Boost Your Vocabulary - Cam14 - 2020

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Cu n sách này là c a
m m c tiêu cho ph
u này, mình s c cu n sách này ít nh n/tu n.

L I GI I THI U
Chào các b n,
Các b m trên tay cu c biên so n b i mình và các b n trong

nhóm IELTS Family. Cu c vi t nh m m n c i thi n v n t
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Trân tr ng c

TÁC GI & NHÓM TH C HI N
ng
Hi n t i là giáo viên d y IELTS t i Hà N i t cu ng ch
ngành ngôn ng i h c Brighton, Anh Qu c, 2016.T ng làm vi c
t i t ch c giáo d c qu c t Language Link Vi t Nam (2011-2012)
Facebook.com/dinhthangielts
n c Duy, Xuân Anh, Bùi Minh Châu, Thu H ng, Thu Anh, H nh Ngô
Tài tr
Team làm sách xin trân tr ng c m HP Academy - m t ph làm nên
b sách này.
HP Academy là NHÀ dành cho vi c d y và h c IELTS t Tân Bình và Gò V p, TP.HCM.

HP, các b n s c cam k u ra. K t qu c a các c u h c viên chính là câu tr l i chính xác nh t cho ch t
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BOOST YOUR VOCABULARY CAMBRIDGE IELTS 14
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 u có kèm gi i thích ho c t n
ti t ki th i gian gõ t ng t vào t n và tra. Ch c ch n nh ng b n thu c
d l m trong vi c tra t v 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 ra các t quan tr ng và
ph bi n nh t giúp b 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 t Reading t 7.0 tr 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 n có th xem l i và h c
thêm các t c gi g c. Có th c
h t s c hi u qu vì khi h c m t t n có th nh l i ho c h c thêm m t lo t các t
u kh
c a b n t t thì cu n sách này giúp b ys ng t v ng lên m
k .
1
Biên t p cu c th c hi n b i ng & IELTS Family-Các nhóm t h c IELTS
NG D N S D NG SÁCH
NG S D NG SÁCH
Nhìn chung các b n c n có m t v m9c a
IELTS), n u không có th s g p nhi c s d ng sách này.
C CS D NG
C, H C T V NG SAU
c 1: B n in cu n sách này ra. ng l c h c. Cu n sách

c thi t k cho vi c tr c ti p, không ph i cho vi c online nên b c online s
có th th y khá b t ti n khi tra c i chi u t v ng
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

làm. Hãy c n th ng mua nh m sách l u. Sách c a nhà xu t b n Cambridge
c tái b n t i Vi ng có bìa và gi y dày, ch r t rõ nét.
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.
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 m các t h c thu t - academic word
4.2 C t bên ph i ch a các t v ct ng
2
CÁCH 2: H C T V C TEST SAU
c 1: B n in cu n sách này ra. ng l c h c. Cu n sách

c thi t k cho vi c tr c ti p, không ph i cho vi c online nên b c online s
có th th y khá b t ti n khi tra c i chi u t v ng
c 2: cc c báo. Duy trì hàng ngày. Khi nào không hi u t nào

c synonym c a t c t bên ph i. n này giúp b n phát tri n
vi ct 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.
c 3: Làm m t bài test ho c passage b t k trong b sách Cambridge IELTS. Ví

d b 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 c trong
cu n 13. B n nào có kh t t ch c ch n s g p l i r t nhi u t c. B n
nào có kh v a ph g p l i không ít t .
c 4: c cu ng v i test b n v a làm. Ví d trong cu n

Boost your vocabulary 10.
Tóm l i, mình ví d theo cách này
c hi u và h c t cu n Boost your vocabulary 13
B2. Làm test 1 trong cu n Boost your vocabulary 10
c hi u và h c t cu n Boost your vocabulary 10 & tìm các t l p l i mà b c trong cu n Boost your
vocabulary 13
3
TEST 1
READING PASSAGE 1
B
brick by brick= steadily in a step-by step manner,
the creation or destruction of smt. br br k
rick by brick, six-year-old Alice is building a a magical fairy-tale= enchanted, magical, fabulous fe r te l
turret= a small tower on a large building, especially
a castle. t r t
kingdom. Imagining fairy-tale turrets and fire-breathing fire-breathing = able to produce a stream of fire
from the mouth faj
dragons, wicked witches and gallant heroes, she's creating an wicked= evil, unkind, sadistic, cruel, #good w k d
enchanting world. Although she isn't aware of it, this fantasy is gallant= kind, polite, respectful, gracious, #rude,
helping her take her first steps towards her capacity for #cowardly
enchanting= attractive, pleasant delightful,
creativity and so it will have important repercussions in her interesting, compelling
adult life. take the first step= begin, start new things te k ð
f :st step
repercussion= consequence, effect, impact,
outcome (cuss= shake i.e discussion, concussion)
Minutes later, Alice has abandoned the kingdom in favour of k
playing schools with her younger brother. When she bosses abandon =, leave behind, give up, walk out on #stay
him around as his 'teacher', she's practising how to regulate with. bænd n
her emotions through pretence. Later on, when they tire of this in favour of= preferring to choose someone or
and settle down with a board game, she's learning about the something that you believe is better v r v
need to follow rules and take turns with a partner. boss someone around= give orders, order around,
command, bully #obey b mw n ra nd
pretence= pretense, make-believe, imagination,
'Play in all its rich variety is one of the highest achievements of #reality pr tens
the human species,' says Dr David Whitebread from the settle down= to relax, doing a quiet activitiy set
da n
Faculty of Education at the University of Cambridge, UK. 'It take turn (take it in turns) = alternate te :n
4
underpins how we develop as intellectual, problem-solving underpin= support, reinforce, strengthen, #weaken
nd p n
adults and is crucial to our success as a highly adaptable intellectual= philosopher, thinker, scholar (lect= read
species.' i.e prelect, lecture) nt lekt l
adaptable= adjustable, easygoing, flexible,
Recognising the importance of play is not new: over two #inflexible dæpt b
millennia ago, the Greek philosopher Plato extolled its millennia (plural) - millennium (singular)= 1000
virtues as a means of developing skills for adult life, and ideas years (millen= thousand each i.e millionaire, millenary)
about play-based learning have been developing since the m len - m len m
extol= praise, admire, exalt, #deprecate l
19th century. virtue= goodness, integrity, morality, #wickedness
(vir= man i.e virtual, virtuality) v
But we live in changing times, and Whitebread is mindful of a
worldwide decline in play, pointing out that over half the mindful of= aware, attentive #unaware #inattentive
ma ndf l v
people in the world now live in cities. 'The opportunities for free point out= indicate, show, reveal, #hide po t
play, which I experienced almost every day of my childhood, scarce= rare, uncommon, limited, in short supply,
are becoming increasingly scarce,' he says. Outdoor play is #plentiful, #abundant ske s
curtailed by perceptions of risk to do with traffic, as well as curtail= restrain, limit, restrict, reduce k l
parents' increased wish to protect their children from being the perception= insight, view, opinion
(per=thoroughly i.e perfection, persistence) p sep
victims of crime, and by the emphasis on 'earlier is better' emphasis= stress, importance, highlighting emf s s
which is leading to greater competition in academic learning
and schools.
International bodies like the United Nations and the European implication= effect, inference, association, knock-
Union have begun to develop policies concerned with on effect (plic= fold i.e complicate, application)
mpl ke
children's right to play, and to consider implications for leisure= free time, entertainment, relaxation le
leisure facilities and educational programmes. But what they facilities= buildings, services, equipment, etc. that
often lack is the evidence to base policies on. are provided for a particular purpose (fac=do, make i.e
factory, facilitate) f s l t z
'The type of play we are interested in is child-initiated,
child-initiated play= play in which children choose
spontaneous and unpredictable- but, as soon as you ask a what and how to play and who to play with a ld-
five-year-old "to play", then you as the researcher have n e t d ple
intervened,' explains Dr Sara Baker. 'And we want to know spontaneous= unplanned, natural, impulsive,
#planned sp n s
what the long-term impact of play is. It's a real challenge.'
intervene=, , interrupt, get involved become involved
in a situation in order to improve or help it (ven=
Dr Jenny Gibson agrees, pointing out that although some of come i.e invent, advent) nt
the steps in the puzzle of how and why play is important have
been looked at, there is very little data on the impact it has on puzzle= mystery, enigma, riddle, #explanation p z
the child's later life.
Now, thanks to the university's new Centre for Research on
Play in Education, Development and Learning (PEDAL),
Whitebread, Baker, Gibson and a team of researchers hope to
provide evidence on the role played by play in how a child possibility= option, probability, likelihood, prospect
develops. p s b l ti
self-control= self-discipline, willpower, ability to
'A strong possibility is that play supports the early remain calm and not show your emotions even
development of children's self-control,' explains Baker. 'This is though you are feeling angry, excited, etc. self
our ability to develop awareness of our own thinking processes k l
- it influences how effectively we go about undertaking undertake= carry out, embark on, take on,
#relinquish nd te k
challenging activities.'
In a study carried out by Baker with toddlers and young pre- toddler= baby, a child who has only recently learnt
to walk t dl
schoolers, she found that children with greater self-control pre-schooler= a child who does not yet go to
school, or who goes to preschool
solved problems more quickly when exploring an unfamiliar
5
set-up requiring scientific reasoning. 'This sort of evidence set-up= arrangement, system, situation,
circumstance set p
makes us think that giving children the chance to play will problem-solver= those who are good at finding
ways of dealing with problems pr bl m s lv (r)
make them more successful problem-solvers in the long run.' (solv=loosen, set free i.e dissolve, solution)
playful= lively, frisky, full of fun, full of life, #subdued

ple f l
facilitate= enable, aid, help, assist, smooth the
If playful experiences do facilitate this aspect of development, progress of, #impede (fac=do, make i.e factory, facility)
f s l te t
say the researchers, it could be extremely significant for self-regulate= self-control, self-discipline, self-will
(regul=rule i.e regular, regulation) self re
educational practices, because the ability to self-regulate has predictor= something that can show what will
happen in the future (dic/dict= proclaim, say i.e
been shown to be a key predictor of academic performance. dictation, verdict) pr d kt
indicator= pointer, display, sign (dic/dict= proclaim,
Gibson adds: 'Playful behaviour is also an important indicator say i.e dictation, verdict) nd ke t
investigate= examine, explore, inspect, check.
(vestig= track i.e vestigial) n vest e t
of healthy social and emotional development. In my previous
observe= watch, view, monitor, study, #ignore
(serv= save, protect i.e conserve, reserve)
research, I investigated how observing children at play can well-being= comfort, happiness, welfare
diagnosis= analysis, discover or identify the exact
give us important clues about their well-being and can even cause of an illness or a problem (gno= know i.e
telegnosis, agnosia) da n ss
neurodevelopmental disorders = a group of
be useful in the diagnosis of neurodevelopmental disorders disorders in which the development of the central
nervous system is disturbed (neur= nerve i.e
neurologic, neural) nj r d v l nt( )l d z
like autism.' autism= a mental condition in which a person finds
it very difficult to communicate or form relationships
with others (aut=self i.e automatic, authentic) z m
Whitebread's recent research has involved developing a play- approach= method, tactic, methodology pr t
based approach to supporting children's writing. 'Many primary
school children find writing difficult, but we showed in a
previous study that a playful stimulus was far more effective stimulus= incentive, motivation, incitement,
encouragement (stimul= rouse i.e stimulate) st mj l s
than an instructional one.'
Children wrote longer and better-structured stories when they

first played with dolls representing
characters in the story. In the latest study, children first created
their story with Lego*, with similar results. 'Many teachers
commented that they had always previously had children
saying they didn't know what to write about. With the Lego
building, however, not a single child said this through the whole
year of the project.'
Whitebread, who directs PEDAL, trained as a primary school backwater= remote place, the middle of nowhere,
backwoods, sticks
teacher in the early 1970s, when, as he describes, 'the
untroubled= peaceful, calm, tranquil, undisturbed #
teaching of young children was largely a quiet backwater, bothered #troubled bd
untroubled by any serious intellectual debate or debate= argument, discuss, dispute d be t
6
controversy.' Now, the landscape is very different, with hotly controversy= disagreement, discussion, debate,
#agreement (vers=turn i.e convert, adverse) k ntr v
debated topics such as school starting age. landscape= environment, situation, background
lændske p
hotly= fiercely, angrily, strongly, passionately,
#dispassionately h tli
'Somehow the importance of play has been lost in recent
decades. It's regarded as something trivial, or even as trivial=minor, unimportant, insignificant, #crucial
tr v l
something negative that contrasts with "work". Let's not lose
contrast= differ, conflict, be different from
sight of its benefits, and the fundamental contributions it
something (contra= against i.e contraception,
makes to human achievements in the arts, sciences and contradict) k
technology. Let's make sure children have a rich diet of play fundamental= basic, essential, central, important
experiences.' (fund = bottom i.e foundation, profound) f nd ment
*Lego: coloured plastic building blocks and other pieces that

can be joined together
7
READING PASSAGE 2
H ow Dutch engineer Luud Schimmelpennink helped to

devise urban bike-sharing schemes
devise= invent, create, plan, conceive d va z
scheme= program, plan, system, strategy
(schem = plan i.e schema, schematic)
A.
The original idea for an urban bike-sharing scheme dates back come up with= think of, create, produce k m
to a summer's day in Amsterdam in 1965. Provo, the pwð
organisation that came up with the idea, was a group of Dutch activist= protester, advocate, campaigner
(act= do i.e action, actor, agent) ækt v st
activists who wanted to change society. They believed the perceive= understand, notice, recognize,
scheme, which was known as the Witte Fietsenplan, was an distinguish, become aware of, #ignore
answer to the perceived threats of air pollution and (per=thoroughly i.e perfection, persistence) p
consumerism. In the centre of Amsterdam, they painted a threat = risk, danger, trouble
small number of used bikes white. They also distributed consumerism = the belief that it is good to
leaflets describing the dangers of cars and inviting people to buy and use a lot of goods and services
often used to show disapproval (sum=take i.e
use the white bikes. The bikes were then left unlocked at assume, subsume) k rz m
various locations around the city, to be used by anyone in leaflet = flyer, pamphlet, brochure, booklet,
need of transport. handout (piece of paper advertising) t
B.
Luud Schimmelpennink, a Dutch industrial engineer who still
recall= remember, remind, elicit, bring to
lives and cycles in Amsterdam, was heavily involved in the mind, #forget r k
original scheme. He recalls how the scheme succeeded in
8
attracting a great deal of attention - particularly when it came a great deal= enormous, a large amount,
to publicising Provo's aims - but struggled to get off the significant, #a little, #a few
struggle= to try very hard to do something
ground. The police were opposed to Provo's initiatives and when it is difficult str
almost as soon as the white bikes were distributed around get off the ground (phrase)= start to be
the city, they removed them. However, for Schimmelpennink successful get f ð gra nd
and for bike-sharing schemes in general, this was just the be opposed to= disagree with, against,
object to (op/ob=against i.e offend, oblique) bi
beginning. 'The first Witte Fietsenplan was just a symbolic p
thing,' he says. 'We painted a few bikes white, that was all. initiative= proposal, scheme, idea, project
n tv
Things got more serious when I became a member of the distribute= give out, allocate, spread
Amsterdam city council two years later.' d str
symbolic= figurative, representative,
C. emblematic s lk
Schimmelpennink seized this opportunity to present a more

