Ielts Reading Intermediate

IELTS READING
INTERMEDIATE
TABLE OF CONTENTS
Unit 1: IELTS Reading Question Types 7

1. Multiple-Choice Questions ................................................................................7
2. Short-Answer Questions ..................................................................................8
3. Sentence-Completion Questions ......................................................................9
4. Note/ Summary/ Diagram/ Flow Chart/ Table-Completion ........................10
5. Choosing from a Heading Bank for Paragraphs/ Sections.............................11
6. Yes/No/Not Given; True/False/Not Given ....................................................12
7. Classification ....................................................................................................13
8. Matching Lists/ Phrases .................................................................................14
Unit 2: IELTS Reading Strategies 15
1. Previewing.........................................................................................................15
2. Skimming through the title/heading, subheadings and illustrations ...........16
3. Reading charts and tables ...............................................................................17
4. Reading the first paragraph and the concluding paragraph..........................19
5. Reading the topic sentence of each paragraph ..............................................20
6. Looking for the details based on key words ...................................................21
Unit 3: IELTS Reading Strategies 23
Working out unfamiliar vocabulary ...................................................................23
Unit 4: Reading Practice 30
Vocabulary...........................................................................................................30
Reading Passage One...........................................................................................31
Vocabulary...........................................................................................................33
Reading Passage Two..........................................................................................34
Vocabulary...........................................................................................................37
Reading Passage One..........................................................................................38
Vocabulary............................................................................................................41
Vocabulary...........................................................................................................45
Vocabulary...........................................................................................................49
IELTS READING INTERMEDIATE UNIT 1

Vocabulary...........................................................................................................53
Vocabulary...........................................................................................................58
Vocabulary...........................................................................................................62
Vocabulary...........................................................................................................67
Vocabulary...........................................................................................................72
Vocabulary...........................................................................................................76
Reading Passage Two...........................................................................................77
Vocabulary............................................................................................................81
Vocabulary...........................................................................................................86
Vocabulary...........................................................................................................90
Vocabulary...........................................................................................................94
Vocabulary...........................................................................................................99
Reading Passage One.........................................................................................100
Vocabulary..........................................................................................................105
Reading Passage Two........................................................................................106
Vocabulary..........................................................................................................110
Vocabulary..........................................................................................................114
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Reading Passage Two.........................................................................................115

Vocabulary..........................................................................................................119
Vocabulary..........................................................................................................124
Vocabulary.........................................................................................................130
Vocabulary..........................................................................................................135
Vocabulary..........................................................................................................139
Vocabulary..........................................................................................................144
Vocabulary.........................................................................................................148
Vocabulary .........................................................................................................152
Vocabulary..........................................................................................................156
Reading Passage 1..............................................................................................158
Vocabulary.........................................................................................................160
Reading Passage 2..............................................................................................161
Vocabulary..........................................................................................................164
Reading Passage 1..............................................................................................165
Vocabulary..........................................................................................................167
Reading Passage 2..............................................................................................168
Vocabulary..........................................................................................................171
Reading Passage 1..............................................................................................172
Reading Passage 2..............................................................................................173
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Vocabulary..........................................................................................................174
Reading Passage 3..............................................................................................175
Vocabulary..........................................................................................................178
Reading Passage 1..............................................................................................179
Vocabulary..........................................................................................................181
Reading Passage 2..............................................................................................182
Vocabulary..........................................................................................................185
Reading Passage 1..............................................................................................186
Vocabulary.........................................................................................................188
Reading Passage 2.............................................................................................190
Reading Passage 1..............................................................................................195
Vocabulary..........................................................................................................197
Reading Passage 2..............................................................................................198
Vocabulary.........................................................................................................202
Reading Passage 1..............................................................................................203
Vocabulary.........................................................................................................205
Reading Passage 2.............................................................................................207
Vocabulary.........................................................................................................210
Reading Passage 1...............................................................................................211
Reading Passage 2..............................................................................................212
Vocabulary..........................................................................................................214
Reading Passage 3..............................................................................................215
Vocabulary.........................................................................................................218
Reading Passage 1..............................................................................................219
Vocabulary..........................................................................................................221
Reading Passage 2.............................................................................................222
Vocabulary.........................................................................................................225
Reading Passage 1..............................................................................................226
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Vocabulary.........................................................................................................228
Reading Passage 2.............................................................................................230
ANSWER KEYS 233
Unit 1..................................................................................................................233
Unit 4.................................................................................................................234
Unit 5..................................................................................................................234
Unit 6.................................................................................................................234
Unit 7..................................................................................................................235
Unit 8.................................................................................................................235
Unit 9.................................................................................................................236
Unit 10................................................................................................................236
Unit 11................................................................................................................236
Unit 12................................................................................................................237
Unit 13................................................................................................................237
Unit 14................................................................................................................238
Unit 15................................................................................................................238
Unit 16................................................................................................................239
Unit 17................................................................................................................239
Unit 18...............................................................................................................240
Unit 19................................................................................................................240
Unit 20................................................................................................................241
Unit 21................................................................................................................241
Unit 22...............................................................................................................242
Unit 23...............................................................................................................242
Unit 24...............................................................................................................242
Unit 25...............................................................................................................243
Unit 26...............................................................................................................243
Unit 27...............................................................................................................244
References 245
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Unit 1: IELTS Reading Question Types
There are many types of questions used in the Reading test. You should be familiar
with these types. The IELTS Reading test is, in fact, not as difficult as it seems to be.
If you know the right approach, you can easily obtain a high band score.
1. Multiple-Choice Questions
The main elements required for survival are food, fire, shelter and water. Their order
of importance will depend upon where you happen to be. In the desert water will
head the list; in polar regions shelter and fire will be the main concerns. Ordering
your priorities is the first step to survival.
It takes a healthy person quite a long time to die of starvation, for the body can use
up its stored resources, but exposure to wind, rain and cold can be fatal even in mild
climates and death comes in only minutes in the icy waters of the poles. Food is
rarely the first priority. Even in those places where it is difficult to find, there are
usually other problems to face first. Shelter will often be the prime necessity in ex-
tremes of climate or temperatures such as in the frozen polar regions or in the baking
deserts. The need for fire is closely linked.
Water is something that most people in the modern world take for granted. They are
so used to turning on a tap that until an extreme drought causes water rationing they
seldom think about it. Yet the survivor at sea, or after a flood, though surrounded by
water, may be desperate for drinkable water. And there are many places where, un-
less it rains, no obvious water is available. Although there could be other survival ne-
cessities to deal with, water is always universally important.
1. The factor which decides the 3. Fire is described as
order of importance or the A. universally important.
main elements required for
survival lS B. being taken for granted.
C. the prime necessity.
A. your health. D. closely linked with shelter.
B. your location.
C. your job.
D. your strength. 4. According to the passage,
which of the following state-
2. The basic need that may NOT ments is TRUE?
be equally important as the A. Exposure to wind is not dangerous
others in extremely cold places in mild climates.
lS
B. People may die quickly in the water
A. water. of polar regions.
B. shelter. C. Looking for food is the first thing to
C. fire. do most of the time.
D. none of above. D. Survivors after a flood won't need
water for drinking.
2. Short-Answer Questions
The Peace Corps
On March 1, 1961, PresidentJohn F. Kennedy issued an order creating the Peace
Corps. Its mission was to promote world peace and friendship by providing qualified
volunteers to interested countries. Today it sends an average of 6,000 U.S. citizens
abroad each year.
Volunteers live at a local level in their host countries. They are paid in local currency.
Each month they receive a small sum of money that covers basic living expenses, and
varies with the local economy. For example, volunteers in Micronesia make the
equivalent of $300 per month, while those in Turkmenistan make $75. Most volun-
teers live with host families. This is a great chance to learn the language and the cul-
ture.
For each month that they spend overseas, volunteers receive a sum of about $200.
This money helps them to get back on their feet in the United States.
Serving countries all over the world, the Peace Corps lives up to its promise as "the
toughest job you'll ever love." Volunteers do everything from teaching English to
sharing tips on growing food to providing preventive health care. However, the appli-
cation process to become a Peace Corps volunteer is very competitive. You must be a
U.S. citizen, at least eighteen years old, in good health, and willing to serve for two
years. Nearly all volunteers have a bachelor's degree in their chosen field, and about
18 percent have their master's or doctorate degrees. Knowing a language, especially
French and Spanish, helps.
Read the passage The Peace Corps and answer the following questions
with NO MORE THAN THREE WORDS taken from the passage.
5. What kind of U.S. citizens does the Peace Corps send abroad to fulfil its mission?
............................................................................................................................................
6. What does the monthly payment in local currency to volunteers cover?
............................................................................................................................................
7. Whom do the volunteers stay with in their host countries?
............................................................................................................................................
8. What is the shortest time that volunteers can work for the Peace Corps?
............................................................................................................................................
9. Which languages are given as an example of what can benefit volunteers?
............................................................................................................................................
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3. Sentence-Completion Questions
Solar Collector
Solar collectors absorb heat from the sun's rays. They can be used to effectively heat
and cool buildings. The most common type of collector for space heating is a flat
plate designed to absorb both radiation falling directly on it, as well as radiation scat-
tered by the atmosphere.
Collectors are usually panels of aluminium, copper, or steel. The panels are usually
painted black. The black colouring inhibits reflection and encourages absorption. In-
sulation is placed behind the collector to prevent heat loss.
The collector is covered with glass or plastic. This layer allows short-wave radiation -
or light - to enter the collector. A.5 the radiation passes through the glass or plastic, it
is transformed from short-wave radiation to long-wave radiation – or heat. Long-
wave radiation cannot pass through the glass or plastic back into the atmosphere.
Therefore, the heat is trapped within the collector. Collectors are usually placed at an
angle to maximise the amount of radiation falling on them.
A transfer agent (air or water) is circulated through the collector and becomes
heated. A.5 it leaves the collector and travels through the heating ducts of a house, it
warms the air inside the house or brings hot water to sinks, tubs, and appliances.
With solar collectors, storage is a problem: great amounts of heat must be stored for
nighttime use and for use during cloudy days.
Refer to the passage Solar Collector and choose from the passage NO
MORE THAN THREE WORDS to complete the following sentences.
10. Solar collectors can heat and cool houses with heat absorbed from ________.
11. Collectors are coloured black to prevent ________.
12. Glass and plastic are used to cover the collector so that short-wave radiation can
________.
13. The glass or plastic cover on the collector helps to trap the ________.
14. For nighttime and cloudy days, heat needs to be ________.
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4. Note/ Summary/ Diagram/ Flow Chart/ Table-Completion
How to Borrow Books

Most libraries require you to register before you are allowed to borrow any of their
materials. This means you will probably be asked to fill out and sign a registration
card. When you do this, you are not only giving the library your name and address
for their files, you are also signing an agreement. The agreement says, basically, that
you will obey the rules of the library. A parent or guardian is sometimes also required
to sign the card.
To be entitled to use your school library, you probably must only be enrolled in that
school. Once you are registered, you will be issued a library or borrower's card. On
this card will be your name and a number. Each time you check out, that is, officially
borrow something from the library, you will have to present this card to the librarian.
If your library is large enough, it may have film equipment that you may borrow. To
do so, however, the library usually requires a separate registration. You may also
have to take and pass a course the library gives on how to operate the different pieces
of equipment.
You usually check out and return borrowed materials at the same desk. The sign on
this desk may read Circulation Desk, Check Out Here, or perhaps Charge Desk.
The library staff member at this desk will take your card and stamp the book card
with a date. This is the date by which you are expected to return the material to the
library, so others can have the chance of borrowing it. Many libraries allow you to re-
new the book if it has not been requested by others.
Some libraries charge a fine for each day a library book is overdue, kept out beyond
the date stamped on the book card. There are also often fines for books returned
damaged or written in. Should you lose a library book, you may be required to pay
the library the amount it was worth. Not paying fines could result in your losing all li-
brary privileges.
Complete the summary below by choosing NO MORE THAN THREE

WORDS from the passage How to Borrow Books for each answer.
Most libraries require you to register before you borrow any books. First of all, you
will need to fill out and sign 1. ________ and while doing so, you are also 2.
________ with the library. Later each time you check out, you will have to present a
library card to the librarian. In some libraries, you will be required to make a sepa-
rate registration if you want to borrow 3. ________ and at the same time, you will
have to take and 4. ________ on how to operate the equipment. When you borrow
library books, the librarian will put a 5. ________ on the book card so that you
know when to return them. If you want to keep the books longer, you can 6.
________ it if nobody requests them.
5. Choosing from a Heading Bank for Paragraphs/ Sections
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The Cancer-Prone Personality

Paragraph A
One of the reasons scientists think that there is a link between stress and cancer is
the idea that there may be a cancer-prone personality. The cancer-prone personality
consists of a set of personality traits that are found more frequently in people who
have cancer than in those who do not.
Paragraph B
What personality traits make up the cancer-prone personality? Most often, people
who are polite, unaggressive, and agreeable are said to have this type of personality.
They seem to have trouble showing when they are angry. Even in situations in which
they should be angry, they appear to be calm and happy.
Paragraph C
When faced with a stressful event, people with the cancer-prone personality do not
show stress outwardly. Instead, they keep their emotions bottled inside. They re-
press, or hide, their emotions, even from themselves.
Paragraph D
The cancer-prone personality is linked to the likelihood of getting cancer, and the
same personality traits seem to help affect a cancer victim's recovery. For example,
some studies have looked at cancer patients who accept the cancer without getting
angry. These patients get sick faster and they die sooner than people who became an-
gry at their cancer and fight the disease.
Paragraph E
However, it is important to keep in mind that some scientists interpret these re-
search findings differently. First of all, not everyone who has a cancer-prone person-
ality gets cancer. And not everyone who has cancer has a cancer-prone personality.
Even more important, there is no proof that having a cancer-prone personality
causes cancer. In fact, it may be the other way around: getting cancer may cause peo-
ple to develop a cancer-prone personality.
The reading passage The Cancer-Prone Personality has 5 paragraphs A-
E. Choose the most suitable heading for each paragraph from the list of
headings below.
XV. XX.
Get angry, live longer Why join stress and cancer?
XVI. XXI.
Nothing to see on the surface Scientists agree
XVII. 22.Paragraph A ___
Try to overcome anger
XVIII. 23.Paragraph B ___
Which one causes which? 24.Paragraph C ___
XIX. 25.Paragraph D ___
Who is likely to get cancer? 26.Paragraph E ___
6. Yes/No/Not Given; True/False/Not Given
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Friends of the Earth Trust

Friends of the Earth Trust is an educational charity set up to help people of all ages
become aware of the threats to our environment. Pollution is just one of these. The
destruction of wildlife and wasting our natural resources are others.
In Britain, the countryside is disappearing or being destroyed — modern farming,
mining, motorways and power stations are all adding to this destruction. By the year
2010, about half the world's animal and plant species could be extinct.
Every year a forest the size-of Wales is cut down to make paper for use in Britain. If
more people used recycled paper, fewer trees would be cut down, and there would be
less waste to dispose of. Another important benefit would be the new jobs created in
the collection of waste paper.
New jobs would also be created if there was a large programme to save energy in
buildings. It is cheaper to save energy than to produce electricity, but vast amounts of
money are spent on nuclear power. From the mining of uranium to the disposal of
radioactive waste, there are a number of threats to the environment. In addition,
there are close connections between nuclear power and nuclear weapons. There are
safer sources of energy.
Energy could also be saved if more short journeys were made by bicycle. This would
reduce pollution and traffic congestion. Cycleways should be built to make cycling
safer.
The threats to our environment are all related. For instance, building cycleways in-
stead of unnecessary new roads would save energy and reduce pollution and the de-
struction of our wildlife.
Read the passage Friends of the Earth Trust and look at the following
statements. Write
YES if the statement agrees with the writer;
NO if the statement does not agree with the writer;
NOT GIVEN if there is no information about this in the passage.
27. 1. Friends of the Earth Trust organises lots of activities to help people understand
the environmental problems.
28.The forest cut down every year to make paper in Britain is bigger than the size
ofWales is.
29.Using recycled paper and saving energy in buildings can both create new jobs.
30. I
t is more difficult to save energy than to produce it.
31. People can reduce pollution and traffic jams by using more bicycles on short jour-
neys.
7. Classification
When you visit a supermarket you probably think you know exactly what you are go-
ing to buy, but the truth is you are very easily persuaded. Over half the decisions you
make are made suddenly, on impulse, while you are inside the store, so it is impor-
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tant that a product is displayed in an eye-catching position if it is to have any chance

of success.
Today's supermarkets invest millions of pounds in powerful computers which tell
them what product sells best and where. "Space management" is the name given to a
highly complicated way of influencing the way we shop to make sure that stores make
the maximum profit.
You walk into a supermarket. You pull out a trolley and stare up and down row after
row of packed shelves. You step out into the aisles. You are faced with possibly the
widest choice of food and drink in the world. But over the next hour or so, you will
shop in a completely predictable way. This is what the space management teams who
work for supermarkets have found out. They believe that everything depends on the
following rules about our behaviour in supermarkets:
The modern supermarket offers too many images for our brains to absorb so we
switch offend notice only parts of the goods on display. A product will be more no-
ticeable in some parts of the store than others, so manufacturers and retailers must
work hard to attract our attention.
In general, products sell best when they are placed at eye level.
Products placed at the beginnings of aisles don't sell well. In tests, secret fixed cam-
eras have filmed shoppers' movements around a store over a seven-day period. When
the film is speeded up, it clearly shows that we walk straight past these areas on our
way to the centre of the aisle. These early shelves are known as "the graveyard".
When we finally stop to consider in the centre of an aisle, we look along the length of
it. And because we read from left to right, we look from left to right too. So, we see
products displayed on the left side of the aisle first. As a result, more products are
taken from those shelves.
Any spot where the supermarket can be sure we are going to stand still and concen-
trate for more than a few seconds is good for sales. That is why the shelves at the
check-out have long been a favorite for manufacturers of sweets, perhaps the most
popular "impulse" buy of all.
Look at the following list of places in supermarkets and use the informa-
tion provided in the passage to answer the questions. Write
A. for places where products 32.shelves which are at the same level as your
tend to sell well; eyes
B. for places which tend to 33.shelves along the left wall of the supermarket
be neglected by the cus- 34.shelves at the beginning of an aisle
tomers; 35.left-side shelves in the middle of an aisle
C. for places not mentioned 36.shelves by the cashiers
in the passage. 37. shelves along the middle aisle
8. Matching Lists/ Phrases
Crowding Human Life
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In 1950, there were only 2.5 billion people in the world. Now there are 5.3 billion.
Human population may reach 8.5 billion by the year 2025. Experts disagree about
how serious a problem this very fast growth is. And they disagree about what should
be done about it.
It could be said that growth is slowing down. Most industrial countries - Japan,
Canada, the United States, and the nations of Europe - are hardly growing at all. In
Asia, Africa, and Latin America, growth is somewhat slower than it was twenty years
ago.
Industrial nations all went through a time of fast growth when their industry was de-
veloping. When they reached the point where most people could live in comfort, pop-
ulation growth slowed. Many experts believe that today's developing nations will go
through a similar change. The best way to control population, they say, is to raise the
standard of living.
Industrial nations are beginning to look for ways to produce goods without the pollu-
tion that is one of the harmful effects of overcrowding. Developing countries will also
use such methods if they are to take care of their people. Educating children every-
where is expensive, but the cost is worthwhile because children will contribute to
their country's development when they are grown. Perhaps children now in school
will invent ways to help people live at peace with the earth.
Read the passage Crowding Human Lift and choose, according to the pas-
sage, one phrase (A-F) from the list of phrases to complete each key point
below.
38.By the year of 2025, ________________.
39.Experts argue about ________________.
40. I
n industrial countries, ________________.
41. It is worth the cost to ________________.
A. ways to solve the problem of population

B. educate the new generation
C. effects of fast growth of population
D. the population was once growing fast
E. there may be a lot more people in the world
F. produce better products without pollution
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Unit 2: IELTS Reading Strategies
One of the main difficulties experienced by candidates doing the IELTS Reading test
is they do not have enough time to complete the test. It is, therefore, essential to read
both efficiently and effectively.
There are a few main skills that you will need in order to do well in the IELTS Read-
ing test. It is useful to apply the following hints for each passage that is given.
1. Previewing
(g) Study the passage by noting: titles, subheadings, illustrations, diagrams, any
print in boldface or italics.
(h) Study key parts of the passage by skimming. Skimming is reading fast to get the
gist or the general idea of the text. There are different techniques of doing skim-
ming. You can run your eyes over the passage getting the general meaning, not
stopping at words that you do not understand as this will slow you down. The im-
portant thing with skimming is speed. You could just read the title/heading, sub-
headings and illustrations if there are any. Another way to skim is to just read the
first paragraph which often focuses on the main idea. The first sentence of each
paragraph is usually the topic sentence which expresses the key points of the
paragraph. Generally, the concluding paragraph provides a summary of the given
passage.
Now practice skimming through the passage below to find out roughly what it is
about.
Polluting the Air

Every moment, all of us are affecting the atmosphere. Plants take the gas carbon
dioxide (CO2) from the air and return oxygen (O2). Animals breathe in O2 and
breathe out CO2. The air protects us. It blocks dangerous X-rays, gamma rays, and
ultraviolet rays from the sun.
Now we have upset the balance. By burning coal and oil, we release carbon that was
locked up underground millions of years ago. The amount of CO2 in the air is grow-
ing. Carbon dioxide holds the sun's heat in the atmosphere just as the glass roof of a
greenhouse holds heat in the greenhouse. Many scientists believe that more CO2 will
create a greenhouse effect. The earth will get warmer, causing harmful changes in
our climate.
A group of gases called chlorofluorocarbons are contributing to the greenhouse ef-
fect. They are also destroying the ozone layer, a part of the atmosphere that protects
us from the sun's ultraviolet radiation. These gases, often called CFCs, are used in re-
frigerators, air conditioners and some aerosol spray cans. When they escape they rise
high into the air. There they meet ozone, a kind of oxygen that stops ultraviolet rays.
They break up the ozone and let ultraviolet rays through to the earth.
ENGLISH MASTER IELTS READING INTERMEDIATE UNIT 2
2. Skimming through the title/heading, subheadings and illustrations

An important part of "comprehending" a given passage or part of a passage (a para-
graph) is to understand its theme. A theme is, in fact, the main idea or concept.
If a reader can locate and/or understand the theme or main idea, then comprehend-
ing the rest of the passage becomes a lot easier.
How to locate and comprehend the theme
The theme of a passage can usually be found in the title/ heading and subheadings.
Most candidates of the IELTS test feel more comfortable in attempting the questions
in the test if they have an idea of what a passage is about. The easiest way to do so is
to read the title/ heading and subheadings. Most headings clearly define the theme of
a passage.
A Democratic Meeting
There are three principles that are all-important to democracy, and they are all-im-
portant to the running of any kind of group. If you join a club or a group, they are a
guarantee of liberty to you and every other member.
Here they are:
Respect all members. When you protect the rights of others you protect your own
rights. If you listen quietly to other members, they will listen to you. In a meeting, ev-
ery member has rights equal to those of every other member.
When you join a group or a club, you accept this contract. Membership means you
are willing to join a group of equal partners and acknowledge that everyone has the
same rights.
Respect the wishes of the majority. At the next group outing, the rest of the group
may want to go cross-country skiing and you may want to go to a movie about cross-
country skiing. Obviously, you can't do both at the same time. As a member of a
group, you have to go along with the majority (more than half of the members vot-
ing). You have to give a little to get a little.
Protect the right of the minority. Sometimes you will disagree with some members of
the group and feel certain you are right. If fewer than half the voting members agree
with you, you are part of the minority. Parliamentary procedure in a group meeting
insures that you will have a chance to be heard. Further, it guarantees your right to
disagree.
It is no disgrace to be in the minority. It is often the brave position, and many minor-
ity ideas have won out in the end.
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3. Reading charts and tables

It is important for candidates to learn how to read information in formats other than
narrative texts. Learning to read charts and tables is another way for candidates to
understand how information is collected and organised. It also helps candidates to
become skilled in gathering information quickly as well as categorising information
to develop their own charts and tables in a variety of subject areas.
Some industries in the United States use huge amounts of water while others use
very little. Paper companies are always located along rivers that provide the large
amounts of water required for the production of paper products. Producing one ton
of paper for books may require as much as 184,000 gallons of water. Steel mills and
oil refineries also require large volumes of water, and many are located along the
coast. Some 60,000 gallons of water is needed to refine a barrel of crude oil. This in-
cludes 10 gallons of water for each gallon of gasoline produced.
Water use in the eastern part of the States differs from its use in the western part.
The chart below shows how the water is used in each region of the country.
East versus West – Water Usage Ranked in Descending Order
The West The East

Irrigated agriculture Energy
Domestic and Commercial Manufacturing
Energy Irrigated agriculture
Minerals Minerals
The passage mentions water use in the two parts of the United States. Before read-
ing the whole passage, you should skim through the table to grasp the key points:
The heading East versus West - Water Usage Ranked in Descending Order can tell
you the global idea, and the categories classified in the two columns can quickly show
you some related details.
Despite the progress in raising educational enrolment rates for both males and fe-
males in the past three decades, growth in educational opportunities at all levels for
females lags behind that for males.
The latest available figures show that 77 million girls of primary school age (6-11
years) are not in school, compared with 52 million boys. Moreover, even these gross
enrolment rates are often accompanied by high dropout rates. Dropout rates are no-
tably high in low — income countries but vary by gender worldwide and within re-
gions. The rates for girls tend to be linked to age, reaching the highest at about grade
5 and remaining high at the secondary level. Cultural factors, early marriage, preg-
nancy, and household responsibilities affect the likelihood that girls will remain in
school.
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CHILDREN NOT IN SCHOOL, 2005
ENGLISH MASTER IELTS READING
Female INTERMEDIATE
Male UNIT 2
0 7.5 15 22.5 30
More Girls than Boys Fail to Attend Primary School
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4. Reading the first paragraph and the concluding paragraph

The first paragraph often focuses on the main idea. Generally, the last paragraph
provides a summary of a given passage.
Social workers are often the first people met by a person in need of human services.
Social workers spend part of their day in an office setting or group residence and the
rest of it going to people's homes.
Children welfare workers help children and teens in abusive situations. They investi-
gate and report instances of neglect or abuse and take action if necessary to place
children in foster homes.
Medical social workers help patients and their families when diseases such as AIDS
or Alzheimer's cause suffering. They help a patient and his family adjust to the new
situation.
School social workers work within school systems to help children who have emo-
tional problems. These students are often put into special education classrooms sim-
ply because they can't control their behaviours. A school social worker works with the
family of such a student to try to integrate him or her back into the general school
population.
Industrial or occupational social workers work within a personnel department of a
business to help employees cope with job pressures or personal problems that affect
the quality of their work.
Gerontology social workers run support groups for the elderly. They also advise the
elderly and their family members on the subjects of long-term housing and health
care.
A bachelor's degree, and often a master's degree, is the minimum requirement for a
professional position in social work. However, small agencies may accept some com-
munity college courses in psychological or sociology. In such places, you may find a
position available as a record keeper or an aide to one of the social workers on the
staff. Salaries usually start at $18,000.
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5. Reading the topic sentence of each paragraph

A paragraph is a series of sentences that are organised and coherent, and are all re-
lated to a single topic. A well-organised paragraph supports or develops a single con-
trolling idea, which is expressed in a sentence called the topic sentence. Recognising
the topic sentence can help you to quickly understand the general idea of the whole
passage.
(1) The topic sentence is the first sentence in a paragraph.
A topic sentence summarises the main idea of a paragraph and also indicates to the
reader what the paragraph will be about. That is why topic sentences usually appear
at the very beginning of paragraphs.
Farmers are looking for better ways to solve the problem. Some are trying organic
farming. They are farming without chemicals. They use animal manure or dead
plants for fertilisers. They use natural methods to control pests. Farmers who irrigate
their crops are finding ways to grow food with much less water. Irrigation water
sometimes puts salt into the soil. Crops cannot grow in salty soils. Less water means
less salt.
(2) The topic sentence is not always at the beginning of a paragraph.

A topic sentence does not always have to be at the beginning of a paragraph though
this is usually the most logical place for it. Sometimes a transitional sentence or two
will come before a topic sentence.
Compared to some other professions, human services work does not pay very well.
However, on a personal level, it can be very rewarding. Human services work brings
you into contact with people every day. To be good at this kind of work, you need to
like people. The challenge of the work is to help people become independent, and not
to rely on the services that you provide. A person under the guidance of a good hu-
man services worker learns how to help himself.
(3) The topic sentence may be placed at the end of a paragraph.

Sometimes in more creative writings, writers save a topic sentence for the end of a
paragraph.
What are the prospects for acquiring Government land? Is there a lot of free land
around? How difficult is it to buy public land? How much land is available for sale
each year? These are only a few of the questions Government agencies receive every
day. Many people apparently have read advertisements giving the impression that
Uncle Sam is still distributing "free" public land for homesteading or selling it for
next to nothing the way the Federal Government did in the days of the Old West. Un-
fortunately, there is no truth to such claims. There is no free public land available to
private individuals, and such parcels as the Government occasionally does sell cost as
much as, if not more than, any privately-owned land. Homesteading on public lands
is a thing of the past.
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(4) There is no topic sentence in the paragraph.

Sometimes a paragraph helps to develop the same point as in the previous para-
graph, so a new topic sentence would be redundant. Sometimes the evidence in a
paragraph makes the writer's point so effective that a topic sentence can remain im-
plicit.
One of the most common butterflies of the ten thousand species in North America is
the monarch butterfly. It is also one of the most beautiful. The adult lays tiny green
eggs on the leaves of the milkweed plant, which the young will eat when the eggs
hatch. The baby butterfly does not have wings. It is a caterpillar. It will shed its skin
four times as it matures. Monarchs leave their northern homes when summer is over
and travel in large groups to find a warm winter home in the south. In the spring,
they return north again.
6. Looking for the details based on key words

This is an important technique in IELTS reading as you are often searching for some
specific information. When you are looking at test questions, you need to recognise
what form the answer should take (Is it a number, date, reason, etc.?). You should
read the question first, and then you search for key words or ideas associated with
the question. Scanning is a bit more difficult to practise than skimming.
Key words usually involve lexical items of time, locations, people's names, figures,
events and proper nouns.
Population Growth
In the next decade, population growth will probably add to world hunger problems.
As the population grows, according to the World Hunger Programme, so will the
number of malnourished people. The world's population, estimated at 5.6 billion in
1994, may reach 11.5 billion by the year 2150, and most of that growth is occurring in
the world's poorest countries. At least 95 percent of the global population growth
over the next thirty-five years will take place in the hunger-belt regions of Africa,
Asia, and Latin America. For countries that already have a hard time feeding their
populations, growth on a scale of even 3 percent a year could add significantly to
their food problems. This level of growth is already occurring in Namibia and in
South Africa, and many other countries are not far behind.
In 1981, the United States recorded a population on the African continent of 481 mil-
lion people. This number topped 800 million by the year 2000. Africa would have to
increase its food production by 4 percent a year to meet the food needs of its in -
creased population. But Africa's food production is growing by only 1 percent a year,
which means that nations already struggling to meet their people's food needs will
have an even greater struggle as populations grow. "When food supply grows slower
than population," says Professor DeGregori, "a country is in trouble."
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Question 1
What will be increased, according to the World Hunger Programme, together with
the rapid growth of population?
The key words in this question are the World Hunger Programme. Basing on these
key words, you can easily find out the ideas associated with the question As the pop-
ulation grows, according to the World Hunger Programme, so will the number of
malnourished people. Therefore, the answer to this question is the number of mal-
nourished people.
Question 2
For some countries, a population growth of even 3 percent a year can worsen their
___________.
The key words in this question are both a figure 3 percent a year and a phrase a
population growth. You can scan through the passage and find out the sentence For
countries that already have a hard time feeding their populations, growth on a
scale of even 3 percent a year could add significantly to their food problems. So, the
answer to this question is food problems.
Question 3
In Africa, according to the passage, food production
A. has been greatly increased in recent years
B. is growing more slowly than the population
C. can eventually meet the needs of population
The key words in this question are both a location Africa and a noun phrase food
production. The two sentences including these key words are Africa would have to
increase its food production by 4percent a year to meet the food needs of its in-
creased population. But Africa's food production is growing by only 1 percent a
year, which means that nations already struggling to meet their people’s food
needs will have an even greater struggle as populations grow. Carefully reading the
three options and comparing them with the question, you can identify option B that
represents the correct answer to this question.
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Unit 3: IELTS Reading Strategies
Working out unfamiliar vocabulary
When reading a passage in the IELTS test, it is most likely that you will come across
words with which you are unfamiliar. Be prepared for this. You may not need to un-
derstand the exact meaning of an unknown word unless there is a question directly
related to it.
If you do need to know the meaning of an unfamiliar word, do not panic. There are
various strategies that you can use to work out the meaning of unknown words.
1. Using common roots, affixes to guess the meaning of unknown words
Sometimes knowledge of common roots, affixes can help you to identify the meaning
of unknown words (Look at the table of roots and affixes in this Unit).
D. Using prefixes
A prefix is a word or letter(s) placed at the beginning of another word (a base word)
to adjust or qualify its usage or meaning. Prefixes can express the ideas of negation,
direction, quantity, etc.
If you have ever touched something very hot, you will know the importance of your
sense of touch. When the nerve endings in your hand detect heat, they flash a warn -
ing message through your nervous system. You do not even have to think what to do
next, because an automatic reaction takes emergency action. Almost before you
know it, muscles in your arm contract, and your hand is pulled away from danger.
Plants and animals live in communities. Communities need space. They need enough
room to provide a habitat or home to population of all species. Many of the rare and
endangered species in the world are in danger simply because they have no place to
live. Their habitats have been turned into cities and farms.
All the world must work together to protect these persecuted animals. African na-
tions may want help in stopping illegal hunting. All nations need to stop the buying
and selling of horns, ivory, and skins taken from these animals. And all nations must
stop the pollution that kills both animals and humans.
Family abuse occurs when a person commits abusive or violent acts against a family
member. Family members include any biological, step-, or foster family members.
Sometimes the term family violence is used interchangeably with family abuse.
The term domestic violence is also sometimes used to mean any violence occurring in
the home. However, in this book, domestic violence will refer specifically to partner
abuse. The word maltreatment is also frequently used to refer to acts that are ei-
ther violent or abusive.
E. Using suffixes
Suffixes are groups of letters attached to the ends of roots, words, and word groups.
Suffixes serve a grammatical function. A suffix can indicate what part of speech
(noun, verb, adjective, or adverb) to which a word belongs. Suffixes can also modify
and extend meaning. Learning something about how suffixes function in the English
language can help you to improve general reading comprehension. Suffixes help you
to use context and etymological clues to make educated guesses about the meaning of
unfamiliar words.
Kennedy's father planned what each of his sons should do in life. He decided that his
oldest son, Joseph, should become a politician. John was going to become a writer
and teacher. However, Joseph was killed during World War II. The family wanted
John Kennedy to be a politician instead.
First, the danger of leaving explains why many women stay in abusive situations.
Many women fear that leaving will not stop and may intensify the abuse. Victims
may also develop survival skills that focus on minimising the risk of danger and just
making it through the day, rather than planning escape. Emotional bonds with the
abusive partner, the victim's physical and mental exhaustion, or a belief that she
deserves the abuse or is helpless to change the situation are also factors that keep
women from leaving.
F. Using roots
Many words are made up of a root (or base word) and an affix. Sometimes knowledge
of common roots, affixes and possible similarity of words in another language can
help you to identify their meaning.
The root is the main part of a word to which affixes are added. Knowing the "building
blocks" of the English language — prefixes, suffixes and root words — helps you to
understand the meaning of unfamiliar words and their spelling convention.
Root words are very useful in a moment of doubt.
Touch works mostly through the skin, your largest sense organ. It has millions of
nerve endings, which are sensitive to light and heavy pressure, heat, cold, and pain.
Some parts of the body, such as the hands, are crammed with nerve endings, making
them more sensitive than other parts.
Sound is created when something vibrates. When you switch on a radio, for example,
it converts radio signals into movement. Although you cannot see it, the radio's
speaker vibrates rapidly, and this sends pulses of energy into the air around it. Your
ears detect these pulses, and the result is what you experience as sound.
Your ears work very much like a radio set in reverse. Each of them channels the vi-
brating air into an opening in your skull.
2. Examining the context to guess the meaning of unknown words
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When reading a passage, you should ask yourself this question: Are there any clues in
the surrounding words or phrases? Look particularly at the words just before and
just after certain unfamiliar words (such as definitions, explanations, synonyms,
antonyms, and examples), or use your personal experience or background knowledge
to guess their meaning. Observe the relationship of the unknown word — ‘X’ — to
other words and concepts with which you are more familiar. Often this is enough to
answer questions that include 'X'.
G. Definitions, explanations
Sometimes writers realise that a certain word is an uncommon one, so they define,
restate, explain or give an example. Words that signal meaning often include is,
means, refers to, that is, consists of
The hardest parts of your body are not your bones, as you might expect, but your
teeth. Bone is very hard, but it cannot cope with years of cutting and chewing. To eat
your food, you rely on enamel — the mineral coating of your teeth that is so hard
that it can last a life-time.
Unlike us, many mammals are nocturnal, which means that they are active by night
and sleep through the day. Long ago, the first mammals moved about under the
cover of darkness to escape predatory dinosaurs. Many of the smaller mammals have
remained nocturnal, and mammalian predators, such as foxes, are active at night in
order to catch them.
H. Synonyms
Most of the questions in the IELTS Reading test require candidates to find out the
same information in a reading passage. Yet, the particular information that is asked
to be looked for is disguised with only two different masks, namely, synonyms or
antonyms and paraphrases. A synonym is the exact equivalent of any particular word
or expression.
Erosion from over farming the land caused millions of acres to be withdrawn from
production. Further, the use of chemical fertilisers, which was increased greatly be-
tween 1950 and 1984, had an adverse, or harmful, effect on water supplies.
I. Antonyms
Another useful clue for better reading comprehension is antonyms. An antonym is a
word that has the opposite meaning of a given word.
Tunisia is the smallest country in the North Africa. It lies between Algeria and Libya.
On the north is the Mediterranean Sea. The northern part of the country contains
very fertile soil while the southern area is very dry. The two areas are separated by
the Atlas Mountains.
Positive events can produce stress, but negative ones are generally more stressful.
In part, negative events are more likely to cause stress because they place more de-
mands on us. We actively try to avoid negative events. When they occur, we have to
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find a way to solve the problem. This takes time, effort, and energy. In sum, it is
stressful.
The conjunction but in a compound sentence also shows contrast. So, negative and
positive in this sentence can easily be understood. If you have known the meaning of
negative which means giving more attention or emphasis to bad possibilities than
good ones, you can then easily guess the concept of positive (giving more attention
or emphasis to good possibilities than bad ones).
J. Examples
An example is something that the writer mentions in order to show the type of thing
that he is talking about and to help to explain what he means. Examples can help you
to guess the meaning of unknown words.
The tasks of an assistant for any of the above counselling careers are many. They may
include helping a client get benefits such as health or life insurance; examining tax
returns to see if the client is eligible for federal aid such as welfare or food stamps;
or arranging transportation for a patient to get to group meetings, adult day care pro-
grammes, or doctor's appointments.
K. Personal experience or background knowledge

