so as well navigation = routing, direction-finding
for mobile phones, instant stock-trading systems the science or job of planning which way you need
to go when you are travelling from one place to
and nationwide power-distribution grids. So integral another næv e n
integral = connected, central, internal, forming
have these time-based technologies become to day-
a necessary part of something. nt r l
to-day existence that our dependency on them is dependency = reliance, enslavement, craving.
recognised only when they fail to work. d pend nsi
READING PASSAGE 2
A n accident that occurred in the skies over the establishment = founding, launch, creation.
stæbl m nt
Grand Canyon in 1956 resulted in the federal Aviation Administration (FAA) of

the United States = a national authority with
establishment of the Federal Aviation Administration
powers to regulate all aspects of flying in
(FAA) to regulate and oversee the operation of aircraft aircraft. fed r l e vi e n d m n stre n (FAA)
in the skies over the United States, which were
congested = full of traffic, overfilled, blocked,
becoming quite congested. The resulting structure of air
crowded, #empty, #clear k n d est d
traffic control has greatly increased the safety of flight in
the United States, and similar air traffic control procedure = process, way, method.
pr si d
procedures are also in place over much of the rest of
the wor
B rudimentary = basic, elementary, simple,
Rudimentary air traffic control (ATC) existed well before fundamental # advanced ru d mentri
the Grand Canyon disaster. As early as the 1920s, the manually = by hand, physically, # mental
earliest air traffic controllers manually guided aircraft in mænj li
the vicinity of the airports, using lights and flags, while vicinity (of something) = neighborhood,
beacons and flashing lights were placed along cross- locality, surrounding area v s n ti
beacon = signal, sign, warning light, bi k n
country routes to establish the earliest airways.
purely = entirely, wholly, totally, completely,
However, this purely visual system was useless in bad # partly pj li
weather, and, by the 1930s, radio communication was
coming into use for ATC. The first region to have

something appro imating toda s ATC was New York
metropolitan= urban, municipal, civic
City, with other major metropolitan areas following metr p l t n
soon after.
C
In the 1940s, ATC centres could and did take advantage regulation = control, guideline, adjustment,
of the newly developed radar and improved radio rule. re j le n
communication brought about by the Second World fortuitous = lucky, fortunate, miraculous.
f tju t s
War, but the system remained rudimentary. It was only
advent = arrival, beginning, initiation, #
after the creation of the FAA that full-scale regulation of departure ædvent
America s airspace took place, and this was fortuitous, jet engine = an engine that pushes out
for the advent of the jet engine suddenly resulted in a a stream of hot air and gases behind it, used
large number of ver fast planes, reducing pilots in aircraft d et end n
margin of error and practically demanding some set of margin of error = the degree to which
a calculation might or can be wrong m d n
rules to keep everyone well separated and operating v er
safely in the air.
D consist of = comprise, be made up of, be
Many people think that ATC consists of a row of compose of, comprise, make up. k n s st v
controllers sitting in front of their radar screens at the
nation s airports, telling arriving and departing traffic
what to do. This is a very incomplete part of the picture. realise = recognize, understand,
The FAA realised that the airspace over the United comprehend, # misunderstand r la z
States would at any time have many different kinds of
planes, flying for many different purposes, in a variety of
weather conditions, and the same kind of structure was accommodate = adapt, acclimatize, adjust.
needed to accommodate all of them. k m de t
E
To meet this challenge, the following elements were put put into effect = to make a plan or idea
into effect. First, ATC extends over virtually the entire happen p t nt fekt
United States. In general, from 365m above the ground
virtually = almost, nearly, near. v t li
and higher, the entire country is blanketed by controlled
airspace. In certain areas, mainly near airports, blanket = to cover something with a
controlled airspace extends down to 215m above the thick layer. bl kt
ground, and, in the immediate vicinity of an airport, all regulation= rule, guideline, directive.
the way down to the surface. Controlled airspace is that re j le n
airspace in which FAA regulations apply. Elsewhere, in bind = require, force, oblige. ba nd
uncontrolled airspace, pilots are bound by fewer recreation = fun, enjoyment, pleasure,
regulations. In this way, the recreational pilot who good/great time, a blast, entertainment,
simply wishes to go flying for a while without all the relaxation, leisure. rekr e n
restrictions imposed by the FAA has only to stay in impose= force, require, obey, make rules.
uncontrolled airspace, below 365m, while the pilot who mp z
does want the protection afforded by ATC can easily afford= give, offer, provide, allow. f d
enter the controlled airspace.
F
The FAA then recognised two types of operating meteorological = atmospheric, climatic,
environments. In good meteorological conditions, flying weather. mi tj r l d kl
would be permitted under Visual Flight Rules (VFR), reliance = dependence, rely on, hinge on.
which suggests a strong reliance on visual cues to r la ns
maintain an acceptable level of safety. Poor visibility necessitate = essential, require, need,
necessitated a set of Instrumental Flight Rules (IFR), demand. n ses te t
under which the pilot relied on altitude and cue = signal, indication, clue. kju
navigational information provided b the plane s altitude = height above sea level. lt tju d
instrument panel to fly safely. On a clear day, a pilot in navigation= direction-finding, steering,
controlled airspace can choose a VFR or IFR flight plan, routing. næv e n
and the FAA regulations were devised in a way which devise = plan, develop, create, set up.
accommodates both VFR and IFR operations in the d va z
same airspace. However, a pilot can only choose to fly possess = own, have, hold, keep, #lack
IFR if they possess an instrument rating which is above p zes
and be ond the basic pilot s license that must also be
held.
G
Controlled airspace is divided into several different
types, designated by letters of the alphabet. designate= elect, label, entitle, define.
Uncontrolled airspace is designated Class F, while dez ne t
controlled airspace below 5,490m above sea level and
not in the vicinity of an airport is Class E. All airspace
above 5,490m is designated Class A. The reason for the
stem from= arise from, originate from, come
division of Class E and Class A airspace stems from from. stem fr m
the type of planes operating in them. Generally, Class E
airspace is where one finds general aviation aircraft (few
of which can climb above 5,490m anyway), and turboprop= an aircraft that gets power from
commercial turboprop aircraft. Above 5,490m is the this type of engine. t b pr p
realm of the heavy jets, since jet engines operate more realm = area, space, range, field. relm
efficiently at higher altitudes. The difference between
instrumentation= the set of instruments
Class E and A airspace is that in Class A, all operations
used to help in controlling a machine
are IFR, and pilots must be instrument-rated, that is, nstr men te n
skilled and licensed in aircraft instrumentation. This is
correspond = realate, tally, link, match up.
because ATC control of the entire space is essential.
k r sp nd
Three other types of airspace, Classes D, C and B,
govern the vicinity of airports. These correspond municipal= civic, public, community,
roughly to small municipal, medium-sized metropolitan #private mju n s pl
and major metropolitan airports respectively, and encompass = include, cover, contain,
encompass an increasingly rigorous set of regulations. #exclude n k mp s
For example, all a VFR pilot has to do to enter Class C rigorous= precise, careful, accurate r r s
airspace is establish two-way radio contact with ATC. explicit = clear, precise, exact, #implicit.
No explicit permission from ATC to enter is needed, k spl s t
although the pilot must continue to obey all regulations govern= rule, oversee, manage, control,
governing VFR flight. To enter Class B airspace, such regulate. vn
as on approach to a major metropolitan airport, an cruise = fly, travel, take off, voyage. kru
explicit ATC clearance is required. The private pilot who
license = certificate, pass, card, permit.
cruises without permission into this airspace risks losing la sns
their license.
READING PASSAGE 3
C an human beings communicate by thought alone?

telepathy= mind-reading, thought
transference, extrasensory perception
t lep i
spark = provoke, cause, trigger. sp k
For more than a century the issue of telepathy has
controversy= argument, disagreement,
divided the scientific community, and even today it still debate, public discussion. k ntr v si
sparks bitter controversy among top academics. academic = a teacher in a college or
university. æk dem k
parapsychology = the scientific study

Since the 1970s, parapsychologists at leading of mysterious abilities that some people claim
universities and research institutes around the world to have, such as knowing what will happen in
have risked the derision of sceptical colleagues by the future. pær sa k l d i
derision= laughter, ridicule, contempt. d r n
putting the various claims for telepathy to the test in sceptical = doubtful, untruthful, suspicious.
dozens of rigorous scientific studies. The results and skept kl
implication = suggestion, insinuation,
their implications are dividing even the researchers association. mpl ke n
who uncovered them. uncover = discover, reveal, expose n k v
Some researchers say the results constitute constitute = make up, establish, create.
k nst tju t
compelling evidence that telepathy is genuine. Other compelling = forceful, convincing,

persuasive, very interesting and exciting.
parapsychologists believe the field is on the brink of k m pel
the brink of something = a situation when
collapse, having tried to produce definitive scientific you are almost in a new situation, usually a
bad one ð br k v s m
proof and failed. Sceptics and advocates alike do
collapse = fail, end, break down. k læps
concur on one issue, however: that the most impressive definitive= ultimate, perfect, best. d f n t v
sceptic= cynic, doubter, questioner
evidence so far has come from the so-called 'ganzfeld' #believer. skept k
experiments, a German term that means 'whole field'. advocate = supporter, promoter, believer.
ædv ke t
Reports of telepathic experiences had by people during concur = agree, correspond, coincide
#conflict k n k
meditation led parapsychologists to suspect that meditation=the practice of emptying
telepathy might involve 'signals' passing between people your mind of thoughts and feelings, in order
to relax completely or for religious reasons.
that were so faint that they were usually swamped by med te n
suspect = doubt, distrust, disbelieve. s spekt
normal brain activity. In this case, such signals might be faint= pale, unclear, weak #strong fe nt
more easily detected by those experiencing meditation- swamp = overwhelm, inundate, drown sw mp
tranquility = calm, quiet, silence, # bustle.
like tranquility in a relaxing 'whole field' of light, sound tr n kw l ti
and warmth.
reclining = rest, lie down, lounge, #stand
The ganzfeld experiment tries to recreate these r kla n
conditions with participants sitting in soft reclining sealed = closed, to formally approve an
agreement. si ld
chairs in a sealed room, listening to relaxing sounds
experiment = test, trial, research
while their eyes are covered with special filters letting in k sper m nt
only soft pink light. In early ganzfeld experiments, the identification = recognition,
telepathy test involved identification of a picture classification. distinguishing
chosen from a random selection of four taken from a a dent f ke n
attempt= try, make an effort, have a
large image bank. The idea was that a person acting as
shot. tempt
a 'sender' would attempt to beam the image over to the beam = send out, radiate, emit bi m
'receiver' relaxing in the sealed room.
Once the session was over, this person was asked to

identify which of the four images had been used.
Random guessing would give a hit-rate of 25 per cent; if analyze= examine, scrutinize, investigate.
telepathy is real, however, the hit-rate would be higher. æn la z
In 1982, the results from the first ganzfeld studies were pioneer = creator, discoverer, inventor,
analysed by one of its pioneers, the American forerunner pa n
parapsychologist Charles Honorton. They pointed to typical= usual, normal, standard, average.
typical hit-rates of better than 30 per cent - a small t p kl
effect, but one which statistical tests suggested could statistical= numerical, arithmetic,
not be put down to chance. arithmetical. st t st kl
The implication was that the ganzfeld method had flaw= fault, error, mistake. fl
revealed real evidence for telepathy. But there was a overlook= fail to notice, fail to see, miss.
crucial flaw in this argument - one routinely overlooked v l k
in more conventional areas of science. Just because conventional =traditional, usual,
chance had been ruled out as an explanation did not conservative. k n ven n l
prove telepathy must exist; there were many other ways prove = show, confirm, demonstrate. pru v
of getting positive results. These ranged from 'sensory sensory = relating to the feelings of your
leakage' - where clues about the pictures accidentally body rather than your mind. sens ri
reach the receiver - to outright fraud. In response, the
leakage = escape, outflow, drip. li k d
researchers issued a review of all the ganzfeld studies
outright = clear and direct, absolute,
done up to 1985 to show that 80 per cent had found
complete. a tra t
statistically significant evidence. However, they also
agreed that there were still too many problems in the fraud= dishonesty, scam, deception. fr d
experiments which could lead to positive results, and