seize= grab, get hold of, capture, take, #lose
elaborate Witte Fietsen plan to the city council. 'My idea was
that the municipality of Amsterdam would distribute 10,000 elaborate= complicated, complex, detailed,
white bikes over the city, for everyone to use,' he explains. 'I carefully prepared and organized læb re t
municipality= city, borough, town, metropolis
made serious calculations. It turned out that a white bicycle - mju: n s pæl ti
per person, per kilometre - would cost the municipality only turn out= come out, result, become, end up
t :n a t
10% of what it contributed to public transport per person per
unanimously= all together, consistently,
kilometre.' Nevertheless, the council unanimously rejected totally, #partly m sli
the plan. 'They said that the bicycle belongs to the past. They glorious= magnificent, wonderful, superb,
saw a glorious future for the car,' says Schimmelpennink. But #inglorious (glori=glory i.e glorify, vainglory)
discourage= demoralized, deter, less
he was not in the least discouraged.
confident #encourage d rd
D.
Schimmelpennink never stopped believing in bike-sharing, and deposit= a sum of money that is paid by
somebody when they rent something and that
in the mid-90s, two Danes asked for his help to set up a
is returned to them if they do not lose or
system in Copenhagen. The result was the world's first large- damage the thing they are renting. (posit= put
scale bike-share programme. It worked on a deposit: 'You i.e position, apposite) d p z t
arouse= stimulate, provoke, awaken, stir up,
dropped a coin in the bike and when you returned it, you got
encourage, inspire ra z
your money back.' After setting up the Danish system, conscious= aware, mindful, deliberate,
Schimmelpennink decided to try his luck again in the #unaware, #unconscious k n s
Netherlands - and this time he succeeded in arousing the prove= show, demonstrate, verify #disprove
interest of the Dutch Ministry of Transport. 'Times had guilder= the standard unit of money used in
changed,' he recalls. 'People had become more the Netherlands before the Euro
environmentally conscious, and the Danish experiment had chip = microchip = a very small piece
of silicon containing a set of electronic parts,
proved that bike-sharing was a real possibility.' A new Witte which is used in computers and
Fietsenplan was launched in 1999 in Amsterdam. However, other machines t p
riding a white bike was no longer free; it cost one guilder per conspicuous = visible, clear, noticeable,
trip and payment was made with a chip card developed by the obvious, #inconspicuous (spic= look i.e aspect,
prospect, respect) k kj s
Dutch bank Postbank. Schimmelpennink designed sturdy= robust, durable, strong, well-made,
conspicuous, sturdy white bikes locked in special racks heavy-duty #weak st
which could be opened with the chip card - the plan started rack= frame, framework, holder ræk
distribute= deliver, spread, spread out.
with 250 bikes, distributed over five stations. d str
9
E.
Theo Molenaar, who was a system designer for the project, announce= publicize, inform, tell, publish,
#keep secret na ns
worked alongside Schimmelpennink. 'I remember when we
prone to= suffer from, vulnerable to,
were testing the bike racks, he announced that he had susceptible, liable to, at risk pr
already designed better ones. But of course, we had to go vandalism=the crime of destroying or
through with the ones we had.' The system, however, was damaging something, especially public
prone to vandalism and theft. 'After every weekend there property (van= empty i.e vain, vanish) vænd l z m
would always be a couple of bikes missing,' Molenaar says. 'I theft= robbery, stealing
really have no idea what people did with them, because they blow= negative impact, set-back, shock,
could instantly be recognised as white bikes.' But the biggest misfortune bl
blow came when Postbank decided to abolish the chip card, abolish= eliminate, stop, end, put an end to,
because it wasn't profitable. 'That chip card was pivotal to #establish b l
profitable= money-making, lucrative,
the system,' Molenaar says. 'To continue the project we would
commercial #unprofitable pr f t b
have needed to set up another system, but the business pivotal= key, paramount, crucial, extremely
partner had lost interest.' important, #unimportant, #irrelevant p v t l
F.
Schimmelpennink was disappointed, but- characteristically- characteristically= typically, usually,
not for long. In 2002 he got a call from the French advertising normally #unusually. kær kt r st k i
corporation JC Decaux, who wanted to set up his bike- corporation= firm, business, company,
sharing scheme in Vienna. 'That went really well. After Vienna,
enterprise (corpor= body i.e corpus, corporative)
they set up a system in Lyon. Then in 2007, Paris followed. k re
That was a decisive moment in the history of bike-sharing.'
decisive= strong-minded, determined,
The huge and unexpected success of the Parisian bike-
resolute, #uncertain d sa s v
sharing programme, which now boasts more than 20,000
bicycles, inspired cities all over the world to set up their own boast= possess, have, pride yourself on, lay
schemes, all modelled on Schimmelpennink's. 'It's wonderful claim to b st
that this happened,' he says. 'But financially I didn't really file for= put in place, put in order, to make an
benefit from it, because I never filed for a patent.' official request for something fa l f
patent= copyright, right, official document
G. pe tnt
In Amsterdam today, 38% of all trips are made by bike and,

along with Copenhagen, it is regarded as one of the two along with= together with, accompanied by,
in company with, as well as l ð
most cycle-friendly capitals in the world - but the city never got
regarded as=thought of, view as, seen as,
another Witte Fietsenplan. Molenaar believes this may be
considered as r d d æz
because everybody in Amsterdam already has a bike.
optimistic= hopeful, positive, bright, cheerful,
Schimmelpennink, however, cannot see that this changes
#pessimistic (optim= best i.e optimal, optimum)
Amsterdam's need for a bike-sharing scheme. 'People who
pt m st k
travel on the underground don't carry their bikes around. But stand a chance (idiom)= have a chance of
often they need additional transport to reach their final success stænd t ns
destination.' Although he thinks it is strange that a city like
mentality= attitude, approach, outlook,
Amsterdam does not have a successful bike-sharing scheme, mindset (ment= mind i.e reminisce, mental,
he is optimistic about the future. 'In the '60s we didn't stand a memento) ti
chance because people were prepared to give their lives to long for= desire, wish, crave, yearn, want,
keep cars in the city. But that mentality has totally changed. wish for l
Today everybody longs for outlook = viewpoint, point of view, attitude,
we changed our outlook. position a tl k
10
READING PASSAGE 3
A critical ingredient in the success of hotels is developing

hospitality= welcome, friendly, kindness, warmth,
#unfriendliness. (hospit= host i.e hospice, hospital)
h sp tæl ti
critical= crucial, significant, vital, important (crit= judge
i.e criterion, apocrine) kr t k
and maintaining superior performance from their employees. superior= excellent, high-class, top-quality, first-class
(super= above i.e superb, supernova) r
How is that accomplished? What Human Resource
performance= presentation, show, enactment
Management (HRM) practices should organizations invest in p f ns
accomplish= achieve, done, finish. k mpl
to acquire and retain judicious great employees? acquire= obtain, gain, attain, achieve, get hold of
(quir= seek i.e conquer, inquiry) kwa
retain= keep, hold, maintain r te n
Some hotels aim to provide superior working conditions for judicious= wise, sensible #stupid #foolish d s
their employees. The idea originated from workplaces - usually
aim= goal, purpose, target, intention e m
in the non-service sector - that emphasized fun and sector= segment, part, area, zone, field sekt
emphasize= highlight, underline, stress, #understate
enjoyment as part of work-life balance. By contrast, the emf sa z
service sector, and more specifically hotels, has traditionally work-life balance = the ability to give a sensible
amount of time and effort to your work and to your life
not extended these practices to address basic employee outside work w ns
needs, such as good working conditions. address= solve, tackle, deal with, handle, cope with
dres
Pfeffer (1994) emphasizes that in order to succeed in a global

business environment, organizations must make investment in
Human Resource Management (HRM) to allow them to possess= own, have, retain, #lack (sess=sit i.e
obsession, reside) p zes
acquire employees who possess better skills and capabilities capability= ability, competence, potential, #inability
than their competitors. This investment will be to their (cap= hold i.e caption, capacious) ke p b l ti
11
competitive advantage. Despite this recognition of the competitive advantage = an advantage that makes a
company more able to succeed in competing with
others (pet= strive toward i.e appetite, petition) k tv
importance of employee development, the hospitality
recognition= identification, know, awareness (gnit=
know i.e cognition, ignorant) rek n
industry has historically been dominated by hospitality industry= businesses such as hotels,
bars, and restaurants that offer people food, drink, or
a place to sleep h sp tæl nd stri
underdeveloped HR practices (Lucas, 2002). dominated by = the most prevalent, the most
common (domin= master i.e domain, predominate)
d m ne t d ba
underdeveloped= immature, weak, infantile
nd d vel pt
practices= does, performs, exercises prækt s z
Lucas also points out that 'the substance of HRM practices
substance= core, essence, central part s bst ns
foster= nurture, raise f st
does not appear to be designed to foster constructive
constructive= beneficial, positive, fruitful,
#destructive (struct= build i.e structure, instruct)
k kt v
relations with employees or to represent a managerial represent= stand for, speak for, symbolize,
#misrepresent zent
managerial= decision-making, administrative,
approach that enables developing and drawing out the full
organizational mæn d r l
enable= allow, permit, aid, assist. make possible,
potential of people, even though employees may be broadly #prevent ne b
draw out= to mention, explain, elaborate dr t
potential= capacity, ability, aptitude (pot= power i.e
satisfied with many aspects of their work' (Lucas, 2002). In despot, potentate) p ten
broadly = largely, roughly, mostly br
aspect= feature, trait, quality (spect= look i.e prospect,
addition, or maybe as a result, high employee turnover has speculate) æspekt
employee turnover= the rate at which employees
leave a company and are replaced by new employees
emplo v
been a recurring problem throughout the hospitality industry.
recurring= regular, frequent, repeated r k
cite = mentioned, refer to, quoted (cit= call i.e solicit,
excite) sa t
Among the many cited reasons are low compensation,
compensation= reward, benefit, payment
k
inadequate= deficient, unsatisfactory, too little, not
inadequate benefits, poor working conditions and
enough, #sufficient (equ= equal i.e equity, equivalence)
kw t
compromised= worsen, make worse, poor, low
compromised employee morale and attitudes (Maroudas et k mpr ma zd
morale= spirit, enthusiasm m r
al., 2008).
Ng and Sorensen (2008) demonstrated that when managers demonstrate= show, exhibit, reveal, explain
dem nstre t
provide recognition to employees, motivate employees to recognition= gratitude, appreciation,
acknowledgement, respect, #blame (gnit= know i.e
work together, and remove obstacles preventing effective cognition, ignorant) rek n
performance, employees feel more obligated to stay with the motivate= inspire, provoke, encourage (mot= move i.e
mobile, promote) m t ve t
company. This was succinctly summarized by Michel et al. obstacle= difficulty, problem, barrier bst k
obligated= grateful, appreciative, thankful bl e t d
(2013): '[P]roviding support to employees gives them the succinctly= briefly, in short, concisely s
confidence to perform their jobs better and the motivation to summarize= review, sum up, recap (sum= sum i.e
consummate, summation) s m ra z
12
stay with the organization.' Hospitality organizations can enhance= improve, increase, develop
retention= keeping, holding, retaining, preservation
therefore enhance employee motivation and retention (tent= hold i.e content, abstain, contain) r ten
inherently= integrally, fundamentally, essentially,
through the development and improvement of their working naturally, intrinsically, #superficially (here= stick i.e
inhere, adhesive) r ntli
conditions. These conditions are inherently linked to the
working environment.
While it seems likely that employees' reactions to their job reaction= response, reply, feedback (act= do i.e action,
characteristics could be affected by a predisposition to view actor, agent) r æk
characteristic= trait, quality, personality kær kt r st k
their work environment negatively, no evidence exists to
predisposition= tendency, predilection, disposition,
support this hypothesis (Spector et al., 2000). However, given bias (posit= put i.e position, apposite) sp z
hypothesis= theory, suggestion, assumption
the opportunity, many people will find something to complain (the= put i.e synthesis, anathematic) ha p ss
about in relation to their workplace (Poulston, 2009). There is opportunity= chance, prospect, occasion p ti
in relation to = related to, concerning, with regard to
a strong link between the perceptions of employees and n r le
particular factors of their work environment that are separate perception= insight, awareness, view, opinion,
recognition (per=thoroughly i.e perfection, persistence)
from the work itself, including company policies, salary and p sep
vacations. separate= split, divide, disconnect sepr t
Such conditions are particularly troubling for the luxury hotel

market, where high-quality service, requiring a sophisticated troubling = worrying, concerning, disturbing,
approach to HRM, is recognized as a critical source of #soothing tr b
competitive advantage (Maroudas et al., 2008). In a real sophisticated= complex, complicated, advanced
(soph= wise i.e philosophy, sophism) s f st ke t d
sense, the services of hotel employees represent their in a real sense = sth is partly true, or true in one way,
industry (Schneider and Bowen, 1993). This representation in one aspect (sens= feel i.e sensory, consent) n r l
has commonly been limited to guest experiences. This sens
suggests that there has been a dichotomy between the guest dichotomy= contrast, opposition, contradiction (tom=
environment provided in luxury hotels and the wsorking cut i.e anatomy, polytomy) da k t mi
conditions of their employees.
It is therefore essential for hotel management to develop HRM enable= allow, make possible, permit ne b
practices that enable them to inspire and retain competent retain = keep, hold, maintain r te n
employees. This requires an understanding of what motivates competent= experienced, knowledgeable, skilled
employees at different levels of management and different k mp t nt
stages of their careers (Enz and Siguaw, 2000). This implies imply= indicate, mean, suggest
that it is beneficial for hotel managers to understand what employee retention= the ability of a company to keep
practices are most favorable to increase employee its employees and stop them from going to work
satisfaction and retention. somewhere else emplo ten
Herzberg (1966) proposes that people have two major types of

extrinsic= external, outside, outer ns k
needs, the first being extrinsic motivation factors relating to
context = situation, environment, circumstance (text=
the context in which work is performed, rather than the work
weave i.e textile, pretext) k ntekst
itself. These include working conditions and job security. job security = a job with a high level of security is
When these factors are unfavorable, job dissatisfaction may such that a person with the job would have a small
result. Significantly, though, just fulfilling these needs does not chance of losing it. d b s kj r ti
result in satisfaction, but only in the reduction of dissatisfaction
(Maroudas et al., 2008).
Employees also have intrinsic motivation needs or intrinsic= inside, inherent, innate, inner, #extrinsic
motivators, which include such factors as achievement and ns k
13
recognition. Unlike extrinsic factors, motivator factors may

ideally result in job satisfaction (Maroudas et al., 2008).
Herzberg's (1966) theory discusses the need for a 'balance' of
these two types of needs.
The impact of fun as a motivating factor at work has also been