From the information in a passage, you can use your own personal experience or
back-ground knowledge to guess the meaning of unfamiliar words.
Your teeth, like those of most hunting mammals, do not grow once they have been
formed. To make up for this, you change teeth as you get older. Your first set, called
"baby teeth," starts to appear when you are about six months old. They are quite
small, and are gradually replaced by your adult or permanent teeth, which are
much bigger. Sometimes your first adult teeth can look much too big for you, but the
rest of your body eventually catches up in size.
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Common Roots and Affixes

Roots and Affixes Meanings Examples
-able, -ible capable of eatable, payable
-al relating to national, political
-ance, -ence state, action or quality of appearance, difference
-an, -ian of or belonging to American, Christian
anti- against antislavery, antiwar
audi-, audio- connecting with hearing auditor, auditorium
auto- by oneself or by itself automatic, autobiography
bi- two bicycle, bimonthly
bio- of life and living things biology, biography
cent-, centi- hundred or hundredth century, centimetre
counter- opposite, against countermarch, counterat-
tack
dic- say, speak diction, dictate
dis- not, negative disagree, dishonest
en- put into; cause to be endanger, enrich
-en make or cause to be widen, strengthen
-er, -or a person or thing that does an teacher, actor
action
-ent, -ant that is or does sth different, pleasant
-ese nationality or language Chinese, Japanese
ex- former ex-wife, ex-student
-ful full of; having the qualities of; handful, joyful
an amount that fills sth
-fy, -ify make or become purify, terrify
geo- of the earth geology, geography
-graph- something written or drawn autograph, graphology
-hood state or quality of childhood, livelihood
homo- same, like homosexual, homophone
il- not, negative, against illegal, illogical
im- not, into impossible, import
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in- not, into incomplete, inhale
inter- between, among international, intermediate
intra- inside, within intracity, intracompany
ir- not, negative irresponsible, irregular
-ish having the nature of; from the childish, Swedish
country mentioned
-ism principles or teaching of Buddhism, socialism
-ist a person who is skilled in an artist, scientist
area
-ive, -tive having the nature of effective, sensitive
-ize, -ise cause to be or become realize, nationalize
kilo- 1000 kilogram, kilometer
-less lack of, without careless, helpless
-logy, -ology the science or study of psychology, biology
-ly in the manner of quickly, quietly
mal- bad or badly malpractice, maltreat
-ment the action or condition of movement, statement
milli- 1000th part of milligram, millimeter
mini- very small or short miniskirt, minicab
mis- bad, wrong or badly, wrongly misfortune, misunderstand
mono- one, single monologue, monotonous
mono- one, single monologue, monotonous
multi- many multiply, multinational
-ness the condition of sadness, illness
non- not, lack of nonfiction, non-profit
-ous having the nature of joyous, monotonous
out- do more than, greater, better outrun, outnumber
over- too much overwork, oversleep
-phon- sound, voice telephone, phonology
-port- carry, movement transport, portable
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post- after postwar, postgraduate
pre- before prewar, pretest
re- back, again replay, rewrite
semi- half; happening twice semicircle, semiannual
-sens- feel sensitive, sensitize
-ship the quality or state of friendship, scholarship
-spect- look, see spectator, inspect
sub- under, less important subzero, subeditor
super- over, more than usual supernatural, superpower
tele- over a distance television, telegram
thermo- related to heat thermometer, thermoplas-
tic
-tion, -sion, -ion, - the action or process of explanation, explosion
ation, -ition, -xion
trans- across translate, transplant
tri- three tricycle, triangle
un- not, negative unfortunate, unfair
uni- one, single uniform, unisex
under- not enough underworked, undercook
vis- see vision, visible
-ward, -wards in the direction of downward, northward
-y in the condition of rainy, cloudy
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Unit 4: Reading Practice
Vocabulary
42.activate /ˈæktɪveɪt/ (v) kích hoạt
Fire activated the alarm.
43.alarm /əˈlɑːrm/ (v) make sb frightened
The government was alarmed by recent crimes.
44.alert /əˈlɜːt/ (v) báo động, cảnh báo
He alerted people to the dangers of smoking.
45.bathtub /ˈbɑːθtʌb/ (n) bồn tắm
46.container /kənˈteɪnə/ (n) thùng đựng, vật chứa
47. detect /dɪˈtekt/ (v) phát hiện, nhận thấy
If you detect fire, please alert the security.
48. d
etermine /dɪˈtɜːrmɪn/ (v) quyết định, xác định
Your attitude will determine whether you are admitted or not.
49.evacuation /ɪˌvækjʊˈeɪʃən/ (n) sơ tán
50.fumes /fjuːm/ (n) smoke
51. notify /ˈnəʊtɪfaɪ/ (v) inform sb about sth
The head office was notified of the change in schedule.
52.personnel /pɜːsəˈnel/ (n) nhân sự
53.procedure /prəˈsiːdʒɜːr/ (n) tiến trình, quy trình
In case of fire, please strictly follow the given procedures.
54.proceed /prəˈsiːd/ (v) tiến hành
The company finally proceeded with the plan.
55. staff /stɑːf/ (n) nhân viên
56.towel /ˈtaʊəl/ (n) khăn tắm
57. vent /vent/ đường ống (thông khí)
Reading Passage One
Pre-reading strategies
58.Skim through the passage below to find out roughly what it is about and how it is
organized. Pay attention to the words in boldface as well as the italicized words.
59.Use your previous knowledge of the subject to think about the following ques-
tions before you read the passage for detailed information.
• Have you ever read a notice about fire procedures in a hotel?
• What is the notice about?
• What do you do if the hotel where you stay in is on fire?
60. L
ook at the different types of questions after the passage to get a general idea
about the range of questions and about the kinds of information you need to look
for in the passage.
CROWNE PLAZA
Los Angeles Airport
Emergency Fire Procedures
• If you detect a fire, call emergency, 1999, and the Fire Department, 9+911. Engage
the fire alarm, alert other guests, and exit the building.
• If a fire is detected inside the room, exit the room immediately, close the door, and
activate the nearest emergency alarm. Notify in-house personnel by dialling 1999
and the Fire Department at 911.
• If you are alerted to fire in the building, make sure it is safe to leave your room.
Check for heavy smoke. Once you have determined it is safe, take your room key
and proceed to the exit nearest to you.
• If it is not safe to leave your room, fill your bathtub and other containers with wa -
ter. Block all openings, such as vents and under the door, with wet towels. This will
prevent fumes from entering your room. Call the hotel staff, informing them of
your location.
• If smoke already exists in your room, hold a wet towel over your mouth and stay
low.
• Do not break any windows unless absolutely necessary. This will only worsen the
situation.
• Do not try to exit by use of the elevators.
It is important to remember t1wt in any emergency situations your ability to STAY
CALM during the evacuation process is the key to success.
Decide which of the following choices is closest in meaning to the under-

lined word in the sentence and write down the corresponding letter.
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61. If you detect a fire, call emergency,

1999, and the Fire Department, 63.Once you have determined it is safe,
9+911. take your room key and proceed to
A. see the exit nearest to you.
B. hear A. check carefully
C. both of the above B. move forward to
C. look for
62.If a fire is detected inside the room,
exit the room immediately, close the 64.Block all openings, such as vents
door, and activate the nearest emer- and under the door, with wet towels.
gency alarm.
A. holes that smoke can come through
A. run fast to
B. places that can hold back water
B. shake with all might C. places that can block the smoke
C. bring into use
Choose one answer from the choices given or complete the following sen-
tences with NO MORE THAN THREE WORDS taken from the passage.
65.Which one of the following steps may NOT be correct when the hotel you stay in
is on fire?
A. Activate the emergency alarm.
B. Run to the nearest elevator.
C. Block the space between the floor and the door.
D. Take the room key.
E. Fill the sink with water.
66.When you decide it is safe to leave your room, run quickly to the nearest
_________.
67. When you don't feel it is safe to leave the room, call the hotel staff to tell them
about _________.
68. I
f you detect heavy smoke in your room, cover your mouth with _________.
69.Unless necessary it is not suggested to _________.
70.The key to success in all emergency situations is _________.
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Vocabulary
71. astray /əˈstreɪ/ (adv) away from the correct path
We went astray after two hours driving.
72. brutality /brʊˈtælɪti/ (n) great violence
There is too much brutality against humans in this country.
73. dwindle /ˈdwɪndəl/ (v) be reduced in quantity
Traffic has dwindled, and drivers can now move easily.
Our country has nothing left but dwindling resources.
74. fade /feɪd/ (v) disappear gradually
light/ hope has faded
75. greed /gri:d/ (n) strong desire for sth (often endless)
Human greed is overwhelming.
76. habitat /ˈhæbɪtæt/ (n) area where an animal lives
77. halt /hɔːlt/ (n) stop
The storm finally came to a halt.
78.icy /'aɪsi/ (a) with ice/ containing ice
79. illegally /ɪˈliːɡəli/ (adv) not legally
80. i
vory /ˈaɪvəri/ (n) chất ngà (voi)
81. ornamental /ɔːrnəˈmentəl/ (a) mang tính trang trí
82.poacher /ˈpəʊtʃər/ (n) illegal hunter
Poachers hunt elephants illegally for their ivory to use as ornamental objects.
83.profitable /ˈprɒfɪtəbəl/ (a)
84. p
ublicity /pʌbˈlɪsɪti/ (n) attention from the public
The criminal attracted wide publicity in the country.
85.pup /pʌp/ (n) a young animal
86. s
helter /ˈʃeltər/ (n,v) (provide) a place to stay/ hide
87.slaughter /ˈslɔːtə/ (v) kill an animal for food
88. s
upposedly /səˈpəʊzɪdli/ (adv) thought to be
This is supposedly the best way to deal with the problem.
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Reading Passage Two

Pre-reading Strategies
89. S
kim through the passage on the next page to find out roughly what it is about and
how it is organized. Can you guess what the title means?
90. U
se the previous knowledge of the subject to think about the following questions
before you read the passage for detailed information.
- Why are lots of wild animals being killed? What kinds are being killed?
- Is it illegal to kill wild animals? What should people do about this?
91. Look at the different types of questions after the passage to get a general idea
about the range of questions and about the kinds of information you need to look
for in the passage.
92.In which paragraph of the passage will you possibly find information about
- things that happened during the late 1980s? animal protection movements?
Out of the Wild, into Our Homes

Many of the earth's creatures die because of choices humans make. These choices
have nothing to do with food or shelter or anything else that helps humans survive.
What kills these millions of animals from all over the world is human greed — the de-
sire for money.
People use parts of animals for everything from hats to handbags, from ornamental
jewellery and ashtrays to powders that supposedly improve a person's life. Declaring
a species endangered and protecting it by laws is not always enough. Poachers, peo-
ple who kill wildlife illegally, rarely get caught.
During the late 1980s, saving elephants became a popular cause. Wildlife protection
groups made sure everyone saw pictures or films of elephants with their faces sawed
off for their ivory tusks. These groups also proved that certain populations of ele-
phants were dwindling.
As a result, most people stopped buying objects made of ivory. Laws against poach-
ing were strengthened. Many countries made bringing ivory in from other countries
illegal. Killing elephants for their ivory became more risky and less profitable.
However, concern for a certain species tends to fade after a while. In the late 1970s,
people protested against the slaughter of seal pups. Everyone was shocked at the
sight of pups being clubbed to death in their icy habitat. The brutality came to a halt.
But ten years later, the number of seal pups killed was higher than ever.
Other animal protection movements have come and gone, such as saving the whales
and protecting dolphins from the tuna fishermen. The whale population appears to
have increased for now. And the laws are finally changing in the United States to pro-
tect the dolphins that swim with tuna fish in parts of the Pacific Ocean.
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In the 2010s, the protests and the publicity will probably turn to some other endan-
gered species. Plenty of them urgently need attention. During this time, will the ele-
phants be forgotten?
93.Declaring a species endangered and protecting it by laws is not always enough.
A. in danger
B. out of danger
C. causing danger
94.These groups also proved that certain populations of elephants were dwindling.
A. becoming more
B. becoming smaller
C. becoming weaker
95.However, concern for a certain species tends to fade after a while.

A. strengthen
B. disappear
C. change
96.Everyone was shocked at the sight of pups being clubbed to death in their icy
habitat.
A. shot
B. kicked
C. beaten
Answer the following questions with NO MORE THAN THREE WORDS

taken from the passage.
97. According to the passage, what do people use to make things that people think
can improve their lives?
98. W
hat do people kill elephants and cut their faces off for?
99.What animal is mentioned after elephants as a victim of humans?
100. W
hom do some animal protection movements want to protect dolphins from?
Refer to the reading passage Out of the Wild, into Our Homes and look at
the following statements. Write
TRUE if the statement is true;
FALSE if the statement is false;
35 of 284
NOT GIVEN if the information is not given in the passage.

101. M
any of the animals on Earth die because humans have to survive.
102. I
t is normally enough when an animal species is declared endangered and pro-
tected by laws.
103. P
eople who kill animals illegally often get away without being caught.
104. W
ildlife protection groups proved that the number of some elephant species is de-
creasing.
105. P
oachers are severely punished if they kill the endangered species such as ele-
phants.
106. I
n the late 1980s, people killed more seal pups than they did in the late 1970s.
107. T
he whale population is finally increasing because of stricter laws.
108. I
n the 2010s, people may not be so concerned about elephants as before.
36 of 284
Vocabulary
109. a
ccess /ˈækses/ (n,v) (being able) to use/ obtain sth
Do you have access to a computer?
110. a
djacent /əˈdʒeɪsənt/ (a) next to
The area adjacent to the station
111. a
menity /əˈmiːnɪti/ (n) convenient service
The hotel is close to all local amenities.
112. a
rticle /ˈɑːrtɪkəl/ (n) a piece of goods/ item
113. a
ssume /əˈsjuːm/ (v) take responsibility
The hotel will not assume responsibility for losses.
114. a
vailable /əˈveɪləbəl/ (a) able to be used/ obtained
115. b
everage /ˈbevərɪdʒ/ (n) drink
116. c
omplimentary /kɒmplɪˈmentəri/ (a) free of charge
Complimentary beverages are available from 9 to 10.
117. e
ssential /ɪˈsenʃəl/ (a) very necessary
118. f
eature /ˈfiːtʃər/ (v) have a service/ quality
119. l
aundry /ˈlɔːndri/ (n) service for washing clothes
Lighting-fast laundry is an essential feature of our service.
120. l
ounge /laʊndʒ/ (n) waiting area
121. p
revailing /prɪˈveɪlɪŋ/ (a) current
122. r
etrieve /rɪˈtriːv/ (v) take back, pick up
123. s
uperb /suːˈpɜːb/ (a) excellent
124. t
oiletries /ˈtɔɪlɪtriz/ (n) soap, shampoo, toothpaste
This hotel offers superb service, even with the toiletries.
125. u
nique /juːˈniːk/ (a) one of a kind
126. u
tilise /ˈjuːtɪlaɪz/ (v) make use of
127. v
alet /ˈvælɪt/ /ˈvæleɪ/ (n) parking service in hotels
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Reading Passage One
128. S
how it is organized. Pay attention to the words in boldface.
129. U
se your previous knowledge of the subject to think about the following questions
• Have you ever stayed in a hotel?
• What types of services do hotels normally offer?
• How to get the hotel services?
130. L
about the range of the questions and about the kinds of information you need to
look for in the passage.
131. I
n which sections of the passage will you probably find information about
• when to dine?
• how to use the phone?
• where to do laundry?
• where to put valuables?
• where to get cash?
Hotel Directory of Services

ATM CASH MACHINE------------1880 through Saturday. Articles given to Bellmen
Lobby Level by 9:30a.m. will be returned by 6:30p.m..
CASHIER/FRONT DESK-----------1884 In addition, we provide overnight dry clean-
ing and laundry service. Articles left at Bell
For information about your account, check
Desk II p.m. returned 7 a.m. next day, Mon-
cashing and credit.
day through Friday only. Call for informa-
CATERING--------------------------1840 tion or pick up.
CHECK-OUT TIME (at 12 noon) DIALLING PROCEDURES
CROWNE PLAZA CLUB LEVEL Local Calls-------------------9+Number
Located on 16, this unique floor with its Only several nearby communities are con-
own private lounge features special ameni- sidered local calls. If 9+Number results in a
ties and services. Contact our Concierge at busy signal, call 9+ I +Number.
1884 for more information, or a tour of the
Long Distance---------------9+ I +Area
floor.
Code+Number
DRY CLEANING & LAUNDRY——1884
Credit Card or Collect
Same day dry cleaning and laundry service ----------9+0+Area Code+Number
available Monday
International
----------9+011+Country Code+Number+
39 of 284
"#" Valet service is available for a fee at the

Local Information———————9+41! front entrance of the hotel. Our self-parking
Long Distance Information facility is located adjacent to the hotel. Con-
------------9+!+Area Code+555-1212 tact the Front Desk for an in/out pass. (ho-
tel guests only)
Room to Room, Floors 3 - 9——7 + Room
Number CROWNE PLAZA PREFERRED LEVEL
BUSINESS FLOORS
Room to Room, Floors 10 - 15----Room
Located on 15, 14, 12, 11 and 10, these pri-
Number
vate access floors feature special amenities
Our phone system will automatically con- for the business traveller. Contact our Man-
nect you to your call destination once you ager on Duty (extension 1888), or Hotel
have completed the proper dialing proce- Operator for more information, or a tour of
dures (an Operator will not intercept). Due these floors.
to our computer system real-time billing,
RESTAURANTS
you will be charged the prevailing rate
should your call ring more than 30 seconds. Pascaline's - Fine Dinin
EMERGENCY------------------------1999 Fire Lobby Level. Our Fine Dining Room offers
- Police - Medical California Cuisine and superb service. Din-
ner 6 p.m. - 10:30 p.m. Monday - Saturday
EXERCISE ROOM-------------------1882
2nd floor 5 a.m. - 11 p.m. Strings Lounge
Children must be accompanied by an adult. Enjoy your favourite beverage and sporting
events. 11 a.m. - 1 a.m. daily.
FOREIGN CURRENCY EXCHANGE
During business hours, available for se- SAFE DEPOSIT BOXES------------1880
lected currencies at prevailing exchange Safe deposit boxes are provided at the Front
rate. Desk at no charge. Please do not leave valu-
FORGET ables in your room. We cannot assume re-
SOMETHING?-------------------------------- sponsibility for losses, unless valuables are
1884 Contact our Bell Desk if you have for- secured in safe deposit boxes.
gotten any essential toiletries. Several com- SECURITY--------------------------1874
plimentary items are available and will be For your safety, please:
delivered to your door.
• Double lock your door
HOUSEKEEPING------------------------------ • Use the viewpoint
--1806 • Use safety latch
Our Housekeeping Department will assist • Utilise safe deposit boxes at Front
you with extra room supplies, or special Desk
needs such as a bedboard. • Notify security if assistance is needed
ICE MACHINES SHOESHINE----------------------1875
Ice and soda machines are located on floors Lobby Level Moo - Fri
3 - 16 near the elevators. THEATRE/CONCERTS------------1884
LAUNDROMAT For information and tickets assistance, con-
A coin-operated laundry facility is located tact our Concierge.
on the 15th floor near the ice and soda ma- VOICEMAIL
chines. Laundry supplies are available in
From Inside Your Room:
the Laundromat. See Front Desk for key.
- Lift the handset- Touch 89- Listen to your
MESSAGES----------------------------89
messages
A voice-messaging system is installed in the
From Outside Your Room:
hotel for your convenience and privacy.
When the message light is on, you may re- - Inside the hotel, touch 0 - Outside the ho-
trieve your messages by dialling 89. tel (310)645-7500. The Operator will con-
nect you to voicemail.
NEWSST AND-----------------------1887
Lobby Level 7 a.m. - I I p.m. Once message is played:
PARKING--------------------------1889 • Touch 5 to save message
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• Touch 7 to replay message • Touch 3 to delete message
41 of 284
Match the following words with the definitions.

132. 137.
laundry retrieve
133. A. necessary
lounge B. a public room for waiting
134. C. to recover or regain
essential D. something that is worth a lot of money
135. E. most common or general
prevailing4. F. a place where clothes are washed and ironed
136.
valuable
Refer to the Hotel Directory of Services and write down the telephone numbers you
can dial for the following services in the hotel.
138. I
f you want to call Room 408, Floor 4
139. I
f you are interested in concerts
140. I
f you detect a fire in the corridor
141. I
f you need an extra pillow
142. I
f you wish to have a tour of the 11th and 12th floors
Read the Hotel Directory of Services and look at the following state-
ments. Write YES, NO, NOT GIVEN.
143. Y
ou can go to the Lobby Level when you want to read newspapers.
144. O
vernight laundry service is provided every day in the hotel.
145. Y
ou have to pay if the call you make rings more than half a minute.
146. T
he hotel is responsible for losses only if you inform the Front Desk that you have
valuables in your room.
147. T
here is a parking lot outside the hotel with space for more than 30 cars.
148. I
f your friend comes at 10:35 p.m. on Saturday, you will still be able to take him to
Pascaline's for a meal.
149. W
hen you hear a busy tone after you dial a local number, you may try dialling again
by adding 1 between 9 and the number.
150. F
rom outside the hotel you can leave a message on the voicemail by dialling 89.
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151. I
t is suggested that you should notify the guards when leaving the hotel.
43 of 284
Vocabulary
152. a
dministration /ədmɪnɪˈstreɪʃən/ (n) the way sb runs an organization
153. b
leak /bliːk/ (a) not hopeful; depressing
Under his administration, the future seems bleak.
154. e
nvironmentalist /ɪnˌvaɪrənˈmentəlɪst/ (n) someone who protects the environ-
ment
155. e
xtinguish /ɪkˈstɪŋɡwɪʃ/ (v) put sth to an end; destroy
156. h
ardship /ˈhɑːrdʃɪp/ (n) a situation of difficulty
157. i
nhabitant /ɪnˈhæbɪtənt/ (n) a person who lives somewhere; resident
158. o
fficial /əˈfɪʃəl/ (a) chính thức
When he becomes the official president, hopefully all inhabitants’ hardship will
be extinguished.
159. o
zone layer /ˈəʊzəʊn ˈleɪə/ (n) tầng ozone
160. r
esource /rɪˈsɔːs/ /rɪˈzɔːs/ (n) a supply of sth
161. s
tartling /ˈstɑːrtlɪŋ/ (a) surprising; remarkable
The natural resources in our country have reduced by a startling degree.
162. s
tarvation /stɑːrˈveɪʃn/ (n) nạn đói; tình trạng đói
163. t
ake a toll on /təʊl/ (n) negative impact
Starvation is taking a heavy toll on the poor citizens.
164. t
oxic /ˈtɒksɪk/ (n) poisonous
165. u
rge /ˈɜːdʒ/ (v) push sb to do sth
The government is urging citizens to avoid toxic products.
166. v
anish /ˈvænɪʃ/ (v) disappear
44 of 284
Hundreds of species have vanished.
45 of 284
Reading Passage Two
167. S
how it is organized.
168. U
• Why do many animal species gradually disappear?
• What do human beings do to the natural habitats?
• Is the situation getting any better?
169. L
170. I
• natural habitats?
• President Carter?
• the 1980s?
What Is Happening to Our Planet?

Sometimes humans kill animals indirectly. Few places on the planet are untouched
by humans. The ever-increasing human population needs more space. Industries use
more and more of the Earth's natural resources. The result: in less than one hundred
years, as many as two hundred known species of birds and mammals have vanished.
How? Many natural habitats are disappearing. The Earth's rainforests are being de-
stroyed, along with their inhabitants. Toxic wastes, air pollution, and radiation take
terrible tolls on wildlife. Changes in the planet's ozone layer and in its climate
threaten all animals, including humans.
In 1977, President Jimmy Carter asked for an official study of the environment.
What, he asked, would our planet be like in the year 2000 if present trends continue?
This study was done by several U.S. government departments at the direction of Dr.
Gerald Barney. Published in 1980, the Global 2000 Report to the President provided
startling warnings and predictions about the fate of the Earth if we do not make
changes in the way we treat it.
The report predicted, among other things, that "between half a million and 2 million
species – 15 to 20 percent of all species on earth — could be extinguished by the year
2000." It warned of more hardship for the Earth's human inhabitants as well — more
starvation, for example.
46 of 284
This report strongly urged the government to take immediate action. It gave recom-
mendations for change. But by the time the study was completed, Ronald Reagan
had been elected president and his administration ignored the report.
The 1980s were not a good decade for the environment. It is likely that a global re -
port now would be even bleaker than the one published after the 1970s. Many envi -
ronmentalists wonder if we can stop the destruction of our planet before it is too late.
When, they ask, will humans realise that they are not meant to be masters of the
Earth, only one of its guests?

171. T
he result: in less than one hundred years, as many as two hundred known species
of birds and mammals have vanished.
A. changed
B. disappeared
C. decreased
172. T
he Earth's rainforests are being destroyed, along with their inhabitants.
A. animals which live in a particular place
B. animals which are being destroyed
C. animals which move to other places
173. P
ublished in 1980, the Global 2000 Report to the President provided startling
warnings and predictions about the fate of the Earth if we do not make changes in
the way we treat it.
A. shocking
B. serious
C. terrible
174. T
his report strongly urged the government to take immediate action.
A. forced
B. supported
C. encouraged
175. I
t is likely that a global report now would be even bleaker than the one published
after the 1970s.
47 of 284
A. more discouraging
B. more shocking
C. more encouraging
Choose from the passage NO MORE THAN THREE WORDS to complete

the following sentences.
176. H
umans kill animals indirectly because industries need more and more of the
__________ on the Earth.
177. T
he changes in the Earth's __________ as well as its climate are harmful to all
animals .
178. T
he official study of the environment in 1977 was directed by __________.
179. O
ne of the difficulties which humans were warned of by the report is
__________.
Look at the following statements. Write

180. T
he increase of human population and the needs of industries result in the death
of lots of birds and mammals.
181. I
n 1977, President Jimmy Carter believed that the present trends would continue.
182. A
ccording to the report, more than 2 million species on earth would disappear by
2000.
183. R
onald Reagan was elected president after the study was completed.
184. R
onald Reagan's administration didn't think that the report was necessary.
185. I
t is possible that it will be too late when we stop the destruction of the Earth.
186. T
he environmentalists don't think that humans are masters of the Earth.
48 of 284
Vocabulary
187. a
ppraise /əˈpreɪz/ (v) judge sb/sth (as)
188. b
othersome /ˈbɒðərsəm/ (a) troublesome
189. c
ircumstance /ˈsɜːkəmstəns/ (n) situation
That depends on how you appraise the circumstance.
190. c
oncept /ˈkɒnsept/ (n) a general understanding of sth
191. d
efine /dɪˈfaɪn/ (v) to determine what sth is
It’s hard to define the concept of success.
192. i
nterpretation /ɪntɜːprɪˈteɪʃən/ (n) an explanation of sth
There can be very different interpretations of what success is.
193. p
erspire /pəˈspaɪər/ (v) to sweat
194. p
rincipal /ˈprɪnsɪpəl/ (n) headmaster
195. r
eact /rɪˈækt/ (v) phản ứng
196. s
tressor /stresər/ (n) sth that produces stress
197. v
ary /ˈveri/ (v) be different
How bodies react to different stressors can vary from one person to another.
Reading Passage One
198. S
199. U
• What is stress?
• Do you ever feel stressed? And what feelings do you have?
• What causes the stress?
• How do you deal with stress?
200. L
201. I
• what some researchers say?
• what causes people to think that a situation causes stress?
What Is Stress?
Most people would say they know what stress is. But for scientists who study stress, it
has been surprisingly hard to define. This is because there are so many ways of look-
ing at stress.
Some researchers have studied how our bodies react to stress. You know how your
heart beats faster, you perspire more heavily, and your words do not come out right
when you are placed in a stressful situation. But knowing how we feel when we expe -
rience stress does not explain it; nor does it tell us what causes it.
Other scientists have looked at stressors: events or situations that produce stress. A
deadline, a poor test performance, or bothersome noises all may be thought of as
stressors. Even pleasant events can be stressors. Planning a party or starting a new
job can be just as stressful ' as being called to the principal's office.
Stress, then, can be caused by both negative and positive events, or stressors. Of
course, whether an event is thought of as positive or negative is, in some ways, a mat-
ter of personal choice.
In sum, it is the way people interpret an event that makes it stressful or not stressful.
This process of interpretation is called appraisal. Depending on how people appraise,
or judge, circumstances, they may or may not consider them stressful.
50 of 284
What, specifically, causes people to appraise a situation as stressful? The answer de-
pends on how much of a threat or challenge it appears to be. Circumstances that
bring a threat or challenge to a person's sense of well-being produce stress. Those
that do not threaten or challenge us are not stressful.
Looking at stress this way gives us a general definition of the concept of stress: Stress
is a response to circumstances that seem threatening or challenging.
The circumstances that cause stress vary from one person to another. It all depends
on how we appraise circumstances. In addition, the things that cause us stress today
may not cause us stress at another time. And the opposite is true: things that once
caused no stress may now be stressful.

202. P
lanning a party or starting a new job can be just as stressful as being called to the
principal's office.
A. teacher
B. headmaster
C. assistant
203. A
deadline, a poor test performance, or bothersome noises all may be thought of as
stressors.
A. annoying
B. surprising
C. continuous
204. D
epending on how people appraise, or judge, circumstances, they may or may not
consider them stressful.
A. feel about
B. judge
C. adapt to
205. T
he circumstances that cause stress vary from one person to another.
A. differ
B. move
C. start
51 of 284

WORDS from the passage What Is Stress? for each answer.
It is hard for the scientists to define the word 5. __________ because there are
many ways of looking at it. Your body reacts to stress with a fast-beating heart, heavy
perspiration and so on when you are in 6. __________. 7. __________ refer to
events or situations that produce stress and they may even include 8. __________
such as 9. __________ and starting a new job. In general, stress can be caused by
both negative and positive events.
Read the passage What Is Stress? and look at the following statements.
Write
206. K
nowing our feelings about stress can explain what causes the stress.
207. B
othersome noises are more likely to cause stress than a poor test performance.
208. N
egative events cause more stress than positive ones do.
209. S
ometimes whether an event is negative or not is based on a personal decision.
210. W
hether an event is considered stressful may be determined by the way people in-
terpret it.
211. S
ometimes those circumstances that are not threatening to us are also stressful.
212. A
n event or situation may not always be a stressor.
52 of 284
Vocabulary
213. b
an /bæn/ (v) forbid
214. c
arbon dioxide /ˈkɑːrbən daɪˈɒksaɪd/ (n) CO2
215. d
rastic /ˈdræstɪk/ (a) effective; extreme
Banning the release of carbon dioxide can be a drastic measure.
216. d
rought /draʊt/ (n) hạn hán
217. e
liminate /ɪˈlɪmɪneɪt/ (v) erase sth; get rid of sth
Poverty has been eliminated.
218. e
ra /ˈɪərə/ (n) age
In this era, lots of technological developments have appeared.
219. g
eographical /dʒiːəˈɡræfɪkəl/ (a) relating to geography/ location
220. g
lacier /ˈɡleɪsɪə/ /ˈɡlæsɪə/ (n) sông băng
221. g
reenhouse effect /ˈɡriːnhaʊs ɪˈfekt/ (n) hiệu ứng nhà kính
222. h
umanity /hjʊˈmænɪti/ (n) humankind
223. h
urricane /ˈhʌrɪkeɪn/ (n) storm
224. i
nevitably /ɪˈnevɪtəbli/ (adv) unable to avoid
You will inevitably fail.
225. l
andfill /ˈlændfɪl/ (n) large area used to keep waste
226. m
ethane /ˈmiːθeɪn/ (n) khí mê-tan
227. m
ild /maɪld/ (a) light, not too strong
There is a mild climate here.
228. n
et result /net rɪˈzʌlt/ (n) the total amount
53 of 284
229. p
olicymaker /ˈpɒlɪsɪmeɪkə/ (n) people who make policies
230. r
efugee /refjʊˈdʒiː/ (n) người tị nạn
231. s
hift /ʃɪft/ (v) move; change
The farmland has been shifted to the South.
232. w
orthwhile /wɜːrθˈwaɪl/ (a) worth the time, money, effort
The result is worthwhile.
54 of 284
Reading Passage Two
233. S
234. U
• What does the title mean?
• Are days and nights getting hotter?
• What is global warming and what is greenhouse effect?
• Are there any solutions to the problem?
235. L
236. I
• temperatures?
• strategies to use?
Hot Days, Hot Nights

Paragraph A
Here is what global warming could do in a few years: in Dallas, a doubled level of car-
bon dioxide would increase the number of days a year with temperatures above 100
degrees from nineteen to seventy-eight. On sixty-eight days, as opposed to the cur-
rent four, the temperature wouldn't fall below 80 degrees at night. One hundred and
sixty-two days a year, the temperature would top 90 degrees.
Paragraph B
Although most scientists agree that increasing levels of carbon dioxide and other.-
greenhouse gases will inevitably lead to global warming, no one is certain how fast
and how much temperatures will rise and what the effects will be in any geographical
areas. This gives policymakers an excuse for delaying action. Some experts predict
that within two centuries glaciers in the North and South Poles will melt, ocean levels
will rise, and much of what is now the coast of the United States will be under water.
They also predict great droughts and hurricanes, as a result of climate changes.
Paragraph C
Other scientists think the changes will be much more gradual, even beneficial. After
all, Canada would not complain if the productive corn-growing lands — now located
in the U.S. Midwest — were shifted north across the border.
55 of 284
ParagraphD
While many nations could end up with milder climates, the change — perhaps 100
times faster than at any time in human history — could be so drastic that many of the
benefits would be lost. There could be crowds of environmental refugees, as well,
making the tragedy of the Dust Bowl era seem mild in comparison.
Paragraph E
What can we do? Humanity's contribution to the greenhouse effect comes from so
many basic activities that we can't hope to eliminate it completely. Some steps have
already been taken. Since the 1970s, the use of CFCs as aerosol-can propellants has
been banned in the United States.
Paragraph F
Another strategy is to burn as much methane as possible. This adds CO2 to the air,
but since methane traps twenty times as much heat as CO2, the net result is worth-
while. The gas in many garbage landfills is already being used in a number of places
around the United States. It is being used to heat thousands of homes.
Please match the following words with the definitions.