they drew up a list demanding new standards for future
research.
After this, many researchers switched to autoganzfeld

tests - an automated variant of the technique which used
computers to perform many of the key tasks such as the
random selection of images. By minimising human involvement = participation, connection,
involvement, the idea was to minimise the risk of contribution. n v lvm nt
flawed results. In 1987, results from hundreds of
autoganzfeld tests were studied by Honorton in a 'meta- impressive = imposing, inspiring,
analysis', a statistical technique for finding the overall striking. m pres v
results from a set of studies. Though less compelling disturb = perturb, concern, worry,
than before, the outcome was still impressive. bother. d st b
Yet some parapsychologists remain disturbed by the
lack of consistency between individual ganzfeld consistency= constancy, steadiness,
studies. Defenders of telepathy point out that stability. k n s st nsi
demanding impressive evidence from every study
defender = protector, supporter, guard.
ignores one basic statistical fact: it takes large samples
d fend
to detect small effects. If, as current results suggest,
telepathy produces hit-rates only marginally above the marginally = slightly, just over, a bit
25 per cent expected by chance, it's unlikely to be m d n li
detected by a typical ganzfeld study involving around 40 detect= discover, find out, reveal, notice.
people: the group is just not big enough. Only when d tekt
many studies are combined in a meta-analysis will the
apparent = obvious, clear, seeming.
faint signal of telepathy really become apparent. And
that is what researchers do seem to be finding. pær nt
What they are certainly not finding, however, is any

change in attitude of mainstream scientists: most still mainstream = normal, typical, conventional,
totally reject the very idea of telepathy. The problem
# unconventional me nstri m
stems at least in part from the lack of any plausible plausible = reasonable, possible, believable.
mechanism for telepathy. pl bl
Various theories have been put forward, many focusing put forward = state, suggest, propose p t
on esoteric ideas from theoretical physics. They include f w d
'quantum entanglement', in which events affecting one esoteric = obscure, mysterious, cryptic,
group of atoms instantly affect another group, no matter (known and understood by only a few people
how far apart they may be. While physicists have who have special knowledge about
demonstrated entanglement with specially prepared something). es ter k
atoms, no-one knows if it also exists between atoms
quantum = a unit of energy in nuclear
making up human minds. Answering such questions
physics. kw nt m
would transform parapsychology. This has prompted
entanglement = a difficult situation or
some researchers to argue that the future lies not in
collecting more evidence for telepathy, but in probing relationship that is hard to escape from.
possible mechanisms. Some work has begun already, nt lm nt
with researchers trying to identify people who are atom = the smallest part of an element that
particularly successful in autoganzfeld trials. Early can exist alone or can combine with other
results show that creative and artistic people do much substances to form a molecule. t m
better than average: in one study at the University of prompt = stimulate, provoke, motivate pr mpt
Edinburgh, musicians achieved a hit-rate of 56 per cent. probing= inquisitive, analytical, penetrating.
Perhaps more tests like these will eventually give the pr b
researchers the evidence they are seeking and trial = test, experiment, examination. tra l
strengthen the case for the existence of telepathy.
N uh c c m t l ng t v ng l n thì các
b n s không ph i quan tâm n tip này hay
trick kia khi làm bài thi IELTS Reading. Mình tin
là có nh ng b n 1 tu n c liên t c c 2
cu n Boost your vocabulary, th m chí là h n.
Truy n dài m y tr m trang mà nhi u b n có th
c xong trong 1 êm, còn 1 cu n Boost your
vocabulary là khá m ng, và l i toàn t ã c
tra s n. V y nên hãy c g ng c th t nhanh
nhé các b n
inh Th ng
TEST 2
READING PASSAGE 1
G lass, which has been made since the time of

mixture = combination, blend, hybrid,
amalgam. m kst
the Mesopotamians and Egyptians, is little more than
molten = metal or rock has been made into a
a mixture of sand, soda ash and lime. When heated liquid by being heated to a very high temperature.
to about 1500 degrees Celsius (°C) this becomes a m lt n
harden = solidify, freeze, consolidate, #soften
molten mass that hardens when slowly cooled. The h dn
first successful method for making clear, flat glass involve= associate, engage, connect, link. n v lv
unblemished = flawless, perfect, untarnished, #
involved spinning. This method was very effective as
flawed, #imperfect n blem t
the glass had not touched any surfaces between labour = work, employment, hard work, manual
being soft and becoming hard, so it stayed perfectly labor le b
unblemished, with a 'fire finish'. However, the intensive = concentrated, rigorous, thorough,
exhaustive, #easy (tens=strain, stretch .i.e tension,
process took a long time and was labour intensive.
extension) n tens v
Nevertheless, demand for flat glass was very high continuous =uninterruptedly, endlessly, non-
stop, #intermittently k n t nj s
and glassmakers across the world were looking for a
ribbon = length, stretch, strip r b n
method of making it continuously. The first roller= a piece of wood, metal or plastic, shaped
continuous ribbon process involved squeezing like a tube, that rolls over and over. r l
molten glass through two hot rollers, similar to an old mangle = a machine used in former
mangle. This allowed glass of virtually any thickness times to remove water from washed clothes
by pressing them between two rollers m l
to be made non-stop, but the rollers would leave virtually= almost, nearly, practically. v t li
both sides of the glass marked, and these would then non-stop= continuously, constantly, endlessly.
need to be ground and polished. This part of the n n st p
polished= shined, cleaned, rubbed, sparkled, #
process rubbed away around 20 per cent of the
tarnished. p l t
glass, and the machines were very expensive. rub away= erode, wipe out, wear away r b we
The float process for making flat glass was invented manufacture = production, creation, making.
by Alistair Pilkington. This process allows the mænj fækt
manufacture of clear, tinted and coated glass for
buildings, and clear and tinted glass for vehicles. tinted = coloured, painted, decorated. t nt d
Pilkington had been experimenting with improving the coated = covered, layered, encrusted. k td
melting process, and in 1952 he had the idea of using
a bed of molten metal to form the flat glass, eliminate= get rid of, remove, eradicate, reject,
eliminating altogether the need for rollers within the #retain l m ne t
float bath. The metal had to melt at a temperature
float = the surface of a liquid fl t
less than the hardening point of glass (about 600°C),
but could not boil at a temperature below the tin = a soft silver-white metal that is often used to
temperature of the molten glass (about 1500°C). The cover and protect iron and steel t n
best metal for the job was tin.
The rest of the concept relied on gravity, which concept = idea, perception, belief k nsept
guaranteed that the surface of the molten metal was rely on = depend on, count on, trust r la n
perfectly flat and horizontal. Consequently, when gravity = the force that causes something to fall
pouring molten glass onto the molten tin, the to the ground or to be attracted to another planet
r v ti
underside of the glass would also be perfectly flat. If
guarantee = ensure, assure. r n ti
the glass were kept hot enough, it would flow over the
pour = drizzle, tip, spill, splash. p
molten tin until the top surface was also flat,
horizontal= flat, smooth, straight h r z ntl
horizontal and perfectly parallel to the bottom parallel = two lines, paths etc that are parallel to
surface. Once the glass cooled to 604°C or less it each other are the same distance apart along
was too hard to mark and could be transported out of their whole length p r lel
the cooling zone by rollers. The glass settled to a tension = stress pressure, strain. ten n
thickness of six millimetres because of surface fortunate = lucky, happy, chance. f t n t
tension interactions between the glass and the tin. coincidence = when two things happen at the
By fortunate coincidence, 60 per cent of the flat same time k ns d ns
glass market at that time was for six-millimetre glass. convince= persuade, encourage, influence.
Pilkington built a pilot plant in 1953 and by 1955 he k n v ns
had convinced his company to build a full-scale full-scale = full-sized, complete, #partial f l ske l
plant. However, it took 14 months of non-stop plant = factory, workshop, manufacturing works.
production, costing the company £100,000 a month, pl nt
before the plant produced any usable glass.
Furthermore, once they succeeded in making
marketable flat glass, the machine was turned off for marketable= marketable goods, skills etc can
a service to prepare it for years of continuous be sold easily because people want them
production. When it started up again it took another m k t bl
four months to get the process right again. They
finally succeeded in 1959 and there are now float
plants all over the world, with each able to produce
around 1000 tons of glass every day, non-stop for
around 15 years.
optical = visual, ocular, photosensitive. pt kl
Float plants today make glass of near optical quality. refine = purify, filter, distill, # contaminate r fa n
Several processes - melting, refining, homogenise = to change something so that its
homogenising - take place simultaneously in the parts become similar or the same. (hom=same .i.e
2000 tonnes of molten glass in the furnace. They homogeneous, homosexual) h m d na z
occur in separate zones in a complex glass flow simultaneously= at the same time, concurrently,
driven by high temperatures. It adds up to a instantaneously s ml te n sli
continuous melting process, lasting as long as 50 furnace= heater, boiler, oven. f n s
hours, that delivers glass smoothly and continuously occur = happen, take place, befall k
to the float bath, and from there to a coating zone and deliver = transport, bring, carry, send. d l v
finally a heat treatment zone, where stresses formed relieved = released, eased, alleviated, reduced,
during cooling are relieved. mitigated r li vd
The principle of float glass is unchanged since the dramatically= radically, noticeably, considerably,
1950s. However, the product has changed significantly. dr mæt kli
dramatically, from a single thickness of 6.8 mm to a range = variety, series, array. re nd
range from sub-millimetre to 25 mm, from a ribbon mar = spoil, ruin, detract from something,
frequently marred by inclusions and bubbles to undermine m
almost optical perfection. To ensure the highest inspection = review, examination, assessment.
quality, inspection takes place at every stage. n spek n
Occasionally, a bubble is not removed during refining, grain = small piece, little bit, granule re n
a sand grain refuses to melt, a tremor in the tin puts tremor = shake, tremble, vibration trem
ripples into the glass ribbon. Automated on-line ripple = wave, undulation, wrinkle, #stillness r pl
inspection does two things. Firstly, it reveals process measurement= dimension, size, extent.
faults upstream that can be corrected. Inspection me m nt
technology allows more than 100 million unaided = bear, unprotected, unassisted n e d d
measurements a second to be made across the flaw= defect, mistake, fault. fl
ribbon, locating flaws the unaided eye would be unaided= unassisted, without help. n e d d
unable to see. Secondly, it enables computers steer = drive, guide, direct. st
downstream to steer cutters around flaws. cutter= a tool that is used for cutting something.
Float glass is sold by the square metre, and at the k t
final stage computers translate customer
requirements into patterns of cuts designed to
minimise waste.
READING PASSAGE 2
T his book will provide a detailed examination of the