explored. For example, Tews, Michel and Stafford (2013)
conduct= do, perform, accomplish, carry out k kt
conducted a study focusing on staff from a chain of themed a chain of = a set of connected or related things
te n v
restaurants in the United States. It was found that fun themed restaurant = A themed restaurant is a type of
activities had a favorable impact on performance and manager restaurant that uses theming to attract diners by
creating a memorable experience. ð nt
support for fun had a favorable impact in reducing turnover. turnover= the rate at which people leave
Their findings support the view that fun may indeed have a an organization and are replaced by others t v
framing = bordering, enclosing, surrounding, set up, #
beneficial effect, but the framing of that fun must be carefully insetting fre m
aligned with both organizational goals and employee aligned = associated, support, side with, line up with
la nd
characteristics. 'Managers must learn how to achieve the delicate= fragile, weak, slight, elegant del k t
delicate balance of allowing employees the freedom to enjoy simultaneously= at the same time, concurrently,
instantaneously, at once (simul= imitating i.e similar,
themselves at work while simultaneously maintaining high assimilate) s n sli
adopt= accept, implement, embrace (opt=choose i.e
levels of performance' (Tews et al., 2013). option, optative) d pt
Deery (2008) has recommended several actions that can be assist= support, help, aid (sist= cause to stand i.e
consist, exist, insist) s st
adopted at the organizational level to retain good staff as well
appropriate= suitable, fitting, apt, proper (propri=
as assist in balancing work and family life. Those particularly property i.e proper, propriety) pr pri t
appropriate to the hospitality industry include allowing adequate = enough, sufficient, #inadequate,
#insufficient (equ= equal i.e equity, equivalence) æd kw t
adequate breaks during the working day, staff functions that well-being = happiness, comfort, welfare, safety wel
involve families, and providing health and well-being
opportunities.
14
N uh cm ng t v ng l n thì các b n
s không ph n tip này hay trick kia
khi làm bài thi IELTS Reading. Mình tin là có nh ng
b n 1 tu c liên t c 2 cu n Boost your
vocabulary, th Truy n dài m
trang mà nhi u b n có th c xong
còn 1 cu n Boost your vocabulary là khá m ng, và
l i toàn t c tra s n. V y nên hãy c g ng
c th t nhanh nhé các b n
ng
15
TEST 2
READING PASSAGE 1
B orn in Scotland, Henderson emigrated to Canada in 1855

emigrate = migrate, relocate, move, abroad, leave
your country, # return #immigrate. em re t
well-known = famous, celebrated, renowned,
legendary. wel n n
merchant = seller, trader, wholesaler, dealer.
and became a well-known landscape photographer Alexander m nt
found = create, start, establish, set up, #close
Henderson was born in Scotland in 1831 and was the son of a fa nd
chairman = chairperson, chair, chairwoman
successful merchant. His grandfather, also called Alexander, had (someone who is in charge of a large company or
organization) t e m n
founded the family business, and later became the first chairman extensive = big, large, huge, massive, wide
of the National Bank of Scotland. The family had extensive v
landholding = the land that is own by someone
landholdings in Scotland. Besides its residence in Edinburgh, it lændh ld
residence = house, home, dwelling (especially a
owned Press Estate, 650 acres of farmland about 35 miles large or official one) rez d ns
acres= a unit for measuring area, equal to 4,840
southeast of the city. The family often stayed at Press Castle, the square yards or 4,047 square metres e k z
large mansion on the northern edge of the property, and mansion = hall, tower, castle mæn
edge= rim, border, boundary ed
Alexander spent much of his childhood in the area, playing on the property = land, building, estate, belongings.
pr p ti
beach near Eyemouth or fishing in the streams nearby. stream= watercourse, small river, torrent
Even after he went to school at Murcheston Academy on the outskirts = outer edge, border, suburb (that is
outskirts of Edinburgh, Henderson returned to Press at weekends. furthest from its centre) a tsk
16
In 1849 he began a three-year apprenticeship to become an apprenticeship= traineeship, internship, training

prent p
accountant. Although he never liked the prospect of a business accountant = bookeeper, auditor (someone
whose job is to keep and check financial accounts,
career, he stayed with it to please his family. In October 1855, calculate taxes etc) ka nt nt
the prospect of = possibility, vision, potential. ði:
however, he emigrated to Canada with his wife Agnes Elder
pr spekt v
Robertson and they settled in Montreal. please = satisfy, give pleasure to, make happy,
settled in= to begin to feel happy and relaxed in a

new situation, home, job, or school set d n
Henderson learned photography in Montreal around the year 1857 take it up= to start a new job or have a
and quickly took it up as a serious amateur. He became a new responsibility te t p
amateur = layperson, beginner, apprentice,
personal friend and colleague of the Scottish-Canadian #professional #expert æm t
personal friend= someone who you know well,
photographer William Notman. The two men made a photographic especially a famous or important person p n
frend
excursion to Niagara Falls in 1860 and they cooperated on excursion= trip, tour, expedition, journey.
cooperate = work together, work as a team,
experiments with magnesium flares as a source of artificial light collaborate k p re t
in 1865. They belonged to the same societies and were among the experiments= trial, test, research. m nts
magnesium=a chemical element (symbol: Mg)
founding members of the Art Association of Montreal. Henderson mæ
flare= flash, blaze, sparkle fle
acted as chairman of the association's first meeting, which was held artificial= man-made, non-natural, synthetic,
#natural, #real
in Notman's studio on 11 January 1860. association= organisation, union, alliance
s
In spite of their friendship, their styles of photography were quite in spite of = despite, although, regardless of,
even though n spa t v
different. While Notman's landscapes were noted for their bold bold= noticeable, showy, confident b ld
realism = practicality, #impracticality
realism, Henderson for the first 20 years of his career produced
#idealism #romanticism r l z m
romantic images, showing the strong influence of the British influence= effect, impact, repercussions nfl ns
artistic= creative, imaginative, inventive, arty
landscape tradition. His artistic and technical progress was rapid
and in 1865 he published his first major collection of landscape publication = journal, newspaper, magazine
p bl ke
photographs. The publication had limited circulation (only seven circulation = distribution, readership, sales
copies have ever been found), and was called Canadian Views and s le
vary= differ, change, diverge, be different ve ri
Studies. The contents of each copy vary significantly and have prove= show, demonstrate, evidence #disprove
proved a useful source for evaluating Henderson's early work.
evaluate= assess, estimate, value, calculate
vælj e t
In 1866, he gave up his business to open a photographic studio,
advertise= publicize, market, announce, promote
advertising himself as a portrait and landscape photographer. ædv ta z
drop = stop, give up, abandon, #maintain dr p
From about 1870 he dropped portraiture to specialize in portrait = a drawing, painting, or photograph of a
person p t
landscape photography and other views. His numerous specialize = specify, concentrate, focus spe la z
photographs of city life revealed in street scenes, houses, and numerous = many, plentiful, abundant r s
reveal= expose, uncover, bring to light r
markets are alive with human activity, and although his favourite
compose = produce, create, make, compile
subject was landscape he usually composed his scenes around k z
17
such human pursuits as farming the land, cutting ice on a river, or pursuit= pastime, interest, leisure activity p
sufficient = enough, adequate, plenty,
sailing down a woodland stream. There was sufficient demand for appropriate. s f nt
depict = show, illustrate, describe, represent
these types of scenes and others he took depicting the lumber d p kt
lumber = wood, logs, timber, planks l mb
trade, steamboats and waterfalls to enable him to make a living. enable = allow, permit, support, assist, aid,
There was little competing hobby or amateur photography before facilitate, #prevent ne b
time-consuming = laborious, slow, timewasting,
the late 1880s because of the time-consuming techniques #timesaving ta mk
involved and the weight of the equipment.
People wanted to buy photographs as souvenirs of a trip or as souvenir = keepsake, memento, reminder, gift.
gifts, and catering to this market, Henderson had stock n
cater= provide, supply, accommodate ke t
photographs on display at his studio for mounting, framing, or
stock= keep, have, carry, sell, supply st k
inclusion in albums mounting = encasing, exhibiting, installing,
Henderson frequently exhibited his photographs in Montreal and framing. ma nt
abroad, in London, Edinburgh, Dublin, Paris, New York, and inclusion = insertion, attachment, addition,
Philadelphia. He met with greater success in 1877 and 1878 in New #absence, #exclusion
York when he won first prizes in the exhibition held by E and HT exhibit= show, display, reveal, present z b t
Anthony and Company for landscapes using the Lambertype
process. In 1878 his work won second prize at the world exhibition
in Paris.
In the 1870s and 1880s Henderson travelled widely throughout throughout = in or into every part of something
t
Quebec and Ontario, in Canada, documenting the major cities of document= record, keep a record, write down,
the two provinces and many of the villages in Quebec. He was provide evidence d kj ment
especially fond of the wilderness and often travelled by canoe on be fond of = be keen on, be in love with, enjoy,
find irresistible bi f nd v
the Blanche, du Lievre, and other noted eastern rivers. He went on
wilderness= wild, wasteland, desert. w ld n s
several occasions to the Maritimes and in 1872 he sailed by yacht canoe = kayak, outrigger, coracle, dugout,
along the lower north shore of the St Lawrence River. That same pirogue, piragua k
sail= cruise, travelling in a ship, go in a boat, set
year, while in the lower St Lawrence River region, he took some
sail se l
photographs of the construction of the Intercolonial Railway. This yacht = ship, vessel, cruiser, ferry j t
undertaking led in 1875 to a commission from the railway to shore = bank, the waterfront, riverside.
Intercolonial Railway = was a
record the principal structures along the almost-completed line
historic Canadian railway that operated from 1872
connecting Montreal to Halifax. Commissions from other railways
to 1918 nt k l nj lwe
followed. In 1876 he photographed bridges on the Quebec, undertaking =mission, duty, task nd te k
Montreal, Ottawa and Occidental Railway between Montreal and commission= committee, agency, board k m
record = document, chronicle, keep information
Ottawa. In 1885 he went west along the Canadian Pacific Railway
r k
(CPR) as far as Rogers Pass in British Columbia, where he took principal= main, major, prime, key pr ns p
photographs of the mountains and the progress of construction.
In 1892 Henderson accepted a full-time position with the CPR as

manager of a photographic department which he was to set up and
18
administer. His duties included spending four months in the field administer = manage, run, control, govern
n st
each year. That summer he made his second trip west, duty= task, responsibility, undertaking
photographing extensively along the railway line as far as Victoria. extensively= greatly, much, highly, considerably,
significantly vli
He continued in this post until 1897, when he retired completely post = position, placement, job, workplace p st
from photography. retired = stop working, give up work, be
pensioned off, step down, r ta d
When Henderson died in 1913, his huge collection of glass glass negatives = The term most commonly
refers to two formats, collodion wet plate
negatives was stored in the basement of his house. Today negatives and gelatin dry plate negatives. Both
collections of his work are held at the National Archives of Canada, formats consist of a light sensitive emulsion fixed
Ottawa, and the McCord Museum of Canadian History, Montreal. to a glass plate base with a binder gl
basement= a part of a building that is below the
level of the first floor be sm nt
19
READING PASSAGE 2
A nswers to the problem of excessive electricity use by

skyscrapers and large public buildings can be found in
excessive= extreme, too much, unnecessary
skyscraper = tower, multistory building, high-rise
building. ska skre p
ingenious= skillful, creative, effective, clever
v
s
ingenious but forgotten architectural designs of the 19th and
early-20th centuries. recovery= improvement, revival, retrieval, healing,
r k v ri
A the culmination of sth= something, especially
The Recovery of Natural Environments in Architecture by something important, that happens at the end of a long
Professor Alan Short is the culmination of 30 years of period of effort or development ð lm ne v
Earth sciences = the branch of science dealing with
research and award-winning green building design by Short the physical constitution of the earth and its
and colleagues in Architecture, Engineering, Applied Maths and atmosphere. sa ns z
crisis= disaster, catastrophe, difficulty kra s s
Earth Sciences at the University of Cambridge. gadget= tool, gizmo, machine, device, appliance
'The crisis in building design is already here,' said Short.
squander (on)= waste, consume, spend skw nd r n
'Policy makers think you can solve energy and building mechanically= automatically, instinctively,
problems with gadgets. You can't. As global temperatures unconsciously, without thinking #consciously m kæn k i
run out (of)= be used up, end, expire, finish, come to
continue to rise, we are going to continue to squander more
an end r n a t v
and more energy on keeping our buildings mechanically cool capacity= power, ability, volume, #inability k pæs ti
until we have run out of capacity.'
sweeping= far-reaching, comprehensive, wide-ranging,
B widespread, #restricted
Short is calling for a sweeping reinvention of how skyscrapers reinvent = reform, to make changes in order
to improve it or make it more modern
and major public buildings are designed - to end the reliance reliance = dependence, support, # independence
r la ns
on sealed buildings which exist solely via the 'life support' sealed = closed, stuck #opened
solely=exclusively, only, lone, merely, just s li
via = through, thru, by, by means of, using va
20
system of vast air conditioning units. Instead, he shows it is vast = massive, huge, immense, considerable, #small
v
entirely possible to accommodate natural ventilation and accommodate= supply, provide, assist k m de t
ventilation=the movement of fresh air around
cooling in large buildings by looking into the past, before the a closed space, or the system that does this vent le
relentless= unstoppable, persistent, #gentle,
widespread introduction of air conditioning systems, which #moderate r lentl s
aggressive=forceful, strong, insistent #mild
were 'relentlessly and aggressively marketed' by their market (verb)= advertise, promote, sale m
inventors.
contemporary = current, modern, latest, up-to-date
C k ri
Short points out that to make most contemporary buildings habitable= livable, comfortable, inhabitable, fit to,
#uninhabitable hæb t b
habitable, they have to be sealed and air conditioned. The sealed= closed, wrapped, stuck down
energy use and carbon emissions this generates is emission= a gas or other substance that is sent into
the air m
spectacular and largely unnecessary. Buildings in the West spectacular= remarkable, outstanding, stunning,
account for 40-50% of electricity usage, generating substantial impressive, #unimpressive l
substantial= significant, plentiful, abundant s
carbon emissions, and the rest of the world is catching up at a catching up = to come from behind and reach
frightening rate. Short regards glass, steel and air-conditioned someone in front of you by going faster kæt p
frightening = scary, making you feel afraid or nervous
skyscrapers as symbols of status, rather than practical ways of fra t
highlight= underline, emphasize, stress, draw attention
meeting our requirements.
to, bring to light ha la t
D
Short's book highlights a developing and sophisticated art sophisticated= complex, advance, complicated
and science of ventilating buildings through the 19th and s f st ke t d
pathogen= virus, bacterium, germ d n
earlier-20th centuries, including the design of ingeniously airstream= a current of air e
ventilated hospitals. Of particular interest were those built to the model = show, demonstrate, display #show off m d
designs of John Shaw Billings, including the first Johns Hopkins tuberculosis = a serious infectious disease that
Hospital in the US city of Baltimore (1873-1889). can attack many parts of a person's body,
'We spent three years digitally modelling Billings' final designs,' especially their lungs. tju:b l ss
says Short. 'We put pathogens in the airstreams, modelled coughing= to suddenly push air out of your throat with
a short sound, often repeatedly k f
for someone with tuberculosis (TB) coughing in the wards ward= a large room in a hospital which is used for
and we found the ventilation systems in the room would have treating people with similar illnesses or conditions w
kept other patients safe from harm.
E
'We discovered that 19th-century hospital wards could
generate= produce, make, form, create d en re t
generate up to 24 air changes an hour - that's similar to the
air change = a measure of how many times the air
performance of a modern-day, computer-controlled operating
within a defined space (normally a room or house) is
theatre. We believe you could build wards based on these replaced e t e nd
principles now.
appropriate= fitting, suitable, applicable, #inappropriate