237. 242.
delay eliminate
238. A. gentle; soft
shift B. move from one place to another
239. C. strong, sudden and often violent
mild D. put off
240. E. forbid
drastic F. get rid of
241.
ban
Choose the most suitable heading for each paragraph A-F from the list of
headings below.
243.
Paragraph A ___
244.
Paragraph B ___
245.
Paragraph C ___
246.
Paragraph D ___
247.
Paragraph E ___
248.
Paragraph F ___
56 of 284
cclii.
One important step
ccxlix.
ccliii.
Possible problems
Disagreement about temperatures
due to global
ccliv.
warming
Warmer and warmer in some places
ccl.
cclv.
Warmer summer in
But possible benefits too
Dallas
cclvi.
ccli.
Problems bigger than benefits
Help from methane
Read gthe passage Hot Days, Hot Nights and look at the following state-
ments. Write
257. T
he number of days in Dallas with temperatures above 100 degrees would in-
crease.
258. C
urrently in Dallas, there are only four days when the temperature falls below 80
degrees at night.
259. S
ome scientists are sure how fast the temperature will rise due to global warming.
260. P
olicymakers are not at all interested in taking any action to solve the environmen-
tal problem.
261. S
ome scientists think that the climate changes may even bring benefits.
262. H
umans contribute to the greenhouse effect through many basic activities.
263. B
urning too much methane worsens the problem of greenhouse effect.
264. I
n the United States, people prefer to bum methane gas for heating the homes.
57 of 284
Vocabulary
265. a
dequately /ˈædɪkwətli/ (adv) enough; good enough
If you apply pressure adequately, the piece of wood will finally break.
266. b
ruise /bruːz/ (n) vết bầm
267. c
asualty /ˈkæʒjʊəlti/ thương vong
268. c
old compress /kəmˈpres/ (n) chườm lạnh
Apply a cold compress immediately when burnt.
269. c
onsult /ˈkɒnsʌlt/ (v) give advice; ask for advice
270. e
ase /iːz/ (n) being easy; without too much effort
He passed the test with ease.
271. g
erm /dʒɜːm/ (n) vi khuẩn
272. g
raze /ɡreɪz/ (n,v) vết trầy
273. i
njection /ɪnˈdʒekʃən/ (n) tiêm thuốc
274. i
tchy /ˈɪtʃi/ (a) ngứa
275. l
imb /lɪm/ (n) chi
276. o
ccur /əˈkɜːr/ (v) happen
277. r
elieve /rɪˈliːv/ (v) reduce pain
278. r
ough /rough/ (a) not smooth
279. s
cald /skɔːld/ (n) a wound that looks like a burn
280. s
evere /sɪˈvɪə/ (a) serious
There was a severe scald on her leg.

281. s
tiff /stɪf/ (a) unable to move
282. u
nconscious /ʌnˈkɒnʃəs/ (a) not knowing what is happening around
She became unconscious and her body was stiff.
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Reading Passage One
283. S
284. U
• What are cuts, grazes, bruises, insect bites, burns and scalds?
• What kinds of injuries are they?
• What causes them?
• How do people treat them?
285. L
286. I
• you cut yourself with a knife?
• a child falls?
• you are bitten by mosquitoes?
• you stay in the sun for too long?
Read the following passage from a health education booklet.

Cuts
Bleeding can usually be stopped by applying pressure to the cut for 2 or 3 minutes.
The cut can then be carefully inspected. If it has bled freely, any germs will normally
have been washed away by the blood.
Apply a plaster dressing firmly, bringing the edges of the cut together so that it knits
quickly. Keep dry for 1 to 3 days.
If the cut is deep and the edges cannot be pulled together with a dressing, consult the
doctor or practice nurse. A tetanus injection may be needed.
Grazes
Dirt will often enter a graze caused by falling on a hard or rough surface. It must be
cleaned out carefully.
After cleaning, leave the graze uncovered. Exposure to the air will cause a scab to
form. This will gradually dry and fall off. It is not a good idea to apply a dressing.
This may stick to the graze or make it infected.
Bruises
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Bruises are very common in children. They normally get better in 7 to 10 days. Par -
ents sometimes worry that a bone may be broken. Children's bones are rubbery and
rarely break, but if in doubt consult the doctor.
If a child gets up at once after a fall and moves about normally, it is unlikely that a
bone has been broken. But the child may be stiff the next day because of the bruising
which has occurred. ·
Severe bruising can be treated by rest for 24 to 48 hours. In the case of a badly
bruised leg, the limb should be raised. Lying in bed is the easiest way to do this.
A cold compress may ease a bad bruise if applied at once. This is made by soaking
some material in water and applying it to the bruise.
Bruises on the head may cause anxiety. If the patient was not "knocked out" and can
remember the accident, it is unlikely that serious injury has resulted.
But if the patient was knocked unconscious and cannot remember what happened,
he or she should be taken to a hospital Casualty Department.
Insect Bites
These are common in the summer. They look like spots about 5mm across. They are
very itchy and usually appear on exposed parts, e.g. arms and legs.
The itching can be relieved by calamine lotion.
Burns and Scalds
Minor burns and scalds cause redness of the skin. Immediate treatment by pouring
cold water over a burn is often helpful. If burns cause severe blistering or break the
skin, the doctor should be consulted.
Sunburn should, if possible, be prevented by avoiding long exposure and covering ex-
posed areas adequately. It may be treated by calamine lotion and soluble aspirin to
relieve the pain.

287. D
irt will often enter a graze caused by falling on a hard or rough surface.
A. soft
B. uneven
C. high
288. B
ut the child may be stiff the next day because of the bruising which has occurred.
A. difficult to bend
B. difficult to move
C. difficult to jump
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289. B
ut if the patient was knocked unconscious and cannot remember what happened,
he or she should be taken to a hospital Casualty Department.
A. a place for people who have died
B. a place for people who have had an accident
C. a place for people who need an operation
290. I
t may be treated by calamine lotion and soluble aspirin to relieve the pain.
A. lessen
B. cure
C. change
Look at the following list of injury-treating instructions or symptoms and

use the information in the passage to answer the questions. Write
A. if it is for treating cuts;
B. if it is for treating grazes;
C. if it is for treating bruises;
D. if it is for treating insect bites;
E. if it is for treating bums and scalds.
291. _
__ The injury needs to be left open and exposed to the air.
292. _
__ You may use some special lotion to ease the itching.
293. _
__ Some pressure on the injury can usually stop the bleeding.
294. _
__ Materials soaked in cold water may help if applied immediately.
295. _
__ Ask the doctor for advice if a dressing does not work.
296. _
__ The skin may appear red because of the injury.
297. _
__ It is unlikely to be a serious problem if the person can remember what hap-
pened.
298. _
__ You will have to stop the bleeding before you check the injury.
299. _
__ You'd better rest for one day or two when the injury is serious.
Refer to the passage and answer the following questions with NO MORE
THAN THREE WORDS taken from the passage.
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300. W
hat can you do to the cut to stop the bleeding quickly?
301. W
hen the cut bleeds freely, what may be brought out by the blood?
302. W
hat may cause a graze to become infected?
303. W
hat types of people are likely to get bruises?
304. W
hen may a child feel uncomfortable because of a bruise he or she gets after a fall?
305. W
hat is the easy way suggested to treat a badly bruised leg?
306. W
here could the injury be if anxiety is a symptom?
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Vocabulary
307. a
bsorb /əbˈzɔːb/ (v) take in sth; receive sth into your body
The atmosphere absorbs too much CO2.
308. b
ubble /ˈbʌbəl/ (n) bong bóng (khí)
309. b
y-product /ˈbaɪprɒdʌkt/ (n) side effect
Greenhouse effect is a by-product of burning natural fuels.
310. c
atchphrase /ˈkætʃfreɪz/ (n) a famous phrase/ sentence by a famous person
311. c
ivilised /ˈsɪvɪlaɪz/ (a) modern & developed
Vietnam has become much more civilised in recent years.
312. c
urrent /ˈkʌrənt/ (a) right now
313. d
rill /drɪl/ (v) khoan
314. e
xclusively /ɪkˈskluːsɪvli/ (adv) only; by oneself/ itself
CO2 is not exclusively responsible for greenhouse effect.
315. e
xhale /ɪksˈheɪl/ (v) breathe out
316. F
ahrenheit /ˈfærənhaɪt/ (n) ºF
317. f
ossil /ˈfɒsl/ (a) hoá thạch
318. f
ossilise /ˈfɒsəlaɪz/ (v) trở nên hoá thạch
319. f
uel /fjuːəl/ (n) nhiên liệu
320. I
ndustrial Revolution /ɪnˈdʌstrɪəl revəˈluːʃən/ Cách mạng Công nghiệp
321. r
elease /rɪˈliːs/ (v) emit
322. t
elescope /ˈtelɪskəʊp/ (n) kính viễn vọng
323. t
erm /tɜːrm/ (n) thuật ngữ
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Schizophrenia is a complicated term.

324. t
oast /təʊst/ (n) baked bread
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Reading Passage Two
325. S
326. U
• What are global warming, greenhouse effect and climate change?
• How much do you know about carbon dioxide?
• In what way is carbon dioxide harmful to the environment?
327. L
328. I
• what has been happening in the past 100 years?
• what fossil fuels are burned?
• whether carbon dioxide is bad?
Global Warming
It seems as if every time you turn on the television news, you hear one or the other of
the following catchphrases of the 1990s: global warming, greenhouse effect, climate
change. As it often is with catchphrases, hardly anyone knows what these terms re-
ally mean or how they relate to each other.
In the past 100 years, in our effort to make the Earth a more civilised place, indus-
trial production has increased by fifty times. Four fifths of that growth has come
since 1950. This production — most of it based on the burning of wood, and of fossil
fuels like coal, oil, and natural gas — has greatly increased the amount of carbon
dioxide in the atmosphere. When fossil fuels are burned, they release carbon into the
air in the form of carbon dioxide. Carbon dioxide allows heat that would normally es-
cape from the Earth's atmosphere to remain trapped, as it would in a greenhouse —
thus the greenhouse effect.
When do you burn fossil fuels? When you turn on a light, or run an air conditioner,
or take a hot shower, or make toast, you contribute to the greenhouse effect. It is a
by-product of the use of energy — electricity, gasoline, or oil.
But how can carbon dioxide be bad when human beings exhale it every time they
breathe? Plants need carbon dioxide; they use it to grow. Oceans absorb it. And
forests drink it in. Without carbon dioxide, the average surface temperature on Earth
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would be 0 degrees Fahrenheit, instead of 59 degrees Fahrenheit. In nature, carbon

dioxide is necessary and harmless. Here is the problem: in our effort to make the
world a more comfortable place, people have produced far too much of it.
By drilling holes into glaciers and testing the air bubbles trapped in ancient ice, by
looking at the fossilised plant tissues, even by looking at the air sealed in old tele-
scopes, scientists have calculated that the atmosphere before the Industrial Revolu-
tion contained about 280 arts per million of carbon dioxide — the highest level
recorded in the past 160,000 years. The current reading is near 360 parts per mil-
lion. In the next 140 years, the carbon dioxide level should reach at least 560 parts
per million.
We have increased the amount of carbon dioxide in the air by 25 percent in the past
century. Carbon dioxide is not exclusively responsible for the greenhouse problem,
however. Other greenhouse gases include chlorofluorocarbons, nitrogen oxides and
methane.
329. W
hen fossil fuels are burned, they release carbon into the air in the form of carbon
dioxide.
A. absorb
B. change
C. emit
330. C
arbon dioxide allows heat that would normally escape from the Earth's atmos-
phere to remain trapped, as it would in a greenhouse - thus the greenhouse effect.
A. escaped
B. caught
C. heated
331. W
hen you turn on a light, or run an air conditioner, or take a hot shower, or make
toast, you contribute to the greenhouse effect.
A. help in bringing about
B. lead indirectly to
C. are mainly responsible for
332. B
ut how can carbon dioxide be bad when human beings exhale it every time they
breathe?
A. breathe out
B. take into
C. breathe in
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333. C
arbon dioxide is not exclusively responsible for the greenhouse problem, how-
ever.
A. greatly
B. usually
C. only
Choose one phrase (A-F) from the list of phrases to complete each key
point below.
334. I
ndustrial production ____________.
335. T
he burning of fossil fuels ____________.
336. C
arbon dioxide influences ____________.
337. A
ccording to the scientists, ____________.
A. has increased by fifty times in the past 100 years

B. is not growing as fast as it was before 1950
C. produces carbon dioxide
D. the surface temperature on Earth
E. the carbon dioxide level in the atmosphere has been increasing
F. carbon dioxide belongs to harmful gases
Read the passage Global Warming and look at the following statements. Write
338. P
eople usually do not understand what catchphrases really mean.
339. M
ost of the growth in industrial production in the past 100 years came before 1950.
340. C
arbon dioxide allows heat to be trapped in the Earth's atmosphere.
341. P
eople burn more fossil fuels when they take a hot shower than when they make
toast.
342. P
eople who use electricity help to produce the greenhouse effect.
343. T
he carbon dioxide level in the next 140 years will increase at least by two times
what it was before the Industrial Revolution.
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344. C
arbon dioxide causes more problems than the other greenhouse gases do.
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Vocabulary
345. a
nnual /ˈænjʊəl/ (a) every
346. a
ttempt /əˈtempt/ (v) try
This school always attempts the annual Olympics, but never wins.
347. c
ampus /ˈkæmpəs/ (n) khuôn viên; cơ sở (trường)
348. c
onfirmation /kɒnfəˈmeɪʃən/ (n) the act of confirming sth
349. c
onstant /ˈkɒnstənt/ (a) unchanged for different people/ situations
We have received confirmation that campus charge remains constant for the
whole 4 years.
350. d
eem /diːm/ (v) consider
Passing the exam is deemed necessary for graduation.
351. d
emonstrate /ˈdemənstreɪt/ (v) display/ express
She demonstrated really good leadership.
352. e
nrolment /ɪnˈrəʊlmənt/ (n) the number of students who enrolled
353. e
quivalent /ɪˈkwɪvələnt/ (a) of the same value
354. e
xceed /ɪkˈsiːd/ (v) to be more than
The total enrolment in this university exceeded 8000 this year.
355. H
onours degree /ˈɒnəz dɪˈɡriː/ (n) bằng loại giỏi
356. i
nstitution /ɪnstɪˈtjuːʃən/ (n) viện
357. m
ature /məˈtʃʊə/ (a) grown-up
358. m
etropolitan /metrəˈpɒlɪtən/ (a) related to a city; urban
Metropolitan areas always attract lots of people.

359. p
roficiency /prəˈfɪʃənsi/ (n) the high level of skill in doing sth
360. q
ualifications /ˌkwɒlɪfɪˈkeɪʃən/ (n) degrees & certificates
Language proficiency and qualifications are deemed most important to get
this job.
361. t
uition /tjuːˈɪʃən/ (n) school fee
Tuition has been rising dramatically in recent years.
Reading Passage One
362. S
363. U
• Have you ever applied for studying in a university?
• What do you want to know about the university?
364. L
365. I
• when the fall semester starts?
• what qualifications you need for enrolment?
• if there is an IELTS score required for entry?
• where the university is located?
• if the university can mail you the application form?
University of Western Sydney Macarthur
About University of Western Sydney Macarthur
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University ofWestern Sydney Macarthur has two campuses, one located in the city of
Camp belltown, the other in the city of Bankstown. Campbelltown is a city within the
southwestern suburbs of the Sydney metropolitan area, and is 50 minutes by train
from the Sydney Central Business District. Bankstown is a city within the Sydney
metropolitan area, and it is 25 minutes by train from the Sydney Central Business
District.
University ofWestern Sydney Macarthur is a member of University ofWestern Syd-
ney with UWS Hawkesbury and UWS Nepean. Total enrolment in 2008 exceeded
27,000 including 2,000 international students. UWS Macarthur has over 10,000 stu-
dents including 500 international students.
University ofWestern Sydney Macarthur's courses are taught through its six faculties:
Arts & Social Sciences (at Campbelltown and Bankstown); Business (at Campbell-
town); Education & Languages (mainly at Bankstown); Health (at Campbelltown and
Bankstown); Informatics, Science & Technology (at Campbelltown); and Law (at
Campbelltown).
Courses Offered in 2008/2009
Courses available to international students in 2008/2009 are listed in this booklet.
All courses are full-time. Fees indicated are annual and include tuition for a standard
full-time load, and the other University charges (except for English course fees). Ex-
tra fees are charged for repeating subjects and attempting subjects in Summer Term.
Fees remain constant for the normal duration of a programme. Some courses listed
have a fourth year for an Honours degree. Entry is on merits and application may be
made by graduates ofUWS Macarthur or graduates of other institutions. You should
contact Office of International Programmes for further details on the Honours de-
grees available.
Admission Requirements for Bachelor's Degree Courses
Admission into Bachelor's degrees usually requires satisfactory completion of the fi-
nal year of secondary education, or equivalent qualifications. Mature age students
who do not meet these requirements will still be considered on the basis of other
qualifications and/or work experience.
English Language Requirements
Applicants must have clearly demonstrated proficiency in English either by achiev-
ing, for example, 570 in TOEFL or 6.0 in IELTS, or by providing evidence of studies
in English at a school or university which has English as the language of instruction
and is deemed satisfactory by UWS Macarthur. A higher level of English is required
for some programmes. English courses are available through the Macarthur English
Language Centre at the Campbelltown campus.
Semester & Term Dates for 2008/2009
Semester 1, 2009: March 1, 2009- June 25, 2009*
Semester 2, 2009: August 2, 2009- November 26, 2009*
MBA 2008: September 28, 2008- September 10, 2009*
MBA 2009: April 5, 2009- March 18, 2010*
MBA 2009: September 27, 2009- September 9, 2010*
*All dates are subject to final confirmation.
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For Further Information and Application Forms Contact:

Office of International Programmes
University ofWestern Sydney Macarthur
PO Box 555
Campbelltown NSW 2560 AUSTRALIA
Tel: +61 2 4620 3313
Fax: +61 2 4626 6677
E-mail: i.elliston@uws.edu.au
Internet: http://www.macarthur.uws.edu.au
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366. C
ampbelltown is a city within the southwestern suburbs of the Sydney
metropolitan area, and is 50 minutes by train from the Sydney Central Business
District.
A. city centre and suburbs
B. city centre only
C. suburbs only
367. U
niversity of Western Sydney Macarthur's courses are taught through its six
faculties.
A. the particular power to do something
B. branches of learning in a university
C. all the teachers and students of one university
368. F
ees indicated are annual and include tuition for a standard full-time load, and the
other University charges (except for English course fees).
A. (happening) every year
B. (happening) every month
C. (happening) every semester
369. A
dmission into Bachelor's degrees usually requires satisfactory completion of.the
final year of secondary education, or equivalent qualifications.
A. higher
B. lower
C. equal
370. M
ature age students who do not meet these requirements will still be considered on
the basis of other qualifications and/or work experience.
A. fully grown and developed
B. teenaged
C. retired

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371. W
hich one of the two campuses of the University of Western Sydney Macarthur is
closer to the Sydney Central Business District?
372. W
hat does the indicated annual fee exclude?
373. W
hich one of the two campuses is the Office of International Programmes located
on?
374. P
lease list one of the English exams that can be used to judge applicants' English
proficiency.
Refer to he passage University ofWestern Sydney Macarthur and look at

the following statements. Write
375. B
ankstown is a small city quite close to the Sydney metropolitan area.
376. T
he enrolment of UWS Macarthur in 2008 exceeded that of the previous year.
377. T
he Faculty of Education & Languages is mainly located at Bankstown.
378. S
ome of the courses listed for the international students are part-time courses.
379. C
harges for the summer courses are not included in the fees indicated.
380. O
nly those who finished secondary education can be admitted into the University
for Bachelor's degree studies.
381. A
pplicants who have studied in schools with very good English courses do not have
to take TOEFL or IELTS.
382. T
he date from which the MBA 2009 programme will start has been finally con-
firmed.
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Vocabulary
383. a
lter /ˈɔːltər/ (v) change
384. a
ncestor /ˈansestə/ (n) forefathers
385. d
airy /ˈdaɪəri/ (a) made from milk
dairy product
386. d
igestive /daɪˈdʒestɪv/ (a) thuộc tiêu hoá
387. d
isorder /dɪsˈɔːrdər/ (n) rối loạn
388. e
nergetic /ˌenəˈdʒetɪk/ (a) full of energy
389. e
xtract /ɪkˈstrækt/ (v) tiết ra; chiết xuất
390. f
ibre /ˈfaɪbər/ (n) chất xơ
391. g
ene /dʒiːn/ (n) gen
392. i
nherit /ɪnˈherɪt/ (v) thừa hưởng
393. m
ineral /ˈmɪnərəl/ (n) chất khoáng
394. n
ibble /ˈnɪbəl/ (v) eat a little bit
395. p
ill /pɪl/ (n) thuốc dạng viên nén
396. p
ulse /pʌls/ (n) nhịp tim
397. s
wallow /ˈswɒləʊ/ (v) nuốt
398. u
pbringing /ˈʌpbrɪŋɪŋ/ (n) the act of raising a child
399. v
aried /ˈverɪd/ (a) with different types
A varied diet is essential to good health.
400. v
itamin /ˈvaɪtəmɪn/ /ˈvɪtəmɪn/ (n)
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Reading Passage Two
401. S
402. U
• What can be considered a bad diet?
• What can be considered a balanced diet?
• What could be the main factors that help to decide people’s weight?
• What does our body-machine need from the blood?
• Are vitamins pills helpful?
• Why is eating more than your body can use harmful?
403. L
404. I
• parents and diet?
• a good balanced diet?
• the situation thousands of years ago?
Our Diet Matters

Section I
The average person swallows about half a ton of food a year not counting drink —
and though the body is remarkably efficient at extracting just what it needs from this
huge mixture, it can only cope up to a point.
If you go on eating too much of some things and not enough others, you'll eventually
get out of condition and your health will suffer.
So think before you start eating. It may look good. It may taste good. Fine! But how
much good is it really doing you?
Section II
What you eat and the way it affects your body depend very much on the kind of per-
son you are. For one thing, the genes you inherit from your parents can determine
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how your body — chemistry (metabolism) copes with particular foods. The tendency
to put on weight rather easily, for example, often runs in families — which means
that they have to take particular care.
And your parents may shape your future in another way. Your upbringing shapes
some basic attitudes to food — like whether you have a sweet tooth, nibble between
meals, take big mouthfuls or eat chips with everything.
And there is your lifestyle. How much you spend on food (time as well as money),
how much exercise you get - these can alter the balance between food and fitness.
And finally, both your age and your sex may affect this balance. For example, you are
more likely to put on weight as you get older, especially if you are a woman.
So, everybody's different and the important thing is to know yourself.
Section III
If you are eating a fairly varied diet, it is just about impossible to go short of proteins,
vitamins or minerals. It is likely, too, that you have more than enough fats and carbo-
hydrates.
Take proteins for instance. On average, we eat about twice as much protein as we
need.
Vitamin pills are not likely to help either. A varied diet with plenty of fresh fruit, veg-
etables and cereals along with some fish, eggs, meat and dairy products will contain
more than enough vitamins. Unless you have some special medical reason, it is a
waste of time and money to take vitamin pills.
As for minerals, there is no shortage in the average diet and it is useless to have more
than you need.
Section IV
Just about everything you eat contains energy — measured as calories; the higher the
number of calories, the more energy. But don't make the mistake of thinking that eat-
ing extra energy — rich foods will make you more energetic. The amount of energy in
your daily diet should exactly balance the energy your body-machine burns up. If you
eat more than you use, the extra energy is stored as body fat. And this is the big prob-
lem.
Section V
Over hundreds of thousands of years, man's food came mainly from plants.
He ate cereals (like wheat), pulses (like beans and peas), vegetables, fruit and nuts.
So our ancestors were used to eating the sort of food that contains a lot of fibre.
In comparison with our ancestors, the sort of food we eat today contains very little fi-
bre. Our main foods are meat, eggs and dairy products, which contain no fibre at all.
Lack of fibre seems to be connected with various disorders of the digestive system.
Some experts also believe that lack of fibre may even lead to heart disease.
If you are worried about your weight, eating more fibre may actually help you to slim!
Food with plenty of fibre like potatoes or bread can be satisfying without giving you
too many calories.
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Find in Section II and Section V words which are closest in meaning to

the following definitions.
Section II
405. _
_____________ to receive from one's parents or grandparents
406. _
_____________ training and caring for a child
407. _
_____________ to eat (something) with small bites
408. _
_____________ to (cause to) become different
Section V
409. _
_____________ a person from whom someone is descended
410. _
_____________ lack of order; confusion
411. _
_____________ connected with digesting food
412. _
_____________ attractively thin; not fat
Choose the most suitable heading for each section from the list of head-
ings below.
A. Extra energy makes us fat
B. Eating more fibre is important 413.
C. It is better to change the bad eating habits Section I ___
D. A bad diet is harmful 414.
E. People differ from each other Section II ___
F. Enough proteins, vitamins and minerals are provided 415.
in a good diet Section III ___
G. We do not need vitamin pills 416.
Section IV ___
417.
Section V ___
Choose the correct answer by writing down the corresponding letters.
418. A
ccording to the passage, which THREE of the following factors could affect your
body system?
A. Genes
B. Vitamin pills
C. Physical exercises
D. Excessive worries
E. Attitudes to food
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419. G
enerally speaking, which one of the following four puts on weight comparatively
easier?
A. A male aged 35
B. A male aged 45
C. A female aged 35
D. A female aged 45
420. W
hich of the following statements is NOT true?
A. A person is likely to put on weight if his father is overweight.
B. Eating habits could be shaped by one's parents.
C. Generally speaking, we eat more proteins than our bodies need.
D. The amount of energy in your diet should be higher than the energy your body-
machine bums up.
421. C
ompared with that of our ancestors, our diet tends to lack
A. vitamins.
B. fibre.
C. minerals.
D. calories.
422. I
f your daily diet is a rather varied one, it is almost impossible that
A. your body store extra body fat.
B. your body need vitamin pills as supplement.
C. your body take in more carbohydrate than it can use.
D. your body need to take in more fibre.
423. W
hich word can best describe the main purpose of the passage?
A. Informative
B. Argumentative
C. Descriptive
D. Persuasive
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Vocabulary
424. a
ppliance /əˈplaɪəns/ (n) a gadget/ a piece of equipment
electronic appliances
425. c
aretaker /ˈkeəteɪkə/ (n) some who takes care of a building
426. c
overage /ˈkʌvərɪdʒ/ (n) payment
the coverage of the monthly rent
427. d
eposit /dɪˈpɒzɪt/ (n,v) (the amount of money you) pay in advance
428. e
nact /ɪˈnækt/ (v) make a law official
The law was enacted in 1990.
429. f
unction /ˈfʌŋʃən/ (v) run, work (machine)
430. i
ncome /ˈɪnkʌm/ (n) the money you make
431. i
ndicate /ˈɪndɪkeɪt/ (v) signal, show
Your income indicates if you can borrow this much money from the bank or not.
432. i
ndividual /ɪndɪˈvɪdʒʊəl/ (a) by/for a single person
433. i
nsurance /ɪnˈʃʊərəns/ (n) bảo hiểm
434. l
eak /liːk/ (v) have water dripping out
435. p
rocess /ˈprəʊses/ (n) quá trình
436. r
eference /ˈrefərəns/ (n) tham khảo
437. r
efund /rɪˈfʌnd/ (n,v) hoàn tiền
438. r
ental /ˈrentəl/ (n) cho thuê
439. r
etain /rɪˈteɪn/ (v) keep
440. s
cratch /skrætʃ/ (n,v) vết trầy; làm trầy
441. s
mooth /smuːθ/ (a) easy, without any difficult
442. t
ear /teər/ (n,v) vết rách; làm rách
443. v
acate /vəˈkeɪt/ (v) move out of a room/ house
444. w
ithhold /wɪðˈhəʊld/ (v) tạm giữ
We will withhold your personal documents unless you cover the remaining rent.
Reading Passage One
445. S
446. U
• Why do people want to rent a room or a house?
• How do people apply to rent?
• Do people have to pay any money as deposits?
• What if people have complaints about the rented place?
447. L
448. I
• documents to bring for application?
• the fine you pay if you break a window?
• forms used to check off items?
• what to do if the sink leaks?
All about Renting
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To make your move into an apartment as smooth as possible, we would like to make
you aware of what will take place before you are settled. Being prepared and avoiding
problems can make it an easier and happier experience.
The first thing you must decide is how much of your income can be spent for your
monthly rental. Besides the rent, the coverage of the monthly electric bill and your
phone charges should also be considered. Heat and water costs are almost always in-
cluded in your rent. Some rental units contain an individual heating system, in which
case you will have heating costs.
APPLICATION – When you make application to rent an apartment, it has always
been common practice to check your credit and references. You may now be required
to pay a fee to have your application professionally checked.
If you do not want to hold up the process of confirming your rental, you should be
prepared for the costs of application, security and pet deposits.
DEPOSITS – You must expect to pay a deposit which can come under the name of
security, damage or cleaning deposit. They can range from a fee of $50 and up, or
equal to a full month's rent. This is insurance for the building owner against damage
or unusual cleaning after you have left, which means part or all of the deposit could
be retained; otherwise, it is refunded to you. The exact requirements for the deposit
should be in writing so that you know what the money is for and under what circum-
stances it can be retained or returned to you. You must also expect to pay an addi-
tional deposit if you have a pet.
Many buildings may have a form available to check off items in the apartment and
indicate their condition. If there is a tear in the carpet or a scratch on an appliance, it
will be a matter of record and you cannot be charged for that later. If such a form is
not available, you can walk through the apartment with the manager making your
own list, having it signed by the manager and yourself.
All of this is a protection for you as well as the building owner and note that under a
law enacted in 1973, your deposit will earn interest at an annual rate of3%. The de-
posit must also be returned to you within 3 weeks after you have vacated, or the
owner must provide you a written notice about the specific reason for withholding
the deposit. You are required to provide your building owner with a mailing address
in order to receive your deposit within 3 weeks.
COMPLAINTS — It is not unusual that something may not function properly in
your apartment. It certainly has happened wherever you have lived before. If an ap-
pliance is not working, a faucet is leaking, and so on, put the problem in writing and
give it to your manager or caretaker.
If you have any serious complaints, you should call the building manager. If some ac-
tion is not following, you can call the Minnesota Multi-Housing Association "Hot
Line" at 858-8222 between 2:00 and 5:00 p.m. during weekdays for help or service.

449.
This is insurance for the building owner against damage or unusual cleaning after
you have left, which means part or all of the deposit could be retained; otherwise,
it is refunded to you.
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A. withheld
B. repaid
C. lent
450. T
he deposit must also be returned to you within 3 weeks after you have vacated, or
the owner must provide you a written notice about the specific reason for with-
holding the deposit.
A. agreed
B. moved out
C. signed
451. I
t is not unusual that something may not function properly in your apartment.
A. be repaired
B. last
C. work
Choose from the passage NO MORE THAN THREE WORDS to complete

the following sentences.
452. Y
ou will have to be responsible for the heating costs if you rent a unit with an
__________.
453. T
he minimum amount of the deposit that you are expected to pay can be
__________.
454. I
f you break anything in the apartment, part or all of the deposit could be
__________.
455. S
mall problems of the items in the apartment would be recorded and you cannot
be __________ that later.
456. A
fter you move out of the apartment, the building owner is required to return your
deposit within __________.
457. I
f the owner wants to keep your deposit for an extra month, he must let you know
the reason with __________.
Read the passage All about Renting I and look at the following state-
ments. Write
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458. T
he electric and telephone bills are probably excluded in the monthly rental.
459. W
hen you apply for renting an apartment, professionals hired by the building
owner will check your application.
460. I
f you want to have a pet in the rented apartment, you should pay the deposit for
the pet.
461. M
aking your own list of the items in the apartment is better than using the form
provided by the buildings.
462. T
he building owner is not supposed to send the deposit to you after you have left.
463. I
t is quite common that something in the apartment may not be working properly.
464. Y
ou are advised to call the manager if the TV set in your apartment is not working
properly.
465. T
he Minnesota Multi-Housing Association "Hot Line" offers help and service seven
days a week.
Vocabulary
466. a
gent /ˈeɪdʒənt/ (n) company; service provider
467. a
greement /əˈɡriːmənt/ (n) thoả thuận
We made an agreement with the travel agent that he will take care of our visas.
468. b
urglary /ˈbɜrːɡləri/ (n) đột nhập nhà
469. c
onfusion /kənˈfjuːʒən/ (n) something that confuses you; sth not clear
We’ll try to clear up any confusion tomorrow.
470. d
eliver /dɪˈlɪvər/ (v) giao hàng
471. d
ue /djuː/ (a) when the deadline has come; đến hạn
472. e
vict /ɪˈvɪkt/ (v) get sb out of a house (because he does not pay the rent)
If you fail to pay the money 1 week after your rent is due, you will be evicted.
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473. i
ntent /ɪnˈtent/ (n) intention
474. p
attern /ˈpætən/ (n) the normal way
Do not do anything out of pattern.
475. p
roperty /ˈprɒpəti/ (n) tài sản
476. r
esident /ˈrezɪdənt/ (n) cư dân
Residents in this building have to protect its property.
477. s
pecify /ˈspesɪfaɪ/ (v) state in detail
478. t
ask /tɑːsk/ /tæsk/ (n) duty
It specifies in the agreement that you have 3 tasks to do.
479. t
ermination /tɜːrmɪˈneɪʃən/ (n) the end of sth
You will receive a notification of the termination of your lease.
480. u
ltimate /ˈʌltɪmət/ (a) the best
This is the ultimate way to deal with thieves.
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Reading Passage Two
481. S
482. U
• Do you check security before you move into a rented place?
• What can house owners do to protect the residents?
• Do you have to sign a contract about the rent?
• What would be in the contract?
483. L
484. I
• fire protection?
• property insurance?
• breaking the contract?
• moving out?
ALL ABOUT RENTING

SAFETY — It is important to all of us to feel safe and secure in our homes. First of
all, your neighbours and the building manager begin to know about your schedule,
and any irregularity would make them question any activity that was out of pattern.
It is better for you to notify your neighbours or the manager that you will be gone for
a few days and ask them to pick up your mail or paper.
A building with controlled entry systems seems the ultimate in safety, but not when
residents carelessly let anyone through the door as they enter, or let anyone in who
rings with a particular reason to enter the building.
Fire protection in the form of alarm systems and many neighbours to warn you if
there is a fire in the building is extra security in an apartment building.
In addition, you should know that apartment owners carry extensive insurance on
the apartment building and property within the building or the rental unit, but not
on the property belonging to you. Burglary, damage from fire, smoke, windstorm, ex-
plosion, or other misfortunes must be covered by you. It is recommended that you
contact your insurance agent regarding a Renter's Insurance Policy.
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LEASE — A lease or rental agreement becomes your next task and could be your
most important consideration. A lease term could be for month to month, 6 months
or one year. Your rent may be more per month on a short-term lease, typically if for
under 6 months. Some buildings will require a one-year lease and some will accept or
only give a 6-month lease.
When it comes to terminating your lease, you must remember that Minnesota State
Law requires that you give the building owner 30 days notice of your intent to vacate.
You should present this notice in writing and deliver it the day before your rent is
due. If the owner needs to evict a resident, he is also required to give 30 days notice
in writing and deliver it the day before the rent is due. However, the owner may re-
quire 60 days notice of termination of a lease as stated in the rental agreement. It is
important that you read your lease and understand it before signing. It is for your
protection as well as the owner and here are some of the reasons:
485) I
t specifies in writing what the building owner's responsibilities are and what
yours are.
486) I
t protects you against rent increases for the term of your lease and against being
evicted without any proper reasons.
487) I
t describes policies and procedures to avoid misunderstanding and problems in
the future.
488) I
t explains procedures for terminating your lease if the necessity arises.
If there is any part of your lease or rental agreement that you do not understand, be
sure to it before signing. The management prefers to clear up any confusion at the
start than have an unhappy resident at some later date.
489. I
t is better for you to notify your neighbours or the manager that you will be gone
for a few days and ask them to pick up your mail or paper.
A. convince
B. inform
C. warn
490. W
hen it comes to terminating your lease, you must remember that Minnesota State
Law requires that you give the building owner 30 days notice of your intent to va-
cate.
A. ending
B. signing
C. changing
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491. Y
ou should present this notice in writing and deliver it the day before your rent is
due.
A. copy
B. read through
C. hand over
492. I
f the owner needs to evict a resident, he is also required to give 30 days notice in
writing and deliver it the day before the rent is due.
A. force to leave
B. criticise
C. refuse
493. I
t specifies in writing what the building owner's responsibilities are and what
yours are.
A. discusses fully
B. describes fully
C. controls fully
Choose, according to the passage, one phrase (A-H) from the list of
phrases to complete each key point below.
494. I
t is suggested that before you leave you'd better ___________.
495. I
t seems to be quite safe to live in the building with ___________.
496. R
esidents are careless when ___________.
497. Y
our neighbours may ___________.
498. I
f the property belonging to you in the apartment is stolen, ___________.
A. you will be responsible for the loss.