climatic = relating to the weather in a particular
area. kla mæt k
shift = change, alteration, modification ft
embark on= start, begin, get on m b k n
Little Ice Age and other climatic shifts, but, before I oppose = versus, against, contrasted with.
embark on that, let me provide a historical context. We (op=against .i.e, opposition) p z
at the mercy of =unable to do anything to protect
tend to think of climate - as opposed to weather - as yourself from someone or something t ð m si v
something unchanging, yet humanity has been at the existence = being, survival, #extinction z st ns
mercy of climate change for its entire existence, with at glacial = icy, freezing, cold, # tropical le s l
irregular = unusual, abnormal, #proper (regul= rule
least eight glacial episodes in the past 730,000 years. .i.em regular, regulation) re j l
Our ancestors adapted to the universal but irregular dazzling = bright, strong, brilliant, harsh. dæzl
global warming since the end of the last great Ice Age, opportunism= using
every opportunity to gain power, money, or unfair
around 10,000 years ago, with dazzling opportunism. advantages used to show disapproval.
They developed strategies for surviving harsh drought p tju n z m
cycles, decades of heavy rainfall or unaccustomed cold; unaccustomed = unfamiliar, unusual, different,
strange. n k st md
adopted agriculture and stock-raising, which stock-raising = to look after animals st k re z
revolutionised human life; and founded the world s first civilisation = a society that is well organized and
pre-industrial civilisations in Egypt, Mesopotamia and developed, used especially about a particular
place or particular time (civ=citizen .i.e civic, civilian)
the Americas. But the price of sudden climate change, in s v l-a ze n
famine, disease and suffering, was often high. famine = scarcity, food crisis, food shortage.
fæm n
B
The Little Ice Age lasted from roughly 1300 until the glacier = a large mass of ice which moves
middle of the nineteenth century. Only two centuries ago, slowly down a mountain valley l s
Europe experienced a cycle of bitterly cold winters; unprecedented = extraordinary, first-time
mountain glaciers in the Swiss Alps were the lowest in exceptional, unusual, #ordinary n pres dent d
recorded memory, and pack ice surrounded Iceland for seesaw = alternation, oscillation, swing. si s
much of the year. The climatic events of the Little Ice Age
irregular = random, erratic, variable #regular
did more than help shape the modern world. They are the
re j l
deeply important context for the current unprecedented
interaction = communication, contact,
global warming. The Little Ice Age was far from a deep
freeze, however; rather an irregular seesaw of rapid interface. nt ræk n
climatic shifts, few lasting more than a quarter-century, switch = change, shift, adjustment. sw t
driven by complex and still little understood interactions abruptly= suddenly and unexpectedly
between the atmosphere and the ocean. The seesaw (rupt=break .i.e disrupt, interrupt) br ptli
brought cycles of intensely cold winters and easterly mild = slight, minor, weak, warm ma ld
winds, then switched abruptly to years of heavy spring
heat wave = a period of
and early summer rains, mild winters, and frequent
unusually hot weather, especially one that
Atlantic storms, or to periods of droughts, light
continues for a long time, #cold spell hi:t we v
northeasterly winds, and summer heat wave.
C
Reconstructing the climate changes of the past is reconstruct = rebuilding, recreate, modernize
(struct= build .i.e construction, structure) ri k n str kt
extremely difficult, because systematic weather observation = surveillance, scrutiny,
observations began only a few centuries ago, in Europe watching, #neglect bz ve n
and North America. Records from India and tropical Africa proxy = substitution, deputation, delegation
are even more recent. For the time before records began, pr ksi
supplement = addition, extra, complement.
we have onl proxy records reconstructed largely from (ple=fill, full .i.e replete, plethora) s pl ment
tree rings and ice cores, supplemented by a few tree-ring = one of the rings that you can see in
incomplete written accounts. We now have hundreds of a tree trunk (= centre part) if you cut through it.
tree-ring records from throughout the northern tri - r
hemisphere, and many from south of the equator, too, hemisphere = a half of the Earth, especially
one of the halves above and below the equator
amplified with a growing body of temperature data from (hemi=half.i.e hemicycle, hemicube) hem sf
ice cores drilled in Antarctica, Greenland, the Peruvian amplify = increase, strengthen, #reduce
Andes, and other locations. We are close to a knowledge æmpl fa
of annual summer and winter temperature variations drill = pierce, penetrate, make a hole dr l
variation = difference, distinction, #similarity
over much of the northern hemisphere going back 600 ve r e n
years.
D narrative = story, tale, description n r t v
This book is a narrative history of climatic shifts during adapt = familiarize, get used to, adjust.
the past ten centuries, and some of the ways in which dæpt
people in Europe adapted to them. Part One describes norse = relating to the people
the Medieval Warm Period, roughly 900 to 1200. During of ancient Scandinavia or their language.
these three centuries, Norse voyagers from Northern n s
Europe explored northern seas, settled Greenland, and voyager= traveler, explorer, adventurer
visited North America. It was not a time of uniform v d
warmth, for then, as always since the Great Ice Age, settle = stay, set up house, inhabit setl
there were constant shifts in rainfall and temperature. uniform = unchanging, constant, unvarying,
Mean European temperatures were about the same as # uneven ju n f m
today, perhaps slightly cooler.
E
It is known that the Little Ice Age cooling began in reroute = redirect, deflect, switch ri ru t
Greenland and the Arctic in about 1200. As the Arctic ice descend = fall down, fall, decline, #ascend
pack spread southward, Norse voyages to the west were (de=decline .i.e decrease, declince, destroy) d send
rerouted into the open Atlantic, then ended altogether. perish = die, pass away, decease, #live,
Storminess increased in the North Atlantic and North Sea. #survive per
Colder, much wetter weather descended on Europe
continent = mainland, landmass, landform,
between 1315 and 1319, when thousands perished in a
land k nt n nt
continent-wide famine. By 1400, the weather had
culminate = end, finish, #start. k lm ne t
become decidedly more unpredictable and stormier, with
sudden shifts and lower temperatures that culminated in cod = a large sea fish that lives in
the cold decades of the late sixteenth century. Fish were the North Atlantic k d
a vital commodity in growing towns and cities, where food herring= a long thin silver sea fish that can be
supplies were a constant concern. Dried cod and herring eaten. her
were already the staples of the European fish trade, but staple = a food that is needed and used all the
changes in water temperatures forced fishing fleets to time ste pl
work further offshore. The Basques, Dutch, and English offshore = in or under the sea and not far from
developed the first offshore fishing boats adapted to a the coast. f
colder and stormier Atlantic. A gradual agricultural stem from = arise from, come from, be a
revolution in Northern Europe stemmed from concerns result of. stem fr m
over food supplies at a time of rising populations. The
fodder = food, silage, rations, feed f d
revolution involved intensive commercial farming and the
growing of animal fodder on land not previously used for self-sufficient = independent, autonomous,
crops. The increased productivity from farmland made self-supporting self s f nt
some countries self-sufficient in grain and livestock and
offered effective protection against famine.
F vast = huge, massive, enormous. v st
Global temperatures began to rise slowly after 1850, with migration = relocation, movement,
the beginning of the Modern Warm Period. There was a immigration, resettlement ma re n
vast migration from Europe by land-hungry farmers and blight = disease, an unhealthy condition of
others, to which the famine caused by the Irish potato plants in which parts of them dry up and die.
blight contributed to North America, Australia, New bla t
Zealand, and southern Africa. Millions of hectares of unprecedented= unusual, exceptional, rare.
forest and woodland fell before the newcomers a es n pres dent d
between 1850 and 1890, as intensive European farming clearance= permission, authorization,
methods expanded across the world. The allowance. kl r ns
unprecedented land clearance released vast quantities trigger = activate, cause, elicit, #halt . tr
of carbon dioxide into the atmosphere, triggering for the proliferate = increase, multiply, grow.
first time humanly caused global warming. Temperatures pr l f re t
climbed more rapidly in the twentieth century as the use soar =increase, rise, escalate, #plummet s
of fossil fuels proliferated and greenhouse gas levels steep = sheer, sharp, vertical sti p.
continued to soar. The rise has been even steeper since regime = system, establishment. re im
the early 1980s. The Little Ice Age has given way to a prolonged = continued, extended, long,
new climatic regime, marked by prolonged and steady sustained, # brief, short-lived pr l d
warming. At the same time, extreme weather events like hurricane = storm, cyclone, typhoon,
Category 5 hurricanes are becoming more frequent. tornado h r k n
READING PASSAGE 3
T he sense of smell, or olfaction, is powerful.

Odours affect us on a physical, psychological and
olfaction= the action of smelling l f k. n
odour = smell, whiff, scent, fragrance,
perfume, aroma. d
aroma = a pleasant smell, especially from food
social level. For the most part, however, we breathe in or coffee. r m
consciously = aware, intentionally, on
the aromas which surround us without being purpose, unintentionally k n sli
consciously aware of their importance to us. It is only faculty = a natural ability, capacity, sense, #
when the faculty of smell is impaired for some reason inability f klti
that we begin to realise the essential role the sense of impair = harm, damage, weaken, worsen,
smell plays in our sense of well-being #enhance m pe
A conduct = do, make, carry out. (duc=make .i.e

A survey conducted b Anthon S nott at Montreal s produce, introduce) k n d kt
Concordia University asked participants to comment on evoke = induce, arouse, stir up, #suppress
how important smell was to them in their lives. It v k
rush = flow, pour, gush, stream r
became apparent that smell can evoke strong foul = unpleasant, disgusting, horrible. fa l
emotional responses. A scent associated with a good grimace = twist, pull a face, make a face,
experience can bring a rush of joy, while a foul odour #smile. r me s
or one associated with a bad memory may make us disgust = revulsion, repugnance, loathing,
grimace with disgust. Respondents to the survey hatred, #attraction d s st
respondent = responder, participant,
noted that many of their olfactory likes and dislikes
interviewee, answerer. r sp nd nt
were based on emotional associations. Such
associations can be powerful enough so that odours association = connection, involvement,

that we would generally label unpleasant become correlation s ie n
agreeable, and those that we would generally consider consist= contain, involve, comprise k n s st
fragrant become disagreeable for particular individuals.
The perception of smell, therefore, consists not only of
sensation=feeling, sense, awareness sen se n
the sensation of the odours themselves, but of the
experiences and emotions associated with them.
B
Odours are also essential cues in social bonding. One cue = hint, clue, signal, sign kju
respondent to the survey believed that there is no true bonding= connection, relationship,
emotional bonding without touching and smelling a association. b nd
loved one. In fact, infants recognise the odours of their infant= baby, child, newborn. nf nt
mothers soon after birth and adults can often identify
spouse = husband/wife, partner, other half.
their children or spouses by scent. In one well-known
spa z
test, women and men were able to distinguish by
smell alone clothing worn by their marriage partners distinguish = recognize, identify, discern.
from similar clothing worn by other people. Most of the d st w
subjects would probably never have given much
thought to odour as a cue for identifying family register = realize, notice= if something
members before being involved in the test, but as the registers, or if you register it, you realize or
experiment revealed, even when not consciously notice it, and then remember it red st
considered, smells register.
C
In spite of its importance to our emotional and sensory sensory= sensual, bodily, #intellectual
lives, smell is probably the most undervalued sense in (sens=feel.i.e sensitive, sensible) sens ri
many cultures. The reason often given for the low undervalued = underestimate, underrated.
nd v lju d
regard in which smell is held is that, in comparison with
feeble = weak, ineffective, poor, #strong, #
its importance among animals, the human sense of
effective fi bl
smell is feeble and undeveloped. While it is true that
possess = have, hold, own, retain, #lack
the olfactory powers of humans are nothing like as fine p zes
as those possessed by certain animals, they are still remarkably = extraordinarily, amazingly,
remarkably acute. Our noses are able to recognise outstandingly, extremely. r m k bli
thousands of smells, and to perceive odours which are acute = sharp, sensitive, heightened kju t
present only in extremely small quantities. perceive= notice, sense, recognize. p si v
D
Smell, however, is a highly elusive phenomenon. elusive = indefinable, indescribable, hard to
Odours, unlike colours, for instance, cannot be named pin down. lu s v
in many languages because the specific vocabulary phenomenon = occurrence, fact, event,
simpl doesn t e ist. It smells like..., we have to sa happening f n m n n
when describing an odour, struggling to express our struggle =strive, strain, make an effort str l
olfactory experience. Nor can odours be recorded: capture = catch, seize, take, pick up,
#release. (capt=hold, take .i.e captivate) k pt
there is no effective way to either capture or store
realm = area, field, department, scope. relm
them over time. In the realm of olfaction, we must
implication = suggestion, association,
make do with descriptions and recollections. This has
insinuation. mpl ke n
implications for olfactory research.
E
Most of the research on smell undertaken to date has undertake = carry out, do # neglect nd te k
been of a physical scientific nature. Significant
advances have been made in the understanding of the proper = correct, appropriate, accurate pr p
biological and chemical nature of olfaction, but many
objectively = accurately, empirically,
fundamental questions have yet to be answered.
Researchers have still to decide whether smell is one demonstrably, tangibly, #subjectively
sense or two - one responding to odours proper and b d ekt vli
the other registering odourless chemicals in the air. psychology = the mental processes involved
Other unanswered questions are whether the nose is
the only part of the body affected by odours, and how in believing in something or doing
smells can be measured objectively given the a certain activity sa k l d i
nonphysical components. Questions like these mean
inevitably = predictably, unsurprisingly,
that interest in the psychology of smell is inevitably
set to play an increasingly important role for without doubt. n ev t bli
researchers.
F
However, smell is not simply a biological and
psychological phenomenon. Smell is cultural, hence it invest = supply, enable, put in. n vest
is a social and historical phenomenon. Odours are
offensive = unpleasant, distasteful, disgusting
invested with cultural values: smells that are
considered to be offensive in some cultures may be fens v
perfectly acceptable in others. Therefore, our sense of model = example, type, sort, genre m dl
smell is a means of, and model for, interacting with the intimate = private, personal, secret, #public
world. Different smells can provide us with intimate nt me t
and emotionally charged experiences and the value
attach = connect, stick, glue, #detach tæt
that we attach to these experiences is interiorised by
the members of society in a deeply personal way. interior = inner, inside >< exterior. n t r
Importantly, our commonly held feelings about smells
can help distinguish us from other cultures. The study essence = the most basic and important
of the cultural history of smell is, therefore, in a very
quality of something. esns
real sense, an investigation into the essence of human
culture.
Nhi u b n ng i là c cu n này xong thì làm test không ánh giá úng n a? Th t ra câu tr
l i là KH NG PH I NH V Y. u sách ã ghi r t rõ là b n c n ph i làm test tr c và
sau ó thì d ng cu n này không ph i m t công tra t i n, c ng thêm v i vi c h c
synonym (t ng ngh a) hi u o n v n nói gì.
Tuy nhiên, v i các b n band Reading ã t m 7.0-8.0 thì c ng không c n ph i làm test quá
nhi u n a. T p trung vào c bài cho th t hi u, n t nào không bi t thì nhìn sang c t bên
ph i quy n Boost này xem ngh a c a t và l i c ti p. C, C, C. HI U, HI U,
HI U. C th c m y cu n này nh c báo, KH NG PH I L M TEST NHI U. T kh c
i m s lên 8.0-9.0. Vì n u h c t v ng mà không hi u n i dung bài c th t sâu thì c ng
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Hy v ng là sách b Boost your vocabulary - Cambridge IELTS này s ti p t c giúp c
nhi u b n ti t ki m th i gian & t k t qu th t cao trong Reading!
Đinh Thắng
TEST 3
READING PASSAGE 1
S eldom is the weather more dramatic than when