Single rooms are not appropriate for all patients. Communal pr pri t
wards appropriate for certain patients - older people with communal= shared, public, #private k mj n
dementia = a medical condition that affects especially
dementia, for example - would work just as well in today's old people, causing the memory and other mental
abilities to gradually become worse, and leading to
hospitals, at a fraction of the energy cost.' confused behaviour d men
fraction = a small part, segment, part, section fræk
21
Professor Short contends the mindset and skill-sets behind contend = argue, claim, insist, declare k d
mindset = attitude, outlook, approach, belief, frame of
these designs have been completely lost, lamenting the mind, way of thinking ma ndset
skill-set = the range of things that someone is good at,
disappearance of expertly designed theatres, opera houses, especially things that are useful in a particular job sk l
set
and other buildings where up to half the volume of the building lament= to express sadness and feeling sorry about
was given over to ensuring everyone got fresh air. something l ment
volume= amount, quantity, degree, number v
F ingenuity= creativity, inventiveness, resourcefulness,

Much of the ingenuity present in 19th-century hospital and imagination, initiative nd ti
panicked= nervous, worried, frightened, pæn kt
building design was driven by a panicked public clamouring clamour= demanding, call out, insisting, #whispering
klæm
for buildings that could protect against what was thought to be lethal= deadly, fatal, mortal, poisonous, toxic
miasma = mist, fog, haze m æzm
the lethal threat of miasmas - toxic air that spread disease. toxic = harmful, detrimental, damaging t ks k
principal= main, major, key, primary pr ns p
Miasmas were feared as the principal agents of disease and agent = cause, vehicle, driving force e d nt
epidemic= the appearance of a particular disease in a
epidemics for centuries, and were used to explain the spread large number of people at the same time ep dem k
infection= disease, illness, virus
of infection from the Middle Ages right through to the cholera cholera = a serious disease that
causes sickness and sometimes death. It is caused
outbreaks in London and Paris during the 1850s. Foul air, by eating infected food or drinking infected water. k l r
outbreak= suddenly starts to happen a tbre k
rather than germs, was believed to be the main driver of foul= unpleasant, stinking, disgusting, #clean fa l
germ= bacteria, virus, bug d
'hospital fever', leading to disease and frequent death. The driver = cause, reason, source dra v
the prosperous= rich people, the rich, wealthy people,
prosperous steered clear of hospitals. While miasma theory the wealthy ð sp r s
steer clear = to avoid sb or sth implesant or difficult.
has been long since disproved, Short has for the last 30 years st kl
theory = hypothesis, speculation, assumption ri
advocated a return to some of the building design principles disprove = invalidate, negate, refute, show to be false,
#prove d
produced in its wake. advocate= support, back, suggest, promote ædv ke t
in wake= behind or after
someone or something
G
Today, huge amounts of a building's space and construction give over= to stop doing or saying something that
cost are given over to air conditioning. 'But I have designed is annoying other people
and built a series of buildings over the past three decades
which have tried to reinvent some of these ideas and then reinvent = remake, revive, reform.
measure what happens.
'To go forward into our new low-energy, low-carbon future, we
would be well advised to look back at design before our high- legacy= heritage, inherence, inheritance le
energy, high-carbon present appeared. What is surprising is abandon = discard, give up, stop. bænd n
what a rich legacy we have abandoned.'
H ventilate = to let fresh air into a room, building etc
vent le t
Successful examples of Short's approach include the Queen's lit = past form of l t
Building at De Montfort University in Leicester. Containing as light = to provide light for a place la t
many as 2,000 staff and students, the entire building is auditorium- auditoria (plural) = hall, theatre t m
naturally ventilated, passively cooled and naturally lit, - t
seat = accommodate, contain, hold, take
including the two largest auditoria, each seating more than
fraction = portion, segment, part, #whole fræk
150 people. The award-winning building uses a fraction of the comparable = similar, equivalent, equal, as good as,
electricity of comparable buildings in the UK. #dissimilar k mp r b
22
Short contends that glass skyscrapers in London and around contend (that) = insist, to argue or state that
the world will become a liability over the next 20 or 30 years if something is true k
liability= accountability, legal responsibility, obligation,
climate modelling predictions and energy price rises come to
charge la b l ti
pass as expected.
convince= persuade, prove, influence k ns
He is convinced that sufficiently cooled skyscrapers using sufficiently = adequately, satisfactorily, suitably,
the natural environment can be produced in almost any climate. appropriately, #inadequately s f ntli
hybrid = combination, mixture, cross br d
He and his team have worked on hybrid buildings in the harsh harsh= hard, serve, tough h
climates of Beijing and Chicago - built with natural ventilation back-up = something that you can use
assisted by back-up air conditioning - which, surprisingly to replace something that does not work or is lost bæk
p
perhaps, can be switched off more than half the time on switched off= to turn off a machine, light, radio etc
milder using a switch sw t t f
milder= warmer, pleasanter, clement ma ld
recipe book which looks at the past, how we got to where we
recipe= method, formula, guidelines, instructions, steps
are now, and how we might reimagine the cities, offices and res pi
homes of the future. There are compelling reasons to do this. reimagine= reinterpret (an event, work of art, etc.)
imaginatively; rethink. mæd n)
The Department of Health says new hospitals should be compelling= convincing, powerful, persuasive, forceful,
naturally ventilated, but they are not. Ma undeniable k
changed our outlook outlook= viewpoint, attitude, view, point of view a tl k
23
READING PASSAGE 3
A disorder = chaos, disarrange, mess-up d

structured= arrange, organize, build up str kt d
Organisation is big business. Whether it is of our lives - all strategy = plan, scheme, approach, policy, line of
those inboxes and calendars or how companies are attack stræt d i
ought to = should, had better, have to
structured, a multi-billion-dollar industry helps to meet this a means = way, method, measure
need. We have more strategies for time management, productive= energetic, generative, effective,
profitable pr d kt v
project management and self-organisation than at any other countless = uncountable, limitless, immeasurable
time in human history. We are told that we ought to organise ka ntl s
seminar = workshop, meeting, discussion group
our company, our home life, our week, our day and even our sem n
sleep, all as a means to becoming more productive. Every take place= happen, occur ( especially after being
week, countless seminars and workshops take place planned or arranged) te s
a paying public= those who buy or purchase
around the world to tell a paying public that they ought to something (seminars/ workshops) bl k
structure their lives in order to achieve this.
rhetoric= speech or writing that is intended to
influence people, but that is not completely honest or
This rhetoric has also crept into the thinking of business sincere ret r k
creep = walk quietly and slowly, tiptoe
leaders and entrepreneurs, much to the delight of self- entrepreneur = businessperson, founder ntr pr n
proclaimed perfectionists with the need to get everything delight= enjoyment, pleasure, joy, gladness d la t
proclaim= announce, declare, assert, state, say
right. The number of business schools and graduates has publicly pr kle m
perfectionist= person who likes to do things perfectly
massively increased over the past 50 years, essentially and is not satisfied with anything less p fek n st
teaching people how to organise well. massively = hugely, enormously, immensely, vastly
mæs vli
24
B
Ironically, however, the number of businesses that fail has ironically= paradoxically, oddly, poignantly, fatefully,
unluckily a r n k i
also steadily increased. Work-related stress has increased. A demographic= data relating to the population and
large proportion of workers from all demographics claim to groups of people in it dem
be dissatisfied with the way their work is structured and the beg the question= raise a question or point that has
way they are managed. This begs the question: what has not been dealt with be
drive = motivation, effort, ambition dra v
gone wrong? Why is it that on paper the drive for shot = try, attempt, chance t
organisation seems a sure shot for increasing productivity, fall short of sth= to be less than
but in reality falls well short of what is expected? the amount or standard that is needed or that you want
f :t v
C forefather= ancestor, forebear, precursor f

This has been a problem for a while now. Frederick Taylor efficiency = competence, productivity, effectiveness
f nsi
was one of the forefathers of scientific management. Writing
widespread= extensive, prevalent, common, well-
in the first half of the 20th century, he designed a number of known, general, #limited wa dspred
principles to improve the efficiency of the work process, have been around= to have had experience of many
which have since become widespread in modern companies. different situations so that you can deal with new
situations confidently h ra nd
So the approach has been around for a while.
obsession = an extremely unhealthy interest in smth
D or worry about sth, which stops you from thinking
about anything else.
New research suggests that this obsession with efficiency is misguided= mistaken, unwise, foolish, wrong #wise
misguided. The problem is not necessarily the management m add
theory= concept, hypothesis, philosophy ri
theories or strategies we use to organise our work; it's the assumption= belief, idea, guess, hypothesis, theory
basic assumptions we hold in approaching how we work. s mp
approach= move toward, come close to, come near
Here it's the assumption that order is a necessary condition to. pr t
for productivity. This assumption has also fostered the idea order = well-organized state in which everything is
that disorder must be detrimental to organisational controlled, well organized, and correctly arranged
productivity. The result is that businesses and people spend foster= encourage, promote, raise, #discourage f st
time and money organising themselves for the sake of detrimental= harmful, damaging, negative,
unfavorable, disadvantageous detr ment
organising, rather than actually looking at the end goal and for the sake of smb/smth= in order to help or bring
usefulness of such an effort. advantage to smb/smth f ð se k v
E diminish= reduce, lessen, weaken, make smaller,
What's more, recent studies show that order actually has #increase d m n
diminishing returns. Order does increase productivity to a return= profit, gain, earning r t
a certain extent = partly, but not completely
certain extent, but eventually the usefulness of the process
of organisation, and the benefit it yields, reduce until the point eventually = finally, ultimately, sooner or later, in the
where any further increase in order reduces productivity. end, #immediately vent li
yield= produce, bear, generate, bring in
Some argue that in a business, if the cost of formally
formally= properly, correctly, officially, legally f i
structuring something outweighs the benefit of doing it, then outweigh= to be more important or valuable than
that thing ought not to be formally structured. Instead, the something else a
resources involved can be better used elsewhere.
innovate= to start to use new ideas, methods,
or inventions n ve t
F be devoid of sth= without, empty, barren (to be
In fact, research shows that, when innovating, the best completely lacking in something) #full be d v d v
hierarchy= grading, rank, order ha r
approach is to create an environment devoid of structure and enable = allow, empower, aid, assist, facilitate, make
hierarchy and enable everyone involved to engage as one possible, #prevent ne b
organic = natural, unprocessed, nonchemical,
organic group. These environments can lead to new #inorganic, #artificial
25
solutions that, under conventionally structured environments conventionally= traditionally, conservatively,

normally, # unconventionally, unusually k n li
(filled with bottlenecks in terms of information flow, power bottleneck = delay, postponement, putting off,
structures, rules, and routines) would never be reached. hindrance, impediment b tlnek
in terms of sth = in relation to something n t v
G embrace= accept, include, adopt, support, #exclude

s
In recent times companies have slowly started to embrace disorganisation= disorder, incompetence,
this disorganisation. Many of them embrace it in terms of inefficiency, ineffectiveness, #organization, #efficiency
d s n
perception (embracing the idea of disorder, as opposed to perception = insight, awareness, view, opinion
p sep
fearing it) and in terms of process (putting mechanisms in as opposed to= versus, contrasted with, as against,
compared with z p
place to reduce structure). mechanism= procedure, process, system, operation,
vehicle mek n z m
For example, Oticon, a large Danish manufacturer of hearing
aid = assistance, service, support e d
aids, used what it called a 'spaghetti' structure in order to rigid= fixed, inflexible, strict, unbending r d d
reduce the organisation's rigid hierarchies. This involved scrap = reject, eliminate, remove skræp
scrapping formal job titles and giving staff huge amounts of ownership= the right or state of being an owner
ownership over their own time and projects. This approach n p
proved to be highly successful initially, with clear initially= firstly, originally, in the beginning, at first.
n li
improvements in worker productivity in all facets of the
facet= aspect, part, sid fæs t
business.
In similar fashion, the former chairman of General Electric

in a particular way n fæ . n
embraced disorganisation, putting forward the idea of the putting forward = propose, offer, state p t d
'boundary less' organisation. Again, it involves breaking boundary= border, limit, frontier ba ndri
down the barriers between different parts of a company and virtual= computer-generated, simulated, cybernetic,
encouraging virtual collaboration and flexible working. #actual v l
collaboration = teamwork, partnership, association
Google and a number of other tech companies have k læb re
embraced (at least in part) these kinds of flexible structures, facilitate = enable, assist, aid, make easy, make
facilitated by technology and strong company values which possible, #impede f s l te t
glue= connect, link, join
glue people together.
H
A word of warning to others thinking of jumping on this jump/climb on the bandwagon= to join others in
bandwagon: the evidence so far suggests disorder, much doing or supporting something fashionable or likely to
be successful d nð
like order, also seems to have diminishing utility, and can utility = usefulness, effectiveness, efficiency, value
also have detrimental effects on performance if overused. l ti
Like order, disorder should be embraced only so far as it is overuse = the act of using something too much or too
often v
useful. But we should not fear it - nor venerate one over the venerate= revere, respect, admire, look up ven re t
other. This research also shows that we should continually
question whether or not our existing assumptions work.
26
-
ng
27
TEST 3
READING PASSAGE 1
A unconscious = unaware, insensible, senseless