B. controlled entry systems.
C. inform the neighbors or the manager of your absence.
D. a very responsible building owner.
E. the insurance carried by the owner will cover the loss for you.
F. warn you if there is a fire in the building.
G. they let anyone in who claims to have some special reason.
H. they do not contact their insurance agent.
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Read the passage All about Renting and look at the following statements.
Write
499. Y
our neighbours and the building manager will ask you about your schedule when
you move in.
500. A
ccording to the passage, the longest term for the lease could be one year.
501. T
he building owner will charged you double if the lease term is only for two
months.
502. Y
ou can either phone to inform the building owner of your plan to move out or give
him a written notice.
503. T
he building owner is required by law to give the resident 60 days notice if he
wants to end the lease.
504. Y
ou can find in the rental agreement the building owner's responsibilities as well
as yours.
505. A
ccording to the rental agreement, the building owner cannot evict the residents
without any proper reasons.
506. Y
ou should ask before signing about any part of the lease which you do not under-
stand.
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Vocabulary
507. f
reight /freɪt/ (n) hàng hoá (trên tàu)
508. l
abour /ˈleɪbər/ (n) sức lao động
509. p
opulate /ˈpɒpjʊleɪt/ (v) to come and live somewhere
HCMC is the most heavily populated area in Vietnam.
510. p
ort /pɔːrt/ (n) cảng biển
511. r
aw /rɔː/ (a) thô (vật liệu)
512. r
egion /ˈriːdʒən/ (n) area
513. r
oute /ruːt/ (n) the way to go somewhere
514. i
nland /ˈɪnlənd/ (a) trong đất liền
515. c
anal /kəˈnæl/ (n) kênh (nước)
516. c
onsequently /ˈkɒnsɪkwəntli/ (adv) as a result
517. c
onstruct /kənˈstrʌkt/ (v) build
518. e
conomics /iːkəˈnɒmɪks/ (n)
519. e
conomist /ɪˈkɒnəmɪst/ (n) nhà kinh tế
520. e
xtend /ɪkˈstend/ (v) mở rộng
Reading Passage One
521. S
522. U
• What kind of city is New York?
• Do you know how New York grew?
523. L
524. I
• seaports in the US?
• the immediate effect the Erie Canal produced?
• the coming of railroads?
• people from Europe?
How New York Became America's Largest City

Section 1
In the 18th century New York was smaller than Philadelphia and Boston. Today it is
the largest city in America. How can the change in its size and importance be ex-
plained? To answer this question we must consider certain facts about geography,
history, and economics. Together these three will explain the huge growth ofAmer-
ica's most famous city.
Section 2
The map of the Northeast shows that four of the most heavily populated areas in this
region are around seaports. At these points materials from across the sea enter the
United States, and the products of the land are sent there for export across the sea.
Section 3
Economists know that places where transportation lines meet are good places for
making raw materials into finished goods. That is why seaports often have cities
nearby. But cities like New York needed more than their geographical location in or-
der to become great industrial centres. Their development did not happen simply by
chance.
Section 4
92 of 284
About 1815, when many Americans from the east coast had already moved toward
the west, trade routes from the ports to the central regions of the country began to be
a serious problem. The slow wagons of that time, drawn by horses or oxen, were too
expensive for moving heavy freight very far. Americans had long admired Europe's
canals. In New York State, a canal seemed the best solution to the transportation
problem. The eastern end of Lake Erie all the way across the state to the Hudson
River, there is a long strip of low land. Here the Erie Canal was constructed. After
several years of work, it was completed in 1825.
Section 5
The canal produced an immediate effect. Freight costs were cut to about one tenth of
what they had been. New York City, which had been smaller than Philadelphia and
Boston, quickly became the leading city of the coast. In the years that followed, trans-
portation routes on the Great Lakes were joined to routes on the Mississippi River.
Then New York City became the end point of a great inland shipping system that ex-
tended from the Atlantic Ocean far up the western branches of the Mississippi.
Section 6
The coming of the railroads made canal shipping less important, but it tied New York
even more closely to the central regions of the country. It was easier for people in the
central states to ship their goods to New York for export overseas.
Section 7
Exports from New York were greater than imports. Consequently, shipping compa-
nies were eager to fill their ships with passengers on the return trip from Europe.
Passengers could come from Europe very cheaply as a result.
Section 8
Thus New York became the greatest port for receiving people from European coun-
tries. Many of these people remained in the city. Others stayed in New York for a few
weeks, months, or years, and then moved to other parts of the United States. For
these great numbers of new Americans, New York had to provide homes, goods, and
services. Their labour helped the city become great.

525. A
bout 1815, when many Americans from the east coast had already moved toward
the west, trade routes from the ports to the central regions of the country began
to be a serious problem.
A. methods used
B. ways planned
C. areas travelled
526. T
he slow wagons of that time, drawn by horses or oxen, were too expensive for
moving heavy freight very far.
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A. goods
B. boxes
C. bags
527. F
rom the eastern end of Lake Erie all the way across the state to the Hudson River,
there is a long strip of low land.
A. a narrow piece
B. a thick piece
C. a small piece
528. T
he coming of the railroads made canal shipping less important, but it tied New
York even more closely to the central regions of the country.
A. states
B. countries
C. areas
529. E
xports from New York were greater than imports. Consequently, shipping compa-
nies were eager to fill their ships with passengers on the return trip from Europe.
A. In fact
B. As a result
C. In addition
Choose the most suitable heading for each section from the list of head-
ings below.
530. 536.
Section 1 Section 8
531.
Section 2
532. i. Then came the train
Section 3 ii. Cheap fares from Europe
iii. Seaports
Example: Section 4 vii iv. Three factors
533. v. Not just because of where it is
Section 5 vi. Most popular place to arrive
534. vii. Beginning of canal shipping
Section 6 viii.
535. Further development of water transport
Section 7
94 of 284

537. N
ew York is typical of cities that became industrial centres simply because of their
geographical locations.
538. I
n 1815, people moved to the central regions of the country in wagons drawn by
horses.
539. A
ll Americans agreed that they should build a canal for transportation.
540. T
he Erie Canal was constructed between Lake Erie and the Hudson River.
541. T
he Erie Canal was not successful in bringing the freight costs down immediately.
542. C
anal transportation was affected by the coming of the railroads.
543. T
he labour of people whom shipping companies brought back from Europe helped
New York become great.
95 of 284
Vocabulary
544. b
reed /briːd/ (n) giống (con vật)
This dog breed is rare and valuable.
545. b
udget /ˈbʌdʒɪt/ (n) ngân sách
546. c
ommunity /kəˈmjuːnɪti/ (n) cộng đồng
The community does not have sufficient budget to carry out the plan.
547. d
onate /dəʊˈneɪt/ (v) hiến, quyên góp
548. f
iction /ˈfɪkʃən/ (n) not about reality
549. n
onfiction /nɒnˈfɪkʃən/ (n) mainly about reality
550. j
ournal /ˈdʒɜːnəl/ (n) tạp chí
551. l
oan /ləʊn/ (v) to offer sth for people to borrow
The library loans books to students.
552. p
eriodical /pɪərɪˈɒdɪkəl/ (a) báo định kỳ
553. r
aise /reɪz/ (v) keep an animal
554. r
eflect /rɪˈflekt/ (v) phản ánh
The story reflects the adversity in society in that period of time.
555. t
ax /tæks/ (n,v) thuế; đánh thuế
556. v
ariety /vəˈraɪəti/ (n) sự đa dạng
96 of 284
Reading Passage Two
557. S
558. U
• Have you ever used public libraries?
• What do you need to borrow books?
• How are books arranged in libraries?
• What if you want to keep the books longer?
• Will you be fined?
559. L
560. I
• the number of books libraries have?
• the arrangement of a library?
• library holdings?
Public Libraries
Paragraph A
The word public comes from a Latin word, publicus, meaning people. A public library
is for all the people in a community to use. It charges no fee for its services. The pub-
lic library will have available, within the limits of its budget, a wide variety of books
and other materials. These books or other materials may be borrowed, or taken out
for a specific time, by anyone in the community. The library loans its materials.
Paragraph B
Public libraries are usually tax-supported. There are a few that are instead supported
from money that has been donated. And there are some that receive part of their
money from taxes and part from gifts.
Paragraph C
Few public libraries are exactly alike. Not only ate the shapes and sizes of the build-
ings different, but so are the number of books and other materials in each. Your
nearest library may be like the Los Angeles Public Library, which has over 4,538,458
books and bound periodicals (magazines and journals) in its collection. Or it may be
97 of 284
like the Cherokee County Public Library, which has only about 3,800 books in its col-
lection.
Paragraph D
Libraries vary in other ways, too, for instance, in the number of hours (or days) they
are open or in the number of people who work there. Most public libraries, however,
arrange their books and other materials in similar ways. They divide their collections
into two basic age groups, children and adult. Adult books are in one place; children's
books are in another. Then the books are further separated by the kind of book. Sto -
rybooks — works of fiction — are separated from information, or fact books —
nonfiction.
Paragraph E
People often want to refer to, that is, look something up in a certain basic informa-
tion book. Thus reference books, which are rarely read cover to cover, are put in a
special place in the library, a reference section or perhaps a reference room. Refer-
ence books are never to be taken out of the library building.
Paragraph F
Each library decides for itself how it should further arrange its books and other mate-
rials. In a large city library, certain nonfiction materials may be put into a special
area or separate room. For instance, there may be a separate room just for all the ma-
terials a library has on music. In another large city, the music materials might not be
kept so separate. It would depend on what the people in that city had indicated they
found useful.
Paragraph G
A library's holdings are everything the library has in its collection. These holdings al-
most always reflect the community's special interests. Suppose, for example, there
were a town where Morgan horses were widely raised and trained. That town's li-
brary would most likely have a great deal of material about Morgan horses. Since the
people who were interested in Morgan horses would probably be less interested in
other breeds of horses, the library might have only a small amount of material on
Mustangs or Appaloosas.

lined word in the sentence and write down the corresponding letter
561. A
public library is for all the people in a community to use. It charges no fee for its
services.
A. asks in payment
B. requires
C. increases
562. T
he library loans its materials.
A. lends
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B. borrows
C. sells
563. T
here are a few that are instead supported from money that has been donated.
A. loaned
B. asked in payment
C. given for free
564. I
t would depend on what the people in that city had indicated they found useful.
A. agreed
B. pointed out
C. decided
Choose the most suitable heading for each paragraph from the list of
headings below.
565.
Paragraph A i. Financial support
566.
ii. Local decisions
Paragraph B
iii. Influence of people’s interests
567.
iv. Materials about Morgan horses
Paragraph C
v. History of public libraries
568.
vi. Certain books stay in the library
Paragraph D
vii. Free services for everyone
569.
viii.
Paragraph E
A wide variety
570.
ix. Similar ways to arrange books
Paragraph F
571.
Paragraph G
Refer to the passage Public Libraries and choose from the passage NO
MORE THAN THREE WORDS to complete the following sentences.
572. A
public library provides free services to everyone _____________.
573. P
eople who borrow the books can keep them for _____________.
574. T
he money used to support public libraries may come from donations, gifts and
_____________.
575. T
he collections in most public libraries are arranged according to two age groups,
_____________.
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576. B
ooks that people can only read in the library are probably _____________.
577. I
n some libraries, people may find certain nonfiction materials kept in
_____________.
578. F
rom the holdings a library has, we can see if the community has any
_____________.
100 of 284
Vocabulary
579. a
buse /əˈbjuːz/ (n,v) (sự) lạm dụng
580. a
ssault /əˈsɔːlt/ (n,v) (sự) hành hung
581. b
ystander /ˈbaɪstandər/ (n) people who look, but do not participate in
582. c
onservative /kənˈsɜːvətɪv/ (a) bảo thủ
583. c
rossfire /ˈkrɒsfaɪər/ (n) vụ đấu súng
584. d
esensitise /diːˈsensɪtaɪz/ (v) làm lờn với
585. f
und /fʌnd/ (n,v) quỹ, vốn; cấp vốn
586. i
nsult /ɪnˈsʌlt/ (v) sỉ nhục
insult /ˈɪnsʌlt/ (n) lời sỉ nhục
587. j
uvenile /ˈdʒuːvənaɪl/ (a,n) thanh thiếu niên
588. m
otive /ˈməʊtɪv/ (n) động cơ
589. n
eglect /nɪˈɡlekt/ (v) thờ ơ với
590. n
on-profit /nɒnˈprɒfɪt/ (a) phi lợi nhuận
591. r
acism /ˈreɪsɪzəm/ (n) phân biệt chủng tộc
592. r
ural /ˈrʊərəl/ (a) thuộc nông thôn
593. s
neaker /ˈsniːkər/ (n) shoes
594. s
pill /spɪl/ (v) làm tràn, đổ ra
595. s
tate /steɪt/ (v) nhận định rằng
596. s
uburban /səˈbɜːrbən/ (a) khu ngoại ô
597. s
ufficient /səˈfɪʃənt/ (a) enough
598. s
uicide /ˈsjuːɪsaɪd/ (v) kill oneself
599. t
orturer /ˈtɔːrtʃərər/ (n) kẻ tra tấn
600. v
ictim /ˈvɪktɪm/ (n) nạn nhân
601. v
iolence /ˈvaɪələns/ (n) bạo lực
102 of 284
Reading Passage One
602. S
603. U
• Do children have big problems nowadays?
• What kind of problems do they have?
• Who are worried about the problems?
604. L
605. I
• growing up in America?
• the Children’s Defense Fund?
• Forbes magazine?
• the Committee for Economic Development?
Children in Crisis
Growing up in America is different for most young people today than it was for their
parents. Fear of violence and crime seems to be everywhere, from the streets of large
cities to the halls of suburban and rural schools. Teenage boys, who once fought over
their places; in the drug markets, now shoot so readily that the reasons may be only
sneakers, leather, jackets, or insults. Bystanders are caught in the crossfire of drug
wars and people can be shot just because a young person feels like killing someone.
Some kids have become so desensitised to shooting that they laugh about it. On the
streets in many cities, robbing the others is considered a symbol of honour.
There seem to be more senseless crimes done by juveniles that appear to lack a mo-
tive. For example, young people tried to set fire to homeless men sleeping in subway
stations as many as twenty times in 1992. In these crimes, no one takes anything of
value; there is nothing to take. The victims all appeared to be strangers to their tor-
turers. One fire setter explained that he and his friends were playing near a man who
was sleeping in the subway and they accidentally spilled some of their beer on him.
Then they threw matches at him and when his blanket caught fire, they ran. Two
other homeless men, who happened to come along soon after the fire started, threw
themselves on the man and put the flames out. They called the police, and ran after
103 of 284
the boys. At the police station, the boys were charged with assault and attempted
murder. They gave no good reasons for the attempts, although the fun of it was sug-
gested as a motive.
Almost everyone agrees that many young criminals are becoming more violent. The
number of murders under the age of eighteen has climbed 93 percent since the
1980s. e Murder is more common among today's children, many of whom are in
trouble because of the violence around them. The Children's Defense Fund, a non-
profit organisation, reports that two children under the age of five are murdered in
America each day. In the same short period of time, about 7,000 children are re-
ported abused or neglected. Many more cases are not reported.
Many adults are not, or do not want to be, aware of what is happening to today's chil-
dren. They move farther from the cities, believing they can escape the problems of
children in trouble. But even conservative magazines that usually devote their pages
more to business than social problems are printing articles about today's "children in
crisis". For example, in one issue of Forbes magazine, boys and girls from different
cities talk about violence, hopes, cops, racism, drugs, school, and family. Others talk
about suicide and abuse.
The Committee fur Economic Development states publicly that it is concerned about
whether or not children of today will have sufficient education, motivations, and un-
damaged brains to provide the needs of tomorrow's labour force.

606. B
ystanders are caught in the crossfire of drug wars and people can be shot just be -
cause a young person feels like killing someone.
A. adults
B. onlookers
C. people
607. S
ome kids have become so desensitised to shooting that they laugh about it.
A. less considerate
B. less worried
C. less sensitive
608. A
t the police station, the boys were charged with assault and attempted murder.
A. criticised for
B. accused of
C. punished for
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609. T
he Committee for Economic Development states publicly that it is concerned
about whether or not children of today will have sufficient education, motiva-
tions, and undamaged brains to provide the needs of tomorrow's labour force.
A. better
B. proper
C. enough
Read the passage Children in Crisis and look at the following statements.
Write
610. T
eenage boys are ready to shoot for small reasons like shoes or clothes.
611. I
n many cities, children regard robbing others as something honourable.
612. M
ost of the time, young people know personally the homeless people whom they
set fire to.
613. M
ost people argue about whether many young people are getting more violent.
614. A
ccording to reports by the Children's Defense Fund, young children are murdered
in America each day.
615. M
any adults are so afraid that sometimes they do not want to know about the
things happening to children today.
616. C
onservative magazines are more related in content to social problems than to
business.
617. F
orbes magazine is considered a conservative magazine.

WORDS from the passage Children in Crisis for each answer.
It seems that many senseless crimes done by juveniles do not have a 13.
__________. For example, victims even include those people who sleep 14.
__________. For as many as 15. __________ in 1992, young people tried to 16.
__________ to them. As one 17. __________ described, while playing he and
his friends 18. __________ spilled some beer on a homeless man in the subway
and later they set his 19. __________ on fire by throwing matches at him. The
boys caught by the police could not explain why they did that except that 20.
__________ of it could be a possible reason.
105 of 284
106 of 284
Vocabulary
618. a
nalysis /əˈnælɪsɪs/ (n) phân tích
619. c
omment /ˈkɒment/ (n) bình luận
620. c
ommunicative /kəˈmjuːnɪkətɪv/ (a) liên quan đến giao tiếp
621. c
ompose /kəmˈpəʊz/ (v) write (an essay)
622. c
omposition /kɒmpəˈzɪʃən/ (n) a piece of writing
623. c
onduct /ˈkɒndʌkt/ (v) carry out; do
624. c
ontext /ˈkɒntekst/ (n) situation
625. l
inguist /ˈlɪŋɡwɪst/ (n) nhà ngôn ngữ
626. o
ral /ˈɔːrəl/ (a) spoken
627. s
ample /ˈsɑːmpəl/ /ˈsæmpəl/ (n) mẫu khảo sát
628. s
ignificantly /sɪɡˈnɪfɪkəntli/ (adv) considerably
629. s
yllabus /ˈsɪləbəs/ (n) school program
630. t
ranscript /ˈtranskrɪpt/ (n) bảng điểm
631. v
irtually /ˈvɜːrtʃʊəli/ (adv) hầu như
107 of 284
Reading Passage Two
632. S
633. U
• What is electronic discussion?
• Have you ever tried electronic discussion?
• How do teachers teach online?
• What are the advantages of teaching online?
634. L
635. I
• the purpose of teaching online?
• Janice Cook’s classes?
• study conducted by Pratt and Sullivan?
• analysis of the sample classes?
Real-Team Electronic Discussion

for Teaching Writing
The most obvious use of real-time electronic discussion is for the teaching of writing.
Students in general, and particularly second language students, often have a great
fear of expressing their ideas in writing. To help overcome this fear and give their
students as much writing practice as possible, some composition teachers conduct al-
most all of their courses through electronic discussion. They find that the more stu-
dents write, the more comfortable they get with it — especially because their writing
occurs in such a powerful communicative context. Every word they put down is not
for the purpose of being corrected by their teacher, but rather for the purpose of
sharing ideas with their classmates.
Janice Cook teaches several ESL writing courses at Kapiolani Community College in
Honolulu. All of Cook's classes are taught 100% online, with students writing back
and forth together in pairs, in small groups, and as a class. Students write about the
writing process, discuss electronically things they have read, share their own work
with the others and compose compositions together. Cook contributes to the process
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as a guide rather than as an all-knowing expert. She has taught this way for 3 years
and says she feared even the thought of going back to non-networked writing instruc-
tion.
Pratt and Sullivan conducted a semester-long study on the effects of electronic dis-
cussion on teaching ESL writing at the University of Puerto Rico. They compared two
ESL writing classes taught with the same syllabus but under different conditions.
One class met one or two times a week in a computer-networked classroom where
virtually all class discussion was carried out electronically. The other class was con-
ducted in a traditional classroom with oral discussion.
An analysis of the transcripts of large group discussions, one from each class, showed
strong differences in participation patterns. Whereas only 50% of the students spoke
up even once during the oral discussion, 100% of the students participated in the
electronic discussion. Furthermore, in the oral discussion the teacher took 85% of the
conversational turns, whereas in the electronic discussion the teacher took only 35%
of the turns.
Pratt and Sullivan used pre- and post-writing samples to compare the writing im-
provement of the two groups. They found that students in the computer-networked
class showed significantly greater gains in writing than the students did in the tradi-
tional
class. Traditional Class Electronic Class
Discussion Discussion
Studies
of na-
tive
speaker
compo-
sition Non-partic-
Participants
classes ipants
50%
have 50%
also Participants
shown 100%
similar
advan-
tages for computer — networked writing instruction, particularly for students who
come into a course less skilled or confident about their writing. Linguists have found
that less confident students not only communicate more during electronic discus-
sions than during face-to-face ones but also make more useful comments in their
own writing.
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Traditional Class Electronic Class

Discussion Turns Discussion Turns
Students
15% Teachers
35%
Students
Teachers 65%
85%
110 of 284

636. S
tudents write about the writing process, discuss electronically things they have
read, share their own work with the others and compose compositions together.
A. collect
B. revise
C. write
637. O
ne class met one or two times a week in a computer-networked classroom where
virtually all class discussion was carried out electronically.
A. almost
B. barely
C. actually
638. A
n analysis of the transcripts of large group discussions, one from each class,
showed strong differences in participation patterns.
A. printed copies
B. conducted studies
C. experiments
639. W
hereas only 50% of the students spoke up even once during the oral discussion,
100% of the students participated in the electronic discussion.
A. supported
B. joined in
C. were interested in
640. S
tudies of native speaker composition classes have also shown similar advantages
for computer-networked writing instruction, particularly for students who come
into a course less skilled or confident about their writing.
A. feeling full trust
B. feeling worried
C. feeling interested
Complete the following notes about the advantages of the use of real-time
electronic discussion for teaching writing with ONE WORD taken from
the passage.
111 of 284
Advantages of the Use of Real-Time Electronic Discussion

for Teaching Writing
Context 6. Students are put in a highly _____ context.
Purpose of writing 7. students write for _____ ideas with each other.
Teachers 8. He/ She works for the process as a _____.
Students’ participa- 9. The percentage for the students’ participation is _____.
tion in the study
conducted
Students' turns in 10. Students take _____ percent of the conversational turns.
the study conducted
Results of the study 11. The _____ of the students in writing are significantly
greater.

641. T
he use of electronic discussion helps overcome the students' fear of expressing
their ideas in writing.
642. S
tudents hate their compositions to be corrected by the teachers.
643. J
anice Cook taught her classes online for years and did not want to go back to the
traditional writing instruction.
644. T
he two classes Pratt and Sullivan compared in their study were both taught online
with the same syllabus.
645. I
n the class conducted in a traditional way in Pratt and Sullivan's study, half of the
students remained silent.
646. I
n composition classes, native speakers feel more confident about their writing
than non-native speakers.
647. S
tudies show that the use of electronic discussion doesn't work in native speaker
composition classes.
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Vocabulary
648. a
bridge /əˈbrɪdʒ/ (v) shorten (a book) without losing its meaning
649. a
ppreciate /əˈpriːʃɪeɪt/ (v) recognize the value of sth/ sb
650. a
ssign /əˈsaɪn/ (v) give sth to sb as a task
651. c
ommit /kəˈmɪt/ (v) spend time for sth as a duty
652. d
rop-in /ˈdrɒpɪn/ (a) can be visited without booking
653. f
rame /freɪm/ (n) khung
654. i
deally /aɪˈdɪəlli/ (adv) in the best way
655. i
ntercultural /ɪntəˈkʌltʃərəl/ (a) between cultures
656. q
uestionnaire /ˌkwestʃəˈneər/ (n) a list of questions used for surveys
657. s
elf-access /self ˈækses/ (a) can be used by yourself (without instructors)
658. s
ub-part /ˈsʌb pɑːrt/ (n) a smaller part
659. t
utorial /tjuːˈtɔːrɪəl/ (n) instruction on how to do sth
Reading Passage One
660. S
661. U
• What are volunteers?
• Are volunteers paid for their work?
• What do volunteers normally do?
• How do volunteers benefit from their work?
662. L
663. I
• working hours?
• volunteers’ job?
• benefits of the job?
• applying the procedures?
Help! Volunteers Wanted

Where? When? How Long?
The University of Victoria (Uvic) ESL teacher Sherri Williams needs volunteers to
help in her Tutorial Room, which is a self-access, drop-in clinic located at the Wal -
lace Lounge (next to Cadboro Commons Cafeteria, above the end of Parking Lot 5).
This clinic is offered Tuesdays, Wednesdays and Thursdays from 11 :00 a.m. to 3:00
p.m. every week. ESL students from around the world currently taking Uvic's EIP
(English Intensive Programme) attend regular classes for 4 hours every morning or
afternoon. In addition, if they wish, they can drop in for as long or as short as they
want for extra help in the Tutorial. So we need volunteers to help for an hour or more
at a time during this time frame.
What Do Volunteers Do?
The Tutorial handles all sorts of questions and needs. Volunteers in the Tutorial most
often have conversations with the students, thereby helping them with grammar,
pronunciation, vocabulary and general listening/speaking skills. ESL students are of-
ten assigned interviews for homework by their classroom teachers, and go to the Tu-
114 of 284
torial to interview volunteers for their opinions on such things as marriage, dating,
taxes, Canadian attitudes, examples of slang or idiom use, etc. The Wallace Lounge is
ideal for conversations, as it is big and has an outside patio next to the grass. We en-
courage our ESL students to come with food or drinks and relax in this comfortable
environment.
Volunteers also help run the small lending library by helping students choose
abridged books or helping them choose from a variety of magazines, listening or pro-
nunciation tapes. Volunteers sometimes help students make 20-minute appoint-
ments at the Pronunciation Clinic, which is a sub-part of the Tutorial. Students can
listen to tapes on individual recorders in the Tutorial Clinic, or borrow some of them
from the CALL Facility; volunteers help explain how to do this. There is a TV with an
8-headphone listening station in the Tutorial, so a volunteer can work with up to 7
students to help them understand the CBC TV daily news. ESL students also arrive at
the Tutorial wanting help with grammar, writing or questionnaires which they've
been asked to complete by their classroom teachers. The Tutorial has grammar work-
sheets, writing information and general resource books which volunteers can use to
help students. Volunteers may also work directly with the students' classroom text-
books. There are also vocabulary games such as Scrabble. Sherri is always in the Tu-
torial to help if a volunteer has any questions .
What's the Commitment and Benefits?
Ideally, Sherri likes volunteers to commit themselves to at least an hour a week on a
regular basis for the term, which ends December 6. However, ANY time a volunteer
can help is always appreciated. So if you have not signed up, please call, whether you
are able to commit for part of the term, or just drop in once in a while. Every volun-
teer who has worked in our clinic has commented how much fun they have had work-
ing there, and how much it has helped them deepen their understanding of intercul-
tural differences, their studies and/or teaching work they may be struggling to mas-
ter.
How Do Volunteers Sign Up?
Please leave a message for Sherri at the English Language Centre, 721-8469, or come
by and talk to her in the Wallace Lounge any Tuesday, Wednesday or Thursday be-
tween 11:00 a.m. and 3:00 p.m.

664. U
vic ESL teacher Sherri Williams needs volunteers to help in her Tutorial Room,
which is a self-access, drop-in clinic located at the Wallace Lounge.
A. people who offer services without payment
B. people who are willing to help
C. people who work in spare time
665. E
SL students are often assigned interviews for homework by their classroom
teachers.
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A. asked to finish
B. given as a share or for use
C. persuaded to prepare for
666. W
e encourage our ESL students to come with food or drinks and relax in this com-
fortable environment.
A. become less active and stop worrying
B. make friends with the others
C. become more sociable and active
667. V
olunteers also help run the small lending library by helping students choose
abridged books or helping them choose from a variety of magazines, listening or
pronunciation tapes.
A. cut short
B. made longer
C. easily understood
668. V
olunteers sometimes help students make 20-minute appointments at the Pro-
nunciation Clinic, which is a sub-part of the Tutorial.
A. part that is equally important
B. part that is more important
C. part that is less important
669. E
very volunteer who has worked in our clinic has commented how much fun they
have had working there, and how much it has helped them deepen their under-
standing of intercultural differences, their studies and/or teaching work they may
be struggling to master.
A. between countries
B. within one culture
C. between cultures
Choose the correct answer by writing down the corresponding letter.

670. T
he Tutorial Room is at the
A. Cadboro Commons Cafeteria.
B. Wallace Lounge.
C. English Language Centre.
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D. end of Parking Lot 5.
671. H
ow often is the Tutorial offered a week?
A. Twice
B. Once
C. Four times
D. Three times
672. T
he ESL students
A. are required to come to the Tutorial after the regular classes.
B. can come freely to the clinic and stay as long as they wish.
C. must sign up for the Tutorial before they come to the room.
D. need to contact the volunteers before they come.
673. H
ow many people including the volunteer can watch TV in the Tutorial at the same
time?
A. 6
B. 7
C. 8
D. 9
674. W
hat is suggested to do in the passage when the volunteers have any questions?
A. Ask Sherri for help
B. Call the Wallace Lounge
C. Ask the other volunteers
D. Leave a message on the phone
Refer to the passage Help! Volunteers Wanted and look at the following
statements. Write
675. V
olunteers are often being interviewed about their opinions on certain topics.
676. T
he size of the Wallace Lounge helps to make it an ideal place for conversations.
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677. T
he Tutorial will provide the students with all the food and drinks.
678. S
tudents can bring home the books borrowed from the small lending library.
679. T
he CALL Facility can lend students some tapes.
680. S
tudents enjoy playing vocabulary games with the volunteers.
681. T
he volunteers are encouraged to work an hour a week or more for the term.
682. I
f people sign up as volunteers, they will have to work until December 6.
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Vocabulary
683. a
dvanced /ədˈvɑːnst/ or /ədˈvænst/ (a) modern/ highly developed
684. a
utomobile /ˈɔːtəməbiːl/ (n) car
685. c
andidate /ˈkændɪdeɪt/ or /ˈkændɪdət/ (n) ứng cử viên
686. c
onsist of /kənˈsɪstəv/ (v) bao gồm
687. c
ustom /ˈkʌstəm/ (n) tục lệ
688. e
lement /ˈelɪmənt/ (n) yếu tố
689. o
bjective /əbˈdʒektɪv/ (a) khách quan
690. o
btain /əbˈteɪn/ (v) get, achieve sth
691. r
ange /reɪn(d)ʒ/ (n) phạm vi, mức độ, độ rộng
692. r
esemble /rɪˈzembəl/ (v) be similar to
693. s
tandpoint /ˈstændpɔɪnt/ (n) viewpoint
694. s
tatement /ˈsteɪtmənt/ (n) a claim
119 of 284
Reading Passage Two
695. S
696. U
• Have you ever taken examinations?
• Are the examinations you take oral or written?
• Do you think that the grades are subjective or objective?
• Do you always agree with the grades? Why?
697. L
698. I
• exams in ancient times?
• students’ task in objective tests?
• advantages of essay tests?
Modern Examinations
In ancient times the most important examinations were spoken, not written. In the
schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud
or giving speeches.
In the European universities of the Middle Ages, students who were working for ad-
vanced degrees had to discuss questions in their field of study with people who had
made a special study of the subject. This custom exists today as a part of the process
of testing candidates for the doctor's degree.
Generally, however, modern examinations are written. The written examination,
where all students are tested on the same questions, was probably not known until
the nineteenth century. Perhaps it came into existence with the great increase in pop-
ulation and the development of modern industry. A room full of candidates for a
state examination, timed exactly by electric clocks and carefully watched over by
managers, resembles a group of workers at an automobile factory. Certainly, during
examinations teachers and students are expected to act like machines. There is noth-
ing very human about the examination process.
Two types of tests are commonly used in modern schools. The first type is sometimes
called an "objective" test. It is intended to deal with facts, not personal opinions. To
make up an objective test, the teacher writes a series of questions, each of which has
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only one correct answer. Along with each question, the teacher writes the correct an-
swer and also three statements that look like answers to students who have not
learned the material properly.
In objective tests the student has just one task: he must recognise the correct answer
and copy its letter (or number) on his examination paper. Sometimes there is an an-
swer sheet on which the four letters or numbers are printed. Then the student has
only to circle the one that goes with the correct answer.
For testing a student's memory of facts and details, the objective test has advantages.
It can be scored very quickly by the teacher or even by a machine. In a short time, the
teacher can find out a great deal about the student's range of knowledge.
For testing some kinds of learning, however, such a test is not very satisfactory. A
lucky student may guess the correct answer without really knowing the material.
Moreover, some of the wrong answers are usually more incorrect than others, yet the
scores on the test will not take account of this fact.
For a clearer picture of what the student knows, most teachers use another kind of
examination in addition to objective tests. They use "essay" tests, which require stu-
dents to write long answers to broad and general questions.
One advantage of the essay test is that it reduces the element of luck. The student
cannot get a high score just by making a lucky guess. Another advantage is that it
shows the examiner more about the student's ability to put facts together into a
meaningful whole. It should show how deeply he has thought about the subject.
Sometimes, though, essay tests have disadvantages, too. Some students are able to
write rather good answers without really knowing much about the subject, while
other students who actually know the material have trouble expressing their ideas in
essay form.
Besides, in an essay test the student's score may depend upon the examiner's feelings
at the time of reading the answer. If he is feeling tired or bored, the student may re-
ceive a lower score than he should. Another examiner reading the same answer might
give it a much higher mark. From this standpoint, the objective test gives each stu-
dent a fairer chance, and of course it is easier and quicker to score.
Most teachers and students would probably agree that examinations are unsatisfac-
tory. Students dislike taking them; teachers dislike giving them and scoring students'
answers. Whether an objective test or an essay test is used, problems arise. When
some objective questions are used along with some essay questions, however, a fairly
clear picture of the student's knowledge can usually be obtained.
Match the following words with the definitions in the right column.
699. 703.
consist of objective
704.
700.
broad
advanced
701. A. not influenced by personal feelings
candidate B. not particular
702. C. a person who wants to be chosen for a position
resemble D. look like
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E. be made of F. far on in development

705. W
hich of the countries in ancient times had poetry as the test subject?
A. China
B. India
C. Rome
D. Britain
706. W
hat is a possible reason mentioned in the passage which brought written exami-
nations into existence?
A. The population increased rapidly.
B. The written one was easier to take.
C. The spoken test was not fair.
D. The test subject was more difficult.
707. W
hat are teachers and students taking the written tests compared to?
A. automobiles
B. machines
C. electric clocks
D. managers
708. C
ompared with an objective test, the essay test
A. prevents students from getting high scores.
B. reduces the students' chances of guessing.
C. improves greatly the students' ability.
D. helps the students think more about the subject.
709. W
hich of the following statements is NOT true about the essay test?
A. How the examiner feels while grading may influence the score.
B. Different examiners may give an answer different scores.
C. The essay test is more difficult to score than an objective test is.
D. The essay test is satisfactory according to most teachers and students.
Refer to the passage Modem Examinations and look at the following

statements. Write
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710. T
he custom of students' discussion with some experts on the subject can be dated
back to the Middle Ages.
711. W
ritten examinations came into use in the nineteenth century.
712. M
ost people preferred written examinations to oral ones in the nineteenth century.
713. T
o students who do not study the material carefully, the three wrong statements in
the objective test seem to be correct.
714. W
ith objective tests, teachers cannot quickly find out about student's range of
knowledge.
715. O
ne reason that objective tests are not satisfactory is that students may guess the
answers.
716. S
tudents who can write good essays always prefer the essay test to an objective
one.
717. S
tudents who have problems writing essays are those who do not know the mate-
rial.
718. B
oth teachers and students are quite satisfied when objective and essay questions
are used at the same time.
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Vocabulary
719. a
ggressive /əˈɡresɪv/ (a) hot-tempered; having a tendency towards violence
720. c
attle /ˈkætəl/ (n) animals raised in farms
721. c
avity /ˈkævɪti/ (n) a hole/ gap in sth
722. i
nsecticide /ɪnˈsektɪsaɪd/ (n) thuốc diệt sâu bọ
723. i
solate /ˈaɪsəleɪt/ (v) keep apart from others
724. n
esting site /nestɪŋ saɪt/ (n) place where birds build their nests
725. s
catter /ˈskætər/ (v) distribute over a large area
726. s
ettler /ˈsetlər/ (n) a person who stays somewhere
Reading Passage One
727. S
728. U
• Where do birds live?
• What kind of cavities do birds prefer?
• What can people do to provide birds with homes?
729. L
730. I
• the cavities bluebirds like?
• the reason for the decline of bluebird populations?
• nesting box programmes?
More Cavities Needed