seldom = rarely, infrequently,
occasionally. seld m
strike = hit, attack, crash into. stra k
fury = extreme anger (often uncontrolled anger),
thunderstorms strike. Their electrical fury inflicts rage, violence. fj ri
death or serious injury on around 500 people each inflict = impose, cause, perpetrate. n fl kt
leisurely= slow, unhurried, relaxed, #rushed
year in the United States alone. As the clouds roll in, le li
a leisurely round of golf can become a terrifying dice dice with death= to do something extremely
dangerous and silly da s w de
with death - out in the open, a lone golfer may be a out in the open = apparent, clear,
lightning bolt’s most inviting target. And there is not hidden or secret a t n ði p n
damage to property too. Lightning damage costs a lightning bolt’s = a flash of lightning in the sky
la tn b lt s
American power companies more than $100 million a
year.
laboratory = workroom, test center, workshop
But researchers in the United States and Japan are (research laboratory). l b r tri
planning to hit back. Already in laboratory trials they neutralize = balance out, counteract, make safe,
reduce the effect. nju tr la z
have tested strategies for neutralising the power of brave the elements/weather etc =go out in bad
thunderstorms, and this winter they will brave real weather bre v i el m nts/ we et setr
storms, equipped with an armoury of lasers that they equip = prepare, provide, give. kw p
armoury= a place where weapons are stored.
will be pointing towards the heavens m ri
to discharge thunderclouds before lightning can discharge = release, send out, free. d st d
thundercloud= a large dark cloud that you see
strike. before or during a storm nd kla d
The idea of forcing storm clouds to discharge their

command = order, directive, charge. k m nd
lightning on command is not new. In the early 1960s,
researchers tried firing rockets trailing wires into fire= shoot, trigger, launch, set off. fa
thunderclouds to set up an easy discharge path for wire = cable, line, chain wa
the huge electric charges that these clouds generate. trailing wire = a flexible insulated cable used for
The technique survives to this day at a test site in transmitting power from the main power source to
Florida run by the University of Florida, with support a mobile machine tre l wa
from the Electrical Power Research Institute (EPRI), generate = make, produce, create. d en re t
based in California. EPRI, which is funded by power fund = sponsor, finance, support, f nd
companies, is looking at ways to protect the United
States power grid from lightning strikes. We can
cause the lightning to strike where we want it to using
rockets, sa s Ralph Bernstein, manager of lightning
projects at EPRI. The rocket site is providing precise voltage = power, energy, electrical energy.
measurements of lightning voltages and allowing v lt d
engineers to check how electrical equipment bears bear up =cope, survive, manage be r p
up.
Bad behavior
But while rockets are fine for research, they cannot
provide the protection from lightning strikes that frequency = regularity, incidence, occurrence,
everyone is looking for. The rockets cost around rate of recurrence fri kw nsi
trigger= activate, start, set off. tr
$1,200 each, can only be fired at a limited frequency
according to= as said by, as stated by, in
and their failure rate is about 40 per cent. And even accordance with k :d tu
when they do trigger lightning, things still do not well behaved = polite, respectful, well-mannered
always go according to plan. Lightning is not wel b he vd
perfectly well behaved, sa s Bernstein. branch = part, section, division. br nt
Occasionall , it will take a branch and go someplace be supposed to = should, ought to, be expected
to bi s p d tu
it wasn’t supposed to go.
And anyway, who would want to fire streams of

rockets in a populated area? What goes up must
come down, points out Jean-Claude Diels of the back = sponsor, support, finance, fund. b k
University of New Mexico. Diels is leading a project,
requirement = obligation, condition, necessity
which is backed by EPRI, to try to use lasers to
discharge lightning safely- and safety is a basic #option r kwa m nt
requirement since no one wants to put themselves or at risk = in danger, at stake, endangered,
their expensive equipment at risk. With around vulnerable, #safe t r sk
$500,000 invested so far, a promising system is just promising = hopeful, likely, capable, favorable,
emerging from the laboratory. #disappointing pr m s
emerge= appear, come out, begin. m d
The idea began some 20 years ago, when high-

reveal = disclose, expose, uncover, bring to light,
powered lasers were revealing their ability to extract
#cover up r vi l
electrons out of atoms and create ions. If a laser
extract = remove, pull out, take out. k str kt
could generate a line of ionisation in the air all the
ionise = to form ions or make them form a . .na z
way up to a storm cloud, this conducting path could
conducting path = a path that electricity can flow
be used to guide lightning to Earth, before the electric
through k n d kt p
field becomes strong enough to break down the air in
uncontrollable = unmanageable, wild, out of
an uncontrollable surge. To stop the laser itself control, uncontainable nk n tr l bl
being struck, it would not be pointed straight at the
surge = rise, growth, spread, # decline s d
clouds. Instead it would be directed at a mirror, and
install = put in, connect, set up. n st l
from there into the sky. The mirror would be protected
portable = moveable, handy, transportable.
by placing lightning conductors close by. Ideally, the p t bl
cloud-zapper (gun) would be cheap enough to be
beam = to send out a line of light, heat, energy
installed around all key power installations, and etc bi m
portable enough to be taken to international sporting brewing = if a storm is brewing, it will happen
events to beam up at brewing storm clouds. soon. bru
A stumbling block
However, there is still a big stumbling block. The stumbling block = obstacle, problem, difficulty,
laser is no nifty portable: it s a monster that takes up barrier st mbl bl k
a whole room. Diels is trying to cut down the size and nifty = useful, convenient, effective, #useless
says that a laser around the size of a small table is in n fti
the offing. He plans to test this more manageable offing (be in the offing) = be imminent, be likely,
system on live thunderclouds next summer. Bernstein loom, be on the horizon f
sa s that Diels s system is attracting lots of interest commercial= profitable, marketable, profit-
from the power companies. making. k m l
But they have not yet come up with the $5 million that
reckon = think, calculate, suppose. rek n
EPRI says will be needed to develop a commercial
system, by making the lasers yet smaller and forthcoming= approaching, upcoming, future.
cheaper. I cannot say I have money yet, but I m f k m
working on it, sa s Bernstein. He reckons that the turning point = decisive moment, crossroads.
forthcoming field tests will be the turning point - (the time when an important change starts,
and he s hoping for good news. Bernstein predicts an especially one that improves the situation). t :n
avalanche of interest and support if all goes well. He po nt
expects to see cloud-zappers eventually costing avalanche = a very large number of things.
$50,000 to $100,000 each. æv l nt
Other scientists could also benefit. With a lightning at one’s fingertips = convenient, handy, easy,
switch at their fingertips, materials scientists could accessible t w n f t ps
find out what happens when mighty currents meet mighty= strong, powerful, great. ma ti
matter. Diels also hopes to see the birth of interactive current= flow, stream, tide. k r nt
meteorology - not just forecasting the weather but meteorology = climatology, weather mi t r l d i
forecast = predict, estimate. f k st
controlling it. If we could discharge clouds, we might

affect the weather, he sa s.
And perhaps, sa s Diels, we ll be able to confront confront = tackle, face, deal with. k n fr nt
some other meteorological menaces. We think we menace = threat, danger, risk. men s
could prevent hail b inducing lightning, he sa s.
hail= frozen raindrops, sleet, frozen rain,
Thunder, the shock wave that comes from a lightning hailstones he l
flash, is thought to be the trigger for the torrential rain shake sth out of sth= get rid of, remove. e k
that is typical of storms. A laser thunder factory could s m a t v s m
shake the moisture out of clouds, perhaps formation= creation, development,
preventing the formation of the giant hailstones that establishment. f me n
threaten crops. With luck, as the storm clouds gather strike back= revenge, retaliate, fight back = to
this winter, laser-toting researchers could, for the first attack or criticize someone who attacked or
time, strike back. criticized you first stra k b k
READING PASSAGE 2
T
genius = talent, gift, flair, expertise. d i n s
prodigy = genius, a young person who has a
here has always been an interest in geniuses and great natural ability in a subject or skill. pr d d i
cult = a system of religious beliefs and practices
prodigies. The word genius , from the Latin gens (= k lt
divinity = religion, theology, spirituality. d v n ti
famil ) and the term genius , meaning begetter , comes
paterfamilias = father, headman, paternalist
from the early Roman cult of a divinity as the head of pe t f m l æs
the family. In its earliest form, genius was concerned perpetuate = continue, maintain, extend,
with the ability of the head of the family, the preserve. p pet e t
paterfamilias, to perpetuate himself. Gradually, genius gradually = slowly, regularly, steadily. r d li
attribute = trait, feature, characteristic, quality.
came to represent a person s characteristics and thence
ætr bju t
an individual s highest attributes derived from his derive from= originate, stem, arise d ra v fr m
genius or guiding spirit. Toda , people still look to stars astrology = horoscope, the signs of the zodiac,
or genes, astrology or genetics, in the hope of finding star sign/sign. str l d i
the source of exceptional abilities or personal exceptional = excellent, brilliant, extraordinary,
outstanding k sep n l
characteristics.
folk = traditional, widespread, popular. f k

ambivalent = unsure, hesitant, uncertain.
The concept of genius and of gifts has become part of m b v l nt
our folk culture, and attitudes are ambivalent towards envy = covet, be jealous of, resent, #goodwill
envi
them. We envy the gifted and mistrust them. In the mistrust = distrust, doubt, disbelieve. m s tr st
mythology of giftedness, it is popularly believed that if defective = faulty, imperfect, unreliable,