#consious n s
Looked at in one way, everyone knows what intelligence is; notion = idea, thought, concept, perception n
looked at in another way, no one does. In other words, people implicit = unspoken, indirect, implied, #explicit
st
all have unconscious notions - known as 'implicit theories' theory = hypothesis, assumption, speculation ri
- of intelligence, but no one knows for certain what it actually for certain = for sure, certainly, surely f
address= solve, deal with, tackle dres
is. This chapter addresses how people conceptualize conceptualize = to form an idea or principle in your
intelligence, whatever it may actually be. mind (=theorize, hypothesize) k u. .la z
But why should we even care what people think intelligence is, as opposed to = used to compare two things and
show that they are different from each other, contrast
as opposed only to valuing whatever it actually is? There are with, z p
at least four reasons people's conceptions of intelligence conception = belief, idea, view, thought, notion
matter. k
matter = be important, have significant mæt
B
First, implicit theories of intelligence drive the way in which drive(v) = direct, lead, guide dra v
people perceive and evaluate their own intelligence and that perceive = sense, realise, feel, understand, become
of others. To better understand the judgments people make aware of p
about their own and others' abilities, it is useful to learn about evaluate = assess, value, analyze, estimate vælj e t
people's implicit theories. For example, parents' implicit judgment = assessment, view, decision, conclusion,
theories of their children's language development will opinion d d m nt
28
determine at what ages they will be willing to make various determine = decide, resolve, influence d t n
corrections in their children's speech. More generally, parents' willing = ready, eager, keen, #reluctant, #unwilling
wl
implicit theories of intelligence will determine at what ages they
various = several, numerous, many, a number of,
believe their children are ready to perform various cognitive
#few ve r s
tasks. Job interviewers will make hiring decisions on the basis
perform = make, do, implement p f
of their implicit theories of intelligence. People will decide who cognitive = reasoning, mental, intellectual, rationnal
to be friends with on the basis of such theories. In sum, k n tv
knowledge about implicit theories of intelligence is important on the basis of = based on, by reason of, because
because this knowledge is so often used by people to make of, on account of n ð ss v
judgments in the course of their everyday lives. in sum = in brief, in short, in summary n s m
in the course of = during, throughout, in n ð k v
C
Second, the implicit theories of scientific investigators investigator = detective, researcher et
ultimately = eventually, finally, in the end, at last, #at
ultimately give rise to their explicit theories. Thus, it is useful first #initially lt m tli
give rise to = to be the reason why something
to find out what these implicit theories are. Implicit theories happens, especially something bad or unpleasant
ra
provide a framework that is useful in defining the general explicit = clear, obvious, plain #implicit #vague
st
scope of a phenomenon - especially a not-well-understood framework = background, outline, context fre mw k
phenomenon. These implicit theories can suggest what defining= decribing, outlining, explaining d fa n
scope = range, scale, extent sk p
aspects of the phenomenon have been more or less attended phenomenon= occurrence, happening, event
f n mn n
to in previous investigations. attend to = deal with, tackle tend tu
suspect= doubt, question, be suspicious, be wary,

D #trust s spekt
Third, implicit theories can be useful when an investigator investigation = analysis, research, examination.
suspects that existing explicit theories are wrong or misleading = deceptive, misrepresenting, deceiving,
confusing, #truthful m
misleading. If an investigation of implicit theories reveals reveal = expose, uncover, bring to light, #conceal.
r
little correspondence between the extant implicit and explicit correspondence = connection, association,
correlation. k r sp nd ns
theories, the implicit theories may be wrong. But the extant = existent, present, existing, in existence,
#lost.
possibility also needs to be taken into account that the possibility = probability, chance, prospect p s b l ti
take into account = take into consideration, consider,
explicit theories are wrong and in need of correction or keep in mind te nt ka nt
in need of = need, require v
supplementation. For example, some implicit theories of supplementation = the act of adding something to
intelligence suggest the need for expansion of some of our something else in order to improve or complete it.
s p.l . n
explicit theories of the construct expansion = increase, extension, growth
construct = concept, hypothesis, theory k kt
elucidate = explain, clarify, reveal, make clear,

E interpret, #confuse de t
Finally, understanding implicit theories of intelligence can help cross-cultural = multicultural, multiethnic,
cosmopolitan kr l.t r. l
elucidate developmental and cross-cultural differences. As expectation = hope, prospect, probability,
anticipation
mentioned earlier, people have expectations for intellectual intellectual = knowledgeable, academic, highbrow,
intelligent. nt lekt l
performances that differ for children of different ages. How performance = the way that someone does their job,
and how well they do it p f ns
differ = vary, be different, diverge, be unlike d f
29
these expectations differ is in part a function of culture. For function(n) = purpose, role, utility f
example, expectations for children who participate in Western-

style schooling are almost certain to be different from those for
children who do not participate in such schooling.
F
I have suggested that there are three major implicit theories of major = main, prime, key, #minor me d
how intelligence relates to society as a whole (Sternberg, as a whole = all together, as a group, as one, all in all
z h l
1997). These might be called Hamiltonian, Jeffersonian, and strictly = exactly, precisely, accurately str kli
Jacksonian. These views are not based strictly, but rather, loosely = freely, roughly, #firmly, #strictly
philosophy = idea, viewpoint, belief f l s fi
loosely, on the philosophies of Alexander Hamilton, Thomas statesman (plural: statesmen) = an experienced
Jefferson, and Andrew Jackson, three great statesmen in the politician, especially one who is respected for making
good judgments. ste tsm n
history of the United States.
G keep somebody in line = keep under control,
The Hamiltonian view, which is similar to the Platonic view, is govern, control mb di n la n
term = word, phrase, expression t
that people are born with different levels of intelligence and that emergence = appearance, occurrence, development.
those who are less intelligent need the good offices of the more m ns
IQ (intelligence quotient) = a total score derived from
intelligent to keep them in line, whether they are called several standardized tests designed to assess human
government officials or, in Plato's term, philosopher-kings. intelligence
elite = upper class, superior, first class (a group of
Herrnstein and Murray (1994) seem to have shared this belief people who have a lot of power
when they wrote about the emergence of a cognitive (high-IQ) and influence because they have money, knowledge,
or special skills) e
elite, which eventually would have to take responsibility for take responsibility for the= something that
the largely irresponsible masses of non-elite (low-IQ) people it is your job or duty to deal with te k r sp ns b l ti f
ði:
who cannot take care of themselves. Left to themselves, the irresponsible = careless, imprudent # responsible
unintelligent would create, as they always have created, a kind r sp ns b
mass = majority, main part, largest part mæs
of chaos. chaos = disorder, confusion, mess #order ke s
equal = equivalent, the same, alike #unequal l

H necessarily = essentially, automatically, certainly
The Jeffersonian view is that people should have equal nes ser li
opportunities, but they do not necessarily avail themselves to make use of smt ve l
w nz self v
equally of these opportunities and are not necessarily equally accomplishment = achievement, triumph, success.
rewarded for their accomplishments. People are rewarded for k mpl m nt
what they accomplish, if given equal opportunity. Low accomplish = achieve, complete, finish, do,
undertake, get done, carry out, pull off k mpl
achievers are not rewarded to the same extent as high extent = level, range, degree, scope
achievers. In the Jeffersonian view, the goal of education is not foster = promote, encourage, cultivate, # discourage
to favor or foster an elite, as in the Hamiltonian tradition, but f st
rather to allow children the opportunities to make full use of to make use of = use, take advantage of, avail of,
utilize v
the skills they have. My own views are similar to these competency = capability, ability, skill, # inability
(Sternberg, 1997). k mp t nsi
The Jacksonian view is that all people are equal, not only as jury = a group of 12 ordinary people who listen to the
details of a case in court and decide whether
human beings but in terms of their competencies - that one someone is guilty or not d ri |
person would serve as well as another in government or on a democracy = a situation or system in which everyone
is equal and has the right to vote, make decisions etc
jury or in almost any position of responsibility. In this view of d m kr si
democracy, people are essentially intersubstitutable except intersubstitutable=
each other.
capable of being substituted for
- bst bl
30
for specialised skills, all of which can be learned. In this view, specialised = particular, specific, focused,
concentrated, #generalised. spe . l.a zd
we do not need or want any institutions that might lead to Institution = organization, foundation, school.
nst
favouring one group over another. favour sth over sth = choose, support, prefer,
promote, benefit, #reject fe v s v s
J
Implicit theories of intelligence and of the relationship of consider
k d
= respect, take into account, bear in mind.
intelligence to society perhaps need to be considered more serve = function, work, perform s
underlying = fundamental, basic, core, main
carefully than they have been because they often serve as nd la
presupposition = assumption, supposition,
underlying presuppositions for explicit theories and even hypothesis. p z
experimental = trial, new, tentative ment
experimental designs that are then taken as scientific scholar = professor, intellectual, researcher,
specialist sk l
contributions. Until scholars are able to discuss their implicit assumption = hypothesis, theory, supposition, belief
s mp
theories and thus their assumptions, they are likely to miss likely = probable, possible, expected, prospective,
#unlikely la kli
the point of what others are saying when discussing their miss the point of = to not understand the main point
of what someone is saying m s ð po nt v
explicit theories and their data.
31
READING PASSAGE 2
Z oologist Ross Piper looks at the potential of insects

bug= insect, pest. b
potential= prospect, possibility, capability. p ten
pharmaceutical= medicinal, medical, therapeutic, curative.
f
derive= originate, come from, develop, obtain, draw from.
in pharmaceutical research d ra v
compound = complex, mixture, mix, combination.
k nd
look to sb for sth = to hope that someone will provide
A something for you l k tu sb f sth
More drugs than you might think are derived from, or soothing = reducing, alleviating, lessening, easing
curing = healing, treating, alleviating, restore to health,
inspired by, compounds found in living things. Looking #exacerbating kj r
ailment= disease, illness, sickness e lm nt
primate = a member of the group of animals that includes
to nature for the soothing and curing of our ailments is humans and monkeys pra me t
rub = apply, smear, spread r b
nothing new - we have been doing it for tens of toxin = poison, venom, contaminant t ks n
ooze = if a thick liquid oozes from something or if
something oozes a thick liquid, that liquid flows from it very
thousands of years. You only have to look at other slowly
millipede (milledepe) = a long thin creature with a very
primates - such as the capuchin monkeys who rub large number of legs m l
deter = prevent, discourage, put off, #encourage. d t
noxious = toxic, lethal, harmful # harmless n k s
themselves with toxin-oozing millipedes to deter
to rid themselves of= overcome tu r d ð v
intestinal = relating to the intestines (= a long tube through
mosquitoes, or the chimpanzees who use noxious forest which food travels from the stomach and out of the body
while it is being digested) n
plants to rid themselves of intestinal parasites - to parasite= a plant or animal that lives on or in another plant
or animal and gets food from it pær sa t
ancient= earliest, primeval, prehistoric, age-old, #modern,
realise that our ancient ancestors too probably had a #contemporary e n nt
ancestor= predecessor, forefather, forebear, #descendant
basic grasp of medicine. ænsest
grasp = understanding, knowledge, awareness,
perception, sense
32
B
Pharmaceutical science and chemistry built on these build on = use your achievements as a base for further
development b ld n
foundation = basis, groundwork, base, underpinning
ancient foundations and perfected the extraction, fa
perfect = achieve, reach the summit of, top off, improve
characterisation, modification and testing of these p fekt
extraction= the process of removing or obtaining
natural products. Then, for a while, modern something from something else.
characterisation= description, classification, account,
pharmaceutical science moved its focus away from categorisation. kær. k.t .ra ze . n
modification = alternation, adjustment, variation, change
nature and into the laboratory, designing chemical m d f ke
laboratory = a room or building with equipment for doing
compounds from scratch. The main cause of this shift is scientific tests l b r t i
from scratch = from the beginning, square one, from the
that although there are plenty of promising chemical ground up, initially fr m skræt
shift= change, move, modification ft
compounds in nature, finding them is far from easy. promising = hopeful, shows potential, #disappointing
pr m s
far from easy = difficult, challenging, tough, hard, complex,
Securing sufficient numbers of the organism in #simple, #easy f
secure = make safe, safeguard, lock. s kj
question, isolating and characterising the compounds sufficient = enough, adequate, # inadequate s f nt
organism = creature, life form, living thing
of interest, and producing large quantities of these (smth) in question= smth is being discussed n
isolate = separate, set apart, segregate, detach, #include
compounds are all significant hurdles. a s le t
characterise = distinguish, exemplify, indicate, set apart
kær. k.t .ra z
hurdle = obstacle, difficulty, barrier, block. h
C laboratory-based drug = drugs that are synthetized in

Laboratory-based drug discovery has achieved varying laboratory l b r. .t r.i-be s dr
varying = changing, shifting, altering, changeable, erratic,
levels of success, something which has now prompted #constant ve r
prompt = stimulate, urge, encourage, provoke, inspire,
motivate, #prevent pr mpt
the development of new approaches focusing once approach = method, methodology, tactic pr t
mine= excavate, dig, extract ma n
again on natural products. With the ability to mine genome = all the genes in one cell of living thing. d m
compound= combination, mixture, complex k nd
barely = hardly, just, only, just about be li
genomes for useful compounds, it is now evident that scratch the surface = to deal with only a very small part of
a subject or problem skræt ð s
we have barely scratched the surface of nature's molecular= relating to molecules, which are the simplest
units of a chemical substance m lekj l
diversity= variety, range, assortment, multiplicity. da v ti
molecular diversity. This realisation, together with looming = threatening, alarming, frightening, scary, coming
up
several looming health crises, such as antibiotic crisis (plural: crises) = disaster, catastrophe, trouble,
emergency, calamity. kra s s
antibiotic= a drug that is used to kill bacteria and cure
resistance, has put bioprospecting - the search for
infections æntiba t k
resistance = refusing, refusal to accept, refusal to go along
useful compounds in nature - firmly back on the map. with, # acceptance r z st ns
bioprospecting = the process of discovery
and commercialization of new products based on biological
resources. ba pr sp kt
firmly = strongly, decisively, determinedly, #loosely f
put smt back on the map = to make a thing, person, or
place famous p t s n ð mæp
33
D undisputed= unquestionable, undeniable, undoubted,

Insects are the undisputed masters of the terrestrial acknowledged, #questionable. nd d
master = ruler, owner, chief m
terrestrial = earthly, underground, relating to the earth.
domain, where they occupy every possible niche. t restr l
domain= area, field, territory. d me n
Consequently, they have a bewildering array of occupy= inhabit, live in, reside in, dominate, #vacate
kj pa
interactions with other organisms, something which has niche = place, position, area. n t
bewildering = confusing, baffling, puzzling perplexing,
driven the evolution of an enormous range of very mystifying, #clear b w ld r
an array of = a wild range of, a number of, many, various,
interesting compounds for defensive and offensive quite a lot n re v
interaction= communication, collaboration relations,
purposes. Their remarkable diversity exceeds that of connection. nt ræk
evolution=development, growth, progress, advancement,
every other group of animals on the planet combined. Yet #regression
enormous = huge, vast, giant, massive, gigantic, #tiny.
even though insects are far and away the most diverse n s
defensive= self-protective, defending, shielding, fortified
d fens v
animals in existence, their potential as sources of offensive= attacking, violent, aggressive fens v
exceed = surpass, go over, go beyond, go above.
therapeutic compounds is yet to be realised. far and away = used to say that something is
much better, worse etc than anything else f
in existence = existing, extant, #lost n z st ns
therapeutic = healing, curative, #preventive k
E
From the tiny proportion of insects that have been proportion= amount, quantity, percentage pr p
investigate= look into something, explore, probe.
investigated, several promising compounds have been et
identified = recognized, known, acknowledged a dent fa d
identified. For example, alloferon, an antimicrobial antimicrobial= able to destroy harmful microbes which are
small living things that can cause disease)
compound produced by blow fly larvae, is used as an æn.ti.ma kr .bi. l
blow fly = a fly that lays its eggs on meat or wounds bl
antiviral and antitumor agent in South Korea and fla
larvae= young insect, worms, maggots l
Russia. The larvae of a few other insect species are antiviral = an antiviral drug or treatment is used to cure an
infection or disease caused by a virus. r l
being investigated for the potent antimicrobial antitumor = inhibiting the growth of a tumor or tumors
compounds they produce. Meanwhile, a compound from ænti-
agent = a chemical or substance that is used for a
the venom of the wasp Polybia paulista has potential in particular purpose or that has a particular effect e d nt
potent= strong, powerful, effective, #weak p tnt
cancer treatment. venom= poison, toxin, #antidote ven m
wasp = bee, large bee w sp
F relatively = comparatively, quite, somewhat rel t vli