Bluebirds live in cavities, but they can't make their own cavities. Like woodpeckers,
bluebirds prefer trees in open areas. The best habitat for bluebirds is an open area
with scattered trees such as an old garden. By clearing sections of forest to create
more fields, early settlers happened to improve bluebird habitat. Bluebirds feed on
insects on the ground, and insects were abundant in the fields.
In the early 1900s, eastern bluebirds were one of the most common songbirds, but by
1969 fewer than 100 bluebirds nested in Minnesota. Other states also reported severe
declines in the populations of all three bluebird species.
Why did the populations decline? One factor may have been the widespread use of
insecticides, but the most important factor was probably the loss of habitat. At first,
fences were built with wooden posts, and wooden posts develop cavities. While blue-
birds like fence posts with cavities, farmers do not. Cavities make the fence posts
weak, and cattle escape through weak fences. After World War II, most farmers re-
placed wooden posts with new posts made of steel.
With less suitable habitat, the bluebirds were forced to compete with other birds for
the few remaining nesting sites. More aggressive birds such as the tree swallow and
the house wren often drive the bluebirds from their nests. Starlings and house spar-
rows- both introduced to this country from Europe - also compete with the bluebirds
for nesting sites.
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All three bluebird populations — eastern, western, and mountain — declined nearly
90 percent between 1935 and 1985. The North American Bluebird Society and others
are working to increase the number of bluebirds. The most successful method is to
improve the habitat by providing the bluebirds with boxes as living places. Thou-
sands of boxes are placed and being managed by individuals interested in helping the
little bird.
If placed in the right environment, the boxes do attract bluebirds. Bluebirds prefer
boxes placed next to open areas. If placed near a brushy area, the boxes are more
likely to attract house wrens. Tree swallows would compete for isolated sites in open
areas. Competition from tree swallows will decrease if the boxes are placed in pairs,
less than three feet apart. Boxes for mountain and western bluebirds must have
slightly larger holes than those for eastern bluebirds, but if the holes are too large,
starlings will take the boxes.
Another cavity programme helped the wood duck population. When seeking for
houses, the female wood duck looks for a cavity in a tree that is in or near the water.
Often she chooses a cavity with a hole too small for a raccoon to enter. Human activi -
ties — logging mature trees and hunting — threaten the wood duck population. In
1918, the United States and Canadian governments banned the hunting of this
species. Groups of citizens and conservation organisations built living boxes and
placed them on poles or in trees that are in or near the water. Today the wood duck
population is greater than one million, and hunting is once again permitted.
731. T
he best habitat for bluebirds is an open area with scattered trees such as an old
garden.
A. closely planted
B. carefully trimmed
C. widely separated
732. W
hy did the populations decline? One factor may have been the widespread use of
insecticides.
A. chemical substances made to kill insects
B. chemical substances made to help insects
C. chemical substances made to strengthen insects
733. M
ore aggressive birds such as the tree swallow and the house wren often drive the
blue-birds from their nests.
A. always ready to escape
B. always ready to sing
C. always ready to attack
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734. B
oxes for mountain and western bluebirds must have slightly larger holes than
those for eastern bluebirds, but if the holes are too large, starlings will take the
boxes.
A. a few
B. a bit
C. a lot
735. I
n 1918, the United States and Canadian governments banned the hunting of this
species.
A. controlled
B. forbade
C. encouraged
Refer to the passage More Cavities Needed and answer the following
questions with NO MORE THAN THREE WORDS taken from the passage.
736. W
hat place is given as an example of the best habitat for bluebirds?
737. A
ccording to the passage, who accidentally helped with improving bluebird habi-
tat?
738. H
ow many species do bluebirds have?
739. W
hat is the most important reason for the severe decline in the population of blue-
birds?
740. W
hich material do most farmers prefer when they made fences?
741. A
mong the bluebirds species, which one prefers boxes with smaller holes than the
other bluebirds do?
Look at the following list of nesting sites for birds and use the informa-
tion in the reading passage More Cavities Needed to answer the ques-
tions. Write
A. if they are likely to attract bluebirds; 742.
boxes with very large holes
B. if they are likely to attract tree swal-
743.
lows;
boxes on poles by the river
C. if they are likely to attract starlings;
744.
D. if they are likely to attract wood
fence posts with holes
ducks.
745.
boxes next to an open area
746.
trees with cavities in the pond
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747.
a single box in an open area
Vocabulary
748. a
gricultural /aɡrɪˈkʌltʃərəl/ (a) of agriculture
749. d
isease /dɪˈziːz/ (n) a serious illness
750. e
conomic /ˌiːkəˈnɒmɪk/ or /ekəˈnɒmɪk/ (a) of economy
751. i
ncrease /ɪnˈkriːs/ (v)
increase /ˈɪŋkriːs/ (n)
752. i
rrigation /ɪrɪˈɡeɪʃən/ (n) hệ thống tưới tiêu
753. o
verpopulation /əʊvəpɒpjʊˈleɪʃən/ (n) when there are too many people
754. r
eligion /rɪˈlɪdʒən/ (n) tôn giáo
755. t
ransport /trænˈspɔːt/ (v) move
756. w
elfare /ˈwelfeər/ (n) the health/ happiness of a person/ group
The welfare system of the country
128 of 284
Reading Passage Two
757. S
758. U
• What problems could be brought by overpopulation?
• What are the reasons for population explosion?
• Are there any solutions to the problem?
759. L
760. I
• problem of population?
• solutions to the problem?
• birth control programmes?
• reasons for the failure?
Our Exploding Population:

Problems and Solutions
Section I
Almost everyone thinks about the future. We try to imagine life in thirty, forty, or
fifty years. What will life on the earth be like? According to many people, it will not
be very pleasant. These people are very worried about the future. One of the main
problems which worries them is overpopulation. In 1975 there were about four bil-
lion people in the world, and the population was increasing by about 2% every year.
At the end of the twentieth century, the population of the world reached six billion
people.
Section II
Why is this increase in population a problem? First, a large part of the growth is tak -
ing place in countries that do not always have enough food for their present popula-
tion. Without a great deal of money, food, and medical assistance from other nations,
these countries will not be able to support their growing population. Many of their
people, perhaps millions of them, will die of starvation or disease. But overpopula-
tion is not only a problem for developing countries. It is also a serious problem for
the countries of the world which do not usually have food problems. In wealthy, in-
129 of 284
dustrial nations, large increases in the population will have negative effects on life.
We will have to heat and cool more houses, apartment buildings, schools and hospi-
tals. We will have to transport more people to and from work. For all this, we will
have to use more of the world's natural resources. Perhaps the world will not have
enough oil, water, coal, and wood for all our needs.
Section III
One solution which many people suggest is to limit the number of children who are
born. There are now a number of safe, modern methods of birth control. A married
couple who use birth control can choose the size of their family. A number of coun-
tries with large populations have government programmes for birth control. India,
for example, advertises birth control on the radio and television. Teams of workers
go out into the countryside and teach the people about the benefits of family plan-
ning. In China, couples who only have one child or no child get apartments before
couples with three children or more. In many other countries, birth control is a sub-
ject that school students study in special classes.
Section IV
But how successful are these birth control programmes? Some are very successful. In
countries like Sweden, Germany, Denmark, Switzerland and Great Britain, families
are quite small, and the population is increasing very slowly; in some of these coun-
tries, it is not growing at all. But these are wealthy, developed countries, which can
feed their people without difficulty. In developing countries, many of the birth con-
trol programmes are not successful.
Section V
There are a number of possible reasons for the failure of birth control programmes in
developing countries. One reason is religion. Many people belong to religions which
do not accept modern method of birth control. For them, birth control is wrong, and
they naturally refuse to listen to family planning workers. Another reason for the fail-
ure of birth control programmes is economics. Often a large number of children are
necessary for very poor families in developing countries. Children can work and help
support the family. Also, without a welfare system, people have to depend on their
children for food, clothing, and shelter in their old age. In these countries, people just
cannot see any reason for small families.
Section VI
For other people, birth control is definitely not the solution the world needs for the
problem of overpopulation. In their opinion, government should not decide family
size. It is not right. The solution which these people suggest is to increase world food
production. They draw our attention to the progress that agricultural scientists are
making. With irrigation, for example, we can now produce food in many parts of the
world which did not produce anything fifteen or twenty years ago. We can even grow
plants in water without soil. Scientists are also doing research into plants which grow
quickly and into new farming techniques. The governments of rich countries will
have to help the poor countries. Without economic assistance from the wealthy na-
tions, poor countries will not be able to use the new products and fuming techniques
that scientists are developing.
Section VII
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Birth control and an increase in food production are two possible solutions to the
problem of overpopulation. Perhaps there are other solutions. Almost certainly there
is no one easy answer to the problem: we will have to use a number of solutions.
Then perhaps we will be able to solve the problem of the population explosion.

761. M
any of their people, perhaps millions of them, will die of starvation or disease.
A. death from lack of food
B. suffering from a natural disaster
C. death from overwork
762. I
n wealthy, industrial nations, large increases in the population will have negative
effects on life.
A. without helpful changes
B. without careful planning
C. without active qualities
763. T
eams of workers go out into the countryside and teach the people about the bene-
fits of family planning.
A. advantages
B. weaknesses
C. satisfactions
764. W
ith irrigation, for example, we can now produce food in many parts of the world
which did not produce anything fifteen or twenty years ago.
A. providing with chemical substances
B. supplying water to dry land
C. making full use of the land
Fill in the blanks with words or phrases taken from the passage. Use NO
MORE THAN THREE WORDS for each answer.
131 of 284
Developing countries Developed countries

Why overpopulation Without help and support Negative effects on life in-
is a problem from other 5. _______, many clude the exhaustive usage
people may die of 6. of the world’s 7. _______.
_______.
Birth control as one Some countries have govern- Birth control programmes in
solution ment 8. _______ pro- some countries are very 10.
grammes. For example, in In- _______. With 11. _______
dia, people are taught to ben- families, the population is in-
efit from 9. _______. creasing very slowly.
Reasons for the fail- 12. _______

ure of birth control 13. _______
programmes
Another possible so- The problem of overpopula-

lution tion may be solved by an in-
crease in 14. _______.
Choose the most suitable heading from the list of headings below for
each section.
765.
Section I ___ A. Another solution to the problem of overpop-
766. ulation
Section II ___ B. The rapid increase of the world’s population
767. C. Success and failure of birth control pro-
Section III ___ grammes
768. D. Disagreement about different solutions
Section IV ___ E. Reasons for the failure of birth control pro-
Example: Section V E grammes
F. Birth control as one possible solution
769. G. Link between poverty and overpopulation
SectionVI ___ H. The problems of overpopulation
770. I. More solutions needed to solve the problem
Section VII ___
132 of 284
Vocabulary
771. a
ccessible /əkˈsesɪbəl/ (a) able to be used/ obtained
772. a
dminister /ədˈmɪnɪstər/ (v) manage/ run
773. a
utomated /ˈɔːtəmeɪtɪd/ (a) tự động hoá
774. b
oundary /ˈbaʊndəri/ (n) the limit of sth
775. c
harm /tʃɑːrm/ (n) attraction/ appeal/ beauty
776. c
omplement /ˈkɒmplɪment/ (v) support to make better
777. e
mbrace /ɪmˈbreɪs/ (v) surround/ hold
778. i
dentify /aɪˈdentɪfaɪ/ (v) signal/ indicate
779. m
arine /məˈriːn/ (a) belong to water life
780. p
artnership /ˈpɑrːtnəʃɪp/ (n) cooperation
781. p
repay /priːˈpeɪ/ (v) pay in advance
782. r
ear /rɪər/ (a) at the back
783. s
troller /ˈstrəʊlər/ (n) a person who takes a slow walk
784. t
erminal /ˈtɜːrmɪnəl/ (n) the final stage
785. t
ransfer /trænsˈfɜːr/ (v,n) move to
786. t
ransit /ˈtransɪt/ (v,n) transport
Reading Passage One
787. S
788. U
• Where do you find out about buses?
• What do you want to know about buses?
• How much do the tickets cost?
789. L
790. I
• schedules?
• transfers?
• price of the tickets?
• area served?
• day passes?
Victoria Explore
Be an Explorer
The charm of the Victoria region holds many different and unique landscapes. The
farmlands of the Saanich Peninsula complement the old English setting of Oak Bay
Village. The marine viewpoints of Esquimalt Harbour together with the dramatic
scenery of the Sooke Hills embrace the city of Victoria.
Victoria Regional Transit
The Victoria by Bus guidebook lists many attractions which are served by our buses -
but there is lots more within walking distance of the bus routes. Buses run seven days
a week, usually from 6 a.m. until midnight. Many of our suburban routes cannot offer
the high frequency as some of our busier urban routes. The transit system serves all
ferry terminals (Sidney, Swartz Bay, Odgen Point and downtown).
Accessible Transit
Getting around Victoria on public transit has never been easier for people with a dis-
ability. Low-floor accessible buses feature the absence of steps making it easier for
134 of 284
everyone to use, especially people using wheelchairs, walkers or pushing baby

strollers.
The entry level of the bus can be lowered to within four inches of a standard sidewalk
so that a ramp can be used for people in wheelchairs.
Customer Information
For complete information on fares, routes and schedules, pick up a Victoria Rider's
Guide, available on board the red, white and blue regional transit buses.
Busline, our 24-hour automated transit information system will help with route and
scheduling planning. For personal service, you can reach our friendly customer infor-
mation agents through Busline, Monday through Saturday; 7 a.m. to 10:30 p.m. and
Sunday or holidays from 8 a.m. to 10:30 p.m..
Bus Stops
While exploring the area by bus, you will see two different types of bus stop signs.
The long skinny ones identify a bus stop served by one route only. The rectangular
signs indicate all the bus routes which will pick up or drop off at that bus stop.
When catching the bus, note that the route number and name are displayed on the
front and both the left and right side panels of the bus; the route number appears in
the bus's rear window too. This is important as sometimes the name changes when
the bus changes direction, e.g. 14 University and 14 Craigflower.
Many downtown bus stops have information tubes which list the schedule of bus
routes serving that bus stop.
Transfer Tips
When paying cash or using tickets, if you need to travel on more than one bus to
complete your trip, ask your driver for a "transfer" when you get on the bus.
Transfers are free and are good for one-way travel only, unlike some other transit
systems. The transfer you receive will only be valid for the first connecting bus.
Get onboard our comfortable buses, enjoy the sights and neighbourhoods and let our
bus drivers — the best in the west — show you around.
Fare Zones
The transit service area is divided into two fare zones. The fare you pay is based on
the number of zones you are travelling through. When making trips crossing a zone
boundary, passengers pay a two-zone fare when using cash or tickets. Day passes are
valid region wide.
Onboard our buses, you may pay your fare in cash (exact coin fare only please, driv-
ers do not carry change), or by ticket, by showing your pass or a valid transfer when
you board.
Save Money
If you plan to make several trips, consider a day pass and save money. The day pass
can be used as many times as you wish in one day. These prepaid fares are sold in ad-
vance at convenience stores, Tourism Victoria and many other places through the
area.
135 of 284
Reduced fares are available for children 5-14, for persons 65+ with proof of age, and
for students 15-20 (to grade 12) who carry a valid GoCard. All others must pay the
adult fare, including students who do not live in British Columbia.
Busline — 383-6161
Transit service for the Greater Victoria area is provided by the Victoria Regional
Transit System in partnership with BC Transit. The Transit System is responsible for
planning routes, setting fare levels, administering local funding and operating the
system.

791. L
ow-floor accessible buses feature the absence of steps making it easier for every-
one to use, especially people using wheelchairs, walkers or pushing baby strollers.
A. easily used
B. easily paid
C. easily made
792. T
he transfer you receive will only be valid for the first connecting bus.
A. legal
B. cheap
C. necessary
793. W
hen making trips crossing a zone boundary, passengers pay a two-zone fare when
using cash or tickets.
A. something that indicates standards
B. something that indicates limits
C. something that indicates levels
794. T
he Transit System is responsible for planning routes, setting fare levels, adminis-
tering local funding and operating the system.
A. managing
B. distributing
C. collecting
Fill in the gaps by choosing from the words or phrases listed in the box
below the summary.
136 of 284
The charm of the Victoria region holds many different and unique landscapes, such
as Saanich Peninsula, Oak Bay Village, Esquimalt Harbour and the Sooke Hills. In
the Victoria by Bus guidebook, you will find lots of 5. _____________ which can
be reached by buses and with regional buses, you can also get to all 6.
_____________ like Sidney and Swartz Bay. 7. _____________ buses enable
people on wheelchairs and people with 8. _____________ to travel easily. For
complete bus information, you can either pick up a Victoria Rider's Guide on the bus
or call our busline for more information. While travelling by bus, you may find two
types of bus stop signs. The 9. _____________ one indicates a one-route bus stop
while the 10. _____________ one identifies all the bus routes 11.
_____________ there at that stop. And at many bus stops downtown, you can find
the bus routes schedule on the 12. _____________. You may pay cash or use the
tickets when you board and with a 13. _____________ from the driver" you can
get on the first 14. _____________ bus for free.
guidebook schedules baby strollers
attractions low-floor started
transfer ferry terminals customer
information tubes day pass served
long skinny rectangular connecting
Read the passage Victoria Explore and look at the following statements.
Write
795. B
uses normally run after midnight on Sundays.
796. S
uburban buses offer the same frequency as all the other buses do.
797. T
he entry level of the bus can be changed to help people with a disability.
798. T
he route number is displayed in four places on the bus.
799. T
he names of the buses will always remain the same.
800. Y
ou can ask for another transfer when you get on the second connecting bus.
801. T
he fare will be doubled when you are travelling through two zones.
802. A
day pass is recommended when you plan to take several buses.
803. D
iscount fares are available to all students who are between 15 and 20.
137 of 284
138 of 284
Vocabulary
804. b
ehave /bɪˈheɪv/ (v) cư xử
805. b
e to blame for /bleɪm/ (v) be responsible for
806. b
oard /bɔːrd/ (n) uỷ ban
807. c
riticise /ˈkrɪtɪsaɪz/ (v) chỉ trích, phê bình
808. d
epressing /dɪˈpresɪŋ/ (a) disappointing in a terrible way
809. d
isturb /dɪˈstɜːrb/ (v) make sb annoyed
810. d
ivorce /dɪˈvɔːrs/ (v) be no longer married
811. o
bject /əbˈdʒekt/ (v) be opposed to; be against
139 of 284
Reading Passage Two
812. S
813. U
• Do you know anything about US public schools?
• What problems can you anticipate for public schools?
814. L
815. I
• quality of education?
• reasons for poor quality?
• reasons for dissatisfaction?
• one solution?
US Public Schools: What's Wrong with Them

Paragraph 1
There are many people in the U.S. today who are not satisfied with the education that
their children are receiving in the public schools. They are very worried about a num-
ber of developments that are taking place in the schools. However, not all of these
people are worried about the same things. In fact, they often do not agree about the
problem in public education.
Paragraph 2
One group of people is concerned about the quality of the education which young
people are receiving. According to these parents, their children are not learning
enough in school, and some researchers agree with them. For example, according to
recent studies, the number of high school students who cannot read is increasing, not
decreasing. Also the number of high school students who have difficulty with simple
mathematics is increasing. Even students who graduate from high school and go to
college show a depressing lack of knowledge. In a geography class at a large univer-
sity, 40% of the students could not find London on a map and almost 9% could not
find the city where they were attending college.
Paragraph 3
140 of 284
There are a number of possible reasons for the increase in the number of students
who are not receiving a good basic education. First, classes are sometimes too large.
In some city schools, for example, there are often between forty and fifty students in
a class. Second, there are many teachers who do not know enough about the subjects
that they are teaching. The college programmes which train future teachers are not
always good and do not always attract the top students. But the problems are not al-
ways the fault of the teachers or the education system. Often students who do not
want to learn behave badly and disturb classes. Finally, according to some people,
television is also to blame for the lack of success of the public schools. Young people
do not take time for their homework. They grow to depend on television for enter-
tainment and information, and therefore, they cannot see any reason for reading in
this modern world.
Paragraph 4
Clearly there are a number of different reasons for the poor quality of education that
some students are receiving in U.S. public schools. Any solutions to this problem will
have to answer at least four questions. How can we bring down the number of stu-
dents in a class? How can we improve the quality of teachers and teacher training?
How can we solve the problem of students who disturb classes? How can we fight
against the negative influence of television? However, we do not have a great deal of
time to find the answers to these questions. Already, as a result of their dissatisfac-
tion with the schools, some concerned parents are taking their children out of public
schools.
Paragraph 5
A second group of people is dissatisfied with the public schools for very different rea-
sons. These people usually have very conservative beliefs about life. They do not like
the changes which they see every day in American society, and they disagree with
many of the ideas which their children hear and read about in school. For example,
they object to the sex education classes that some schools give. For them, sex educa-
tion is not a suitable subject for schools. They also object to schoolbooks that de-
scribe the lives of mothers who work outside the home or of parents who are di-
vorced. They do not like history books which criticise the U.S. for mistakes which the
U.S. made in the past.
Paragraph 6
These people have a solution to the problems of unsuitable books and classes. Their
solution is not to take their children out of the public schools. They put pressure on
the people on the local school boards. They also elect to the school boards people
who share their ideas. Then the school boards will stop sex education and the use of
schoolbooks that do not agree with their ideas about life.
Paragraph 7
There are, however, many other people who completely disagree with the actions of
these conservatives. Thus, in the U.S. today there is a lot of discussion about very im-
portant questions in education. Who will decide school programmes and books?
Does the government have the right to decide? Can teachers decide? Do only parents
have the right to decide the things that their children learn in school? Watch the tele-
vision and read news magazine; you will hear a lot of different answers to these ques-
tions.
141 of 284
Please decide which of the following choices is closest in meaning to the

underlined word in the sentence and write down the corresponding let-
ter.
816. F
or example, according to recent studies, the number of high school students who
cannot read is increasing, not decreasing.
A. getting more in size or number
B. becoming less in quantity
C. getting worse in quality
817. E
ven students who graduate from high school and go to college show a depressing
lack of knowledge.
A. exciting
B. shocking
C. discouraging
818. O
ften students who do not want to learn behave badly and disturb classes.
A. change the usual order of
B. leave without permission
C. argue with the teachers of
819. F
inally, according to some people, television is also to blame for the lack of success
of the public schools.
A. be avoided
B. be careful about
C. be held responsible
Choose the most suitable heading for each paragraph from the list of
headings below.
A. Why not learning enough in schools 821.
Paragraph 2 ___
B. General dissatisfaction of parents
822.
C. Not learning enough in schools
Paragraph 3 ___
D. A number of problems we need to solve
823.
E. Trying to change school programmes
Paragraph 4 ___
F. Discussion and disagreement about education
824.
G. Better solutions to the same problem
Paragraph 5 ___
H. Dissatisfaction of some conservatives
825.
820. Paragraph 6 ___
Paragraph 1 ___
142 of 284
826.
Paragraph 7 ___

827. A
ccording to the passage, the first group of critics is worried that
A. high school students are not learning enough.
B. there are not enough high schools.
C. teachers do not give enough homework.
D. there are not enough teachers in schools.
828. R
ecent studies show that
A. more students cannot read.
B. more students prefer math.
C. more students get worse scores.
D. fewer students can read maps.
829. W
hat doesn't the writer give as a reason why students in public schools do not learn
enough?
A. Teachers
B. Books
C. Students
D. Television
830. W
hat does the second group of people criticise about the public schools?
A. The textbooks are too difficult to understand.
B. The teachers are not strict enough with the students:
C. The children are reading about ideas which these people don't like.
D. There are not enough suitable subjects to learn in schools.
831. H
ow does the second group of critics solve its dissatisfaction with the public
schools?
A. Try to change the regulations of the school boards.
B. Take children out of the public schools.
C. Argue with people on the local school boards.
D. Appoint people they like to the school boards.
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832. W
hich FOUR of the following reasons can explain why students do not learn
enough in public schools?
A. There are too many students in one class.
B. Public schools are too small.
C. Many teachers are not qualified.
D. There are not enough training programmes.
E. Some students are not well disciplined in class.
F. Students do not spend time on homework.
G. TV programmes are not good enough.
144 of 284
Vocabulary
833. a
cademic /ækəˈdemɪk/ (a) học thuật
834. c
ollaboration /kəlæbəˈreɪʃn/ (n) cooperation
835. c
oncrete /ˈkɒŋkriːt/ (a) detailed, clear, careful
836. c
ontractor /kənˈtræktə/ (n) nhà thầu
837. d
ecentralise /diːˈsentrəlaɪz/ (v) không tập trung/ phân cấp
838. e
stimate /ˈestɪmeɪt/ (v) ước tính
estimate /ˈestɪmət/ (n) sự ước tính
839. g
rant /ɡrɑːnt/ or /ɡrænt/ (v) offer/ allow to have sth
840. l
arge-scale /ˈlɑːrdʒskeɪl/ (a) on a big area
841. m
ilitary /ˈmɪlɪtəri/ (a,n) (of) the army
842. n
umerous /ˈnjuːmərəs/ (a) a lot of
843. r
eassemble /riːəˈsembəl/ (v) put the parts back into one single unit
844. t
ransmit /trænzˈmɪt/ (n) the transfer of signals
845. v
ia /ˈvʌɪə/ or /ˈvɪə/ (prep) through
Reading Passage One
846. S
847. U
• Have you ever used email?
• What do you use email for?
• How do you send email?
• What are the advantages of using email?
848. L
849. I
• the history of using email?
• procedures for sending email?
• email compared with mail, fax and telephone?
Getting Started with E-mail!

Electronic mail (e-mail) was started in the late 1960s by the U.S. military. Military of-
ficials were looking for a way that communications could be carried out in the event
of a large-scale nuclear war. They needed a system that would be very decentralised,
reliable, and fast in case central institutions were destroyed. They came up with e-
mail.
Through the early 1970s, e-mail was limited to the U.S. military, defense contractors,
and universities doing defense research. By the 1970s, it had begun to spread more
broadly within university communities. By the 1980s, academics in a number of
fields were using e-mail for professional collaboration. The early 1990s saw an explo-
sion of the use of e-mail and other computer networking tools for a wide range of
professional, academic, personal purposes. A few thousand people were using e-mail
in 1980, but it is estimated that more than 25 million people throughout the world
were using it in the mid-1990s.
E-mail is a way of sending a message from one computer to one or more other com-
puters around the world. First, you write down the e-mail address of the person you
are sending the message to. Then, you write the message, either directly in a special
e-mail software program (such as Eudora, Pine, Elm, or MM) or first in a word-pro-
cessing program, and then transferring (uploading) it into the e-mail software. You
146 of 284
should push a button to give a simple command to send the message. The computer
system you are connected to will break the message up into tiny pieces and send
them electronically to the destination. The pieces might travel numerous routes
through other computers on the way. Usually within 2-3 minutes, the pieces will all
arrive at their destination, where the receiving computer will reassemble them into a
message. The person receiving the message can check his or her mail box at a conve -
nient time and read the mail. Normally the message would come in two parts: the
heading and the body.
E-mail is both similar to and different from other means of communication (see ta-
ble). Compared with mail, for example, e-mail is a high-speed method of transferring
information that allows rapid exchanges. You can also send large amounts of infor-
mation by e-mail that would be difficult to communicate by telephone. Unlike the
telephone, e-mail allows people to retrieve their messages at any time (although this
is possible to a limited extent with answering machines), e-mail allows easier data
management than mail, fax, and telephone because all communications and docu-
ments arrive via computer and can easily be stored, printed, or forwarded. A major
advantage of e-mail is that it allows one message to be sent to hundreds or even
thousands of people all over the world very inexpensively.
Email vs. Mail, Fax and Telephone

Charactersistics Email Mail Fax Telephone
Transmits at high speed Yes No Ye Yes
Transmits a large quantity of infor- Yes Yes Yes No
mation
Allows easy data management Yes No No No
Costs little Yes ? ? ?
You will have to obtain Internet access first to be able to use e-mail as a powerful way
of communication. But how do you choose a means of internet access? The first point
is to request and push for your school district or university to provide Internet ac-
cess. Internet access for teachers or students is seldom granted without a demand.
Present a concrete plan to your administration of what you would like to do, based on
information in books and discussion with other people, and you will likely have a bet-
ter chance of succeeding.

850. 854.
transmit tiny
855.
851.
reliable
numerous
852. A. a member of a college or university
academic B. very small
853. C. send from one person to another
military D. many
147 of 284
E. of or connected with F. dependable

armies
Look at the following list of events and answer the questions. Please
write
A. if it happened in the 1960s;
B. if it happened in the 1970s;
C. if it happened in the 1980s;
D. if it happened in the 1990s.
856. E
-mail had a very limited usage in military-related areas.
857. P
eople tried to figure out a way of communication if central institutions were ru-
ined.
858. A
bout 3,000 or 4,000 people were using e-mail.
859. M
ore professors in different universities started to use e-mail.
860. O
fficials in army forces were seeking for a way to communicate in war-time.
861. E
-mail was widely used for personal information exchanges.
862. U
niversity professors used e-mail for professional cooperation in certain areas.
863. M
illions of people in the world were using e-mail.

864. W
hich of the following steps may NOT be correct when you write your e-mail mes-
sage?
A. Writing the message directly in the software program Eudora
B. Uploading the message in Pine into a word-processing program
C. Transferring the message in the word-processing program into Elm
D. Writing the message directly in any special e-mail software programs
865. W
hen you press a button to send the message, the message will
A. be sent electronically by the computer in 2 or 3 minutes.
B. be broken into small pieces first and later be reassembled.
C. travel only one route but through different computers.
D. be read by the receiver as soon as the message arrives.
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866. H
ow many parts is an e-mail message mainly composed of?
A. Three
B. Five
C. Four
D. Two
867. W
hat is the advantage stated in the passage which e-mail has over fax?
A. The information can be transmitted at a high speed.
B. The information can be transmitted in large quantity.
C. The information can be transmitted to one or many people.
D. The cost of transmission is less than that of the other ways.
868. T
o apply for Internet access to your university, you should write a plan based on
A. discussion with other people.
B. newspaper advertisements.
C. information from computer stores.
D. advice from Internet-service providers.
149 of 284
Vocabulary
869. a
lternate /ˈɔːltəneɪt/ (v) change frequently
870. a
ssumption /əˈsʌmpʃən/ (n) a belief without proof
871. c
andidly /ˈkændɪdli/ (adv) in a truthful and straightforward way
872. c
aution /ˈkɔːʃən/ (v) warn
873. c
ross-cultural /ˌkrɒsˈkʌltʃər(əl/ (a) among cultures
874. c
urriculum /kəˈrɪkjʊləm/ (n) chương trình học
875. d
esire /dɪˈzaɪər/ (n) a wish to do sth
876. d
omestic /dəˈmestɪk/ (a) inside a country
877. e
mpathy /ˈempəθi/ (n) sự đồng cảm
878. e
nhance /ɪnˈhɑːns/ or /ɪnˈhæns/ (v) make better
879. h
andicap /ˈhændɪkæp/ (v) hamper/ harm
880. p
rimary /ˈpraɪməri/ (a) major/ main
881. s
chooling /ˈskuːlɪŋ/ (n) education/ the act of teaching
882. s
equencing /ˈsiːkwənsɪŋ/ (n) setting the sequences in which things happen
150 of 284
Reading Passage Two
883. S
884. U
• What are mobile children?
• How are mobile children educated?
• What problems may mobile children have?
• What can the parents do?
885. L
886. I
• Dr. Ernest Mannino?
• primary factors?
• international school systems?
Educating Our Mobile Children

One of the greatest concerns parents have when facing an international move is
"What schooling will be available to my child? Will my child be disadvantaged aca-
demically as a result of this move?" Although this fear is certainly strongest in fami-
lies moving overseas for the first time, even those who may be more experienced of-
ten have concerns about their children's education.
Dr. Ernest Mannino, Director of the State Department's Office of Overseas Schools,
and Dr. Keith Miller, Deputy Director of the office, spoke candidly about some of the
common concerns parents have regarding the education of their children. Dr. Man-
nino and Dr. Miller caution parents against making assumptions about their chil-
dren's education. To make an educated choice, parents need to think through school-
ing issues and to research post schools as far in advance of a move as possible.
Children who are internationally mobile have many choices of schools to attend. In
most major cities, there are schools based on the U.S., French, German, and British
systems. Some parents also choose to become their children's teachers through home
education. Which school is appropriate for your child is an individual decision based
on many factors.
One of the primary factors that should be considered is what type of college or uni-
versity your child will attend after high school. Some parents want an international
151 of 284
education instead of just an education within an American system school and fortu-
nately, they have the opportunity to go to these types of schools. But what parents
must keep in mind is whether this school will best prepare your child for education
beyond high school.
Parents may be tempted to alternate their children's school system in order to en-
hance cross-cultural understanding, but many experts suggest just the opposite.
Mannino and Miller warn that differences in the sequencing of curriculum exist in
the high school grades; moving your child from one academic system to another dur-
ing this time can handicap a child academically. At the very least, the parents should
learn what the differences in curriculum are and try to keep the child in one system
(although this may be in more than one location) for all of the high school years. It is
clear that whatever continuity you can provide these children is important. The nice
thing about the American school system or the French, German or whichever, is that
it is the same school system throughout their lives.
Many parents are hoping their children will enter a college or university in their
home country. Especially in the high school years, it is important to select the school
system that will best prepare your child for the college of choice and stick with that
system throughout the high school years.
Other factors that affect school choice include your child's grade, language skills and
personality. Despite some parents' desires to have their children learn other lan-
guages through their schooling option, most children will want to go to school that
has other children from their passport culture.
The international school systems offer considerable benefits to the mobile child. Un-
like some students in domestic schools, students in international schools have a
stronger sense of empathy for new kids since almost everyone has been new at one
time or another. Many of the international schools also have excellent academic stan-
dards. The Office of Overseas Schools reports that graduates of the approximately
190 schools it assists achieve SAT scores well above the national average. These chil-
dren also often make it into excellent universities, in part because of their interna-
tional schooling.

887. 892.
assumption considerable
888. A. in a sincerely honest way
candidly B. of one's own country
889. C. fairly large
alternate D. something that is taken as a fact without proof
890. E. to (cause to) follow by turns
domestic F. to increase
891.
enhance
Choose, according to the passage, one phrase (A-H) from the list of
phrases to complete each key point below.
152 of 284
893. M
ost of the families moving overseas will worry about ___________.
894. T
o parents who need to make choices for their children's education,
___________.
895. A
n important factor which parents should think about is ___________.
896. M
any experts agree that ___________.
897. T
o keep the children in one system in high schools, parents may have to
___________.
A. the type of university their children will attend

B. where to move internationally
C. making decisions about their children’s education
D. it is advised to make some researches in advance
E. it is better to keep the child within on school system
F. enhance their children’s tolerance
G. certain systems are better than the others
H. stay in more than one location
The following is a summary of the passage. Fill in the gaps by choosing

from the words or phrases listed in the box below the summary.
One of the greatest concerns families moving overseas have is the 12. ________ to
their children's education resulting from their international move. Some experts
warn the parents against making 13. ________ about their children's education. To
those who are making an educated choice for their children, 14. ________ are
something they need to think through in advance, There could be many choices of
schools for children who are 15. ________ and parents will have to make decisions
16. ________ about the appropriate school for their children. One factor which af-
fects the school choices is the type of university your child will attend. Due to the dif-
ferences in the 17. ________ experts suggest not to move your children from one
18. ________ to another. Otherwise children may be academically 19. ________.
The international school systems 20. ________ the mobile children considerably.
Comparatively speaking, students in the international schools may 21. ________
more with the new kids because everybody has been in a similar situation at one time
or another. The report from the Office of Overseas Schools shows that graduates
from approximately 190 international schools have achieved SAT scores well above
the national average.
internationally mobile disadvantages empathise
sequencing of curriculum available benefit
schooling issues handicapped individually
academic system encourage average
assumptions personality decisions
153 of 284
154 of 284
Vocabulary
898. a
lternative /ɔːlˈtɜːrnətɪv/ (n) another option
899. b
acteria /bækˈtɪərɪəm/ (n) vi khuẩn
900. c
ontaminant /kənˈtamɪnənt/ (n) pollutant
901. c
ontamination /kənˌtæməˈneɪʃ(ə)n/ (n) pollution
902. d
isinfectant /ˌdɪsənˈfektənt/ (n) thuốc tẩy uế
903. d
issolve /dɪˈzɒlv/ (v) hoà tan
904. d
istil /dəˈstɪl/ (v) chưng cất
905. d
rain /dreɪn/ (v) make a loss in sth
Gambling can drain your money in one night.
906. h
azardous /ˈhæzərdəs/ (a) dangerous
907. i
nterfere /ˌɪntərˈfɪər/ (v) can thiệp
908. l
abel /ˈleɪbəl/ (n,v) (gắn) nhãn
909. l
eak /liːk/ (v) rò rỉ
910. p
esticide /ˈpestəˌsaɪd/ (n) thuốc diệt sâu bọ
911. p
urify /ˈpjʊrəˌfaɪ/ (v) make sth pure
912. s
ufficiently /səˈfɪʃəntli/ (adv) with enough amount
913. s
upplier /səˈplaɪər/ (n) nhà cung cấp
914. f
ilter /ˈfɪltər/ (n,v) lọc
Reading Passage One
915. S
916. U
• Where does the water you drink come from?
• What kind of water do you drink?
• Is it healthy to drink directly from the tap?
• Which kind of water do you prefer, tap water or bottled water?
• Does the bottled water taste better?
917. L
918. I
• safety issues?
• health issues?
• the taste of bottled water?
Which Is Better, Tap Water or Bottled Water?