#perfect. d fekt v
people are talented in one area, they must be defective
In another, that intellectuals are impractical, that intellectual = philosopher, thinker, scholar.
prodigies burn too brightly too soon and burn out, that nt lekt l
impractical = unrealistic, unreasonable, #
gifted people are eccentric, that they are physical practical. m pr kt kl
burn out = exhaust, break down, wear out b :n
weaklings, that there s a thin line between genius and
a t
madness, that genius runs in families, that the gifted are gifted = talented, exceptional, remarkable ft d
eccentric = odd, strange, weird, unusual,
so clever the don t need special help, that giftedness is peculiar. ek sentr k
weakling = someone who is not physically
the same as having a high IQ, that some races are more
strong. wi kl
intelligent or musical or mathematical than others, that unrecognised = anonymous, unidentified,
unknown n rek g na zd
genius goes unrecognised and unrewarded, that unrewarded = unpaid, uncompensated, #paid
nr w d d
adversity makes men wise or that people with gifts
adversity = hardship, difficulty, hard times.
have a responsibility to use them. Language has been d v s ti
wise = intelligent, clever, bright, brilliant. wa z
enriched with such terms as highbrow , egghead , enrich = improve, enhance, develop, augment.
nrt
blue-stocking , wiseacre , know-all , boffin and, for denigrate = disparage, degrade, #praise to say
man , intellectual is a term of denigration. things to make someone or something seem
less important or good. den re t
The nineteenth century saw considerable interest in the

nature of genius, and produced not a few studies of encouragement = reassurance, inspiration,
famous prodigies. Perhaps for us today, two of the most reinforcement, #discouragement n k r d m nt
significant aspects of most of these studies of genius are adjustment = change, alteration, modification.
d stm nt
the frequency with which early encouragement and
fascinating= interesting, stimulating, intriguing,
teaching by parents and tutors had beneficial effects on
#repellant, #repellent. f s ne t
the intellectual, artistic or musical development of the anecdote (a short story based on our personal
children but caused great difficulties of adjustment later experience) = story, tale, narration n kd t
in their lives, and the frequency with which abilities went apparent = obvious, clear, evident. pær nt
unrecognised by teachers and schools. However, the norm-referenced = reference to an accepted
difficulty with the evidence produced by these studies, standard or a way of behaving or doing things
fascinating as they are in collecting together that most people agree with n m- refr nst
anecdotes and apparent similarities and exceptions, is collate = collect, compare, gather. k le t
that they are not what we would today call norm- take into account= consider, include, bear in
referenced. In other words, when, for instance, mind, think about, take into consideration. te k
nt ka nt
information is collated about early illnesses, methods of
mortality = the number of deaths m t l ti
upbringing, schooling, etc., we must also take into life expectancy = lifespan, lifetime, natural life
account information from other historical sources about la f k spekt nsi
how common or exceptional these were at the time. For nobility = upper class, superiority, cream of
instance, infant mortality was high and life expectancy society. n b l ti
much shorter than today, home tutoring was common in bully = persecute, oppress, harass = to threaten
the families of the nobility and wealthy, bullying and to hurt someone or frighten them b li
corporal punishment were common at the best corporal = physical, bodily, #spiritual, #mental
k p r l
independent schools and, for the most part, the cases
privileged = rich, wealthy, affluent, prosperous,
studied were members of the privileged classes. It was well-off. pr v l d d
only with the growth of paediatrics and psychology in paediatrics = the area of medicine that deals
the twentieth century that studies could be carried out with children and their illnesses. pi d ætr ks
on a more objective, if still not always very scientific, carried out = conduct, do, perform, accomplish.
basis. kær d a t
Geniuses, however they are defined, are but the peaks peak = top, pinnacle, apex, #bottom. pi k
which stand out through the mist of history and are stand out = be obvious, be noticeable, be
conspicuous. st nd a t
visible to the particular observer from his or her
mist = haze, fog, smog m st
particular vantage point. Change the observers and the the mist of history= a period of time so
vantage points, clear away some of the mist, and a long ago that people cannot remember it ð m st
different lot of peaks appear. Genius is a term we apply v h stri
vantage point = point of view, perspective,
to those whom we recognise for their outstanding
viewpoint. v nt d p nt
achievements and who stand near the end of the continuum = range, field, scale. k n t nju m
continuum of human abilities which reaches back mundane = boring, dull, tedious, monotonous.
through the mundane and mediocre to the incapable. m n de n
There is still much truth in Dr Samuel Johnson s mediocre = average, ordinary, middling, not
very good #excellent mi d k
observation. The true genius Is a mind of large general
incapable = unable, incompetent, #capable
powers, accidentally determined to some particular n ke p bl
direction . We ma disagree with the general , for we determined = strong-minded, firm, fixed
doubt if all musicians of genius could have become d t m nd
vice versa = the opposite of a situation you
scientists of genius or vice versa, but there is no
have just described is also true. va si v :s
doubting the accidental determination which nurtured or nurture = raise, foster, bring up, n t
triggered their gifts into those channels into which they trigger = cause, activate, generate, #halt tr
have poured their powers so successfully. Along the pour sth into sth = to give a lot of money or
continuum of abilities are hundreds of thousands of effort to something with the idea of making it
successful p s m nt s m
gifted men and women, boys and girls.
What we appreciate, enjoy or marvel at in the works of marvel = admire, be amazed, gaze in awe m vl
manifestation = appearance, display, show.
genius or the achievements of prodigies are the mæn fe ste n
superior = greater, higher, more. su p r
manifestations of skills or abilities which are similar to,
hard-won = achieves only after a lot of effort
but so much superior to, our own. But that their minds and difficulty. h d- w n
commonplace = common, widespread,
are not different from our own is demonstrated by the ordinary. k m nple s
outrageous = disgraceful, shocking, extreme,
fact that the hard-won discoveries of scientists like
#commendable
Kepler or Einstein become the commonplace (extremely unusual and slightly amusing or
shocking) a t re d s
knowledge of schoolchildren and the once outrageous
shapes and colours of an artist like Paul Klee so soon fabric = material, cloth, textiles. f br k
supremacy = superiority #inferiority (the
appear on the fabrics we wear. This does not minimise
position in which you are more powerful or
the supremacy of their achievements, which outstrip
advanced than anyone else). s prem si
our own as the sub-four-minute milers outstrip our outstrip= outdo, surpass, better, do better.
jogging. a t str p
To think of geniuses and the gifted as having uniquely emulate = imitate, follow, copy, mimic. emj le t
different brains is only reasonable If we accept that each prove= show, evidence, verify. pru v
human brain is uniquely different. The purpose of unpalatable = unpleasant, disagreeable,
instruction is to make US even more different from one unacceptable. n p l t bl
another, and in the process of being educated we can fame = recognition, reputation, prominence fe m
learn from the achievements of those more gifted than
perseverance = determination to keep trying
ourselves. But before we try to emulate geniuses or
encourage our children to do so we should note that to achieve something in spite of difficulties.
some of the things we learn from them may prove p s v r ns
unpalatable. We may envy their achievements and single-minded = determined, headstrong,
fame, but we should also recognise the price they may persistent. s l ma nd d
have paid in terms of perseverance, single- dedication = devotion, commitment, keenness.
mindedness, dedication, restrictions on their ded ke n
personal lives, the demands upon their energies and restriction = limit, restraint, constraint. r str k n
time, and how often they had to display great courage to
preserve their integrity or to make their way to the top.
Genius and giftedness are relative descriptive terms of

descriptive = explanatory, illustrative,
no real substance. We may, at best, give them some
expressive. d skr pt v
precision by defining them and placing them in a
context but, whatever we do, we should never delude substance= stuff, material, matter. s bst ns
ourselves into believing that gifted children or geniuses precision= exactness, accuracy, correctness.
are different from the rest of humanity, save in the pr s n
degree to which they have developed the performance delude = deceive, cheat, mislead, pull the wool
over somebody's eyes d lu d
of their abilities.
READING PASSAGE 3
O ur life span is restricted. Everyone accepts