Why is it that insects have received relatively little bioprospecting = the scientific study of plants and other
attention in bioprospecting? Firstly, there are so many living things in order to discover new drugs that can be
used as medicines ba pr sp kt
insects that, without some manner of targeted approach,
manner = way, style, method, means mæn
investigating this huge variety of species is a daunting daunting= difficult, tough. d
task. Secondly, insects are generally very small, and the gland = an organ of the body or of a plant that secretes
glands inside them that secrete potentially useful liquid chemicals that have various purposes
secrete = release, produce, ooze, #absorb. s
compounds are smaller still. This can make it difficult to
obtain =gain, find, acquire, achieve, get hold of n
obtain sufficient quantities of the compound for subsequent = following, successive, later s bs kw nt
subsequent testing. Thirdly, although we consider reality = real life, actuality, the real world r æl ti
insects to be everywhere, the reality of this ubiquity is ubiquity= popular, common, all over the place kw ti
34
vast numbers of a few extremely common species. Many vast = massive, considerable, limitless, #small v
encounter = meet, see, come across, run into, come upon,
insect species are infrequently encountered and very stumble upon, #avoided nt
difficult to rear in captivity, which, again, can leave us rear = raise, nurture, look after, take care of, #neglect r
with insufficient material to work with. captivity= cage, prison, custody, #freedom v ti
insufficient= not enough, inadequate, deficient, in short
supply, lacking, #sufficient ns f nt
G
approach= method, methodology, technique, procedure,
My colleagues and I at Aberystwyth University in the UK tactic pr t
have developed an approach in which we use our ecology= ecosystem, bionetwork, biology, environmental
science, natural science l d i
knowledge of ecology as a guide to target our efforts. target = direct, aim, point, focus t
creature = animal, living being, living thing
The creatures that particularly interest us are the many secrete= release, produce, ooze s
poison = toxin, venom, contagion, toxic substance p z
insects that secrete powerful poison for subduing prey subdue = defeat, control s
prey = quarry, victim, target #predator, #hunter. pre
and keeping it fresh for future consumption. There are consumption = feeding, use, eating. k mp
exploit = use, utilize, make use of, take advantage of,
even more insects that are masters of exploiting filthy
make the most of, #waste t
habitats, such as faces and carcasses, where they are filthy=dirty, muddy, messy, grubby, #clean f
habitat= living environment, surrounding. hæb tæt
regularly challenged by thousands of microorganisms. faces=mine=the part of a mine from which coal, stone, etc
is cut fe s z
These insects have many antimicrobial compounds for carcass = corpse, cadaver, dead body k
microorganism = germ, virus, bacteria ma kr
dealing with pathogenic bacteria and fungi, suggesting deal with= solve, tackle, cope with, handle ð
pathogenic= able to cause disease. d n
that there is certainly potential to find many compounds inspire = motivate, encourage, stimulate
that can serve as or inspire new antibiotics. points someone in the right direction = to give one
advice or information that helps guide them toward a
H desired outcome or course of action p mw n n ð
Although natural history knowledge points us in the ra t d rek
associate with = relate to, accompany, mix, consort with
right direction, it doesn't solve the problems associated s sie t w ð
snip out = extract, cut sn t
with obtaining useful compounds from insects. stretch= part, section, bit stret
Fortunately, it is now possible to snip out the stretches insert = add, include, make the addition of, #extract
cell line = a cell culture developed from a single cell and
of the insect's DNA that carry the codes for the interesting therefore consisting of cells with a uniform genetic makeup.
sel la n
compounds and insert them into cell lines that allow isolate = separate, detach, cut off, set apart, #include
larger quantities to be produced. And although the road a s le t
characterise= distinguish, typify, exemplify, set apart
from isolating and characterising compounds with kær. k.t .ra z
desirable = wanted, needed, necessary, required,
desirable qualities to developing a commercial product #undesirable d za r b
is very long and full of pitfalls, the variety of successful commercial=profitable, trade, marketable, saleable, profit-
making, #charitable k m
animal-derived pharmaceuticals on the market pitfall= difficulty, trap p tf
demonstrates there is a precedent here that is worth derive=originate, develope, come from d ra v
precedent = something of the same type that has
exploring. With every bit of wilderness that disappears, happened or existed before pres d nt
wilderness = a large area of land that has never been
developed or farmed w ld n s
35
we deprive ourselves of potential medicines. As much as deprive of = take, remove, withdraw, take away, #provide
d pra v v
I'd love to help develop a groundbreaking insect- groundbreaking= revolutionary, pioneering, innovative,
leading-edge
derived medicine, my main motivation for looking at
conservation= preservation, protection, maintenance,
insects in this way is conservation. I sincerely believe #destruction k ns ve
sincerely = genuinely, truthfully, seriously, earnestly,
that all species, however small and seemingly really, #insincerely s li
insignificant, have a right to exist for their own sake. If seemingly = apparently, on the face of it, superficially
we can shine a light on the darker recesses of nature's = in order to help or bring advantage
f w nz n se k
medicine cabinet, exploring the useful chemistry of the shine a light = make it clear, brighten, give an explanation,
most diverse animals on the planet, I believe we can investigate, clarify a n la t
the recesses of = a secret or hidden place ð r ses z v
make people think differently about the value of nature. cabinet= piece of furniture with shelves, cupboards, or
drawers, used for storing or showing things kæb n t
36
READING PASSAGE 3
V irtually every child, the world over, plays. The drive to

virtually = almost, nearly, practically v
the world over = everywhere in the world ð
li
drive = urge, desire, need, instinct, passion dra v

intense =strong, powerful, forceful, deep, passionate.
v
play is so intense that children will do so in any

circumstance = situation, context, incident, case, event
circumstances, for instance when they have no real toys, or s mst ns
encourage = inspire, boost, urge, assist, promote,
when parents do not actively encourage the behavior. In the #discourage rd
eyes of a young child, running, pretending, and building are in the eyes of = in the opinion of, in the view of n ði a z
v
fun. Researchers and educators know that these playful pretend = imagine, fantasize, not real pr tend
activities benefit the development of the whole child across cognitive= perceptive, rational, thinking, thought, mental,
intellectual, reasoning. k n t v
social, cognitive, physical, and emotional domains. Indeed, domain = area, field. d me n
play is such an instrumental component to healthy child indeed = actually, in reality, in fact, as a matter of fact, in
actual fact, in truth
development that the United Nations High Commission on instrumental = influential, contributory, helpful
nstr ment
Human Rights (1989) recognised play as a fundamental right
component = part, element, piece, factor, section,
of every child. #whole k n nt
fundamental = basic, essential, primary, necessary, vital,
#secondary f nd ment
Yet, while experts continue to expound a powerful argument
expound = explain, develop, expand, give further details
for the importance of play in children's lives, the actual time
about nd
children spend playing continues to decrease. Today, children counterpart = colleague, corresponding person
play eight hours less each week than their counterparts did ka nt p
kindergarten = a school for very young children =
two decades ago (Elkind 2008). Under pressure of rising
nursery school, playschool, pre-school playgroup
academic standards, play is being replaced by test k nd
grade school = elementary school, primary school
preparation in kindergartens and grade schools, and
37
parents who aim to give their preschoolers a leg up are led aim = plan, intend, try, want, endeavor, aspire, strive for
em
to believe that flashcards and educational 'toys' are the path give sb a leg up = to help someone to improve their
situation, especially at work s mb di p
to success. Our society has created a false dichotomy preschooler = under-five, youngster, child
path = way, route, direction p
between play and learning. dichotomy = contrast, opposition #harmony da k t mi
Through play, children learn to regulate their behavior, lay regulate = control, adjust, set, standardize re
the foundations for later learning in science and lay = place, put, set, pick up le
mathematics, figure out the complex negotiations of social foundation = basis, base, footing, underpinning fa
figure out = work out, understand, discover, solve,
relationships, build a repertoire of creative problem-solving realise f t
skills, and so much more. There is also an important role for negotiation = cooperation, compromise, intervention,
adults in guiding children through playful learning discussion, finding the middle ground, #confrontation
n
opportunities. repertoire = range, list, group, series rep tw
consensus = agreement, harmony, accord k s

Full consensus on a formal definition of play continues to elude = escape, avoid.
theorist = philosopher, theoretician, thinker, truth-seeker,
elude the researchers and theorists who study it. Definitions #realist r st
range from = vary from, differ from, diverge from re nd
range from discrete descriptions of various types of play fr m
discrete = separate, distinct, detached, isolated,
such as physical, construction, language, or symbolic play unconnected. d
symbolic = representative, figurative, emblematic,
(Miller & Almon 2009), to lists of broad criteria, based on representational s lk
broad = wide-ranging, wide, general, large, #restricted,
observations and attitudes, that are meant to capture the #narrow br
criterion criteria (plural) = principle, norm, standard,
essence of all play behaviors (e.g. Rubin et al. 1983). measure, condition. kra t r n kra t r
capture = catch, seize, get, acquire, obtain. kæpt
essence = spirit, core, principle, fundamental nature
esns
A majority of the contemporary definitions of play focus on
contemporary = modern, current, present-day, modern-
several key criteria. The founder of the National Institute for day, up-to-date, existing, #old k ri
criteria = standards, principles, measures kra t r
Play, Stuart Brown, has described play as 'anything that spontaneously = naturally, freely, unexpectedly,
unprompted, all of a sudden, #deliberately sp n sli
own sake = in order to help or bring advantage
spontaneously is done for its own sake'. More specifically, to someone f w nz n se k
specifically= particularly, specially, purposely, precisely,
he says it 'appears purposeless, produces pleasure and joy, sp s f k i
purposeless = senseless, meaningless p sl s
[and] leads one to the next stage of mastery' (as quoted in pleasure = amusement, recreation, leisure, relaxation,
happiness, enjoyment, satisfaction #displeasure ple
mastery = proficiency, knowledge, ability, capability
Tippett 2008). Similarly, Miller and Almon (2009) say that play m
quoted = repeated, refer to, recited, mentioned kw t d
includes 'activities that are freely chosen and directed by arise from = result from, be the result of, be caused by,
stem from, come from ra z fr m
intrinsic = natural, innate, genuine, fundamental, basic,
children and arise from intrinsic motivation'. Often, play is
inherent ns k
continuum = range, band, field k nju m
defined along a continuum as more or less playful using the the set of smt = a group of things that belong together or
are used together ð set v smt
following set of behavioral and dispositional criteria (e.g. dispositional = related to personality, character, instinct
d sp z n( )l
38
Rubin et al. 1983): Play is pleasurable: Children must enjoy pleasurable = satisfying, enjoyable, good fun, pleasing,
pleasant ple r b
the activity or it is not play. It is intrinsically motivated:
engage in = participate in, take part in, do, involve in
Children engage in play simply for the satisfaction the

satisfaction=fulfilment, enjoyment, pleasure,
behavior itself brings. It has no extrinsically motivated contentment, enjoyment, #dissatisfaction. sæt
extrinsically = coming from outside or not directly

function or goal. Play is process oriented: When children relating to something ns k li
oriented = directed towards or interested in something
play, the means are more important than the ends. It is freely nt d
chosen, spontaneous and voluntary. If a child is pressured,
they will likely not think of the activity as play. Play is actively
engaged: Players must be physically and/or mentally involved

literal = factual, truthful, honest, exact #fictional l t r l
in the activity. Play is non-literal. It involves make-believe. make-believe = fantasy, pretense, role-playing, #reality
me k b
range = vary, alternate, fluctuate, extend re nd
According to this view, children's playful behaviors can range assign = allocate, select and give a responsibility sa n
dimension = aspect, element, facet, feature, factor,
in degree from 0% to 100% playful. Rubin and colleagues did component d men
not assign greater weight to any one dimension in determine = identify, find out, specify d t n
process orientation = emphasize or focus on process,
determining playfulness; however, other researchers have system or procedure pr s
lack = dearth, shortage, deficiency, absence,
suggested that process orientation and a lack of obvious insufficiency, #abundance #surplus læk
obvious = clear, noticeable, apparent, recognizable,
functional purpose may be the most important aspects of #obscure. bv s
play (e.g. Pellegrini 2009). aspect = feature, facet, part. æspekt
perspective = view, viewpoint, thought, point of view

From the perspective of a continuum, play can thus blend p spekt v
blend = mix, combine, merge. blend
with other motives and attitudes that are less playful, such as motive = reason, purpose, motivation, intention, drive,
work. Unlike play, work is typically not viewed as enjoyable #deterrent m t v
hybrid = cross, mixture, mix, fusion. ha br d
and it is extrinsically motivated (i.e. it is goal oriented). detriment = disadvantage, harm, damage, #advantage,
Researcher Joan Goodman (1994) suggested that hybrid #benefit detr m nt
optimal = finest, prime, most favorable, best possible,
forms of work and play are not a detriment to learning; most advantageous, #worst. pt m
engage in= involve, take part pt m
rather, they can provide optimal contexts for learning. For mid-point = a point half the distance along something
example, a child may be engaged in a difficult, goal-directed such as a line m d.p nt
couple with = together with, in addition to, as well as
activity set up by their teacher, but they may still be actively k p wð
robust = healthy, vigorous, strong, forceful, #weak
engaged and intrinsically motivated. At this mid-point r b st
critically = significantly, vitally, importantly, essentially,
between play and work, the child's motivation, coupled with
crucially, seriously, #insignificantly kr t k i
guidance from an adult, can create robust opportunities for facilitate = aid, assist, accelerate, make easy, make
possible, smooth the progress of, #impede. f s l te t
playful learning. Critically, recent research supports the idea maintain = keep, sustain, conserve, preserve, #destroy
me n
that adults can facilitate children's learning while
approach = method, methodology, tactic. pr t
maintaining a playful approach in interactions known as interaction =communication, contact, collaboration
nt ræk
39
'guided play' (Fisher et al. 2011). The adult's role in play role = function, responsibility, task, part character r l
varies as a function of their educational goals and the child's vary = differ, diverge, be different, alter, fluctuate ve ri
developmental level (Hirsch-Pasek et al. 2009).
Guided play takes two forms. At a very basic level, adults can enrich = enhance, augment, improve. t
promote = support, foster, encourage, help, #suppress
enrich the child's environment by providing objects or pr m t
curriculum = set of courses, program of study, syllabus
k r kj l m
experiences that promote aspects of a curriculum. In the
co-player = teammate, ally, partner fellow player k -
ple . r
more direct form of guided play, parents or other adults can thoughtful = thorough, deep, considerate l
comment = remark, mention, state, point out k ment
support children's play by joining in the fun as a co-player, discovery = exploration, breakthrough, invention, finding
d sk v ri
exploration = discovery, adventure, searching.
raising thoughtful questions, commenting on children's ekspl re
facet = aspect, feature, component, factor, side, surface
discoveries, or encouraging further exploration or new fæs t
somewhat = partly, slightly, to some extent, to a certain
degree s mw t
facets to the child's activity. Although playful learning can be centered = focused, concentrated, highlighted,
examined, targeted sent rd
somewhat structured, it must also be child-centered stem from sth = arise from, originate from, come from,
derive from, develop from, be a result of, be caused by
(Nicolopolou et al. 2006). Play should stem from the child's stem fr m s
desire = wish, want, longing, craving d za
own desire.
Both free and guided play are essential elements in a child- essential = vital, fundamental basic elemental crucial
important unnecessary sen
centered approach to playful learning. Intrinsically motivated element = component, factor, part el m nt
free play provides the child with true autonomy, while guided autonomy = independence, self-rule, self-government,
#dependence n mi
play is an avenue through which parents and educators can avenue = opportunity, possibility, chance æv
provide more targeted learning experiences. In either case, educator = teacher, instructor, coach, mentor,
educationalist ed ke t
play should be actively engaged, it should be predominantly predominantly = mainly, mostly, largely, principally, for
child-directed, and it must be fun. the most part partially pr d m n ntli
40
TEST 4
READING PASSAGE 1
native = resident, local, aboriginal #foreign ne t v
P heidole dentata, a native ant of the south-eastern U.S.,