Water from the tap — is it safe?
Tap water is not always fit to drink. Most problems with water contamination are not
with public water supplies, but with private wells and small water companies. Bottled
water is only safer than tap water that has not been properly treated to remove con-
taminants.
If a farm well contains bacteria, drinking bottled water is an alternative to installing
expensive filters. Some wells are contaminated with toxic organic chemicals from
leaking underground gasoline tanks or landfills. Other wells are contaminated with
pesticides. Removal of these chemicals may be too expensive or even impossible. In
that case, bottled water may be the only safe supply of water available.
The US Environment Protection Agency (EPA) estimated in 1986 that some 40 mil-
lion Americans were using drinking water containing a hazardous level of lead. If the
level of lead in the drinking water is more than 5 parts per million, steps should be
taken to reduce the level. If the lead level cannot be reduced sufficiently, bottled wa-
ter should be , considered.
156 of 284
The only way to determine if bottled water is safer to drink than water from the tap is
to compare the laboratory test results. The results of tests for substances regulated by
EPA should be available from the water company that supplies the tap water. If the
source of tap water is a private well, the owner should have a water sample analysed
by an approved laboratory.
Is it healthier?
The Fair Packaging and Labelling Act prohibits bottles from making claims that bot-
tled water is healthier than tap water. The Food and Drug Administration (FDA) re-
quirements prohibit bottled water labels from listing the minerals the water contains
because they believe that the amounts are so small that there is little if any added
benefit from drinking bottled water.
Some buyers may feel that the minerals in bottled water make it healthier. According
to , the American Medical Association, there may be a slight chance that bottled wa-
ter is more healthful, but any benefits would be very small when compared to exer-
cising, eating properly or not smoking. Some customers have switched from high
calories drinks like soda or beer to bottled water. Others drink bottled water because
it is a socially acceptable alternative to alcohol.
Unless your tap water is contaminated, bottled water may offer few, if any, health or
safety benefits. It may simply be draining money from your wallet. In fact, some
brands of bottled water may not be as healthy as your own tap water. A study by Con-
sumer Reports magazines tested more than forty bottled water products as well as
tap water from six different cities. They found the levels of some toxic chemicals in a
few brands of bottled water exceeded the standards.
Does it taste better?
Some brands of bottled water do taste better than water from some taps. Most public
and private water suppliers use chlorine as a disinfectant. Most bottling companies
purifY the water with ozone. Ozone, like chlorine, kills bacteria. It is more expensive
to use, but · the water has a better flavour. Some people drink water from a bottle be-
cause they prefer the taste.
The taste of water usually depends upon the minerals that have been dissolved from
rocks. The only water that is likely to be free of minerals is distilled water. Distilled
water is generally not purchased for drinking, but for use in batteries and steam
irons. Distilled water is also used in chemical laboratories where minerals might in-
terfere with chemical reactions.
Although bottled water does not taste better than water from most deep wells, some
deep wells are drilled into rock with high sulfur content. The taste of sulfur may
make water from these wells unacceptable for drinking.
There are several reasons why more and more people are buying bottled water. For
some people it is a safety issue, but for most it is a matter of taste.
919. I
f a farm well contains bacteria, drinking bottled water is an alternative to in-
stalling expensive filters.
A. another chance
157 of 284
B. another choice
C. another result
920. A
mericans were using drinking water containing a hazardous level of lead.
A. high
B. dangerous
C. average
921. M
ost public and private water suppliers use chlorine as a disinfectant.
A. a substance used to destroy bacteria
B. a substance used to make the water taste better
C. a substance used to add minerals to the water
922. T
he taste of water usually depends upon the minerals that have been dissolved
from rocks.
A. caused to be formed
B. caused to become liquid
C. caused to be valued

923. W
hat kind of wells is comparatively easier to be contaminated?
924. W
hat is suggested when it is too expensive to install filters for a farm well?
925. W
hat is given as an example of chemicals which are sometimes impossible to re-
move?
926. A
ccording to an estimate given by EPA in 1986, what should be reduced?
927. W
hat is very important in determining whether bottled water is safer than tap wa-
ter?
928. B
esides making improper claims, what else are the bottled water companies for-
bidden to do?
929. W
hat may affect chemical reactions if bottled water is used in laboratories?
930. W
hat may cause a problem when people drink water from some deep wells?
158 of 284

931. B
ottled water is generally considered safer than all tap water.
932. A
ction should be taken when the level of lead in drinking water is too high.
933. T
he owner of a private well should present a sample analysis to EPA.
934. T
he FDA thinks that minerals contained in bottled water are quite beneficial to
health.
935. D
rinking bottled water is considered as equally beneficial as exercising.
936. A
ccording to the passage, drinking bottled water sometimes could be a waste of
money.
937. A
study by Consumer Reports magazines shows that it is not always safe to drink
bottled water.
938. L
ots of bottling companies use ozone to bring water a better flavour.
159 of 284
Vocabulary
939. a
mbition /æmˈbɪʃən/ (n) tham vọng
940. b
eware /bɪˈweər/ (v) be careful
941. s
tumbling block /blɒk/ (n) obstacle, challenge
942. d
isabled /dɪsˈeɪbəld/ (v) tật nguyền
943. e
arnings /ˈɜːrnɪŋz/ (n) income
944. e
ligible /ˈelɪdʒɪbəl/ (a) having the right to do sth
945. o
ccupational /ɒkjʊˈpeɪʃənəl/ (a) related to your job
946. p
ension /ˈpenʃən/ (n) money after retirement
947. p
itfall /ˈpɪtfɔːl/ (n) hidden, unexpected danger
948. p
romotion /prəˈməʊʃn/ (n) thăng tiến
949. s
cheme /skiːm/ (n) plan, cơ chế
950. s
pouse /spaʊz/ or /spaʊs/ (n) husband/ wife
951. v
oluntarily /ˌvɒlənˈterəli/ (adv) without being forced to
160 of 284
Reading Passage Two
952. S
953. U
• Do you prefer a full-time job or a part-time one?
• What are the advantages and disadvantages of a part-time job?
• What is job-sharing?
• Is job-sharing a solution?
954. L
955. I
• social effects of job-sharing?
• a definition of job sharing?
• part-timers?
• pitfalls for job-sharers?
Job-Sharing: Half a Job Is Better than None

The social effects of job-sharing are likely to be beneficial, since it attempts to match
work opportunities to a wider variety of lifestyles. The combination of one full-time
and one part-time spouse might become much more common: which was the hus-
band and which was the wife would vary according to taste, time of life and career re-
quirements.
What exactly is job-sharing? The Equal Opportunities Commission (EOC) defines it
as "a form of part-time employment where two people voluntarily share the responsi-
bility of one full-time position." Salary and benefits are divided between the two
sharers. Each person's terms and conditions of employment are the same as those of
a full-timer. If each works at least 15 hours a week, then they enjoy certain employ-
ment rights that ordinary part-time workers do not have.
Part-timers usually earn less per hour than full-timers, have fewer benefits and less
job security. They have virtually no career prospects. Employers often think that
working part-time means that a person has no ambitions and so offer no chance of
promotion.
161 of 284
But job-sharing bridges that gap and offers the chance of interesting work to people
who can only work part-time and that does not mean just married women. As Adri-
enne Broyle of "New Ways to Work" — formerly the London Job-Sharing Project —
points out: "There are various reasons why people decide they want to job-share and
so have more free time."
"A growing number of men want to job-share so that they can play an active role in
bringing up their children. It allows people to study at home in their free time, and
means that disabled people or those who otherwise stay at home to look after them,
can work. Job-sharing is also an ideal way for people to ease into retirement."
Many employers are careful of new work schemes, but a survey carried out by the
EOC shows that they can profit in various ways from sharing. If one sharer is away
sick, at least half the job continues to be done. Skilled workers who cannot work full-
time can bring years of experience to a job.
One job-sharer in the EOC survey said, "Both I and my job-sharer do at least one and
a half times the hours of work we are paid for. Half-timers have to work flat out with-
out a tea break." Another attraction is that two people bring to one job twice as much
experience, sets of ideas and discussion. At best, two workers can complement one
another's skills.
But there are financial pitfalls for the job-sharers.
• If you become unemployed, you should be eligible for Unemployment Benefit.
But you have to sign on as being available for full-time work. So, those who
chose to job-share because they could not work full-time cannot claim the ben-
efit unless they are prepared to sign on for full-time employment.
• Pensions are a big stumbling block. Many job-sharers may be ineligible to join
company pension schemes. The EOC paper points out that the Local Govern-
ment Scheme excludes people who work under 30 hours a week.
• Those who are attracted to job-sharing as a way of easing into retirement, be-
ware. Most occupational pension schemes are based either on the average an-
nual earnings during membership of the scheme, or on the employee's final
salary.
In the latter case, it could mean that a person who has worked for 15 years full-time,
and job shares for the next five years for the same firm, will receive a very much
smaller pension than if she or he had worked those last five years full-time.
Please match the following words with the definitions.
956. 961.
spouse complement
957. A. unexpected danger or difficulty
pitfall B. advancement in rank or position
958. C. a general view
promotion D. a husband or wife
959. E. to make (something) complete
voluntary F. acting willingly without payment
960.
survey
162 of 284
Look at the statements below. Write

962. I
t is suggested that wives should try job-sharing.
963. J
ob-sharers volunteer to share the responsibility of one full-time job.
964. T
he job-sharers may enjoy employment rights which common part-timers do not
have.
965. N
ot qualifying for any benefits is one of the disadvantages part-timers have.
966. P
art-timers are not considered ambitious, but they will still be promoted.
967. N
ow there are more men than women who want to job-share.
Fill in the gaps with words or phrases listed below. Remember that there
are more choices than you can use.
complement valued retirement
unemployed pension earnings
pension schemes benefits experience
studying doubled disability
JOB-SHARING
Attractive to people who wish to spend Have problems while 19. _________
their free time 13. _________ at home
as well as people with a 14. _________.
An ideal way to move into 15. Unable to claim 20. _________

_________
Years of 16. _________ brought to the Not qualified to join the 21. _________
job by some skilled job-sharers. of the company
Sets of ideas brought to the job culd be Smaller 22. _________ for those who
17. _________ have job-shared for last 5 years
18. _________ in the skills between two

workers
163 of 284
164 of 284
Vocabulary
968. a
mber /ˈæmbər/ (n) hổ phách
969. b
race for /breɪs/ (v) prepare for
970. c
redibility /kredɪˈbɪlɪti/ (n) reputation
971. d
ent /dent/ (v) reduce enormously
972. f
erocious /fəˈrəʊʃəs/ (a) aggressive, táo bạo
973. n
onsensical /nɒnˈsensɪkəl/ (a) not making any sense
974. n
utrient /ˈnjuːtrɪənt/ (n) chất dinh dưỡng
975. o
nslaught /ˈɒnslɔːt/ (n) a fierce attack
976. p
roposal /prəˈpəʊzəl/ (n) suggestions
977. r
egulator /ˈrɛɡjʊleɪtə/ (n) người điều hành
978. r
ival /ˈraɪvəl/ (n) a competitor
979. t
ackle /ˈtækəl/ (v) solve a problem
980. u
ndermine /ʌndərˈmaɪn/ (v) make sth seem less important
981. u
njustified /ʌnˈdʒʌstɪfaɪd/ (a) not reasonable
Reading Passage One
982. S
983. U
• What kind of food is healthy?
• What labels would you prefer on products?
984. L
985. I
• guideline daily amounts?
• traffic light labelling system?
• the Food Standards Agency?
• confectionery and cereals?
Food Agency Takes on Industry over Junk Labels

Consumers are to be presented with two rival new year advertising campaigns as the
Food Standards Agency (FSA) goes public in its battle with the industry over the la-
belling of unhealthy foods.
The Guardian has learned that the FSA will launch a series of 10-second television
adverts in January telling shoppers how to follow a red, amber and green traffic light
labelling system on the front of food packs, which is designed to tackle Britain's obe-
sity epidemic.
The campaign is a direct response to a concerted attempt by leading food manufac -
turers and retailers, including Kellogg's and Tesco, to derail the system. The industry
fears that traffic lights would demonise entire categories of foods and could seriously
damage the market for those that are fatty, salty or high in sugar.
The UK market for breakfast cereals is worth £1.27bn a year and the manufacturers
fear it will be severely dented if red light labels are put on packaging drawing atten-
tion to the fact that the majority are high in salt and/or sugar.
This industry is planning a major marketing campaign for a competing labelling sys-
tem which avoids colour-coding in favour of information about the percentage
of"guideline daily amounts" (GDAs) of fat, salt and sugar contained in their products.
166 of 284
The battle for the nation's diet comes as new rules on television advertising come
into force in January which will bar adverts for unhealthy foods from commercial
breaks during programmes aimed at children. Sources at the TV regulators are
braced for a legal challenge from the industry and have described the lobbying efforts
to block any new ad ban or colour-coded labelling as "the most ferocious we've ever
experienced".
Ofcom's chief executive, Ed Richards, said: "We are prepared to face up to any legal
action from the industry, but we very much hope it will not be necessary." The FSA
said it was expecting an onslaught from the industry in January. Senior FSA officials
said the manufacturers' efforts to undermine its proposals on labelling could
threaten the agency's credibility.
Terrence Collis, FSA director of communications, dismissed claims that the propos-
als were not based on science. "We have some of the most respected scientists in Eu-
rope, both within the FSA and in our independent advisory committees. It is unjusti-
fied and nonsensical to attack the FSA's scientific reputation and to try to undermine
its credibility."
The FSA is understood to have briefed its ad agency, United, before Christmas, and
will aim to air ads that are "non-confrontational, humorous and factual" as a coun-
terweight to industry's efforts about the same time. The agency, however, will have a
tiny fraction of the budget available to the industry.
Gavin Neath, chairman of Unilever UK and president of the Food and Drink Federa-
tion, has said that the industry has made enormous progress but could not accept red
"stop" signs on its food.
Alastair Sykes, chief executive of Nestle UK, said that under the FSA proposals all his
company's confectionery and most of its cereals would score a red. "Are we saying
people shouldn't eat confectionery? We're driven by consumers and what they want,
and much of what we do has been to make our products healthier," he said.
Chris Wermann, director of communications at Kellogg's, said: "In principle we
could never accept traffic light labelling."
The rival labelling scheme introduced by Kellogg's, Danone, Unilever, Nestle, Kraft
and Tesco and now favoured by 21 manufacturers uses an industry-devised system
based on identifYing GDAs of key nutrients. Tesco says it has tested both traffic lights
and GDA labels in its stores, and that the latter increased sales of healthier foods.
But the FSA said it could not live with this GDA system alone because it was "not sci-
entific" or easy for shoppers to understand at a glance.

986. 990.
amber nonsensical
991.
987.
proposal
undermine
988. A. stupid or full of nonsense
confectionery B. a plan or suggestion
989. C. a person who buys goods and uses services
consumer D. a yellowish-brown colour
167 of 284
E. sweet cakes, ice cream F. to weaken or to slowly destroy

or sweets
Answer the questions below using NO MORE THAN THREE WORDS

from the passage for each answer.
992. W
hen will instructions be given on reading the colour-coded labels?
993. W
here can customers find the red light labels?
994. W
hat problem is the FSA trying to handle with the labelling system?
995. W
hich product mentioned sells well but may not be healthy?
996. W
hat information do the manufacturers prefer to label on products?
997. W
hat can NOT be advertised during children's programmes?
Use the information in the text to match the people (A-E) with the opin-
ions (13-19) below.
A. Ed Richards
B. Terrence Collins
C. Gavin Neath
D. Alastair Sykes
E. Chris Wermann
998. G
enerally we will not agree to use the new system.
999. I
t is unreasonable to doubt if the FSA is trustworthy.
1000. W
e are trying to meet our customers' needs.
1001. T
he manufacturers have been improving greatly.
1002. T
he colour-coded labelling system is credible.
1003. O
ur products will be labelled unhealthy by the FSA.
1004. W
e are ready to confront the manufacturers.
168 of 284
169 of 284
Vocabulary
1005. a
daptive /əˈdæptɪv/ (a) thích nghi
1006. a
roma /əˈrəʊmə/ (n) a strong good smell
1007. a
rtificial /ɑːrtɪˈfɪʃəl/ (a) man-made
1008. c
ategory /ˈkætəɡəri/ (n) a type
1009. e
xploit /ɪkˈsplɔɪt/ (v) make the most of
1010. h
erd /hɜːrd/ bầy đàn
1011. i
mpulse /ˈɪmpʌls/ (n) an urge to do sth
1012. i
nstinct /ˈɪnstɪŋkt/ (n) bản năng
1013. i
nvestigate /ɪnˈvestɪɡeɪt/ (v) điều tra
1014. p
henomenon /fəˈnɒmɪnən/ (n) hiện tượng
1015. p
otent /ˈpəʊtənt/ (a) competent
1016. p
ronounced /prəˈnaʊnst/ (a) remarkable
1017. r
etailer /ˈriːteɪlər/ (n) nhà bán lẻ
1018. s
imulation /sɪmjuːˈleɪʃən/ (n) mô phỏng
1019. s
tock /stɒk/ (v) put together as a stock
1020. s
warm /swɔːrm/ (n) bầy đàn (kiến, ong)
1021. v
isible /ˈvɪzɪbəl/ (a) can be seen
1022. w
arfare /ˈwɔːfeər/ (n) conflict, battle among people
170 of 284
Reading Passage Two
1023. S
1024. U
• Are you an impulsive buyer? Why?
• In what way are you influenced by other shoppers?
1025. L
1026. I
• swarm intelligence?
• herd instincts?
• radio frequency identification technology?
• Japanese convenience shops?
How Shops Can Exploit People's Herd Mentality to

Increase Sales
A trip to the supermarket may not seem like an exercise in psychological warfare —
but it is. Shopkeepers know that filling a store with the aroma of freshly baked bread
makes people feel hungry and persuades them to buy more food than they had in-
tended. Stocking the most expensive products at eye level makes them sell faster than
cheaper but less visible competitors. Now researchers are investigating how "swarm
intelligence" (that is, how ants, bees or any social animal, including humans, behave
in a crowd) can be used to influence what people buy.
At a recent conference on the simulation of adaptive behaviour in Rome, Zeeshan-ul-
hassan Usmani, a computer scientist from the Florida Institute of Technology, de-
scribed a new way to increase impulse buying using this phenomenon. Supermarkets
already encourage shoppers to buy things they did not realise they wanted: for in-
stance, by placing everyday items such as milk and eggs at the back of the store, forc-
ing shoppers to walk past other tempting goods to reach them. Mr. Usmani and
Ronaldo Menezes, also of the Florida Institute ofTechnology, set out to enhance this
tendency to buy more by playing on the herd instinct. The idea is that, if a certain
product is seen to be popular, shoppers are likely to choose it too. The challenge is to
keep customers informed about what others are buying.
171 of 284
Enter smart-cart technology. In Mr. Usmani's supermarket every product has a radio
frequency identification tag, a sort of barcode that uses radio waves to transmit infor-
mation, and every trolley has a scanner that reads this information and relays it to a
central computer. As a customer walks past a shelf of goods, a screen on the shelf
tells him how many people currently in the shop have chosen that particular product.
If the number is high, he is more likely to select it too.
Mr. Usmani's "swarm-moves" model appeals to supermarkets because it increases
sales without the need to give people discounts. And it gives shoppers the satisfaction
of knowing that they bought the "right" product — that is, the one everyone else
bought. The model has not yet been tested widely in the real world, mainly because
radio frequency identification technology is new and has only been installed experi-
mentally in some supermarkets. But Mr. Usmani says that both Wal-Mart in America
and Tesco in Britain are interested in his work, and testing will get under way in the
spring.
Another recent study on the power of social influence indicates that sales could, in-
deed, be boosted in this way. Matthew Salganik of Columbia University in New York
and his colleagues have described creating an artificial music market in which some
14,000 people downloaded previously unknown songs. The researchers found that
when people could see the songs ranked by how many times they had been down-
loaded, they followed the crowd. When the songs were not ordered by rank, but the
number of times they had been downloaded was displayed, the effect of social influ-
ence was still there but was less pronounced. People thus follow the herd when it is
easy for them to do so.
In Japan, a chain of convenience shops called RanKing RanQueen has been ordering
its products according to sales data from department stores and research companies.
The shops sell only the most popular items in each product category, and the rank-
ings are updated weekly. Icosystem, a company in Cambridge, Massachusetts, also
aims to exploit knowledge of social networking to improve sales.
And the psychology that works in physical stores is just as potent on the Internet.
Online retailers such as Amazon are adept at telling shoppers which products are
popular with like-minded consumers. Even in the privacy of your home, you can still
be part of the swarm.

1027. 1032.
visible artificial
1028. A. to put something in place ready for use
impulse B. to give the latest information
1029. C. a strong pleasant smell from food or drink
install D. not natural but made by people
1030. E. a sudden strong wish to do something
update F. able to be seen
1031.
aroma
172 of 284
Complete the sentences below with words taken from the reading pas-
sage. Use NO MORE THAN THREE WORDS for each answer.
1033. S
hop owners realise that the smell of ___________ can increase sales of food
products.
1034. I
n shops, products shelved at a more visible level sell better even if they are more
___________.
1035. M
r. Usmani thinks that the use of"swarm intelligence" phenomenon can encourage
___________.
1036. O
n the way to daily necessities at the back of the store, consumers might be
tempted to buy ___________.
1037. I
f the number of buyers shown on the ___________ is high, other customers
tend to follow them.
1038. U
sing the "swarm-moves" model, shop owners do not have to give customers
___________ to increase sales.
Do the following statements agree with the information given in the

reading passage? For questions 13-18, write
YES if the statement agrees with the information;
NO if the statement does not agree with the information;
1039. T
he "swarm-moves" model was once tested experimentally in big supermarkets
like W al-Mart.
1040. P
eople tend to download more unknown songs than songs they are familiar with.
1041. S
ongs ranked high by the number of times downloaded are favoured by customers.
1042. P
eople follow others to the same extent whether or not it is convenient.
1043. I
tems sold in some Japanese stores are chosen according to the sales data of other
shops.
1044. "
Swarm intelligence" can also be observed in everyday life.
173 of 284
Vocabulary
1045. z
one /zəʊn/ (n) area; khu vực, vùng
1046. f
ertile /ˈfɜːtaɪl/ (a) good for planting; màu mỡ
• My hometown is in the tropical zone, with fertile soil.
1047. a
rid /ˈærɪd/(a) dry (for land); khô cằn
1048. o
ccupy /ˈɒkjʊpaɪ/ (v) take the place; chiếm diện tích, chiếm chỗ
• The plantations here occupy a lot of place in this arid land.
1049. c
reep — crept — crept into (v) move into
1050. e
at into (v) creep into
1051. a
dvance into (v) creep into
1052. a
dvance /ədˈvæns/ (n)
• Desert is creeping into/ eating into/ advancing into the fertile land.
• This advance should be stopped immediately.
1053. o
nce (adj) used to be; đã từng
1054. d
eteriorate /dɪˈtɪərɪəreɪt/ (v) become worse; trở nên xấu đi
1055. d
rought /draʊt/ (n) hạn hán
1056. p
rolong /prəˈlɒŋ/ (v) kéo dài
• The once productive/ fertile land has deteriorated due to prolonged
droughts in this area.
1057. s
evere /sɪˈvɪə/ (a) serious; nghiêm trọng
1058. d
esertification /dɪˌzɜːtɪfɪˈkeɪʃən/ (n) sa mạc hoá
1059. s
carce /skeəs/ (a) limited, not enough; khan hiếm
1060. w
ater supplies (n) nguồn cung cấp nước
1061. e
xhausted /ɪɡˈzɔstəd/ (a) used up; cạn kiệt
• Desertification has become more severe, and water supplies have be-
come scarce; some have even been exhausted.
1062. e
rosion /ɪˈrəʊʒən/ (n) xói mòn
1063. c
onserve /kənˈsɜːv/ (v) preserve; bảo tồn
1064. c
onservation /kɒnsəˈveɪʃən/ (n) preservation; sự bảo tồn
1065. l
oosen /ˈluːsən/ (v) nới lỏng; trở nên lỏng; mất liên kết
1066. t
opsoil (n) đất bề mặt
1067. e
ntirely /ɪnˈtaɪəli/ (adv) completely; hoàn toàn
• The topsoil may be entirely loosened, and erosion takes place.
1068. p
reventable /prɪˈventəbəl/ (a) ngăn chặn được
1069. s
ustainable /səˈsteɪnəbəl/ (a) lasting for a long time; bền vững, lâu dài
• The problem is preventable, but we need a sustainable method.
1070. h
alt /hɔːlt/ (v) stop
175 of 284
Reading Passage 1
DEFORESTATION AND DESERTIFICATION

The Sahel zone lies between the Sahara desert and the fertile Savannah of northern
Nigeria and southern Sudan. The word sahel comes from Arabic and means marginal
or transitional, and this is a good description of these semi-arid lands, which occupy
much of the West African countries of Mali, Mauritania, Niger, and Chad.
Unfortunately, over the last century the Sahara desert has steadily crept southwards
eating into once productive Sahel lands. United Nations surveys show that over 70%
of the dry land in agricultural use in Africa has deteriorated over the last 30 years.
Droughts have become more prolonged and more severe, the most recent lasting
over 20 years in parts of the Sahel region. The same process of the desertification is
taking place across southern Africa as the Kalahari Desert advances into Botswana
and parts of South Africa.
One of the major causes of this desert advance is poor agricultural land use, driven
by the pressures of increasing population. Overgrazing — keeping too many farm ani-
mals on the land — means that grasses and other plans cannot recover, and scarce
water supplies are exhausted. Over-cultivation — trying to grow too many crops on
poor land — results in the soil becoming even less fertile and drier, and beginning to
break up. Soil erosion follows, and the land turns into desert.
Another cause of desertification is loss of tree cover. Trees are cut down for use as
fuel and to clear land for agricultural use. Tree roots help to bind the soil together, to
conserve moisture, and to provide a habitat for other plants and animals. When trees
are cut down, the soil begins to dry and loosen, wind and rain erosion increase, other
plant species die, and eventually the fertile topsoil may be almost entirely lost, leav-
ing only bare rock and dust.
The effects of loss of topsoil and increased drought are irreversible. They are, how-
ever, preventable. Careful conservation of tree cover and sustainable agricultural
land use have been shown to halt deterioration of soils and lessen the effects of short-
age of rainfall. One project in Kita in south-west Mali funded by the UNDP has in-
volved local communities in sustainable management of forest, while at the same
time providing a viable agricultural economy based on the production of soaps, bee-
keeping, and marketing shea nuts. This may be a model for similar projects in other
West African countries.
Write NO MORE THAN 2 WORDS for each sentence below. Read the pas-
sage again and find the answers.
1071. T
he climate of the Sahel is described as …………… .
1072. I
n some areas of the Sahel, there has been no rainfall for more than …………… .
1073. D
esertification is caused by overgrazing, but this in turn is due to the pressure from
…………… .
176 of 284
1074. W
hen trees are cut down, the soil is affected, which leads to the death of the sur-
rounding …………… .
1075. T
he consequences of the loss of topsoil cannot be reversed, but they are …………… .
1076. L
ooking after trees reduces the consequences of a lack of …………… .
Read the passage again and decide whether these statements are True/
False or Not Given.
1077. T
he Sahara has spread slowly northwards into the Sahel region.
1078. J
ust over 70 per cent of the dry land in agricultural use in Africa has deteriorated
over the last 30 years.
1079. D
esertification is taking place faster in southern African than in the Sahel.
1080. T
he advance of the desert is not the result of poor agricultural land use.
1081. T
he loss of tree cover is a minor cause of desertification.
1082. I
f there is a loss of tree cover, the deterioration in the soil is halted.
1083. T
ree conservation is more effective than sustainable agricultural land use in reduc-
ing the consequences of lack of rain.
Why are these statements NG?

1084. A
gricultural land in Africa could deteriorate further in the coming years.
1085. T
here could be another severe drought in the Sahel over the next three decades.
1086. I
n some areas, the UNDP may provide financial support for forestry management
to local communities in the future.
1087. A
second project has been planned in Mali to develop sustainable forestry manage-
ment.
177 of 284
Vocabulary
1088. d
istinctive /dɪˈstɪŋktɪv/ (a) unique; độc đáo
• These animals have distinctive features.
1089. p
roximity /prɒkˈsɪmɪtɪ/ (n) khu vực xung quanh
• live in close proximity to humans
1090. e
ncounter /ɪnˈkaʊntə/ (v) face, see; đối mặt
1091. o
bserve /əbˈzɜːv/ (v) look carefully at; quan sát
1092. o
bservation /ɒbzəˈveɪʃən/ (n)
• He spent his lifetime observing these animals.
• His observations are valuable to our knowledge.
1093. s
usceptible to /səˈseptɪbəl/ (a) sensitive to; nhạy cảm với
• The swallows are susceptible to changes in weather.
1094. h
erald /ˈherəld/ (v) signal, indicate; báo hiệu
• The change in temperature heralds the coming of the storm.
1095. e
xtraordinary /ɪkˈstrɔːdənərɪ/ (a) special, amazing; lạ lùng, kỳ lạ
1096. i
nformed /ɪnˈfɔːrmd/ (a) with good reasons; có cơ sở
• He made an informed decision, not just a careless one.
1097. a
ccurate /ˈækjʊrət/ (a) precise, correct; chính xác
1098. r
andom /ˈrændəm/ (a) ngẫu nhiên
• make a random guess
1099. p
rey /preɪ/ (n) con mồi
• The swallows became prey of the falcons.
178 of 284
Reading Passage 2
Swallows in Migration
Every April, along with many other species of birds, the swallow arrives to spend the
summer months in northern Europe, in Russia, Iran, and parts of Siberia. Here it will
breed and raise its young.
The swallow is well known throughout its range for several reasons. Firstly, it is very
distinctive, with its forked tail and characteristic acrobatic swooping flight. Secondly,
it is very common, and like its near relative the house martin, lives in close proximity
to human habitation, at least in rural areas. It is, however, rarely to be encountered
in towns or cities.
For centuries, people have observed swallows, noted their arrival and their patterns
of feeding. In several countries, these observations have passed into the language as
proverbs or sayings. In England, people comment on unpredictable late spring
weather by saying, ‘one swallow does not make a summer’. Similarly, if ‘the swallows
are flying low’, this was held to predict rainy, even stormy weather. There may be
some truth in this observation, though it is the insects the swallows feed on that seem
to be more susceptible to the fall in barometric pressure that heralds a storm. Insects
keep low in these conditions, and so do the swallows that hunt them. At the end of
the summer season, when the swallows are about to leave, they frequently flock to-
gether in large numbers on convenient high open perches, like roof ridges and tele-
graph wires. When people remark that ‘the swallows are gathering’, they mean that
autumn has arrived.
At some point in mid-September the swallows leave together, usually all on the same
day. One day there are thousands, the next there are none, and none will be seen
again until the following spring. For centuries, this was a complete mystery to people.
The Hampshire naturalist Gilbert White, writing in the late eighteenth century, be-
lieved that the swallows dived into ponds and rivers in autumn and remained in the
bottom mud the whole winter, re-emerging the following spring. This idea seems ex-
traordinary to us, but White was not a stupid man: many of his other observations of
natural life were informed and accurate. In this case, however, he simply had no
means of determining the truth and was forced to make a random guess. The idea
that swallows migrate to central or southern Africa would have seemed as fanciful to
him as his theory seems to us.
Although we now know that swallows migrate, there are still unanswered questions.
Why do they go so far? Why not stay on the shores of the Mediterranean? The major-
ity continue to equatorial Africa, and some even further south. Also it appears that
populations of swallows that have bred in different countries also spend the winter in
different areas. Those from France, Germany, and much of Western Europe have
mostly been traced to East Africa, Kenya, or Tanzania for example. Above all, how
does a bird weighing approximately twenty grammes find its way across mountain
ranges, ocean and desert to winter in the south, and then return the following year to
the very location it was born, in some cases to the very same nest?
Birds can navigate by the sun, and are also able to detect the magnetic field of the
earth. Species that migrate at night are also able to navigate by the stars. By these
means, they travel long distances. The close navigation that brings them back to the
same field or nest appears to be related to memory of local landmarks imprinted on
the minds of young birds as they criss-cross the area in the weeks before departure.
179 of 284
Nevertheless, the journey is very dangerous. Long sea crossings, where there is little
available food or water, are generally avoided. In Western Europe, most swallows
cross to Africa via the Straights of Gibraltar, or fly the length of Italy before taking
the relatively short crossing to Tunisia in North Africa. However, in storms they may
be blown hundreds of kilometers off course. Exhausted swallows sometimes come to
rest on ships way out in the Atlantic Ocean. They have to cross mountain ranges too,
where again the weather may be unpredictable and food scarce. Along the coast of
North Africa, many young swallows become the prey of Eleonora’s falcons, which
time their breeding to coincide with the migration of young birds southwards. But
the most dangerous part of the journey is the crossing of the Sahara desert. Here,
there is little food or water, sandstorms may delay and exhaust the already weakened
birds, and many die. It is estimated that around 50 per cent of adult birds die, and up
to 80 per cent of young birds, but enough survive to ensure the continuation of the
species.
Do the following statements agree with the information given in the pas-
sage? Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1100. T
he swallow is the only species of bird that migrates to spend the summer in
northern Europe.
1101. T
he swallow is easily noticeable because of its tail and the way it flies.
1102. T
he swallow is frequently seen in cities.
1103. T
he insects not the swallows themselves appear to predict stormy weather.
1104. S
wallows form larger flocks than other birds when they depart in the autumn.
1105. W
hite’s theory seems strange to people now.
Complete the sentences. Choose NO MORE THAN TWO WORDS from the
passage for each answer.
1106. I
n the past, the destination of the swallows in the autumn was a ……………… .
1107. A
s White could not verify what happened to the swallows, he made a ……………… .
1108. D
espite knowing that swallows migrate, we are still left with ……………… .
1109. S
ometimes, swallows have been known to return not just to the same area, but
even to the ……………… .
1110. B
irds that travel by night can find their way using the ……………… .
180 of 284
1111. B
ird navigation appears to be connected with the memory of ……………… .
Choose TWO letters, A-F. Which TWO of the following dangers faced by
swallows during migration are mentioned in the text?
A. The Sahara desert
B. Long sea crossings
C. Lack of nesting places
D. Hungry sailors
E. Eleanora’s falcons
F. The crossing to Tunisia
1112. …
…………
1113. …
…………
181 of 284
Vocabulary
1114. c
arry forward (v) conduct, implement; tiến hành
• carry forward a change/ plan
1115. e
normous (a) /ɪˈnɔːrməs/ very big
• enormous building/ structure
• enormous significance
1116. ~
tremendous /trəˈmendəs/
~ gigantic /dʒaɪˈɡæntɪk/
~ huge /hjuːdʒ/
1117. t
o name just + something: to mention only + something; chỉ liệt kê đại diện
• to name just a few/ 3 fields/ 4 people
1118. m
otivate (v) /ˈməʊtɪveɪt/ give someone the reason to do something; tạo động lực,
thúc đẩy
• scores motivated him to learn
1119. m
otivation (n) /məʊtɪˈveɪʃən/ động lực
• scores are a strong/ enormous motivation to learn
• scores give him tremendous motivation to learn
1120. a
pprentice (v) /əˈprentɪs/ to learn how to do a job; ng ười học việc, nhân viên tập
sự
• He apprenticed with his father in the farm.
1121. m
ajor (a) /ˈmeɪdʒər/ main, important; chính, lớn
• a major discovery/ disaster/ incidence/ advantage
1122. f
or reasons of funding: because of (lack of) funding; vì lí do thiếu vốn
1123. e
xacerbate (v) /ɪɡˈzæsərˌbeɪt/ make things worse; làm mọi chuyện xấu đi
• Exacerbated by lack of funding, the enormous plan had to be halted.
• His lack of motivation tremendously exacerbated his terrible learning.
1124. o
riginally (adv) /əˈrɪdʒ(ə)nəli/ in the beginning, as part of the first plan; đầu
tiên
ENGLISH MASTER IELTS READING UNIT 19
1125. b
ear (v) /beər/ hold; chứa được
• The bridge now bears 4 million vehicles a year.
1126. i
nvolved (a) /ɪnˈvɒlvd/ take part in; tham gia vào
• He was not involved in the project.
• It’s hard to get students involved. We need to create motivation.
Reading Passage 1
The greatest of Victorian engineers

In the hundred years up to 1860, the work of a small group of construction engineers
carried forward the enormous social and economic change that we associate with the
Industrial Revolution in Britain. The most important of these engineers was Isam-
bard Kingdom Brunei, whose work in shipping, bridge-building, and railway con-
struction to name just three fields, both challenged and motivated his colleagues. He
was the driving force behind a number of hugely ambitious projects, some of which
resulted in works which are still in use today.
The son of an engineer, Brunei apprenticed with his father at an early age on the
building of the Thames Tunnel. At the age of just twenty, he became engineer in
charge of the project. This impressive plan to bore under the Thames twice suffered
two major disasters when the river broke through into the tunnel. When the second
breach occurred in 1827, Brunei was seriously injured during rescue operations and
further work was halted.
While recovering from his injuries, Brunei entered a design competition for a new
bridge over the Avon Gorge near Clifton. The original judge of the competition was
Thomas Telford, a leading civil engineer of his day, who rejected all entries to the
competition in favour of his own design. After considerable scandal, a second contest
was held and Brunei’s design was accepted. For reasons of funding, however, exacer-
bated by social unrest in Bristol, the project was abandoned in 1843 with only the
towers completed. After Brunei's death, it was decided to begin work on it again,
partly so that the bridge could form a fitting memorial to the great engineer. The en-
tire structure was finally completed in 1864. Today, the well-known Clifton Suspen-
sion Bridge is a symbol of Bristol, just as the Opera House is of Sydney. Originally in-
tended only for horse-drawn traffic, the bridge now bears over four million motor ve-
hicles a year.
Are these statements True, False or Not Given?