this as biologicall obvious. Nothing lives for ever!
biological clock= body clock, internal clock,
biological rhythm ba l d kl kl k
tick = makes a short repeated sound t k
However, in this statement we think of artificially life span = lifetime, life expectancy, natural life
produced, technical objects, products which are la f spæn
subjected to natural wear and tear during use. This restrict = limit, constrain, constrict. r str kt
leads to the result that at some time or other the artificially = synthetic, man-made, unnaturally,
object stops working and is unusable ( death in the #naturally. t f li
biological sense). But are the wear and tear and loss organism = an animal, plant, human or any
of function of technical objects and the death of other living thing. n m
living organisms really similar or comparable?
B static = still, standing, inactive >< moving.
Our dead products are static , closed s stems. It is stæt k
always the basic material which constitutes the constitute = to be considered to be something
object and which, in the natural course of things, is k nst tju t
wear down = to gradually become flatter or
worn down and becomes older . Ageing in this smoother, or to make something become like
case must occur according to the laws of physical this, because of rubbing or use we da n
chemistry and of thermodynamics. Although the ageing = grow older, become old, get older
same law holds for a living organism, the result of ed
thermodynamics = the science that deals with
this law is not inexorable in the same way. At least the relationship betweet heat and other forms of
as long as a biological system has the ability to energy. m da næm ks
renew itself it could actually become older without inexorable = unstoppable, inevitable,
ageing; an organism is an open, dynamic system unavoidable. n eks r bl
through which new material continuously flows. dynamic = lively, active, energetic da næm k
Destruction of old material and formation of new destruction = damage, obliteration, demolition,
material are thus in permanent dynamic #construction d str k n
permanent = lasting, never-ending, everlasting,
equilibrium. The material of which the organism is
eternal, #temporary p m n n
formed changes continuously. Thus our bodies equilibrium = steadiness, balance, stability,
continuously exchange old substance for new, just #imbalance i kw l br m
like a spring which more or less maintains its form material = substance, matter, objects m t r l
and movement, but in which the water molecules molecule = the smallest unit into which any
are always different. substance can be divided without losing its own
chemical nature. m l kju
C
Thus ageing and death should not be seen as inevitable = unavoidable, predictable,
inevitable, particularly as the organism possesses foreseeable, #avoidable. n ev t bl
many mechanisms for repair. It is not, in principle, possess = have, own, hold. p zes
necessary for a biological system to age and die. existent = in existence, extant, current z st nt
Nevertheless, a restricted life span, ageing, and mutation = a change in the genetic structure of
then death are basic characteristics of life. The any animal or plant that makes it different from
reason for this is easy to recognise: in nature, the others of the same kind. mju te n
existent organisms either adapt or are regularly optimal = optimum, goal, ideal, best-case
replaced by new types. Because of changes in the scenario pt ml
genetic material (mutations) these have new adaptation = alteration, adjustment,
characteristics and in the course of their individual modification, change d p te n
lives they are tested for optimal or better immortality = the state of living forever or being
adaptation to the environmental conditions. remembered forever. m t l ti
Immortality would disturb this system - it needs disturb = interrupt, bother, distract. d st b
evolution= development, progress, progression.
room for new and better life. This is the basic
i v lu n
problem of evolution.
D
Every organism has a life span which is highly striking = outstanding, prominent, noticeable
characteristic. There are striking differences in life stra k
span between different species, but within one parameter = limitation, boundary, restriction.
species the parameter is relatively constant. For p ræm t
example, the average duration of human life has attain= reach, achieve, get. te n
hardly changed in thousands of years. Although upper = higher, better, greater. p
more and more people attain an advanced age as a wear and tear theory = aging theory. we r nd
result of developments in medical care and better te ri
observation = surveillance, scrutiny,
nutrition, the characteristic upper limit for most
#neglect bz ve n
remains 80 years. A further argument against the
unicellular = consisting of only one cell
simple wear and tear theory is the observation ju n selj l
that the time within which organisms age lies mammoth = enormous, massive, immense,
between a few days (even a few hours for huge, # tiny m m
unicellular organisms) and several thousand years,
as with mammoth trees.
E
If a life span is a genetically determined biological determine=decide, conclude, settle on d t m n
characteristic, it is logically necessary to propose propose = suggest, recommend, offer pr p z
the existence of an internal clock, which in some internal clock = biological clock n t nl kl k
way measures and controls the ageing process and
which finally determines death as the last step in a
fixed programme. Like the life span, the metabolic metabolism = the chemical processes by which
food is changed into energy in your body.
rate has for different organisms a fixed m tæb l z m
mathematical relationship to the body mass. In body mass index = BMI = is a value derived
comparison to the life span this relationship is from the mass (weight) and height of a person.
b di m s ndeks
inverted’: the larger the organism the lower its invert = turn upside down, turn over, double
metabolic rate. Again this relationship is valid not back. n v t
valid = is legally or
only for birds, but also, similarly on average within officially acceptable >< invalid v l d
the systematic unit, for all other organisms (plants, systematic = methodical, organized,
animals, unicellular organisms). #disorganized s st mæt k
frugal = careful, cautious, sparing, #extravagant
F fru l
Animals which behave frugally’ with energy
become particularly old, for example, crocodiles and chain up = capture, bind, manacle = to fasten
tortoises. Parrots and birds of prey are often held someone or something to something else using
a chain, especially in order to prevent them from
chained up. Thus the are not able to e perience escaping or being stolen t e n p
life and so the attain a high life span in captivity. captivity = imprisonment, confinement,
Animals which save energy by hibernation or #freedom k p t v ti
lethargy (e.g. bats or hedgehogs) live much longer hibernate = if an animal hibernates, it sleeps for
the whole winter. ha b ne t
than those which are always active. The metabolic lethargy = weariness, tiredness, #energy.
rate of mice can be reduced by a very low le d i
consumption of food (hunger diet). They then may comrade = companion, friend, buddymate.
k mre d
live twice as long as their well fed comrades.
distinctly = clearly, noticeably, definitely.
Women become distinctly (about 10 per cent) older d st ktli
than men. If you examine the metabolic rates of the roughly = approximately, about, around,
two sexes you establish that the higher male #exactly r fli
metabolic rate roughly accounts for the lower male energetically = actively, dynamically,
powerfully. en d et kli
life span. That means that they live life intensive = concentrated, exhaustive, thorough.
energetically - more intensively, but not for as n tens v
long.
G sparing = using very little of something spe r
It follows from the above that sparing use of energy reserve = keep, save, preserve. r z v
reserves should tend to extend life. Extreme high cardiovascular = relating to the heart and blood
performance sports may lead to optimal vessels. k di v skj l
prolong = lengthen, extend, make longer, drag
cardiovascular performance, but they quite something out #curtail pr l
certainly do not prolong life. Relaxation lowers adequate = sufficient, enough, #inadequate.
metabolic rate, as does adequate sleep and in æd kw t
general an equable and balanced personality. Each equable = someone who is equable remains
calm and happy and does not often get
of us can develop his or her own energ saving
annoyed. ekw bl
programme with a little self-observation, critical critical = significant, vital, important. kr t kl
self-control and, above all, logical consistency.
Experience will show that to live in this way not only
increases the life span but is also very healthy. This
final aspect should not be forgotten.
TEST 4
READING PASSAGE 1
A
Japan has a significantly better record in terms of
significantly = considerably, significantly,
#insignificantly. s n f k ntli
average mathematical attainment than England and average = calculated by adding several amounts
Wales. Large sample international comparisons of together, finding a total, and dividing the total by
pupils' attainments since the 1960s have established
the number of amounts v rd
that not only did Japanese pupils at age 13 have
better scores of average attainment, but there was attainment = achievement, accomplishment,
also a larger proportion of 'low' attainers in England, fulfillment, #failure te nm nt
where, incidentally, the variation in attainment incidentally = in a way that was not planned but
scores was much greater. The percentage of Gross
that is connected with something else ns dent li
National Product spent on education is reasonably
similar in the two countries, so how is this higher and consistent: constant, stable, steady, #
more consistent attainment in maths achieved? inconsistent k n s st nt
B
Lower secondary schools in Japan cover three school
virtually = almost, nearly, not quite, practically
years, from the seventh grade (age 13) to the ninth
v t li
grade (age 15). Virtually all pupils at this stage attend = appear, take part in, enroll, go to tend
attend state schools: only 3 per cent are in the sector = division, area, zone sekt
private sector. Schools are usually modem in design,
set well back from the road and spacious inside. spacious = airy, commodious, capacious,
Classrooms are large and pupils sit at single desks in #cramped, narrow. spe s
let off steam = relax, unwind, let hair down let f
rows. Lessons last for a standardised 50 minutes and sti m
are always followed by a 10-minute break, which mutual= related= feeling the same emotion, or
gives the pupils a chance to let off steam. Teachers doing the same thing to or for each other mju t u l
begin with a formal address and mutual bowing, and bowing = the act of bending the top part of your
body forward to show respect for someone when
then concentrate on whole-class teaching.
you meet them b
Classes are large - usually about 40 - and are unstreamed = to not be put into groups according
unstreamed. Pupils stay in the same class for all to students' ability n stri md
lessons throughout the school and develop considerable = significant, great, huge
considerable class identity and loyalty. Pupils k n s d r bl
identity = uniqueness, distinctiveness,
attend the school in their own neighbourhood, which characteristics a dent ti
in theory removes ranking by school. In practice in concentration = attention, focus, #distraction
Tokyo, because of the relative concentration of k ns n tre n
schools, there is some competition to get into the competition = contest, championship,
tournament, quiz k mp t n
'better' school in a particular area.
particular = certain, precise, specific p t kj l
C
Traditional ways of teaching form the basis of the remarkably = surprisingly, extraordinarily,
lesson and the remarkably quiet classes take their outstandingly, #unremarkably r m k bli
demonstrate: display, show, explain (monstra=
own notes of the points made and the examples show .i.e demonstrator) dem nstre t
demonstrated. Everyone has their own copy of the compulsory = obligatory, mandatory, required,
textbook supplied by the central education authority, #optional k m p ls ri
Monbusho, as part of the concept of free compulsory on the whole = generally, in general, all in all n
ð h l
education up to the age of 15. These textbooks are,
presumably = probably, seemingly, likely
on the whole, small, presumably inexpensive to pr ju m bli
produce, but well set out and logically developed. accessible = approachable, available, handy,
(One teacher was particularly keen to introduce reachable, #inaccessible (ac= toward or movement
.i.e accelerate, action) k ses bl
colour and pictures into maths textbooks: he felt this
centralise = to organize the control of a country,
would make them more accessible to pupils brought organization, or system so that everything is done
up in a cartoon culture.) Besides approving textbooks, or decided in one place (cen= middle .i.e center,
Monbusho also decides the highly centralised centre) sentr la z
national curriculum and how it is to be delivered. curriculum = subjects, program, course.
k r kj l m
D
pattern = form, model, plan p tn
Lessons all follow the same pattern. At the
elaborate= say more, explain, give details, go into
beginning, the pupils put solutions to the homework
detail læb re t
on the board, then the teachers comment, correct or
principle = standard, idea, moral rule, belief
elaborate as necessary. Pupils mark their own pr ns pl
homework: this is an important principle in Japanese enable = aid, assist, support, facilitate, # prevent
schooling as it enables pupils to see where and why ne bl
they made a mistake, so that these can be avoided in ignorance = unawareness, inexperience,
future. No one minds mistakes or ignorance as long unintelligence, lack of knowledge or information
as you are prepared to learn from them. about something. n r ns
After the homework has been discussed, the teacher

explains the topic of the lesson, slowly and with a lot repetition = reiteration, repeating, replication
rep t n
of repetition and elaboration. Examples are elaboration = illustration, amplification,
demonstrated on the board; questions from the explanation læb re n
work through = to manage a problem that has
textbook are worked through first with the class, and many different parts step by
then the class is set questions from the textbook to do step w :k ru
supplementary = additional, extra, added (ple=fill,
individually. Only rarely are supplementary full .i.e plenty, replete) s pl mentri
worksheets distributed in a maths class. The distribute = allocate, dispense, spread d str bju t
comprehensive= complete, far-reaching, wide-
impression is that the logical nature of the textbooks ranging, #incomplete, #sketchy (com= together .i.e
and their comprehensive coverage of different types combine, complete) k mpr hens v
coverage = attention, reportage, reporting
of examples, combined with the relative k v rd
homogeneity of the class, renders work sheets homogeneity = consistency, regularity,
#unevenness (hom=same .i.e homogeneous)
unnecessary. At this point, the teacher would h m d n ti
circulate and make sure that all the pupils were render = make, leave, cause to be/become rend
circulate = mingle, move around, communicate.
coping well. (circ= circle .i.e circus, circular) s kj le t
E
It is remarkable that large, mixed-ability classes could individual = personal, private, specific, for one
be kept together for maths throughout all their person nd v d l
compulsory schooling from 6 to 15. Teachers say observe = study, see, notice, witness b v
that they give individual help at the end of a lesson or struggle = fight, effort, strive
strugglers = those who struggle str l
after school, setting extra work if necessary. In
assist = help, aid, support, help out, give
observed lessons, any strugglers would be
somebody a hand, lend a hand s st
assisted by the teacher or quietly seek help from seek = search for, look for, find si k
their neighbour. Carefully fostered class identity foster = encourage, promote, cultivate,
makes pupils keen to help each other - anyway, it is #discourage f st
in their interests since the class progresses together. progress = development, improvement, growth
This scarcely seems adequate help to enable slow pr res
scarcely = barely, hardly, just ske sli
learners to keep up. However, the Japanese attitude
adequate = enough, sufficient,
towards education runs along the lines of 'if you work
#inadequate, #insufficient æd kw t
hard enough, you can do almost anything'. Parents enable =allow, permit, assist, facilitate,
are kept closely informed of their children's progress #prevent ne bl
and will play a part in helping their children to keep keep up = follow, catch up, continue ki p p
up with class, sending them to 'Juku' (private evening play a part in = play a role in, involve in, take part
tuition) if extra help is needed and encouraging them in, participate in ple p :t n
tuition = education, teaching, schooling,
to work harder. It seems to work, at least for 95 per
instruction tju n
cent of the school population. the school population = learners, students,
pupils ð sku:l p pj le n
F
So what are the major contributing factors in the
success of maths teaching? Clearly, attitudes are
important. Education is valued greatly in Japanese
emphasis= focus, stress, prominence,
culture; maths is recognised as an important highlighting emf s s
compulsory subject throughout schooling; and the couple with = combine, link with/to k pl w ð
emphasis is on hard work coupled with a focus on accuracy = correctness, precision, exactness, #
inaccuracy kj r si
accuracy.
relevant = related, appropriate, #unrelated r le n