ant= a small insect that lives in large groups ænt
immortal = eternal, undying, endless. m
aging= the process of growing old e d
youngster = younger ants j
sharp = intelligent #dull #stupid
decline = fall, decrease, weaken # increase d kla n
isn't immortal. But scientists have found that it doesn't seem thesis = long piece of writing that you do as part of
an advanced university degree such as an MA or
to show any signs of aging. Old worker ants can do a PhD s
defying = disobey, break a law, flout f#obey d fa
everything just as well as the youngsters, and their brains feat = achievement, accomplishment
rare= uncommon, unusual, occasional #common
appear just as sharp. 'We get a picture that these ants really re
naked = nude, unclothed, stripped, undressed
don't decline,' says Ysabel Giraldo, who studied the ants for #covered ne k d
mole = a small dark furry animal which is almost
her doctoral thesis at Boston University. Such age-defying
blind. moles usually live under the ground. m l
feats are rare in the animal kingdom. Naked mole rats can stay fit = keep fit, keep in shape ste f t
reproduce = breed, give birth to, procreate
live for almost 30 years and stay fit for nearly their entire
cancer = a very serious disease in which cells in
lives. They can still reproduce even when old, and they one part of the body start to grow in a way that is
not normal kæns
never get cancer. But the vast majority of animals vast = huge, enormous, immense, massive #small
v
deteriorate with age just like people do. Like the naked mole majority = popular, common #minority m d r ti
deteriorate = decline, worsen, weaken d t r re t
rat, ants are social creatures that usually live in highly creature = animal, insect, living thing
colonies = group, association, society k l n z
organised colonies. 'It's this social complexity that makes complexity = intricacy, complication #simplicity
k ti
41
P. dentata useful for studying aging in people,' says Giraldo,

now at the California Institute of Technology. Humans are trait= attribute, character, feature, personality tre t
also highly social, a trait that has been connected to by contrast = alternatively, on the other hand, as
opposed to, different ba k
healthier aging. By contrast, most animal studies of aging
fruit fly= a small fly that eats fruit or decaying plants
use mice, worms or fruit flies, which all lead much more fru:t fla
isolated lives. In the lab, P. dentata worker ants typically isolated= separated, lonely, solitary, friendless
a s le t d
live for around 140 days. Giraldo focused on ants at four age
lab= laboratary, workroom, test center læb
ranges: 20 to 22 days, 45 to 47 days, 95 to 97 days and 120
typically= commonly, usually, normally. t p k i
to 122 days. Unlike all previous studies, which only range = variety, serries, collection re nd
estimated how old the ants were, her work tracked the ants estimate = assess, value, appraise est me t
from the time the pupae became adults, so she knew their track= follow, chase, pursue træk
pupa= an insect at the stage before it becomes
exact ages. Then she put them through a range of
adult, when it is protected by a special cover
tests.
Giraldo watched how well the ants took care of the young of watch = observe, survey, examine w t
colony= a group of animals or plants of the
the colony, recording how often each ant attended to, same type that are living together k l ni
carried and fed them. She compared how well 20-day-old attend to sb/sth= to deal with business
or personal matters tend tu s mb
and 95-day-old ants followed the telltale scent that the carry = to be pregnant with a child kæri
telltale = revealing, divulging, indicative #hidden
insects usually leave to mark a trail to food. She tested how telte l
ants responded to light and also measured how active they scent= the smell of a particular animal or person
that some other animals can follow sent
were by counting how often ants in a small dish walked trail = path, line, way tre l
across a line. And she experimented with how ants react to react to= respond, alter, retort #ignore r
prey = an animal that is hunted and eaten by
live prey: a tethered fruit fly. Giraldo expected the older ants another animal # predator pre
tether = tie, fasten, secure, rope #untie teð
to perform poorly in all these tasks. But the elderly insects poorly = disappointingly, badly #well p li
were all good caretakers and trail-followers-the 95-day-old caretaker= someone who looks after other people,
especially a teacher, parent, nurse etc ke te k
ants could track the scent even longer than their younger counterpart = equivalent, colleague, equal
ka nt p t
counterparts. They all responded to light well, and the older
aggressively= violently, hostilely, forcefully #mildly
ants were more active. And when it came to reacting to prey,
flare = if a person or animal flares their nostrils
the older ants attacked the poor fruit fly just as aggressively (=the openings at the end of the nose), their nostrils
as the young ones did, flaring their mandibles or pulling at become wider because they are angry fle
mandible= jaw, jawbone, mouth, mouthpiece
the fly's legs. mænd b
Then Giraldo compared the brains of 20-day-old and 95-day- identify= find, recognize, classify a dent fa
old ants, identifying any cells that were close to death. She
saw no major differences with age, nor was there any specific = particular, certain, exclusive #general
sp s f k
difference in the location of the dying cells, showing that age
didn't seem to affect specific brain functions. function= purpose, role, job f
42
Ants and other insects have structures in their brains called structure = constitute, construct, form str kt
process = handle, deal with, manage pr ses
mushroom bodies, which are important for processing density= intensity, concentration, extent, degree
dens ti
synaptic (adj) = related to the place where nerve
information, learning and memory. She also wanted to see if cells meet, especially in the brain sa næps
complex = an emotional problem in which someone
aging affects the density of synaptic complexes within is unnecessarily anxious about something or thinks
too much about something works, systems
these structures-regions where neurons come together. k mpleks
region= area, zone, place n
Again, the answer was no. What was more, the old ants neuron = a type of cell that makes up the nervous
system and sends messages to other parts of the
body or the brain nj r n
didn't experience any drop in the levels of either serotonin drop = reduction, decrease, decline dr p
serotonin = a chemical in the body that helps carry
or dopamine-brain chemicals whose decline often messages from the brain and is believed to make
you feel happy ser t n n
coincides with aging. In humans, for example, a decrease dopamine = a hormone (= chemical substance) that
is made naturally in the body and may also be given
in serotonin has been linked to Alzheimer's disease. as a drug d p
coincide with = to happen at the same time as
something else, especially by chance k dwð
link to = connect, relate, combine #seperate l
'This is the first time anyone has looked at both behavioral
look at = search, study, investigate, explore l k æt
and neural changes in these ants so thoroughly,' says thoroughly= comprehensively, completely,
carefully, meticulously r li
Giraldo, who recently published the findings in the publish = issue, print, distribute p bl
Proceedings of the Royal Society B. Scientists have looked finding = discovery, conclusion, result fa nd
proceeding = an event or a series of things that
at some similar aspects in bees, but the results of recent bee happen pr
mixed = varied, diverse, assorted m kst
studies were mixed-some studies showed age-related biologist= a scientist who studies or works in
biology ba l d st
declines, which biologists call senescence, and others senescene = becoming old and showing the effects
didn't. 'For now, the study raises more questions than it of getting older s nes. ns
raise = produce, create, cause re z
answers,' Giraldo says, 'including how P. dentata stays in stay in good shape = keep fit, get fit, keep in shape
ste n g d e p
such good shape.'
Also, if the ants don't deteriorate with age, why do they die
at all? Out in the wild, the ants probably don't live for a full deteriorate = get worse, go down, degenerate,
decline d t r re t
140 days thanks to predators, disease and just being in an predator= an animal that kills and eats other
environment that's much harsher than the comforts of the animals #prey pred t
harsh=severe = harsh conditions are difficult to live
lab. 'The lucky ants that do live into old age may suffer a in and very uncomfortable h
steep decline just before dying,' Giraldo says, but she can't suffer = experience, undergo, bear, endure s f
steep= dramatic, sharp, extreme
say for sure because her study wasn't designed to follow an for sure = certainly, definitely f
ant's final moments.
'It will be important to extend these findings to other species

extend= spread, broaden, expand
of social insects,' says Gene E. Robinson, an entomologist insect = bug, pest, creature nsekt
entomologist= a scientist who studies insects
at the University of Illinois at Urbana-Champaign. This ant ent m l d st
43
might be unique, or it might represent a broader pattern unique= sole, exclusive, distinctive #common
represent = signify, characterize, denote, symbolize
among other social bugs with possible clues to the science zent
broad = wide, large, big br
of aging in larger animals. Either way, it seems that for these pattern= example, modal, prototype pæt
clue= sign, hint, cue, evidence kl
ants, age really doesn't matter.
44
READING PASSAGE 2
S cientist David Hone makes the case for zoos make a case for sth = to argue that something is the
best thing to do, giving your reasons me k ke s f sth
species= type, kind, sort, class, group
A wildlife= nature, natural world, environment wa ldla f
varied = diverse, various, mixed #limited ve r d
In my view, it is perfectly possible for many species of diet= food and drink, eating habits, pattern of eating.
da t
animals living in zoos or wildlife parks to have a quality supplement= addition, complement, enhancement
#deduction s pl ment
of life as high as, or higher than, in the wild. Animals in require = need, want, involve r kwa
treat= cure, care for, heal, remedy
good zoos get a varied and high-quality diet with all the somewhat = to some extent, to a certain degree, rather
s mw t
supplements required, and any illnesses they might restrict= limit, prohibit, inhibit r str kt
have will be treated. Their movement might be spare= to prevent someone from having
to experience something unpleasant spe
somewhat restricted, but they have a safe environment bully = frighten, intimidate, harass b li
ostracism = isolation, exclusion, keeping out #inclusion
in which to live, and they are spared bullying and social str s z m
suffer from = undergo, bear, endure, experience, put up
ostracism by others of their kind. They do not suffer with s f fr m
threat = danger, risk, menace, hazard
from the threat or stress of predators, or the irritation predator = an animal that kills and eats other animals
pred t
and pain of parasites or injuries. The average captive irritation= nuisance, , annoyance (the feeling of
being annoyed) r te
animal will have a greater life expectancy compared parasite = a small animal or plant that lives on or inside
another animal or plant and gets its food from it pær sa t
captive= caged, imprisoned, in prison #free kæpt v
life expectancy= lifespan, lifetime la f nsi
45
with its wild counterpart, and will not die of drought, of counterpart = colleague, equal, equivalent ka nt p
starvation = hunger, famine, food shortage, lack of food
starvation or in the jaws of a predator. A lot of very
st
nasty things happen to truly 'wild' animals that simply jaws= the mouth of a person or animal, especially
don't happen in good zoos, and to view a life that is 'free' a dangerous animal d
nasty= dangerous, painful, horrible #slight n
as one that is automatically 'good' is, I think, an error.
serve = perform, do, achieve, fulfill s
Furthermore, zoos serve several key purposes.
B
Firstly, zoos aid conservation. Colossal numbers of aid = support, help, encourage e d
conservation= preservation, protection, maintenance
species are becoming extinct across the world, and k ns ve
many more are increasingly threatened and therefore colossal= huge, massive, gigantic, enormous #tiny
k l s
risk extinction. Moreover, some of these collapses extinct = inexistent, vanished, defunct, dead
threaten = frighten, intimidate, warn ret
have been sudden, dramatic and unexpected, or were risk = suffer from, endanger, jeopardize. r sk
simply discovered very late in the day. A species extinction = disappearance, loss, extermination, death
protected in captivity can be bred up to provide a collapse = illness, injury, breakdown k læps
reservoir population against a population crash or sudden = unexpected, rapid, quick #gradually s d
dramatic = remarkable, impressive, extraordinary
extinction in the wild. A good number of species only dr mæt k
captivity = when a person or animal is kept in
exist in captivity, with many of these living in zoos. Still a prison, cage #freedom v ti
more only exist in the wild because they have been breed = have babies, reproduce, procreate, propagate
reintroduced from zoos, or have wild populations that reservoir= a large amount of something that is available
and has not yet been used rez vw
have been boosted by captive bred animals. Without population crash = a sudden decline in the numbers of
these efforts there would be fewer species alive today. individual members in a population p pj le kræ
reintroduce = restore, reinstate, bring back ntr
Although reintroduction successes are few and far boost = increase, improve, enhance #reduce
between, the numbers are increasing, and the very fact be few and far between = to be rare
prove= show, demonstrate, confirm
that species have been saved or reintroduced as a result initiative= plan, program, project, scheme, idea n t v
of captive breeding proves the value of such initiatives.
C
beyond= other than, beside b j nd
Zoos also provide education. Many children and adults,
documentary = film, movie, biography d kj ment ri
especially those in cities, will never see a wild animal
detailed = thorough, comprehensive, complete ld
beyond a fox or pigeon. While it is true that television impressive = remarkable, extraordinary, exciting
documentaries are becoming ever more detailed and #unimpressive v
impressive, and many natural history specimens are on specimen= sample, example, case spes m n
display in museums, there really is nothing to compare on display = something that is on display is in a public
with seeing a living creature in the flesh, hearing it, place where people can look at it (= on show) n d sple
creature= animal, living thing, being
smelling it, watching what it does and having the time to
in the flesh = in person, in real life, in actual life n ð fle
absorb details. That alone will bring a greater
absorb = learn, understand, get
understanding and perspective to many, and hopefully perspective= aspect, viewpoint, perception p spekt v
46
give them a greater appreciation for wildlife, appreciation = thankfulness, gratitude, recognition,
gratefulness
conservation efforts and how they can contribute. contribute= support, aid, impact, participate k
D
In addition to this, there is also the education that can take place = happen, occur te s
take place in zoos through signs, talks and presentations communicate= reveal, transmit, convey k ke t
which directly communicate information to visitors about lacking = absent, missing #present læk
the animals they are seeing and their place in the world. sophisticated= complicated, advanced, complex,
This was an area where zoos used to be lacking, but detailed s f st ke t d
they are now increasingly sophisticated in their outreach = when help, advice, or other services are
communication and outreach work. Many zoos also provided for people who would not otherwise get these
work directly to educate conservation workers in other services easily a
countries, or send their animal keepers abroad to keeper = guard, caretaker, ranger
contribute their knowledge and skills to those working in reverse = an area of land where wild animals and plants
zoos and reserves, thereby helping to improve are protected r v
conditions and reintroductions all over the world. thereby= as a result, consequently, by that ðe ba
E
Zoos also play a key role in research. If we are to save restore= bring back, recover, reestablish r st
ecosystem= environment, bionetwork, ecology
wild species and restore and repair ecosystems we s st m
react = respond, answer, reply r ækt
need to know about how key species live, act and react. undertake= accept, embark on, carry on, take on
nd te k
Being able to undertake research on animals in zoos variable= change (n) ve r b
oestrus cycle = the period in the sexual cycle of female
where there is less risk and fewer variables means real mammals, except the higher primates, during which they
changes can be effected on wild populations. Finding out are in heat i.e., ready to accept a male and to mate
k
about, for example, the oestrus cycle of an animal or its breeding rate = birth rate t
procedure= method, process, course of action pr
breeding rate helps us manage wild populations. capture= arrest, detain, imprison kæpt
bolster= boost, strengthen, improve, enhance, fortify
Procedures such as capturing and moving at-risk or b lst
dose = the amount of a medicine or a drug that you
dangerous individuals are bolstered by knowledge should take d s
anaesthetic = a substance that makes you unable to feel
gained in zoos about doses for anaesthetics, and by pain: æn k
experience = knowledge, skill, practice, understanding
experience in handling and transporting animals. This r ns
handle = control, treat, manage, deal with hænd
can make a real difference to conservation efforts and transport = move, bring, carry, transfer
to the reduction of human-animal conflicts, and can reduction = decrease, drop, fall, decline r d k
conflict= disagreement, dispute, oppose k kt
provide a knowledge base for helping with the increasing base = foundation, root, source, origin be s
habitat= home, territory, locale, environment hæb tæt
threats of habitat destruction and other problems destruction = ruin, damage, devastation #construction
d str k
F ongoing = continuing, constant, incomplete #finished n

