CAMBRIDGE IELTS 14 – TEST 3 – PASSAGE 1

THE CONCEPT OF INTELLIGENCE

Q Keywords in the question Same words in the passage
non- scientists people – parents – job interviewers
implicit theories of intelligence & inplicit theories of their children’s
assumpstions about intelligence
language development & such theories
1
influence drive - determine – on the basis of
at what ages they believe their children are ready to perform various
their behaviour towards others
cognitive tasks
lack of clarity no one knows for certain
2
the definition of intelligence what it actually is (it= intelligence)
A researcher an investigator
3
very different little correspondence
education schooling
5 of what children should gain from education for intellectual performances
universal (dùng chung) different
6 without fully understading each other are likely to miss the point of what others are saying
the same equal
possibilities opportunities
7 It is desirable for the same possibilities to be
The same possibilities should be open to everyone
open to everyone
 Đảo cấu trúc: Everyone should have the same possibilities
 It is desirable for N + to V = N should V

section of society group

8 preferential treatment favoring
at the expense of another over another
9 gain benefits are rewarded
on the basis of what they actually achieve for what they accomplish
10 Variation in intelligence with different levels of intelligence
Begins at birth people are born with
11 The more intelligent people a cognitive (high-IQ) elite
Be in position of power offices+ keep them in line+ government officals+ philosopher- kings
12 can develop the same abilities are equal in terms of their competencies
13 people of low intelligence the unintelligent
likely to lead uncontrolled lives create a kind of chaos
 CAMBRIDGE IELTS 14 – TEST 3 – PASSAGE 2
SAVING BUGS TO FIND NEW DRUGS

Q Keywords in the question Same words in the passage

natural products & bioprospecting - the search for useful
14 natural medicinal compounds
compounds in nature
renewed interest focusing once again on & put firmly back on the map
have made insect research easier allow larger quantities to be produced
15 snip out the stretches of the insect’s DNA that carry the codes
technological advances
for the interesting compounds and insert them into cell lines
other primates
examples of animals
capuchin monkeys; the chimpanzees
16
rub themselves with toxin- oozing millipedes & use noxious
medicinal substances from nature:
forest plants
17 challenging dauting+ difficult+ insufficient
looking at insects+ shine a light on the darker recesses of
interest in drug research
nature’s medicine cabinet
18
conservation+ make ppl think differently about the value of
benefit wildlife
nature
modern pharmaceutical science moved its focus away from
nature- based medicines fell out of favour
nature
19
for a period for a while
a reason why the main cause of this shift
alloferon, an antimicrobial compound produced by blow fly
an insect- derived medicine
larvae
20
is used as an antiviral and antitumor agent in South Korea and
in use at moment
Russia
The variety of substances an enormous range of compounds
Protect themselves for defensive and offensive purposes
21 insects’ genetic codes insect’s DNA that carry the codes
extract snip out
make use of insert them into cell lines
23 expertise in ecology our knowledge of ecology
24 are especially interested in that particularly interest us
compounds that insects produce secrete powerful poison for
Overpower subduing
preserve keeping it fresh for future consumption
 compounds which insects use to protect
many antimicrobial compounds for dealing with
25 themselves
Many compounds these substances
will be useful  there is certainly potential
26
in the development of inspire new

CAMBRIDGE IELTS 14 – TEST 3 – PASSAGE 3

THE POWER OF PLAY

Q Keywords in the question Same words in the passage

separate discrete
27
categories types
how they play with children The adult's role in play
28
affect varies as a function of
combining work with play hybrid forms of work and play
29 the best way for provide optimal contexts for
for children to learn for learning
30 Certain elements of play aspects of play (process orientation and a
lack of obvious functional purpose)
can be classified can range
31
on a scale of playfulness a continuum as more or less playful
mistake false
33
separate types of activities dichotomy between play and learning.
35 have agreed on full consensus on
differ unlike
36
is goal oriented have a target
Alternatively In the more direct form of guided play
37 can play with a child joining in the fun as a co- player
Investigate further exploration
based on stem from
38
Play without the intervention of adults Intrinsically motivated free play
play with adults guided play
40
targeted at particular goals more targeted learning experience