Other relevant points relate to the supportive attitude
quote = recite, repeat, refer to kw t
of a class towards slower pupils, the lack of
relation = connection, association, link r le n
competition within a class, and the positive emphasis
unfair = unjust, unequal, inequitable, biased
on learning for oneself and improving one's own n fe
standard. And the view of repetitively boring lessons unjustified = unfair, unwarranted,
and learning the facts by heart, which is sometimes #justified n d st fa d
quoted in relation to Japanese classes, may be inspirational = providing encouragement or new
unfair and unjustified. No poor maths lessons were ideas for what you should do = motivational
observed. They were mainly good and one or two nsp re n l
were inspirational.
READING PASSAGE 2
T he continuous and reckless use of synthetic

pest = bug, insect, vermin = a small animal or
insect that destroys crop or food supplies. pest
reckless = irresponsible, thoughtless, careless,
#cautious rekl s
synthetic = artificial, manmade, manufactured
s n et k
chemicals for the control of pests which pose a threat counter-productive= achieving the opposite
to agricultural crops and human health is proving to be result to the one that you want. ka nt - pr d kt v
engender = produce, cause, create, stimulate,
counter-productive. Apart from engendering provoke n d end
disorder = illness, disease, infection d s d
widespread ecological disorders, pesticides have lethal = deadly, dangerous, harmful,
#life-giving li l
contributed to the emergence of a new breed of superbug = a type of bacteria that cannot be
kiiled by traditional drugs. su p b
chemical-resistant, highly lethal superbugs.
According to a recent study by the Food and resistance = fight, battle, confrontation,
#surrender r z st ns
Agriculture Organisation (FAO), more than 300 species
potent = powerful, strong, effective, influential (pot=
of agricultural pests have developed resistance to a
power .i.e potential, despot) p tnt
wide range of potent chemicals. Not to be left behind immune = resistant, insusceptible, invulnerable,
are the disease-spreading pests, about 100 species of #susceptible mju n
which have become immune to a variety of insecticide = pesticide, insect repellent, bug
insecticides now in use. juice, fly spray (cid=kill) n sekt sa d
One glaring disadvantage of pesticides application is wipe out = destroy, eradicate, obliterate, remove,
that, while destroying harmful pests, they also wipe devastate, #protect wa p a t
out many useful non-targeted organisms, which keep organism = an animal, plant, human or any other
living thing. n m
the growth of the pest population in check. This results agroecologist = a person who is specialized in the
study of ecological processes
in what agroecologists call the treadmill s ndrome .
applied to agricultural production systems
Because of their tremendous breeding potential and a r k l d st
tremendous = huge, massive, enormous tr mend s
genetic diversity, many pests are known to withstand withstand = resist, endure, survive, tolerate
w st nd
synthetic chemicals and bear offspring with a built-in
bear = produce, give birth to, bring into being be
resistance to pesticides. offspring = descendants, children, progeny fspr
built-in = natural, innate, intrinsic b lt - n
The havoc that the ‘treadmill syndrome’ can bring havoc = chaos, mayhem, #order h v k
about is well illustrated by what happened to cotton treadmill = routine, drudgery, grindstone tredm l
farmers in Central America. In the early 1940s, syndrome = condition, disease, set of symptoms
s ndr m
basking in the glory of chemical-based intensive
bask = enjoy, savor, relish, luxuriate b sk
agriculture, the farmers avidly took to pesticides as a glory = admiration, prestige, honour l ri
sure measure to boost crop yield. The insecticide was avidly = keenly, enthusiastically, eagerly,
applied eight times a year in the mid-1940s, rising to #indifferently æv dli
28 in a season in the mid-1950s, following the sudden yield = produce, generate, harvest ji ld
proliferation = explosion, abundance,
proliferation of three new varieties of chemical-
overprovision pr l f re n
resistant pests.
By the mid-1960s, the situation took an alarming turn alarming = frightening, shocking, #calming
l m
with the outbreak of four more new pests,
outbreak = eruption, epidemic, outburst a tbre k
necessitating pesticide spraying to such an extent necessitate = require, demand, need n ses te t
that 50% of the financial outlay on cotton production outlay = spending, expenditure, costs, expenses,
was accounted for by pesticides. In the early 1970s, outgoings, outlay, overheads. a tle
the spraying frequently reached 70 times a season as invasion = attack, raid, arrival, #withdrawal
n ve n
the farmers were pushed to the wall by the invasion of
genetically = innately, natively, naturally
genetically stronger insect species. d net kli
Most of the pesticides in the market today remain

inadequately tested for properties that cause cancer inadequately = poorly, insufficiently, improperly
n d kw tli
and mutations as well as for other adverse effects on property = material goods, belongings, stuff
health, says a study by United States environmental pr p ti
agencies. The United States National Resource mutation = a change in the genetic structure of
Defense Council has found that DDT was the most an animal or plant that makes it different from
others of the same kind mju te n
popular of a long list of dangerous chemicals in use. adverse = not good or favourable= negative and
unpleasant dv s
In the face of the escalating perils from
escalate = rise, soar, rocket, #plummet esk le t
indiscriminate applications of pesticides, a more peril = danger, threat, risk, hazard, #safety per l
effective and ecologically sound strategy of biological indiscriminate = unselective, random, #selective
control, involving the selective use of natural enemies nd skr m n t
of the pest population, is fast gaining popularity - perpetual = lasting, continual, frequently
though, as yet, it is a new field with limited potential. repeated, in a way that is annoying p pet l
detrimental = harmful, damaging, negative,
The advantage of biological control in contrast to other
hazardous, pernicious detr mentl
methods is that it provides a relatively low-cost,
side-effect = unexpected result, consequence,
perpetual control system with a minimum of knock-on effect sa d- fekt
detrimental side-effects. When handled by experts, disperse = scatter, disband, diffuse, break up
bio-control is safe, non-polluting and self-dispersing. d sp s
The Commonwealth Institute of Biological Control

(CIBC) in Bangalore, with its global network of
research laboratories and field stations, is one of the laboratory = workroom, test center, workshop
most active, non-commercial research agencies l b r tri
engaged in pest control by setting natural predators predator = marauder, killer, hunter pred t
against parasites. CIBC also serves as a clearing- parasite = a plant or animal that lives on or in
house for the export and import of biological agents for another plant or animal and gets food from its.
pest control world-wide. pær sa t
CIBC successfully used a seed-feeding weevil, native weevil = a small insect that feeds on grain, flour
to Mexico, to control the obnoxious parthenium weed, etc and spoils it. wi v l
known to exert devious influence on agriculture and obnoxious = horrible, unpleasant, loathsome,
#delightful b n k s
human health in both India and Australia. Similarly the exert = apply or bring to bear (a force/influence,
Hyderabad-based Regional Research Laboratory or quality) z t
(RRL), supported by CIBC, is now trying out an devious = deceitful, underhanded, sly di v s
Argentinian weevil for the eradication of water eradicate = remove, get rid of, eliminate, eras
ræd ke t
hyacinth, another dangerous weed, which has
hyacinth = a garden plant with blue, pink or white
become a nuisance in many parts of the world. bell - shaped flowers and a sweet smell. ha s n
According to Mrs Kaiser Jamil of RRL, The Argentinian nuisance = annoyance, bother, irritation nju sns
weevil does not attack any other plant and a pair of notorious = infamous, disreputable, tarnished,
adult bugs could destroy the weed in 4-5 da s. CIBC #famous n t r s
defoliant = a chemical substance, used
is also perfecting the technique for breeding parasites
especially in war, that makes all the leaves of
that prey on disapene scale insects - notorious plants drop off. di f l nt
defoliants of fruit trees in the US and India.
flourish = thrive, succeed, prosper, #deteriorate,

How effectively biological control can be pressed into
#decline fl r
service is proved by the following examples. In the late plague = afflict, cause suffering to, trouble. ple
1960s, when Sri Lanka s flourishing hispide = large shrub or small tree of the eastern
coconut groves were plagued by leaf-mining hispides, united states h sp dz
larval = adjective of "larva", which means young
a larval parasite imported from Singapore brought the
insect l vl
pest under control. A natural predator indigenous to parasite = a plant or animal that lives on or in
another plant or animal and gets food from it
India, Neodumetia sangawani, was found useful in
pær sa t
controlling the Rhodes grass-scale insect that was indigenous = native, original, aboriginal, local,
#foreign n d d n s
devouring forage grass in many parts of the US. By
devour = demolish, consume, eat greedily,
destroy (de= removing .i.e decline, decrease) d va
forage = food, fodder, feed f r d
using Neochetina bruci, a beetle native to Brazil, beetle = an insect with a round hard back that is
usually black. bi tl
scientists at Kerala Agricultural University freed a 12- free freed (past tense) = release = set free,
kilometre-long canal from the clutches of the weed discharge fri
canal = waterway, seaway, inland waterway
Salvinia molesta, popularl called African Pa al in k næl
clutch = power, control. domination kl t
Kerala. About 30,000 hectares of rice fields in Kerala infest = invaded, filled, infected n fest
are infested by this weed.
READING PASSAGE 3
A ncient voyagers who settled the far-flung

collecting ants can be as simple as picking up stray
ancient = prehistoric, very old, earliest, #modern
e n nt
voyager = traveler, explorer, adventurer v d
far-flung = far, distant, remote f - fl
ones and placing them in a jar, or as complicated jar = pot, container, vessel d
as completing an exhaustive survey of all species complicated = complex, intricate, convoluted
present in an area and estimating their relative k mpl ke t d
abundances. The exact method used will depend exhaustive = thorough, comprehensive,
on the final purpose of the collections. For in-depth z st v
abundance= plenty, wealth, profusion b nd ns
taxonomy, or classification, long series, from a
single nest, which contain all castes (workers, taxonomy, classification = taxonomic system,
including majors and minors, and, if present, queens nomenclature, categorization t k s n mi,
klæs f ke n
and males) are desirable, to allow the determination
nest = a place made or chosen by
of variation within species. For ecological studies, a bird to lay its eggs in and to live in nest
the most important factor is collecting identifiable caste = class, type, social order k st
samples of as many of the different species present desirable = attractive, wanted, pleasing d za r bl
as possible. identifiable = recognizable, distinguishable,
classifiable a dent fa bl
Unfortunately, these methods are not always compatible = well-matched, well-suited, similar,
compatible. The taxonomist sometimes #different, #incompatible (com=together .i.e combine)
k m p t bl
overlooks whole species in favour of those groups overlook = ignore, miss, neglect, skip v l k
currently under study, while the ecologist often in favour of = if you are in favour of
collects only a limited number of specimens of each somebody/something, you support and agree with
species, thus reducing their value for taxonomic them/it n fe v r v
investigations. thus = therefore, hence, as a result, accordingly
ð s
To collect as wide a range of species as possible,

several methods must be used. These include hand bait = food used to attract fish, animals, or birds
collecting, using baits to attract the ants, ground so that you can catch them. be t
litter = rubbish, trash, garbage l t
litter sampling, and the use of pitfall traps. Hand consist of = comprise, involve, be composed of
collecting consists of searching for ants k n s st v
everywhere they are likely to occur. This includes occur = happen, take place, strike k
rotten = (of food, wood, etc.) that has decayed
on the ground, under rocks, logs or other objects on
and cannot be eaten or used r tn
the ground, in rotten wood on the ground or on trunk = the thick central woody stem of a tree
trees, in vegetation, on tree trunks and under bark. tr k
When possible, collections should be made from bark = the outer covering of a tree b k
foraging = hunting, searching, seeking f r d
nests or foraging columns and at least 20 to 25 foraging column = a group of ants that finds food
individuals collected. This will ensure that all together f r d k l m
individuals are of the same species, and so increase nocturnal = nighttime, nightly, #diurnal n k t nl
their value for detailed studies. Since some species confined = restricted, limited, narrowed k n fa nd
aspirator = an instrument or apparatus for
are largely nocturnal, collecting should not be aspirating fluid from a vessel or cavity æsp re t
confined to daytime. Specimens are collected using pooter = a bottle for collecting small insects and
an aspirator (often called a pooter), forceps, a other invertebrates, having one tube through
which they are sucked into the bottle and another,
fine, moistened paint brush, or fingers, if the ants
protected by muslin or gauze, which is sucked.
are known not to sting. Individual insects are placed pu t
in plastic or glass tubes (1.5-3-0 ml capacity for forceps = a medical instrument used for picking
small ants, 5-8 ml for larger ants) containing 75% to up and holding things. f seps
moisten= wet, dampen, moisturize, humidify
95% ethanol. Plastic tubes with secure tops are m sn
better than glass because they are lighter, and do sting = bite, tingle, bite mark, puncture st
not break as easily if mishandled. mishandle = mismanage, misuse, mess up
m s h ndl
Baits can be used to attract and concentrate forager = the type of the ants that find food
foragers. This often increases the number of f rd
individuals collected and attracts species that are otherwise = if not, or else, then ð wa z
otherwise elusive. Sugars and meats or oils will elusive = mysterious, intangible, vague,
#obvious lu s v
attract different species and a range should be utilise = use, make use of something, employ
utilised. These baits can be placed either on the ju t la z
ground or on the trunks of trees or large shrubs. shrub = plant, herb, weed, bulb r b
When placed on the ground, baits should be situated = placed, located, positioned s t e t d
situated on small paper cards or other flat, light- test–tube = a small glass container that is shaped
like a tube and is used in chemistry test - tju b
coloured surfaces, or in test-tubes or vials. This vial = a very small bottle used for medicine,
makes it easier to spot ants and to capture them perfume etc va l
before they can escape into the surrounding leaf spot = identify, notice, recognize sp t
litter. capture = catch, seize, trap k pt
Many ants are small and forage primarily in the layer