In conclusion, considering the many ongoing global global = worldwide, international #local
essential = fundamental, basic, main, principal sen
threats to the environment, it is hard for me to see zoos long-term = long-standing, lasting, durable #short-term
l
as anything other than essential to the long-term survival= existence, persistence #death s va v
survival of numerous species. They are vital not just in numerous = many, various, several #few r s
vital= essential, crucial, critical va t
terms of protecting animals, but as a means of learning in terms of = with regard to, as to, in connection with. n
t v
47
about them to aid those still in the wild, as well as

inform = tell, notify, update, apprise
educating and informing the general population about
these animals and their world so that they can assist or assist = help, support, aid s st
accept = consent, acknowledge #reject # deny
at least accept the need to be more environmentally
conscious. Without them, the world would be, and would conscious= aware, understanding, mindful k n s
increasingly become, a much poorer place.
48
READING PASSAGE 3
C helsea Rochman, an ecologist at the University of

ecologist = a scientist who studies ecology,
environment l d st
dismal= miserable, gloomy, depressing d zm l
terrible= awful, dreadful, appalling #wonderful
California, Davis, has been trying to answer a dismal question: Is ter b
analysis = examination, study, investigation
everything terrible, or are things just very, very bad? næl s s
Rochman is a member of the National Center for Ecological synthesis = mixture, combination, blend
#separation s ss
Analysis and Synthesis's marine debris working group, a marine= nautical, maritime, sea, ocean m
debris= wreckage, rubbish, trash, waste, fragment
collection of scientists who study, among other things, the de
collection = group, assembly, gathering k lek
growing problem of marine debris, also known as ocean trash. sound alarm bells = if something rings/sounds
alarm bells, it makes you start to worry because it
Plenty of studies have sounded alarm bells about the state of is a sign that there may be a problem sa nd l
belz
state = condition, situation, circumstance ste t
marine debris; in a recent paper published in the journal Ecology,
paper = newspaper, article, document pe p
journal = newsletter, magazine, periodical d
Rochman and her colleagues set out to determine how many of
set out = start, begin, embark t
those perceived risks are real. determine= verify, establish, uncover, reveal
d t n
perceive= understand, comprehend, realize,
become aware of p
Often, Rochman says, scientists will end a paper by speculating
speculate= guess, consider, think, contemplate
about the broader impacts of what they've found. For example, a spekj le t
study could show that certain seabirds eat plastic bags, and go broad = wide, large, big, comprehensive br
certain = particular, specific, precise s
on to warn that whole bird populations are at risk of dying out. go on to do= to do something after completing
something else
'But the truth was that nobody had yet tested those perceived warn = caution, inform, alert, tell, notify w
at risk = in a dangerous situation t r sk
die out = vanish, perish, become extinct da t
49
threats,' Rochman says. 'There wasn't a lot of information.' threat = risk, danger, peril, menace
Rochman and her colleagues examined more than a hundred examine = investigate, check, research, explore
zæm n
papers on the impacts of marine debris that were published
through 2013. Within each paper, they asked what threats
scientists had studied-366 perceived threats in all - and what actually = really, truly, in fact, in reality ækt u li
they'd actually found.

trash = garbage, waste, rubbish, junk træ
In 83 percent of cases, the perceived dangers of ocean trash prove = show, demonstrate, verify
remaining= the remaining people or things are
those that are left when the others have gone,
were proven true. In the remaining cases, the working group been used, or been dealt with r me n
weakness = limitation, drawback, flaw, fault
found the studies had weaknesses in design and content which s
validity=
affected the validity of their conclusions - they lacked a control what is reasonable or sensible v l d ti
faulty= incorrect, defective, flawed. f
statistic= number, figure, measurement, fact
group, for example, or used faulty statistics. st t st k
strikingly = noticeably, outstandingly, unusually

Strikingly, Rochman says, only one well-designed study failed to stra k
investigation= study, search, examination,
find the effect it was looking for, an investigation of mussels analysis
mussel = a small sea animal, with a soft body that
can be eaten and a black shell that is divided into
ingesting microscopic plastic bits. The plastic moved from the two parts m s
ingest= swallow, consume, absorb, eat est
mussels' stomachs to their bloodstreams, scientists found, and microscopic = tiny, minute, atomic, mini #gigantic
ma kr sk p k
bloodstream = the blood flowing in your body
stayed there for weeks - but didn't seem to stress out the bl
stress out = worry, bother, hassle #relax stres
shellfish. a t
shellfish = an animal that lives in water, has a
shell, and can be eaten as food, for example,
crabs, lobsters, and oysters elf
While mussels may be fine eating trash, though, the analysis also
gave a clearer picture of the many ways that ocean debris is bothersome= annoying, troublesome,
bothersome. inconvenient b ð s m
look at = study, investigate, examine l k æt

Within the studies they looked at, most of the proven threats involve= contain, include, consist of lv
entangle= (to cause something
came from plastic debris, rather than other materials like metal or to become caught in something such as
wood. Most of the dangers also involved large pieces of debris a net or ropes) twist, tangle, trap
severely= harshly, strictly, brutally, #gently s v li
animals getting entangled in trash, for example, or eating it and injure = hurt, harm, wound, damage nd
severely injuring themselves.
microplastic = extremely small pieces of plastic
that are harmful to the environment
ma .kr plæs.t k
But a lot of ocean debris is 'microplastic', or pieces smaller than ingredient= component, element, thing, part
five millimeters. These may be ingredients used in cosmetics cosmetic= creams, powders, etc that you use on
your face and body in order to look more attractive
k k
and toiletries, fibers shed by synthetic clothing in the wash, or toiletries= things such as soap and toothpaste
that are used for cleaning yourself t l triz
50
eroded remnants of larger debris. Compared to the number of fiber = a mass of threads used to make rope,
cloth, etc fa b
shed= drop, cast, discard ed
studies investigating large-scale debris, Rochman's group found
synthetic = artificial, fake, manmade #natural
s k
little research on the effects of these tiny bits. 'There are a lot of erode = corrode, destroy, wear down r d
remnant = remainder, leftover, residue remn nt
open questions still for microplastic,' Rochman says, though she investigate = look into something, explore, probe
et
notes that more papers on the subject have been published since
2013, the cutoff point for the group's analysis. cutoff = limit, end. k t f
There are also, she adds, a lot of open questions about the ways
creature = animal, living thing, being
that ocean debris can lead to sea-creature death. Many studies individual= singular, personal, characteristic
nd v d l
have looked at how plastic affects an individual animal, or that tissue = the material forming animal or plant cells
t
animal's tissues or cells, rather than whole populations. And in cell = group, unit, section sel
lab = laboratory, workshop, test center læb
the lab, scientists often use higher concentrations of plastic than concentration= the amount of a substance in a
what's really in the ocean. None of that tells us how many birds or liquid or in another substance k ns
turtle = a large reptile with a hard round shell, that
fish or sea turtles could die from plastic pollution - or how deaths lives in the sea t
the rest of = what is left after everything or
in one species could affect that animal's predators, or the rest of everyone else has gone, been used, dealt with, or
mentioned ð v
the ecosystem.
'We need to be asking more ecologically relevant questions,' relevant= related, pertinent #unrelated rel v nt
Rochman says. Usually, scientists don't know exactly how disaster = tragedy, catastrophe, calamity d z
disasters such as a tanker accidentally spilling its whole cargo tanker = a vehicle or ship specially built to carry
of oil and polluting huge areas of the ocean will affect the large quantities of gas or liquid, especially oil
environment until after they've happened. 'We don't ask the right spill = leak, drop, fall, drip #absorb sp l
questions early enough,' she says. But if ecologists can cargo= the goods carried in a ship or plane
understand how the slow-moving effect of ocean trash is k
damaging ecosystems, they might be able to prevent things from prevent= stop, avoid, block, inhibit #permit pr vent
getting worse.
figure out = understand, discover, work out, solve
Asking the right questions can help policy makers, and the public, f t
attention = mind, concentration, awareness,
figure out where to focus their attention. The problems that look consideration ten
or sound most dramatic may not be the best places to start. For dramatic = impressive, extraordinary, remarkable
dr mæt k
example, the name of the 'Great Pacific Garbage Patch' - a patch = area, space, plot of land pæt
collection of marine debris in the northern Pacific Ocean - might conjure st up= to make something appear as a
picture in your mind = evoke. k nd snt p
conjure up a vast floating trash island. In reality though, much vast = huge, massive, enormous #small v
of the debris is tiny or below the surface; a person could sail float = to stay or move on the surface of a liquid
without sinking fl t
through the area without seeing any trash at all. A Dutch group in reality = really, actually, in fact n r æl ti
surface = outside, shell, façade s s
called 'The Ocean Cleanup' is currently working on plans to put
sail = to travel on or across an area of water in a
mechanical devices in the Pacific Garbage Patch and similar boat or ship se l
mechanical = affecting or involving a machine
areas to suck up plastic. But a recent paper used simulations to m kæn k
simulation= model, imitation, virtual reality
s mj le
51
show that strategically positioning the cleanup devices closer to strategically= deliberately, intentionally,
purposefully str ki
shore would more effectively reduce pollution over the long term. shore = coast, seashore, coastline
clear up = explain, elaborate, solve. kl r p

'I think clearing up some of these misperceptions is really misperception= misunderstanding, confusion
m sp n
important,' Rochman says. Among scientists as well as in the perception = view, opinion, assessment p sep
media, she says, 'A lot of the images about strandings and interrogate = question, interview, probe= to ask
someone a lot of questions for a long time in order
entanglement and all of that cause the perception that plastic to get information, sometimes using threats
et
debris is killing everything in the ocean.' Interrogating the literature= all the books, articles, etc on a
particular subject l tr t
existing scientific literature can help ecologists figure out which address = tackle, focus, deal with #ignore dres
problems really need addressing, and which ones they'd be be better off = to be in a better situation, if or after
something happens r f
better off - like the mussels - absorbing and ignoring. absorb = if something absorbs light, heat, energy,
or noise, it takes it in.
52
PH L C
IELTS READING ANSWER SHEET |
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R D NG CU N SÁCH. MÌNH R T
MONG NH N C THÊM NH NG Ý KI
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Tài li u g c Cambridge IELTS c i h c Cambridge-Mua sách g c t i link

Biên t p cu c th c hi n b i IELTS Family-Các nhóm t h c IELTS

Tài li u g c Cambridge IELTS c i h c Cambridge-Mua sách g c t i link

Các b m trên tay cu c biên so n b i mình và các b n trong

Tài li u g c Cambridge IELTS c i h c Cambridge-Mua sách g c t i link

HP Academy là NHÀ dành cho vi c d y và h c IELTS t Tân Bình và Gò V p, TP.HCM.

Tài li u g c Cambridge IELTS c i h c Cambridge-Mua sách g c t i link

c 1: B n in cu n sách này ra. ng l c h c. Cu n sách

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

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

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 C TEST SAU

c 1: B n in cu n sách này ra. ng l c h c. Cu n sách

c 2: cc c báo. Duy trì hàng ngày. Khi nào không hi u t nào

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

c 4: c cu ng v i test b n v a làm. Ví d trong cu n

playful= lively, frisky, full of fun, full of life, #subdued

Children wrote longer and better-structured stories when they

untroubled by any serious intellectual debate or debate= argument, discuss, dispute d be t

*Lego: coloured plastic building blocks and other pieces that

H ow Dutch engineer Luud Schimmelpennink helped to

Schimmelpennink seized this opportunity to present a more

In Amsterdam today, 38% of all trips are made by bike and,

A critical ingredient in the success of hotels is developing

Pfeffer (1994) emphasizes that in order to succeed in a global

Such conditions are particularly troubling for the luxury hotel

Herzberg (1966) proposes that people have two major types of

recognition. Unlike extrinsic factors, motivator factors may

The impact of fun as a motivating factor at work has also been

B orn in Scotland, Henderson emigrated to Canada in 1855

In 1849 he began a three-year apprenticeship to become an apprenticeship= traineeship, internship, training

settled in= to begin to feel happy and relaxed in a

In 1892 Henderson accepted a full-time position with the CPR as

A nswers to the problem of excessive electricity use by

appropriate= fitting, suitable, applicable, #inappropriate

F ingenuity= creativity, inventiveness, resourcefulness,

A disorder = chaos, disarrange, mess-up d

C forefather= ancestor, forebear, precursor f

solutions that, under conventionally structured environments conventionally= traditionally, conservatively,

G embrace= accept, include, adopt, support, #exclude

In similar fashion, the former chairman of General Electric

A unconscious = unaware, insensible, senseless

suspect= doubt, question, be suspicious, be wary,

elucidate = explain, clarify, reveal, make clear,

example, expectations for children who participate in Western-

equal = equivalent, the same, alike #unequal l

Z oologist Ross Piper looks at the potential of insects

C laboratory-based drug = drugs that are synthetized in

D undisputed= unquestionable, undeniable, undoubted,

F relatively = comparatively, quite, somewhat rel t vli

V irtually every child, the world over, plays. The drive to

drive = urge, desire, need, instinct, passion dra v

play is so intense that children will do so in any

consensus = agreement, harmony, accord k s

Children engage in play simply for the satisfaction the

extrinsically = coming from outside or not directly

chosen, spontaneous and voluntary. If a child is pressured,

engaged: Players must be physically and/or mentally involved

perspective = view, viewpoint, thought, point of view

native = resident, local, aboriginal #foreign ne t v

P heidole dentata, a native ant of the south-eastern U.S.,

P. dentata useful for studying aging in people,' says Giraldo,

'It will be important to extend these findings to other species