1127. B
runei was less important than the other construction engineers in Britain during
the Industrial Revolution.
1128. B
runei was less involved in railway construction than other engineering fields.
1129. B
runei worked only on shipping, bridge-building and railway construction.
183 of 284
1130. B
runei's work was largely ignored by his colleagues.
1131. A
ll projects Brunei contributed to are still used today.
1132. B
runei became an apprentice with his father at the same age as other engineers.
1133. T
he Thames Tunnel Project was more difficult than any previous construction ven-
ture undertaken in Britain.
Match the phrases 8-14 with their corresponding endings A-H.

1134. T
homas Telford
1135. S
candal about the result of the first competition
1136. B
runei's design for the bridge
1137. F
unding problems
1138. T
he towers
1139. W
ork on the bridge
1140. T
he Clifton Suspension Bridge
A. were the only parts of the bridge completed during Brunei's lifetime.
B. was an important civil engineer.
C. meant the completion of the bridge was delayed.
D. is a symbol of Bristol.
E. was recommenced as a suitable memorial to Brunei.
F. was chosen in the second competition.
G. led to a second contest to design the bridge.
H. symbolizes Sydney.
184 of 284
Vocabulary
1141. l
argely (adv) /ˈlɑːrdʒli/ mainly, greatly; chủ yếu, chính yếu
• His work was largely ignored by his peers.
• He failed, largely due to lack of motivation.
1142. d
iscontent (n) feeling of unhappiness; sự không hài lòng
1143. s
ocial unrest (n) /ˌənˈrest/ social disturbance, e.g. strikes & riots; bạo động
1144. c
rush (v) /krʌʃ/ forcefully stop something; dập tắt
• Troops were sent to crush all social unrest/ riots and strikes.
1145. u
rban population (n) /ˈɜːb(ə)n/ city population; dân số đô thị
1146. a
ppalling (a) /əˈpɔːlɪŋ/ terrible; kinh khủng khiếp
• appalling working conditions
1147. g
ive rise to (v) ignite, lead to; châm ngòi cho
• appalling working conditions gave rise to social unrest
1148. g
rant (v) /grænt/ (formal) allow something/ give something to sb; ban cho, tặng
cho
• the granting of the right to vote
1149. d
isillusionment (n) /dɪsɪˈluːʒənmənt/ disappointment by something not
achieved; vỡ mộng
1150. b
e to (v) is expected to; ai phải chịu trách nhiệm về việc gì
• This is to be provided by the school.
• The demands were to be taken up by the government.
1151. p
etition (n) /pəˈtɪʃən/ a formal written demand for something; đơn thỉnh cầu
• A petition for higher pay
1152. d
ismiss (v) /dɪsˈmɪs/ stop the activeness of something; huỷ, kết thúc
• The teacher dismissed his class early.
• The strike dismissed itself.
1153. d
iscredit (v) /dɪsˈkredɪt/ harm the reputation of sth; bôi nhọ, làm tai tiếng, ảnh
hưởng đến tiếng tăm
• The petition was discredited as it contained fake signatures.
185 of 284
1154. (
universal manhood) suffrage (n) /ˈsʌfrɪdʒ/ the right to vote; quyền bầu cử
1155. a
ttempt (n) /əˈtempt/ an effort to do something; nỗ lực
• That was a failed attempt to establish a new company.
1156. r
eject (v) /rɪˈdʒekt/ refuse to accept something; từ chối nhận, khước từ
• The petition was rejected many times.
Reading Passage 2
Chartism: a people's petition to Parliament

The early decades of the 1800s are well known as a period of discontent and social
unrest. The Industrial Revolution meant the decline of traditional rural communities
and the growth of a working class urban population, particularly in the new indus-
trial towns of the North such as Manchester. Living and working conditions for the
urban factory worker were frequently appalling and gave rise to a number of move-
ments aimed at bettering working class conditions. One such movement was Char-
tism, which aimed to present a people’s charter, or petition for reform, to parliament.
It had a number of aims, but first and foremost among them was the granting of uni-
versal suffrage, or the vote for all men over the age of 21.
There had been several previous attempts in the early 1800s to build a solid working-
class movement, most notably the attempt to establish a universal trade union
known as the Grand National Consolidated Trade Union or GNCTU. In 1834, how-
ever, this trade union collapsed. The subsequent disillusionment led to a growth of
interest in other possible ways of giving voice to the desires and grievances of the
workers. In 1836, the London Working Men's Association was founded, led by
William Lovett. Its aim was to reform parliament, and in 1838 it issued a charter de-
manding six political reforms, including universal suffrage. Most of these demands
were to be taken up by the Chartist petitioners.
So began the Chartist movement. Other centres of this movement were located in
Birmingham, and in the north of England. In Birmingham, the movement was cham-
pioned by Thomas Attwood, a banker who was interested in leading the movement
for parliamentary reform in the Midlands, and Joseph Sturge, a wealthy corn mer-
chant. The key figure in the north of England was Fergus O'Connor, at that time the
editor of the newspaper The Northern Star.
In 1839, a Chartist National Convention assembled in London. The delegates talked
of proclaiming a 'sacred month’ or general strike, and collected signatures for a great
petition. This petition was presented to parliament but it was rejected in the Com-
mons by 235 votes to 46. Thereupon the National Convention proclaimed a general
strike, but a week later cancelled the proclamation and ignominiously dismissed it-
self. The government meanwhile had taken action and additional troops had been
sent to those areas where Chartism was strongest. Disturbances in Birmingham were
crushed, and William Lovett was arrested. The only other Chartist rising occurred in
186 of 284
Monmouthshire where a group of miners marched in Newport. Again, this Newport

Rising was quickly crushed and its leaders transported for life.
In 1842, a second petition was presented to parliament but was again rejected by 287
votes to 49. A series of riots and strikes followed, most notably the Lancashire Plug
Plot, where strikers went round the mills removing the plugs from boilers. Again,
government troops moved in to crush all such disturbances and many chartists were
arrested. William Lovett subsequently abandoned the cause, and Fergus O’Connor
rose to prominence as the main Chartist leader.
In 1848, under the leadership of O’Connor, a third Chartist petition was drawn up,
known as the ‘Monster Petition’. It was intended to be taken to parliament in a large
procession, but the government took elaborate military precautions, and the proces-
sion was forbidden to cross the Thames. It was therefore taken to parliament in three
cabs instead. O’Connor had claimed that the petition contained five million signa-
tures, but in the event it was found to contain less than two million, and a great many
of these were false. Parliament refused to discuss it, and the Chartist movement was
discredited.
Despite the fiasco of the third petition, the Chartist movement gave expression to a
number of proposals which were later adopted to produce a reformed parliamentary
system. Universal manhood suffrage, the abolition of the property qualification, and
a secret ballot all featured among the Chartists’ demands and all of them were even-
tually granted. In essence, the demands of the Chartists were too far ahead of the
times, and consequently the government took very resolute action to control and
suppress their actions. Doubtless the contemporary essayist Thomas Carlyle ex-
pressed the fear of many MPs when he wrote, 'These chartisms are our French Revo-
lution. God grant that we, with our better methods may be able to transact it by argu-
ment alone.’
Complete each sentence with the correct ending A-H.

1157. T
he GNCTU ………
1158. T
he London Working Men's Association ………
1159. T
he Chartist National Convention ………
1160. T
he first Chartist petition ………
1161. T
he Newport Rising ………
1162. T
he Lancashire Plug Plot ………
1163. T
he third Chartist petition ………
A. was not debated in parliament.

B. was a response to the government's rejection of the 1842 Chartist petition.
C. was a failed attempt to establish a universal workers' movement.
187 of 284
D. was an example of the unrest following the rejection of the 1839 petition.
E. was a response to the transportation of a number of Chartist leaders.
F. made an empty threat of industrial action.
G. was rejected in parliament by a large majority.
H. anticipated many of the demands of later Chartist petitions.
Look at the following statements and the list of people in the box below.
Match each statement with the correct person A-C. You may use the let-
ter more than once.
A. William Lovett
B. Thomas Attwood
C. Fergus O'Connor

1164. H
e led the Chartist movement in the North of England.
1165. H
e was head of the London Working Men's Association.
1166. H
e campaigned for parliamentary reform in the Midlands.
1167. H
e was the movement's figurehead when the third 'Monster' petition was compiled.
Choose THREE letters, A-F. Your answer may be in any order. Which
THREE of the following are mentioned as reasons for the failure of the
Chartist movement?
A. the government's response to Chartist uprisings
B. warnings about the movement from contemporary writers
C. improved conditions in factories in the North
D. false claims made about the third petition
E. excessively radical demands
F. communication problems between London and the North
1168. …
………………………
1169. …
………………………
1170. …
………………………
188 of 284
Vocabulary
1171. u
ncertain (a) /ənˈsɜːtən/ unsure, unpredictable; không chắc chắn
• the future looks uncertain
1172. a
dvanced (a) /ədˈvænst/ highly developed; cao cấp, tiên tiến, hiện đại
• advanced infrastructure
1173. e
mission (n) /ɪˈmɪʃən/ production of gas (mostly); khí thải, sự thải khí
• CO2 emission
1174. r
espiratory (a) /rɪˈspɪrətəri/ related to the lungs; liên quan hô hấp
• respiratory problems
1175. f
inite (a) /ˈfaɪnaɪt/ limited; hữu hạn
• oil is a finite resource
infinite (a) /ˈɪnfɪnɪt/ unlimited; vô hạn
1176. l
ie in (v) can be found it; nằm ở đâu (nghĩa bóng)
• the main strength lies in its battery life
1177. o
bstacle (n) /ˈɒbstəkəl/ hurdle, stumbling block, drawback; trở ngại
• overcome this obstacle
1178. i
n the short term >< in the long run; trước mắt >< về lâu về dài
1179. r
osy (a) promising; hopeful
• the situation looks rosy
1180. d
earth (n) /dɜːθ/ lack; sự thiếu hụt
• a dearth of evidence
1181. h
erald (v) /ˈherəld/ signal, indicate; báo hiệu
• this heralds a comeback of the analogue radio
1182. r
eadily available (a) can be found and accessed easily; có sẵn, dễ tiếp cận
1183. a
ppeal (n) /əˈpiːl/ attraction; sức hút, điểm thu hút
190 of 284
Reading Passage 1
The future of energy sources

The future for petroleum use at the moment looks rather uncertain, despite enjoying
the major benefit of a very advanced infrastructure already in place. The downsides
from the environmental point of view are patently obvious: harm to public health
through carbon dioxide emissions in exhaust fumes, which are linked to respiratory
problems, and to precious ecosystems from oil spills and seepage. But the most sig-
nificant weakness is that oil is a finite resource.
The picture for natural gas is similarly mixed. While its main strength lies in its being
a relatively clean fuel involving little processing and being easily transportable via
pipelines, natural gas requires compression or low temperatures if it is to be used for
cars or other vehicles. Thus, it has not previously been a serious contender to provide
private transportation. There are now signs, however, that this obstacle may have
been overcome.
Yet there is another problem with natural gas. It may produce less carbon dioxide
than other fossil fuels, but the major stumbling block to its use is that the methane
released lives for a long time in the atmosphere. In addition, as it is a non-renewable
energy source like petroleum, in coming years natural gas will not be in use. But in
the short term at least, the situation looks rosy.
Ethanol, despite the drawback of a dearth of commercial outlets, heralds a new dawn
for the energy market. But, before we consider ethanol in depth, let us look at hydro-
gen. It is perhaps the most attractive of all renewable fuels. Its greatest appeal is that
it is readily available everywhere in the form of water (H20). Solar energy is used to
split the water into hydrogen and oxygen and then recombine it, with water being the
waste by-product in the form of steam in vehicles. Perhaps its main drawback is
making the hydrogen production units small enough to fit cars. But once this hap-
pens, the future of hydrogen is bright indeed.
Scan the passage and fill in the blanks.
Types of fuel Main advantage Main disadvantage Future

Petroleum Very advanced in- 1 …………………… Uncertain
frastructure
Natural Gas Relatively clean Produces 2 3
…………………… ……………………
Ethanol Non given Lack of 4 Signals a 5
…………………… ……………………
Hydrogen 6 …………………… Hydrogen production 7
units for cars not small ……………………
enough
191 of 284
Reading Passage 2
The production of fuel-ethanol or ‘grain spirit’
from grain is relatively straightforward. It is
made from harvested crops. As the demand for
alternative 'clean’ fuels increases, farmers are
switching from planting crops for consumption
to fuel crops like corn, barley, wheat, or others
that produce oil like palm oil and rape seed.
The growing process is no different from that of
any crop. A farmer simply plants a field of com,
which is then harvested. Instead of being taken
to a mill to produce flour, the corn is delivered
by lorry to a distillery where it goes through four
main stages before it can be used as fuel. First,
during a preparation phase, the grain is ground
and then cooked prior to the fermentation
process commencing. Then, before the distilla-
tion of the liquid to produce the ethanol takes
place, solid matter has to be removed by filtra-
tion. At a fuel-ethanol plant, the blending of
ethanol and petroleum is carried out to produce
E-10, a mix of 10 per cent ethanol and 90 per
cent petroleum, or E-15, which is 15 per cent
ethanol and 85 per cent petroleum. The liquid is
then put into storage and the distribution
process is ready to begin.
192 of 284
Vocabulary
1184. f
ungus (n) /ˈfʌŋɡəs/ nấm bệnh
1185. p
opularly known as: được biến đến nhiều với cái tên
• a disease popularly known as AIDS
1186. v
irtually (adv) /ˈvɜːtʃʊəli/ almost completely; hầu như tuyệt đối
• coffee production was virtually wiped out (=halted)
1187. d
evastate (v) /ˈdevəsteɪt/ destroy; phá huỷ
• The city was devastated by a huge earthquake.
1188. p
rematurely (adv) /ˈpremətʃəli/ before ripe; too young; sớm, trẻ, trước kỳ hạn
thông thường
• his son died prematurely
• prematurely grey hair
1189. d
isperse (v) /dɪˈspɜːs/ distribute; phát tán
dispersal (n) sự phát tán
1190. i
t can be deduced that: it can be implied that; có thể suy ra rằng
1191. p
lausible /ˈplɔːzɪbəl/ (a) reasonable; hợp lý, khả quan
• plausible explanation
1192. f
ungicide (n) /ˈfʌŋɡɪsʌɪd/ thuốc diệt nấm
1193. p
aramount (a) /ˈpærəmaʊnt/ more important than anything else, supreme; quan
trọng
• The interests of the child are of paramount importance.
1194. e
pidemic (n) /epɪˈdemɪk/ big spreading of a disease; cơn bùng phát
1195. i
solate (v) /ˈaɪsəleɪt/ keep apart; tách rời
1196. p
lantation (n) /planˈteɪʃən/ đồn điền
1197. s
hift (v) /ʃɪft/ change, switch; thay đổi
• The business shifted to a new region.
1198. e
xclude (v) /ɪkˈskluːd/ remove; loại bỏ
• The disease was quickly excluded from the US.
193 of 284
1199. q
uarantine (n) /ˈkwɒrəntiːn/ sự cách ly
194 of 284
Reading Passage 3
Coffee Rust
Why do the British drink so much tea? The answer to this question can be traced
back, unexpectedly, to a humble fungus, HEMILEIA vastatrix, which attacks the
leaves of coffee plants causing a disease popularly known as coffee rust. The appear-
ance of this disease was first I reported in the British colony of Ceylon (now Sri
Lanka) in 1867. Over the next twenty years, coffee production in Asia and Africa was
virtually wiped out. Following a period of severe economic and social upheaval,
planters in British colonies shifted to planting tea, and the British were gradually
transformed into a nation of tea drinkers.
Under British rule, the island of Ceylon was stripped of its forests to turn over every
available acre to coffee production. By the 1870s, Ceylon was exporting nearly 100
million pounds of coffee a year, much of it to England. This empire, however, was
swiftly devastated by the arrival of the coffee rust fungus. The rust organism can be
recognized by the presence of yellowish powdery lesions on the undersides of the
leaves of the coffee plant. Occasionally green shoots and even the green coffee berries
can be infected. The infected leaves drop prematurely, leaving long expanses of bare
twigs. This defoliation causes shoots and roots to starve and consequently to die
back, reducing the number of nodes on which coffee can be produced the following
season.
The rust fungus is dispersed by both wind and rain. By observing the patterns of in-
fection on individual leaves, it can be deduced that splashing rain is the most impor -
tant means of local, or short-range dispersal. Dispersal over wider areas is primarily
by wind, although insects such as flies and wasps may also play a small part. How the
fungus first made its way from its native Ethiopia to Ceylon is unknown, but human
intervention seems to be the only plausible explanation. Insects as carriers can be
ruled out, and it is doubtful whether the fungus could have been blown so far.
The coffee growers probably hoped at first that the disease would disappear as
quickly and unaccountably as it had begun. By 1879, however, it was clear that it was
not going away, and the Ceylon government made an appeal for someone to be sent
to help. The British Government responded by sending Harry Marshall Ward, whose
brief was to investigate the coffee rust phenomenon and hopefully come up with a
cure.
Ward recommended that to effectively protect the plant from invasion, the leaves
should be treated with a coating of fungicide (lime-sulphur). Unfortunately in the
case of the Ceylon plantations, the rust epidemic was too well established for this
protective measure to save the coffee trees. He also pointed out the risks of intensive
monoculture. The continuous planting of coffee trees over the island, without even
the benefit of windbreaks, had created a perfect environment for a fungus epidemic
to spread. Despite Ward’s warning, when the coffee trees were replaced with tea
bushes, they were planted at the same density. It was only by good fortune that no
similar fungus arrived to invade the tea bushes and that improved fungicides were
soon available to protect the crop.
With the destruction of the coffee plantations in Ceylon and subsequent arrival of
coffee rust in Java and Sumatra, the world's coffee production shifted to the Ameri-
cas. Plantations were swiftly established in the tropical highlands of Brazil, Colom-
195 of 284
bia, and Central America, and Brazil soon became the world’s major coffee supplier,
closely followed by Colombia.
Coffee rust was successfully excluded from the Americas for over 100 years by careful
quarantine measures. However, in 1970, the fungus was discovered in Brazil, again
probably brought in accidentally by humans. Once the barrier of the oceans had been
breached, wind dispersal came into play. Infected trees were isolated by creating an
80 km coffeeless ‘safety zone' around the infected area, but within eighteen months
the rust had jumped the gap in the direction of the prevailing winds. Today, the fun-
gus has spread throughout all the coffee-growing areas, including Colombia and the
countries of Central America.
Fungicide applications are now part of the routine production practices on coffee
plantations, despite the expense for small growers. Good cultural management, tak-
ing into account the density of planting and the climate, is also paramount. Rust-re-
sistant strains of coffee have also been developed but the crop is of poorer quality.
Unless a truly rust- resistant variety with more desirable genetic traits can be pro-
duced, coffee rust will have to be managed as a continuous epidemic on a perennial

crop.
Complete the chart below. Choose NO MORE THAN THREE WORDS
from the reading passage.
196 of 284
Choose the correct letter A, B, C or D

1200. T
he most important means of long-range dispersal is
A. rain.
B. wind.
C. wasps.
D. flies.
1201. C
offee rust kept spreading in Ceylon
A. due to the density of the coffee trees.
B. due to the windbreaks.
C. despite the application of fungicide.
D. because it was well established.
Complete each sentence with the correct ending, A-G from the box below.
1202. T
he move of coffee production to the Americas was triggered by ………
1203. B
efore 1970, American plantations were protected through ………
1204. A
ttempts in the Americas to isolate the infected trees failed due to ………
1205. T
he coffee trees now have to be protected continuously by ………
1206. I
n the management of the coffee crops, it is also important to consider ………
A. the density of planting and the climate.

B. the application of fungicide.
C. the coffee rust devastation in Ceylon.
D. the increased demand for coffee in Europe.
E. careful quarantine measures.
F. the genetic traits of the coffee tree.
G. the prevailing winds.
197 of 284
Vocabulary
1207. d
evote to (v) /dɪˈvəʊt/ save space for; dành chỗ cho
• Our broadsheets devote an entire issue to educational problems.
1208. l
ambast (v) /læmˈbæst/ criticize heavily; chỉ trích mạnh mẽ
• He lambasted the school for use bad materials.
1209. r
ebuke (n) /rɪˈbjuːk/ an expression of strong disapproval; sự phản đối kịch liệt
1210. e
cho (v) /ˈekəʊ/ repeat to emphasize; hậu thuẫn
• Their rebuke was echoed by their counterparts.
1211. c
ite (v) mention; đề cập
• Use of bad materials was cited as the reason for poor teaching quality.
1212. n
otorious (a) infamous; khét tiếng
• Los Angeles is notorious for its smog.
• He was a notorious drinker and womanizer.
1213. v
is-à-vis (exp) /ˌviːzɑːˈviː/ in relation to; with regard to; as compared with; as op-
posed to; đối lại, liên qua tới
• Many agencies now have a unit to deal with women's needs vis-à-vis employ-
ment.
• The advantage for US exports is the value of the dollar vis-à-vis other curren-
cies.
1214. f
rustrating (a) /frʌˈstreɪtɪŋ/ angry and upset when you can’t do something; cảm
giác bất lực, bó tay
• Learning how to speak a language in 10 days is a frustrating experience.
1215. a
ssumption (n) /əˈsʌmpʃən/ a belief that something is true; giả định,
• There’s a vague assumption that everybody speaks English, so British people
don’t need to learn other languages.
1216. p
aramount (a) /ˈpærəmaʊnt/ more important than anything else; quan trọng
• This issue is of paramount international importance.
1217. l
ag behind (v) fail to keep up with another or others in movement or develop-
ment; không theo kịp, tụt hậu
• We are lagging behind other ASEAN countries.
1218. c
ount (v) /kaʊnt/ to be important; quan trọng
• It is the pay that counts, not the working conditions.
1219. r
egulate (v) /ˈreɡjʊleɪt/ control, monitor; điều tiết
Reading Passage 1
An answer to the belief that British people

cannot learn languages
A. Every so often, the educational supplements of our broadsheets devote an entire
issue to the danger the British face of falling behind in Europe because so few of
our schoolkids take up the study of foreign languages. Most recently the German
ambassador lambasted us for only ever speaking English, a rebuke echoed by his
French and Spanish counterparts.
B. The truth is that foreign languages are phenomenally unpopular in secondary
schools. Poor teaching and the late introduction of the subject are often cited as
the main reasons youngsters are so loath to study them. Another factor for our
notorious laziness vis-à-vis other tongues has to be that we are brought up to be-
lieve that the whole world speaks English, so why bother? Why indeed? Strug-
gling to communicate in another language is, for all but the committed and en-
thusiastic linguist, a frustrating experience, which, if not necessary, is best
avoided. And yes, when millions of Brits take their annual holidays abroad, local
tourism, travel, catering, and retail staff are all trained in at least rudimentary
English. So, again, there is little motivation to learn more than a couple of word
for a few days’ stay.
All this is true, and yet illuminates only part of the picture. British teenagers are
generally bored by French or German verbs, but the underlying reasons are more
complex than a vague assumption that they only need to speak English because
everyone else does. Their leisure activities revolve around pop music, sport, com-
puters, television, and films. These things are already in English; translations and
subtitles are the exception. Furthermore, the most powerful country in the world
happens to speak our language, and we absorb its cultural exports easily and
readily. So, for us, language is not a major issue.
C. Of course, should the world situation change, and the United States become a
Hispanic country, as some boffins have predicted, the British would see the bene-
fit of learning Spanish and do so. Not so long ago, knowledge of French was more
widespread here, and eagerly acquired, when that language was of paramount in-
ternational importance.
D. The belief that we will lag behind our European business partners also needs to
be dissected. The canard here is that we lose out because our businessmen and
women can’t keep up with the local lingo. But surely, it’s competitiveness and the
199 of 284
attraction of lucrative offers that count. After all, American executives don't
wring their hands at their lack of linguistic skills.
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List of headings
mccxx. 1224.
The belief Paragraph A ___
mccxxi. 1225.
The consequence Paragraph B ___
mccxxii. 1226.
Reasons Paragraph C ___
mccxxiii. 1227.
A criticism Paragraph D ___
Write YES, NO or NOT GIVEN for the following statements.

1228. S
ome journalists take the view that more British schoolchildren should study lan-
guages.
1229. T
he number of English speakers worldwide makes it unnecessary for British
tourists to learn languages.
1230. O
nly British teenagers find languages boring.
1231. B
ritish teenagers' reluctance to learn languages is linked to the availability of films
and music in English.
1232. I
n the past, studying French made it easier for British people to learn further lan-
guages.
1233. T
he lack of linguistic skills within British companies has resulted in business being
lost.
1234. A
merican business people are less interested in learning languages than British
business people.
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Vocabulary
1235. i
nnate (a) /ˈɪneɪt/ or /ɪˈneɪt/ inborn, natural; bẩm sinh
1236. c
haos (n) /ˈkeɪɒs/ disorder, a mess; sự hỗn độn
• Music regulates our innate chaos.
1237. r
ave (n) /reɪv/ a lively party involving dancing and drinking; ti ệc tùng
1238. a
ge-old (a) all-time; muôn thuở
1239. m
anifest (a) /ˈmanɪfest/ obvious; rõ ràng, hiển nhiên
• The age-old conflict is made manifest in this article.
1240. c
ome clean (v) be completely honest; keep nothing hidden; minh bạch
• The Chancellor must come clean about his plans for increasing taxation.
1241. f
ormative (a) /ˈfɔːmətɪv/ foundation; [năm tháng] đầu đời, nền tảng
• Children who are exposed to music in their formative years can develop bet-
ter.
1242. p
ragmatism (n) /ˈpræɡmətɪzəm/ being practical rather than theoretical; chủ
nghĩa thực tế, không phải lý thuyết
1243. v
ocational (a) /vəʊˈkeɪʃənəl/ related to work skill training; dạy nghề
• vocational education/ learning
1244. m
arginalize (v) /ˈmɑːdʒɪnəlaɪz/ make something not important anymore; làm
giảm tầm quan trọng, cho ra ngoài lề
• The role of music has been marginalized in recent decades.
1245. p
lethora (n) /ˈpleθərə/ a large or excessive amount of something; m ột số lượng
lớn, một lượng dư thừa
• a plethora of committees and subcommittees
• Allen won a plethora of medals during his illustrious career.
1246. r
espiratory (a) /rɪˈspɪrətəri/ related to the lung and breathing; liên quan hô hấp
1247. a
sthma (n) /ˈæsmə/ bệnh suyễn asthmatic (n) /æsˈmatɪk/ bệnh nhân suyễn
1248. t
he length and breadth of (exp) all over; khắp [nơi nào]
• There has been impact the length and breadth of Britain.
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1249. c
onjure (v) /ˈkʌndʒə/ make (something) appear unexpectedly or seemingly from
nowhere; chế ra, tạo ra một cách bất ngờ
• Anne conjured up a delicious home-made hotpot.
1250. m
ere (a) /mɪə/ just, simply; đơn thuần là; merely (adv)
• This was a mere mistake. Music is merely a form of entertainment, not a ca-
reer.
Reading Passage 2
The reading passage has nine paragraphs, A-I. Choose the correct head-
ings for paragraphs B-H from the list of headings below.
List of headings
mccli. T
he effect of emphasis on short-term educational goals
mcclii. T
he limited effects of music
mccliii. T
he future of music
mccliv. B
enefits for health
mcclv. T
he effects of early exposure to music
mcclvi. T
he skills involved in musical activity
mcclvii. A
playwright's perception of music
mcclviii. E
arly exposure to Music in the USA
mcclix. M
usic without instruments
mcclx. T
he 'Mozart effect'
mcclxi. O
rder or chaos?
mcclxii. T
he creation of The Voices Foundation
mcclxiii. A
method for training singers
mcclxiv. T
he use of music in Shakespeare's plays
Example
Paragraph A: xi
203 of 284
1265. P
aragraph B: ………
1266. P
aragraph C: ………
1267. P
aragraph D: ………
1268. P
aragraph E: ………
1269. P
aragraph F: ………
1270. P
aragraph G: ………
1271. P
aragraph H: ………
Paragraph I: iii
204 of 284
A. Even the Greeks couldn't agree about it. Was music a source of order and propor-
tion in society, regulating its innate chaos in ways similar to the disciplines of ge-
ometry and architecture? Or did its ability to express passionate emotions beyond
the reach of words create the potential for disorder and anarchy? Compare the
behaviour of an audience listening to classical string quartets with headbangers
at a rave, and the age-old conflict between Apollo and Dionysius is made manifest
all over again in our own time.
B. Shakespeare, though, came clean. For him, 'the man who hath no music in him-
self. Nor is not moved with concord of sweet sounds, Is fit for treasons,
strategems and spoils; The motions of his spirit are dull as night...' Throughout
his plays, Shakespeare perceives music as a healing force, an art whose practice
makes man whole.
C. Yet, despite the growth of the science of music therapy within the last two cen-
turies, and despite the huge weight of books published on the miraculous 'Mozart
effect', our schools and colleges have fallen strangely silent. The so-called 'Mozart
effect' presents anecdotal and statistical evidence for advances in both social and
academic skills in those children exposed in their formative years to the music of
Mozart. But, in an age obsessed by pragmatism and by short-term vocational
learning, music has been marginalized in both primary and secondary education.
Compared with the holy trinity of reading, writing, and arithmetic, music is re-
garded as a luxury pastime. As a result, children are leaving school not only to-
tally ignorant of their own musical heritage, but lacking in social, physical, and
mental skills which musical performance can uniquely promote.
D. Playing an instrument requires a degree of concentration and coordination which
brings into play a plethora of mental and physical skills which are being eroded in
our push-button world. Socialization and team-work are also involved. Schools
with wind bands, string ensembles, jazz groups, and orchestras are right up there
at the top of the league tables. In excelling in musical activity, the students' per-
formance in many other fields of learning is refocused and radically improved.
E. There are medical aspects too. Long before British primary schools discovered
the recorder — that most basic of all modern woodwind instruments - Australian
Aborigines had developed the didgeridoo. Like the clarinet and the flute, this
haunting and beautiful instrument helped to overcome both upper and lower res-
piratory tract problems and encouraged better sleep. In playing a wind instru-
ment, abdominal muscles are used to support the breathing system. And these
are the very muscles which come into play when an asthmatic is experiencing an
attack.
F. But what of those individuals and schools which simply cannot afford a musical
instrument? What of those institutions where not a single member of staff can
read music? This is where the human being's most primitive form of music-mak-
ing comes into its own. Singing is free. Everyone possesses a voice. And, with it,
the body expresses itself in the most fundamental and organic way.
G. The Hungarian composer Zoltán Kodaly knew this, and developed his own sys-
tem of training ear and voice within a simple yet comprehensive system of body
language. Today, an organization called The Voices Foundation adapts and ap-
plies Kodaly's methods, aiming to give children back their singing voices, and to
make our schools ring with music-making once again. Their advisors and teach-
ers have already achieved extraordinary turn-around effects the length and
breadth of Britain and in schools in the troubled areas of South Africa.
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H. Important work is currently being done in Finland, Israel, and the United States
on pre-school, even pre-birth, musical education. Music in the womb is very
much part of the life of the unborn future citizens of Finland. And one has only to
look at the educational standards, health records, and professional musical activ-
ity in this small nation to see what dividends music in education pays from the
earliest days of human life.
I. Mozart has been celebrated in his anniversary years of 1991 and again in 2006.
By the time of the next Mozart-Year, shall we have allowed music to conjure a
better society for us all? Or, relegated to the ranks of mere entertainment, will
music be eroded of its unique power to heal and to make whole?