of leaves and other debris on the ground. Collecting debris = remains, fragments, wreckage de bri
these species by hand can be difficult. One of the
most successful ways to collect them is to gather gather = collect, group, get together, join
the leaf litter in which they are foraging and extract together, #disperse
the ants from it. This is most commonly done by funnel = a thin tube with a wide top that you use
placing leaf litter on a screen over a large funnel, for pouring liquid into a container with a narrow
often under some heat. As the leaf litter dries from opening, such as a bottle. f nl
above, ants (and other animals) move downward
and eventually fall out the bottom and are collected
in alcohol placed below the funnel. This method marshy = muddy, wet, boggy, #dry (mar=water,sea
works especially well in rain forests and marshy .i.e marine,submarine) m i
areas. A method of improving the catch when using
a funnel is to sift the leaf litter through a coarse
sift = sieve, filter, separate s ft
screen before placing it above the funnel. This will
concentrate the litter and remove larger leaves and coarse = rough, uneven, bumpy, rugged k s
twigs. It will also allow more litter to be sampled twig = a small very thin stem of wood that grows
when using a limited number of funnels. from a branch on a tree. tw
The pitfall trap is another commonly used tool for

pitfall = a problem or difficulty that is likely to
collecting ants. A pitfall trap can be any small happen in a particular job, course of action, or
container placed in the ground with the top level with activity. p tf l
the surrounding surface and filled with a preservative = protective, conserving,
preservative. Ants are collected when they fall into #destructive (serv= protect .i.e preserve, conserve)
the trap while foraging. pr z v t v
The diameter of the traps can vary from about 18 diameter = width, length, breadth da æm t
mm to 10 cm and the number used can vary from a vary = differ, diverge, fluctuate ve ri
few to several hundred. The size of the traps used is preference = favorite, first choice,
influenced largely by personal preference (although
#indifference prefr ns
larger sizes are generally better), while the number
will be determined by the study being undertaken. undertake = carry out, conduct, take on nd te k
The preservative used is usually ethylene glycol or evaporate = if a liquid evaporates, or if heat
propylene glycol, as alcohol will evaporate quickly evaporates it, it changes into a gas. væp re t
and the traps will dry out.
One advantage of pitfall traps is that they can be maintenance = preservation, continuation,
used to collect over a period of time with minimal protection, #destruction me nt n ns
maintenance and intervention. One disadvantage intervention = interference, intrusion,
is that some species are not collected as they either involvement nt ven n
avoid the traps or do ot commonly encounter them encounter = meet, come across, stumble upon
while foraging. n ka nt
PH L C
IELTS READING ANSWER SHEET | Phiên b n ch nh s a
Ph h p vi c t lu n IELTS Reading t i nh
l m t t b i thi IELTS Reading, m t i u quan tr ng l c chi n l c l m b i nhanh

v hi u qu . Trong , k n ng s d ng answer sheet ng vai tr r t quan tr ng. M t
s b n th m ch kh ng s d ng answer sheet trong l c lu n t p. i u n l kh ng
n n v r t nhi u tr ng h p transfer c u tr l i t s ch sang answer sheet s b nh m.
Ngo i ra, kh c v i listening c 10 ph t transfer c u tr l i t booklet sang answer
sheet, trong b i thi reading, c c b n n n i n c u tr l i tr c ti p v o answer sheet l c
l mb i ti t ki m t i a th i gian.
D i l link answer sheet d ng cho b i thi Reading s d ng trong c c k thi IELTS

ch nh th c
https://drive.google.com/open?id=0B2TIoHBJlsvnXzRhR29MN25FSFFiWDVGcDc4
SVhrYmc3cU4w
Tuy nhiên, ph c v vi c ghi ch p c c l i th ng g p trong qu tr nh l m b i v t o

i u ki n cho vi c r t kinh nghi m trong c c l n l m b i k ti p, m nh khu n c c b n
s d ng answer sheet sau
Link download
https://drive.google.com/open?id=1C_bY208s2_zK8FKzJzqCvPpSoCx4TLd8
u i m c a answer sheet này

C c ph n th ng tin ch d ng cho k thi th t c c t b , tha v o l c t
th ng tin problem v solution c c b n c th ghi ch c c th ng tin c n thi t
sau m i l n l m b i
B ng i m tham kh o c c b n ti n i chi u sau khi l m b i ong
H ng d n cách ghi answer sheet m i
Sau ghim c c t answer sheet c a b n l i th nh 1 qu n v c i cl i

th ng u n, v c bi t l c th t k tr c khi l m m t test m i
Ảnh ch p answer sheet c a học sinh mình áp d ng theo cách phía trên. Nh việc
rút kinh nghiệm t nh ng l i sai và áp d ng các giải pháp do bạn ấy t đưa ra thì
t lúc bắt đầu học làm đư c khoảng 18-20/40 câu đúng (tương đương 5.5), bạn
ấy đã tiến b rất nhiều và trong 2 lần thi thật thì đạt lần lư t 6.5 và 7.0 Reading)
R T C M N C C B N Ã S D NG CU N SÁCH. MÌNH R T
MONG NH N C THÊM NH NG Ý KI N NG G P C NG NH
NH NG CHIA S V VI C B N Ã D NG S CH HI U QU TRONG
VI C LÀM BÀI IELTS READING RA SAO. TEAM SO N SÁCH S C M
TH Y C THÊM NG L C L N N U B N SHARE NH NG NH GI
V CU N S CH TRÊN C C GROUP C NG NH FACEBOOK C NHÂN.
https://www.facebook.com/groups/IELTSfamily/permalink/1789370387775377
https://www.facebook.com/groups/IELTSfamily/permalink/1791366800909069
https://www.facebook.com/dinhthangielts/posts/2037751856500217
https://www.facebook.com/groups/IELTSfamily/permalink/1495634343815651/
Phía trên là m t vài trong s r t nhi u review tích c c mà team ã

nh n c và th c s ã giúp b n mình r t nhi u trong th i gian
qua. Hy v ng team s ón nh n thêm nhi u review nh v y n a.
Trân tr ng,
B n c th t m c c t i li u Boost our vocabular cu n 9, 10,11,12

t i
Facebook Group IELTS Vi t
Facebook Group IELTS family – Các nhóm t h c IELTS
Ho c
facebook.com/dinhthangielts
ielts-dinhthang.com
Ngo i ra, c c b n c th tham gia group H i chia s s ch Boost

our vocabular c ng chia s c ch h c theo s ch n hi u qu
v c c c b i li n quan n s ch.
M ts d n li n quan:
1. 60s vocabular : H c t v ng b ng c ch pha tr n gi a ti ng Anh v ti ng Vi t trong

c c b i Reading c a qu n Boost our Vocabular .
2. Word root: H c t v ng th ng qua g c t , b ng c ch n c c b n c th h c 1 g c t

nh ng c th bi t v hi u > 10 t v ng kh c.
3. H c t v ng qua b o ch : n lu n v h th ng l i t v ng v ang h c trong c c

qu n Boost Your Vocabualr .
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T 2017 n na , b s ch v n ang c cung c p MI N PH .
B n n o s d ng s ch v th c k t qu t t th r t mong c c b n
h chia s v i team l m s ch v m i ng i c ng bi t. Xin ng
im l ng.
Ch n th nh c m n c c b n!
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IELTS SHINE

IELTS SHINE - SHINE BRIGHTER THAN EVER

C CH 1: LÀM TEST TR C, H C T V NG SAU

B c 1: B n in cu n sách này ra. N n in b a m u c th m ng l c h c. Cu n

B c 2: Tìm mua cu n Cambridge IELTS (8 cu n m i nh t t 6-14) c a Nhà xu t b n

B c 3: Làm m t bài test ho c passage b t k trong b sách trên. Ví d passage 1,

B c 4: i chi u v i cu n sách này, b n s l c ra các t v ng quan tr ng c n h c.

CÁCH 2: H C T V NG TR C, C TEST SAU

B c 1: B n in cu n sách này ra. N n in b a m u c th m ng l c h c. Cu n

B c 3: Làm m t bài test ho c passage b t k trong b sách Cambridge IELTS. Ví

B c 4: c cu n Boost our vocabular t ng ng v i test b n v a làm. Ví d trong

O ur conception of time depends on the way we

A advent = coming, start, arrival, the time when

motive force nor the gear wheels (which had been

recognised only when they fail to work. d pend nsi

Grand Canyon in 1956 resulted in the federal Aviation Administration (FAA) of

coming into use for ATC. The first region to have

C an human beings communicate by thought alone?

parapsychology = the scientific study

compelling evidence that telepathy is genuine. Other compelling = forceful, convincing,

Once the session was over, this person was asked to

experiments which could lead to positive results, and

After this, many researchers switched to autoganzfeld

What they are certainly not finding, however, is any

possible mechanisms. Some work has begun already, nt lm nt

G lass, which has been made since the time of

T his book will provide a detailed examination of the

T he sense of smell, or olfaction, is powerful.

A conduct = do, make, carry out. (duc=make .i.e

associations can be powerful enough so that odours association = connection, involvement,

S eldom is the weather more dramatic than when

The idea of forcing storm clouds to discharge their

And anyway, who would want to fire streams of

The idea began some 20 years ago, when high-

controlling it. If we could discharge clouds, we might

folk = traditional, widespread, popular. f k

mythology of giftedness, it is popularly believed that if defective = faulty, imperfect, unreliable,

The nineteenth century saw considerable interest in the

Genius and giftedness are relative descriptive terms of

O ur life span is restricted. Everyone accepts

After the homework has been discussed, the teacher

relevant = related, appropriate, #unrelated r le n

T he continuous and reckless use of synthetic

Most of the pesticides in the market today remain

The Commonwealth Institute of Biological Control

flourish = thrive, succeed, prosper, #deteriorate,

A ncient voyagers who settled the far-flung

To collect as wide a range of species as possible,

Many ants are small and forage primarily in the layer

The pitfall trap is another commonly used tool for

l m t t b i thi IELTS Reading, m t i u quan tr ng l c chi n l c l m b i nhanh

D i l link answer sheet d ng cho b i thi Reading s d ng trong c c k thi IELTS

Tuy nhiên, ph c v vi c ghi ch p c c l i th ng g p trong qu tr nh l m b i v t o

u i m c a answer sheet này

H ng d n cách ghi answer sheet m i

Sau ghim c c t answer sheet c a b n l i th nh 1 qu n v c i cl i

Phía trên là m t vài trong s r t nhi u review tích c c mà team ã

B n c th t m c c t i li u Boost our vocabular cu n 9, 10,11,12

Ngo i ra, c c b n c th tham gia group H i chia s s ch Boost

1. 60s vocabular : H c t v ng b ng c ch pha tr n gi a ti ng Anh v ti ng Vi t trong

2. Word root: H c t v ng th ng qua g c t , b ng c ch n c c b n c th h c 1 g c t

3. H c t v ng qua b o ch : n lu n v h th ng l i t v ng v ang h c trong c c

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