Do the following statements agree with the claims of the writer in the
reading passage? Write
YES if the statement agrees with the writer's claims
NO if the statement contradicts the writer's claims
NOT GIVEN if it is impossible to say what the writer thinks about this.
1272. I
n Shakespeare's dramas, music is seen in a positive light.
1273. S
chools lack the funds to buy luxury items like musical instruments.
1274. M
usical activity can only lead to a slight improvement in children's social, physical,
and mental skills.
Choose the correct letter, A, B, C or D.
1275. A
ccording to the writer, studying music
A. may not help all students to improve in other areas of their studies.
B. means that students spend less time on reading, writing, and arithmetic.
C. helps students to improve enormously in other areas of their studies.
D. means that students will excel as professional musicians.
1276. T
he didgeridoo is an instrument that
A. has a negative effect on those suffering with breathing problems.
B. benefits those suffering with breathing problems.
C. tends to send those who listen to it to sleep.
D. sounds sad to most people.
1277. W
hich of the following is the most suitable heading for the passage?
A. The growth of music in the school curriculum
B. Music throughout the ages
C. Music for everyone
D. The beneficial effects of a musical education
206 of 284
Vocabulary
1278. h
ail (v) /heɪl/ claim; tuyên bố
1279. w
elcome (a) very pleasing because much needed or desired; good to have; đáng có
• Multitasking is hailed by many to be a welcome skill.
1280. f
ruitless (a) /ˈfruːtləs/ not effective; [nỗ lực] không thành công
He made fruitless efforts to cram for the test but two weeks was simply not
enough.
1281. j
uggle (v) /ˈdʒʌɡəl/ cope with by balancing (several activities) at the same time;
tung hứng, dùng nhiều thứ một lúc
• Students tend to juggle lots of electronic devices as they study.
1282. s
upposedly (adv) /səˈpəʊzɪdli/ according to what people believe; được cho là
• The adverts are aimed at women, supposedly because they do the shopping.
1283. w
orkforce (n) /ˈwɜːkfɔːs/ lực lượng lao động
• young people entering the workforce
1284. b
ear in mind (v) consider; xem xét
• It must be borne in mind that …
Reading Passage 1
This is a summary of the reading passage. Complete the summary using

items A-M from the wordlist below.
A. in sequence E. messages J. behaviour
F. letters K. development
B. revolution
G. electronics L. significant amounts
C. beneficial effect
H. negative impact M. all together
D. much
I. electronic gizmos
According to a recent report, young people aged 8-18 are wasting 1

………………………… of time by multitasking. In fact, they are spending as much as 50
per cent longer than if they did the same tasks 2 ………………………… . Some young
people are juggling a larger and larger array of 3 ………………………… as they study,
while surfing the net, sending 4 ………………………… answering the phone, and listen-
ing to music simultaneously. Other studies have shown that this 5
………………………… is affecting the way families operate, with young people too self-
absorbed to talk to other family members or to eat at the family table. The electronic
6 ………………………… is also apparently having a 7 ………………………… on young peo-
ple's studies and work.
Excessive demands on young people

Being able to multitask is hailed by most people as a welcome skill, but not according
to a recent study which claims that young people between the ages of eight and eigh -
teen of the so-called 'Generation M' are spending a considerable amount of their time
in fruitless efforts as they multitask. It argues that, in fact, these young people are
frittering away as much as half of their time again as they would if they performed
the very same tasks one after the other.
Some young people are juggling an ever larger number of electronic devices as they
study. At the same time that they are working, young adults are also surfing on the
Internet, or sending out emails to their friends, and/or answering the telephone and
listening to music on their iPods or on another computer. As some new device comes
along it too is added to the list rather than replacing one of the existing devices.
Other research has indicated that this multitasking is even affecting the way families
themselves function as young people are too wrapped up in their own isolated worlds
to interact with the other people around them. They can no longer greet family mem-
bers when they enter the house nor can they eat at the family table.
All this electronic wizardry is supposedly also seriously affecting young people's per-
formance at university and in the workplace. When asked about their perception of
the impact of modern gadgets on their performance of tasks, the overwhelming ma-
jority of young people gave a favourable response.
The response from the academic and business worlds was not quite as positive. The
former feel that multitasking with electronic gadgets by children affects later devel-
opment of study skills, resulting in a decline in the quality of writing, for example,
because of the lack of concentration on task completion. They feel that many under-
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graduates now urgently need remedial help with study skills. Similarly, employers
feel that young people entering the workforce need to be taught all over again, as they
have become deskilled.
While all this may be true, it must be borne in mind that more and more is expected
of young people nowadays; in fact, too much. Praise rather than criticism is due in
respect of the way today's youth are able to cope despite what the older generation
throw at them.
Which THREE opinions are mentioned by the writer of the text?

A. According to students, electronic gadgets are now an inevitable part of the uni-
versity landscape.
B. Academics feel multitasking with electronic gadgets affects children's subsequent
acquisition of study skills.
C. Academics feel students are offered help with their writing and study skills.
D. Most young people see no problems related to using electronic gadgets.
E. Computer use at school fails to prepare students for academic life at university,
according to academics.
F. Employers feel that the use of electronic gadgets among children affects capacity
to perform in the work environment.
G. Employers think that overuse of computers, etc. definitely affects job prospects
later in life.
1285. …
……
1286. …
……
1287. …
……
209 of 284
Vocabulary
1288. u
nparalleled (a) /ʌnˈparəleld/ having no parallel or equal, exceptional; xuất
sắc, xuất chúng
• The sudden rise in unemployment is unparalleled in the post-war period.
• After WW2, Japan grew at an unparalleled pace to the second superpower.
1289. s
eek (v) /siːk/ search, look for; tìm kiếm
seeking work/ employment
1290. e
quip (v) /ɪˈkwɪp/ provide sb with sth; trang bị
• Are young people fully equipped to deal with all hazards/ problems?
1291. i
mplication (n) /ɪmplɪˈkeɪʃən/ valuable lessons for, be applicable for; bài học
cho, ý nghĩa với
• This knowledge has huge implications on the way people work.
1292. c
hurn out (v) /tʃəːn/ produce; cho ra lò
Universities keep churning out under-qualified graduates.
1293. –
based (suf) dựa trên
• creativity-based activities
• music-based applications
• internet-based learning programs
• knowledge-based professions
• skill-based recruitment
1294. c
hampion (v) /ˈtʃæmpɪən/ master; làm chủ
1295. m
indset (n) /ˈmaɪndset/ the established set of attitudes held by someone; lỗi suy
nghĩ
• the region seems stuck in a medieval mindset.
1296. a
nalytical /ænəˈlɪtɪkəl/ thinking vs. creative thinking; phân tích vs. sáng tạo
1297. w
ane (v) /weɪn/ fade, become less important; mờ nhạt dần, trở nên ít quan trọng
• Manual labor will wane soon in this area.
1298. p
rospect (n) /ˈprɒspekt/ outlook, a view into the future; viễn cảnh
• There are very good prospects for our company.
• People will be more and more replaced by computers. This is a terrible
prospect.
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1299. d
ominate (v) /ˈdɒmɪneɪt/ be the most important or influential person or thing in;
thống trị, nổi trội hơn
• Male students dominate this school.
• When it comes to maintaining relationships, attitude dominates.
1300. t
hink out of the box: think creatively; suy nghĩ sáng tạo
1301. p
roactive (v) /prəʊˈæktɪv/ taking active measures to do something; chủ động
1302. l
eap (n) /liːp/ a step; một bước nhảy vọt
• Our education system is taking gigantic leaps in recent years.
1303. e
lement (n) /ˈelɪm(ə)nt/ a component; yếu tố cấu thành
• Businesses can introduce elements of unpredictability into training, while
universities cannot.
1304. s
hift (v) /ʃɪft/ change; thay đổi
1305. r
emould (v) /riːˈməʊld/ reform, remake; thiết kế lại, cải cách
1306. b
umpy ride: /ˈbʌmpi/ a difficult path, journey; con đường chông gai
• We may be in for a bumpy ride, but we will make it.
211 of 284
Reading Passage 2
Young people — coping with

an unpredictable future
Young people here in Asia and indeed in every continent are facing new challenges at
an unparalleled pace as they enter the global economy seeking work. But are the
young in all parts of the globe fully equipped to deal with the unforeseen hazards of
the twenty-first century?
With the globalization not just of commerce, but all knowledge itself, young gradu-
ates in India, Pakistan, or China are just as prepared for the future as their counter-
parts in any other nation. Except for one thing, that is, young people wherever they
are still lack something of paramount importance. There was a time when those com-
panies or nations with the most knowledge had the edge on their competitors. That is
now almost gone.
In future, the success of all nations and companies, and indeed the success of young
workers, will depend not on analytical thinking as has been the case until now, but on
creativity and flexible thinking. This will have huge implications on the way compa-
nies and people function.
Knowledge has now become like the light from the light bulb. It is now available to all
of us, East and West, North and South. We can now 'switch it on' in India, China, or
Korea as easily as in, say, France or Australia. Knowledge is also packaged into sys-
tems that allow professionals of any kind and level to move around the world in the
employ of multinational companies much more easily than in the past. So it matters
less and less where people are from, where they are working, or where they move to.
The same rules and systems apply to all.
With this knowledge-based industry now firmly established, mainly as a result of the
Internet, economies and people have to move on to another level of competition.
What will make or break the economies of the future in Asia and the West is not
workforces equipped with narrow life skills, but the more creative thinkers who can
deal with the unknown. But the world is still churning out young workers to cater for
knowledge rather than creativity-based economies. Edward de Bono has long cham-
pioned lateral thinking and his work has found its way into many companies and
conservative institutions.
More recently, Daniel Pink in A Whole New Mind (2005), a book about the mindset
needed for the coming century, has predicted that success in the future will depend
on creative thinking, not analytical thinking — more use of the right side of the brain
as opposed to the left.
Knowledge-based professions which control the world like banking, management,
etc. Pink argues, will wane as more and more jobs are replaced by computers, a
prospect governments must wake up to or they will have hordes of young people
trained for a redundant world system. The analytical brain types that have domi-
nated job interviews in recent years have had their day. Those who see the bigger pic-
ture at the same time, i.e. those who use the right side of their brain as well or more
than the left or can switch between the two at will, are about to come into their own.
212 of 284
The most prized individuals will be those who think outside the analytical boxes. If
governments are sleep-walking into this situation, young people need not do so, but
can prepare themselves for this dramatic evolution. Broadly speaking, young people
are much more flexible and prepared to adapt to new situations than their older
counterparts. Their very familiarity with ever-changing technology and the processes
that go with it equips them to be proactive, and to develop their skills beyond the
purely analytical. Take the gigantic leaps that have been made in the economies of
South-East Asia in recent years. Advanced transport infrastructures and systems for
knowledge transfer are more evolved than in many so-called advanced western coun-
tries which are lagging behind their eastern counterparts.
Businesses, rather than universities, can provide opportunities that introduce ele-
ments of unpredictability and creativity into aspects of training or work experience to
teach employees to cope with the shifting sands of the future. The young will be en-
couraged to do what they do best, breaking out of existing systems and restructuring
the way things are done. Older people will need to side with them in their readiness
to remould the world if they are to survive in the future workplace. We may be in for
a bumpy ride, but whatever else it may be, the future does not look dull.

Complete the summary below using the list of words, (A-K) from the box
below.
H. spread L. lesser role P. results
I. greater role M. management Q. value
J. obstacles N. goals R. rivals
K. consequences O. creative minds
Young people everywhere are having to overcome new 1 ………………… as they

look for work. The ubiquity of knowledge means that companies and young workers
need something else to stay ahead of their 2 ………………… . Workers, no matter where
they are from, can plug into systems. This has huge 3 ………………… . With the end of
knowledge-based industries, Daniel Pink has forecast that success in the future will
depend on 4 ………………… not analytical. The power professions like banking, man-
agement, etc. will, it is argued, take on a 5 ………………… as more jobs are carried out
by computers. Young people who use the right side of their brain as well as their left
are about to assume a 6 ………………… so more work-based training involving the 7
………………… of uncertainty is in order.
Choose three letters A-F. Which THREE of the following predictions are
made by the writer of the text?
A. The role of creative thinkers will become more important.
B. South-East Asia will develop more advanced systems for knowledge transfer.
C. The use of technology will reduce people's creative abilities.
D. Older people will find it hard to adapt to future workplace needs
E. Businesses will spend increasing amounts of money on training.
F. Fewer people will enter knowledge-based professions.
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1307. A
ccording to the writer, some systems are more advanced in South-East Asia than
in the West because
A. managers are more highly qualified.
B. the business environment is more developed.
C. the workforce is more prepared to adapt.
D. the government has more resources.
1308. A
ccording to the writer, training for the developments that he describes will be
provided by
A. governments.
B. universities.
C. schools.
D. businesses.
1309. T
he writer concludes that
A. older people will have to be more ready to change.
B. businesses will have to pay young people more.
C. young people will not need work-based training.
D. university lecturers will not have to adapt their courses.
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1310. v
alid (a) /ˈvalɪd/
• a valid criticism
1311. u
nlikely (a) /ʌnˈlaɪkli/ impossible
1312. e
ncompass (v) /ɪnˈkʌmpəs/ include
• It is unlikely that we can design an IQ test which can encompass all aspects
of cultures.
1313. n
eutral (a) /ˈnjuːtrəl/ not biased
neutrality (n) /njuːˈtrælɪti/
1314. u
nattainable (a) /ʌnəˈteɪnəbəl/ unachievable
• Cultural neutrality is unattainable in IQ test designs.
1315. p
recise (a) /prɪˈsaɪs/ exact, accurate
1316. d
evise (v) /dɪˈvaɪz/ create, make, think up
• It’s hard to give a precise meaning of culture, so devising a universal defini-
tion of this is impossible.
1317. p
roblematic (a) /prɒbləˈmætɪk/ tricky
• This is more problematic than may be first thought (= than expected).
1318. i
nherent (a) /ɪnˈhɪərənt/ innate, naturally inside of sth
• Culture is inherently complex.
1319. c
ommon (a) /ˈkɒmən/ shared
• People sharing a common language (= speaking the same language) should
help each other.
1320. p
ossess (v) /pəˈzes/ own, have
1321. a
nthropologist (n) /ˌænθrəˈpɒlədʒɪst/
1322. v
ariation (n) /verɪˈeɪʃən/ a different version of sth
• regional variations in house prices
• the figures showed marked variation from year to year
1323. i
ndigenous (a) /ɪnˈdɪdʒɪnəs/ native
• the indigenous peoples of Siberia

• coriander is indigenous to southern Europe
1324. u
nderlying (a) /ʌndəˈlaɪɪŋ/ underneath, hidden
• The underlying reasons behind the attack.
• The underlying core values of our culture.
1325. d
rive (v) /draɪv/ control, affect the way sth/sb operates
• What drives people’s behavior is not easily understood.
1326. p
ainstaking (a) /ˈpeɪnzteɪkɪŋ/ difficult
• This is a long and painstaking process.
1327. a
dopt (v) /əˈdɒpt/ accept a new idea, strategy, method
1328. c
lash (v) /klæʃ/ conflict
• Some cultures may adopt the values of other cultures during globalization.
Some, however, have clashed with others.
1329. p
revail (v) /prɪˈveɪl/ be common
1330. f
ar from: not at all
• This is far from easy.
216 of 284
Reading Passage 1
Read the passage and identify the correct heading for each paragraph.
mcccxxxi. V
arious interpretations of culture based on meaning
mcccxxxii. T
he problem of explaining what culture means
mcccxxxiii. A
definition of culture based on shared behaviour
mcccxxxiv. D
efining a culture is not only a matter of observation
mcccxxxv. T
he main reason for difficulty in investigating culture
mcccxxxvi. T
he discrepancy between personal explanations and the real reasons for cultural
behaviour
1337. P
aragraph A ___
1338. P
aragraph B ___
1339. P
aragraph C ___
1340. P
aragraph D ___
Which paragraph contains which idea below?

1341. t
he idea that researching a culture is not just about observation
1342. t
he fact that countries close to each other can be dissimilar
1343. t
he fact that theories about culture can take a long time to develop
1344. v
arious anthropologists' ways of looking at the concept of culture
A. Culture is a term for which it is very difficult to give a precise meaning. The word
means so many different things to different people, so devising a single accept-
able definition is more problematic than may be first thought. The idea of culture
as something shared is inherently complex. Even people neighbouring each
other, or sharing a common language, or possessing certain common core values
may actually have as many differences as similarities.
B. Anthropologists have proposed over one hundred different definitions. A number
of these are variations on the idea that culture consists of 'shared patterns of be-
haviour' as may be observed by the researcher. This is the definition put forward
217 of 284
by Margaret Mead, for example, in her study of indigenous ritual in Samoa. This
kind of definition, however, does not take account of the fact that studying cul-
ture is not just a question of observation. It also involves studying the meaning of
this observed behaviour.
C. Accordingly, other anthropologists, such as Max Weber, speak of culture as con-
sisting of systems of shared meaning; as he puts it, 'man is an animal suspended
in webs of significance he himself has spun.' Similarly, Claude Lévi-Strauss also
speaks of culture as a product of the implicit beliefs which underlie it. The prob-
lem with this approach is that the meaning of cultural behaviour is not always
easy to establish. Explanations may be offered up to a point, but the underlying
assumptions often remain obscure. Indeed, they are often not understood by in-
siders. As Chris Argyris and Donald Schon point out, what people say to explain
their cultural behaviour and what really drives this behaviour are often widely
different. The search for meaning can therefore be a long and painstaking
process, involving long periods of observation and interviews in order to build
possible theories.
D. While there are some cultures which have remained isolated for long periods of
time, many others have built up commercial links with other groups. Eventually,
this may lead to adopting elements of the other group's rituals and behaviour
which then become integrated into those of the original group. Some cultures
have clashed with less powerful neighbours only to find that over time their cul-
ture became heavily influenced by these subordinates, like the Romans by the
Greeks. In this way, the original meaning of an aspect of cultural behaviour may
be lost in history and may originally have been part of a belief system very differ-
ent from that which prevails in the culture today. This dynamism is, perhaps, the
major reason why researching the meaning behind cultural behaviour is far from
easy.
Scan the reading passage for the names and draw a box around each one.
1345. _
__ Margaret Mead
1346. _
__ Chris Argyris and Donald Schon
1347. _
__ Claude Lévi-Strauss
1348. _
__ Max Weber
A. Finding a definition of culture can take a long time.

B. Culture is something which is embodied in the way groups behave.
C. Cultures are often affected by their more powerful neighbours.
D. The reasons people give for their behaviour are often different from why it origi-
nally developed.
E. Societies create networks of meaning within which their members live.
F. Culture is practically impossible to define.
G. Culture is something which arises from a group's beliefs.

218 of 284
219 of 284
Vocabulary
1349. b
ias (n) /ˈbaɪəs/ prejudice
• cultural bias
1350. d
ilemma (n) /dɪˈlemə/ a difficulty situation where you have to make a choice of
two options
• I’m facing a dilemma now. I don’t know if I should leave or stay.
1351. c
ognitive (a) /ˈkɒɡnɪtɪv/
1352. f
undamental (a) /fʌndəˈmentəl/ basic
• Cognitive styles between the West and the East differ in fundamental ways.
1353. r
ational (a) /ˈræʃənəl/ reasonable, logical
• I'm sure there's a perfectly rational explanation.
1354. d
istinction (n) /dɪˈstɪŋkʃən/ a clear difference between things
• This is one of the many distinctions between the two cultures.
1355. s
chooling (n) /ˈskuːlɪŋ/ the practice of teaching
• Western-style schooling is uncommon in Vietnam.
1356. b
lur (v) /blɜːr/ make it hard to see something
1357. s
hape (v) /ʃeɪp/ influence
• The values of a culture may shape the way a child develop.
• Culture shapes the direction in which a child’s intelligence develops.
220 of 284
Reading Passage 2
Choose the correct heading for section B-E from the list of headings be-
low.
List of headings
mccclviii. R
esearch into African community life
mccclix. V
iews about intelligence in African societies
mccclx. T
he limitations of Western intelligence tests
mccclxi. T
he Chinese concept of intelligence
mccclxii. T
he importance of cultural context in test design
mccclxiii. T
he disadvantages of non-verbal intelligence tests
mccclxiv. A
comparison between Eastern and Western understanding of intelligence
mccclxv. W
ords for "intelligence" in African languages
mccclxvi. T
he impossibility of a universal intelligence test
Example Section A iii

1367. S
ection B: ……
1368. S
ection C: ……
1369. S
ection D: ……
1370. S
ection E: ……
Views of intelligence across cultures

A. In recent years, researchers have found that people in non-Western cultures of-
ten have ideas about intelligence that are considerably different from those that
have shaped Western intelligence tests. This cultural bias may therefore work
against certain groups of people. Researchers in cultural differences in intelli-
gence, however, face a major dilemma, namely: how can the need to compare
people according to a standard measure be balanced with the need to assess them
in the light of their own values and concepts?
221 of 284
B. For example, Richard Nesbitt of the University of Michigan concludes that East
Asian and Western cultures have developed cognitive styles that differ in funda-
mental ways, including how intelligence is understood. People in Western cul-
tures tend to view intelligence as a means for individuals to devise categories and
engage in rational debate, whereas Eastern cultures see it as a way for members
of a community to recognize contradiction and complexity and to play their social
roles successfully. This view is backed up by Sternberg and Shih-Ying, from the
University of Taiwan, whose research shows that Chinese conceptions of intelli-
gence emphasize understanding and relating to others, and knowing when to
show or not show one’s intelligence.
C. The distinction between East Asia and the West is just one of many distinctions
that separate different ways of thinking about intelligence. Robert Serpell spent a
number of years studying concepts of intelligence in rural African communities.
He found that people in many African communities, especially in those where
Western-style schooling is still uncommon, tend to blur the distinction between
intelligence and social competence. In rural Zambia, for instance, the concept of
nzelu includes both cleverness and responsibility. Likewise, among the Luo peo-
ple in rural Kenya, it has been found that ideas about intelligence consist of four
broad concepts. These are named paro or practical thinking, luoro, which in-
cludes social qualities like respect and responsibility, winjo or comprehension,
and rieko. Only the fourth corresponds more or less to the Western idea of intelli-
gence.
D. In another study in the same community, Sternberg and Grogorenko have found
that children who score highly on a test of knowledge about medicinal herbs, a
test of practical intelligence, often score poorly on tests of academic intelligence.
This suggests that practical and academic intelligence can develop independently
of each other, and the values of a culture may shape the direction in which a
child’s intelligence develops.
E. It also tends to support a number of other studies which suggest that people who
are unable to solve complex problems in the abstract can often solve them when
they are presented in a familiar context. Ashley Maynard, for instance, now pro-
fessor of psychology at the University of Hawaii, conducted studies of cognitive
development among children in a Mayan village in Mexico using toy looms,
spools of thread, and other materials drawn from the local environment. The re-
search suggested that the children’s development, could be validly compared to
the progression described by Western theories of development, but only by using
materials and experimental designs based on their own culture.
F. The original hope of many cognitive psychologists was that a test could be devel-
oped that was absent of cultural bias. However, there seems to be an increasing
weight of evidence to suggest that this is unlikely. Raven’s Progressive Matrices,
for example, were originally advertised as ‘culture free’ but are now recognized as
culturally loaded. Such non-verbal intelligence tests are based on cultural con-
structs which may not appear in a particular culture. It is doubtful whether cul-
tural comparisons of concepts of intelligence will ever enable us to move towards
creating a test which encompasses all aspects of intelligence as understood by all
cultures. It seems even less likely that such a test could be totally free of cultural
imbalance somewhere.
The solution to the dilemma seems to lie more in accepting that cultural neutral-
ity is unattainable and that administering any valid intelligence test requires a
deep familiarity with the relevant culture’s values and practices.
222 of 284
223 of 284
Look at the researchers in 5-9 and the list of findings below. Match each
researcher with the correct finding.
1371. A
shley Maynard
1372. R
ichard Nesbitt
1373. S
ternberg and Grogorenko
1374. S
ternberg and Shih-Ying
1375. R
obert Serpell
List of findings
A. There is a clear relationship between intelligence and relationships with others in
Chinese culture.
B. Children frequently scoring well in academic tests score better in practical tests.
C. The difference between intelligence and social competence is not distinct in many
African communities.
D. Children frequently scoring well in practical tests score less well in academic
tests.
E. In experiments to measure cognitive development, there is a link between the
materials used and the test results.
F. The connection between intelligence and social competence in many African
communities is not clear.
G. The way cognition is viewed in East Asian cultures differs fundamentally from
those in Western cultures.
H. Chinese culture sees revelations about one's intelligence as part of intelligence.
Choose three letters, A-F. The list below gives statements about non-ver-
bal intelligence tests. Which THREE statements are mentioned by the
writer of the passage?
A. Raven's Progressive Matrices are widely considered to be culturally free.
B. Cultural comparisons will allow the development of culturally neutral tests.
C. The development of culturally neutral tests is unlikely.
D. Raven's Progressive Matrices are culturally specific.
E. The creation of culturally-free tests is sometimes possible.
F. Many cognitive psychologists originally hoped tests could be developed free of
cultural bias.
1376. _
__
1377. _
__
1378. _
__
224 of 284

1379. W
hich of the following is the main argument of the article?
A. Intelligence tests should include tests of social skills and responsibility.
B. Test takers from any culture can learn the cognitive style required by Western in-
telligence tests.
C. Intelligence tests cannot be free of cultural bias.
D. More research is needed to develop an intelligence test which is valid for all cul-
tures.
225 of 284
Vocabulary
1380. p
roliferation (n) /prəlɪfəˈreɪʃn/ a large increase in numbers
• the proliferation of book clubs
1381. b
asis (n) /ˈbeɪsɪs/ frequency
• on a daily/ weekly/ monthly basis
1382. s
timulation (n) /stɪmjʊˈleɪʃən/ a strong motivation
1383. i
ntegral (a) /ˈɪntɪɡrəl/ very important
• Hard work is integral to success.
1384. b
e attributed to (v) /əˈtrɪbjuːt/ be the result of, be related to
• Success in school is often attributed to hard work.
1385. d
raw (n) attraction
1386. c
ozy (a) warm and comfortable
• cozy room/ environment
1387. c
um: having two qualities at the same time
• principal-cum-teacher
1388. o
verwhelming (a) /əʊvəˈwelmɪŋ/ major, main
• the overwhelming majority of people
1389. s
olely (adv) /ˈsəʊli/ only
1390. p
redilection (n) /ˌpriːdɪˈlekʃən/ a preference or special liking for something; a
bias in favour of something
• your predilection for pretty girls
Reading Passage 1
Using ONE word only from the passage, complete each space in the sum-
mary.
Most people join book clubs for 1………………….. reasons. The official reason is to dis-
cuss books, but members principally enjoy interacting with others in a 2…………………
atmosphere. Another reason for the popularity of book clubs is that reading is a
3……………………. pastime compared with cinema or theatre going.
Some book clubs may 4……………………..on a particular genre, or they may decide to
be 5……………….. in their choice of reading material. It all depends on the interest of
the participants. Research suggests that the popularity of reading has remained
6………………..since 1996, and it seems likely that the number of clubs will
7……………….. in the future.
E. The proliferation of book clubs, some 50,000 in the UK alone and who knows
how many more worldwide, is quite a remarkable, literary phenomenon. Partici-
pants of different ages and backgrounds gather on a weekly or monthly basis os-
tensibly to discuss books chosen by the members, but the primary attraction for
most people, and the factor behind the explosion in the number of groups, is not
literary, but social. Human interaction with some added mental stimulation in a
relaxed environment is integral to their success.
F. The social aspect apart, the spread of book clubs can also be attributed to the low
cost and the availability of books, and the fact that compared to, say, the cinema
or theatre, the clubs provide cheap entertainment. The Internet has played its
part as well. Once seen as foreshadowing the end of reading, not only does the In-
ternet allow people even cheaper access to books, but it also acts as a conduit for
readers hungry to join a particular reading club. A further draw is the number of
people who read for pleasure. With reading being listed as the most popular ma-
jor leisure activity according to a survey carried out over a four-week period in
2002 in the UK (65% constant since 1996), there is no shortage of willing partici-
pants.
G. The clubs vary, ranging from cosy get-togethers in friends’ houses, with or with-
out set rules and with or without food and drink, to more formal, official set-ups
in educational-cum-literary establishments like libraries, sometimes with literary
functions with guest speakers. The overwhelming majority are of a more un-
threatening easy-going nature. People come and go, but the cohesion of the
groups seems to live on with new ones springing up to replace those which have
faded away.
H. From the literary point of view, the focus of each group is different as it turns
solely on the make-up of the members and their predilections. There are reading
clubs which specialise in football, romance, horror, science fiction and so on.
Groups can focus on one type or they can be eclectic, combining different types of
fiction like romance with, for example, cricket. Some may even dress up in the
style of the characters or the time that a story took place to bring a mystery or an
old classic to life. With such a variety of choice, book clubs are sure to survive and
expand.
Answer the following questions by choose A, B, C, or D.
227 of 284
1391. T
he increase in book clubs has occurred mainly because they………
I. perform a social function.
J. fulfil an intellectual need.
K. cater for people from a variety of backgrounds.
L. solve the social problems of the participants.
1392. T
he number of people who read for pleasure in the UK…..
M. shows that the Internet has some benefits.
N. means that the cost of books will be kept down.
O. ensures there will always be a pool of readers to supply book clubs.
P. means that cinemas and theatres are losing money.
1393. W
hich of the following best describes most book groups mentioned by the writer?
Q. restrictive
R. formal
S. small
T. informal
1394. B
ooks for discussion in groups are
U. restricted to one type.
V. dependent on member preference.
W. limited to several different authors.
X. dependent on the chairperson's reading list.
1395. T
he writer of the article thinks that
Y. book clubs have a certain future.
Z. book clubs will expand slowly but surely.
AA.book clubs may not survive.
BB.the variety of book clubs will increase.
228 of 284
Vocabulary
1396. a
dvance (v) /ədˈvɑːns/ develop
• He advanced the theory.
1397. a
bolish (v) /əˈbɒlɪʃ/ abandon, stop using
• Scientists abolished the idea that the sun moved around the earth.
1398. u
tterly (adv) completely
• utterly meaningless
1399. e
xtend (v) expand, further
• The discussion was extended in a later meeting.
1400. g
ulf (n) /ɡʌlf/ gap
• There is a gulf in understanding between the two communities.
1401. u
ndervalue (v) consider something to be less important than it really is
• His contribution was undervalued.
1402. p
erceive (v) /pəˈsiːv/ think of sth as, understand sth as
• This has always been perceived as a serious problem.
perception (n) /pəˈsepʃən/
• There is a perception that the public is mistrustful of science.
1403. p
ersistent (a) /pəˈsɪstənt/ lasting
• one of the government's most persistent critics
• an attempt to stop persistent drink-drivers
1404. g
enerate (v) /ˈdʒenəreɪt/ create
• The persistent fear of nuclear physics is generated by movies.
1405. d
ebate (n) /dɪˈbeɪt/ formal argument
• People cannot engage in any reasonable debate until they fully understand
the problem.
1406. o
pt (v) choose
• Many people opt to drop out of school.
• Many people opt for a less hectic timetable.
229 of 284
1407. u
pshot (n)
1408. c
onsistent (a) /kənˈsɪstənt/
• a consistent and significant decline in the number of students
1409. p
arity (n) /ˈpærɪti/ the state or condition of being equal, especially as regards sta-
tus or pay
• parity of pay
disparity (n) /dɪˈspærɪti/ a great difference
• a significant disparity between the sexes
1410. l
ucrative (a) /ˈluːkrətɪv/ profitable
• This is a lucrative business.
1411. A
t bottom (exp)
1412. b
ridge (v) /brɪdʒ/ make shorter
• It’s hard to bridge the divide between the two cultures.
1413. l
ie in (v) can be found in
• The root of the problem lies in …
1414. f
easible (a) /ˈfiːzɪbəl/ possible
unfeasible (a) not possible
230 of 284
Reading Passage 2
The Two Cultures: a problem for

the twenty-first century?
In 1996 Alan Sokal, a physicist at NYU, published an article in Social Text, a highly
respectable American academic journal for cultural studies, using technical terminol-
ogy and liberal references to scientists such as Heisenberg and Bohr, and linguistic
theorists such as Derrida and Irizarry. He advanced the notion that ‘post-modern’
science had abolished the concept of physical reality. Once it was published, he an-
nounced that it was a hoax. In doing so, and in the later publication, Intellectual Im-
postures, with Jean Bricmont, he showed how many fashionable post-modern theo-
rists of language, literature, sociology, and psychology had adopted technical lan-
guage from science to explain their theories without understanding this terminology,
and thus much of what they had written was, in fact, utterly meaningless. It was the
latest controversy in what has become known as the war between 'the two cultures'.
The term 'the two cultures’ was first coined by failed scientist and (successful) novel-
ist C.P. Snow in an article in the magazine, New Statesman, in 1956, and his discus-
sion of it was extended in his Rede Lecture to Cambridge University in 1959, entitled
'The Two Cultures and the i Scientific Revolution’. The two cultures he identifies are
those of the literary academic world of the humanities and that of the scientific com-
munity.
In essence, he argues that there is a gulf in understanding between the two commu-
nities, to the detriment of science, which is consequently misunderstood and under-
valued. There was considerable backlash, most notably from F.R. Leavis, the giant of
literary criticism of the day, yet this divide between the literary world and the scien-
tific remains, and is generally perceived as a serious problem.
This is because there is a perception that the general public is mistrustful of science,
with modern developments such as genetic engineering and cloning, not to mention
persistent worries about nuclear physics. Much of this fear, it is argued, is generated
by ignorance in the general population as to what is involved in the practice of mod-
ern science, for if people do not understand what scientists are doing or thinking,
they are unable to engage in any reasonable debate on these issues. It is surely in-
dicative of how worried the scientific academic establishment is that in 1995
Oxford University established the Charles Simonyi Chair of the Public Understand-
ing of Science, with Professor Richard Dawkins, an evolutionary biologist, becoming
the first holder of the post.
The problem of the division between the two cultures is not restricted to anxiety
among scientific academics, however, but is increasingly being taken seriously by
economists, educationalists and politicians. Their concern is that there is an imbal-
ance in the number of pupils and students opting to take qualifications in the arts
and humanities, and those choosing the sciences. Among school children, sciences
are regarded as ‘hard', whilst subjects such as English, history and foreign languages
are ‘soft’ options where it is easier to pass exams. The upshot of this is a consistent
and significant decline in the number of students applying for science-based courses.
231 of 284
Furthermore, there is a gender bias involved, which must be addressed if women are
to achieve parity of pay in the future. In February 2006, the UK Women at Work
Commission reported on the pay gap between men and women, and noted that one
cause was career choices made by schoolgirls into low pay areas such as caring,
rather than more lucrative sectors such as engineering or science.Thus not only is
there a problem in enrolment onto science courses in general, but more specifically
there is a significant disparity between the sexes in the pursuit of science-based ca-
reers.
At bottom, however, although efforts can be made to address the question of equal-
ity, it is hard to see what can be done to bridge the divide between the two cultures.
The root of the problem lies in the considerable degree of specialization required in
the study of any subject, art or science. In the past, it was possible to be a polymath
with a foot in both camps: Leonardo da Vinci could paint the Mona Lisa and design
flying machines, and Descartes could write on a wide range of subjects from meta-
physics to geometry. Nowadays, this is simply not possible, as it is unfeasible even to
consider complete mastery of an entire subject, and academics increasingly specialize
in one or two areas. It is only necessary to consider that ancient Sumerian military
tactics and nineteenth-century sexual politics, or nanotechnology and dam construc-
tion fall respectively into the categories of history and engineering, to recognize the
truth of this. We must resign ourselves, therefore, to the fact that the two communi-
ties will continue to fail completely to understand each other, and, as progress con-
tinues, the gulf between the two cultures can only increase.
Complete the summary of the first paragraph. Choose NO MORE THAN

TWO WORDS from the passage for each answer.
Alan Sokal wrote an article for an American journal employing 1…………….. and mak-
ing 2…………… to certain scientists and linguistic theorists. He stated………………….
that 'post-modern’ science had done away with the 3…………………of physical reality.
After publication, he revealed that what he wrote was a 4……………He showed how
post-modern theorists of language, etc. had adopted technical language from science
to put forward their 5……………. . But they did not understand the terminology, and
so a lot of their writing was completely meaningless.
Classify the following as occurring

CC.between 1950 and 1990
DD. b
etween 1990 and 2005
EE.after 2005
1415. a
report on the male-female pay differentials
1416. a
n extension of the debate on the 'two cultures' concept
1417. t
he creation of the first chair in understanding science
232 of 284
1418. t
he first use of the term 'the two cultures'
1419. t
he publication of an article on the abolition of the idea of physical reality

1420. J
obs in the engineering or science sectors are
FF. more glamorous than other professions.
GG. m
ore demanding than other professions.
HH. l
ess financially rewarding than those in caring.
II. more financially rewarding compared to those in caring.
1421. T
he study of either art or science now
JJ. requires harder work than in the past.
KK. r
equires a broader knowledge than the past.
LL. demands specialization.
MM. d
emands collaboration between different academics.
1422. U
nlike in the past, complete mastery of a subject is now…..
NN. i
mpossible.
OO. f
easible.
PP. often possible.
QQ. i
mprobable.
233 of 284
Vocabulary
1423. f
amed for (a) famous for
1424. f
lora and fauna /ˈflɔːrə ən ˈfɔːnə/(n) plants and animals
1425. m
ajesty /ˈmædʒɪstɪ/ (n) extreme beauty, magnificence; vẻ tráng lệ
• This natural resort is famed for the majesty of its flora and fauna.
1426. i
n harmony with /ˈhɑːrmənɪ/: hài hoà với
• We try to live in harmony with our environment.
1427. p
rincipally /ˈprɪnsɪpəlɪ/ (adv) mainly
• This device is used principally for communication.
1428. a
stronomical /æstrəˈnɒmɪkəl/ (a) related to astronomy; thiên văn
1429. m
elt /melt/ (v) become liquid; tan chảy
1430. a
scend /əˈsend/ (v) move up
1431. d
escend /dɪˈsend/ (v) move down
1432. p
ercolate /ˈpəːrkəleɪt/ (v) thẩm thấu, tràn vào
1433. i
mpermeable /ɪmˈpəːrmɪəbəl/ (a) không thấm qua được
• Water cannot percolate this surface as it is impermeable.
1434. r
eservoir /ˈrezəvwɑːr/ (n) hồ chứa nước
1435. g
eothermal /dʒiːəʊˈθəːrməl/ (a) nhiệt điện
Reading Passage 1
Skim the extract below from an article on the nature reserve around
Machu Picchu and label the map.
Nature, gods, and man in harmony

Discovered in 1914 by Hiram Bingham with partial backing from The US Geographic
Society, Machu Picchu is situated in a natural reserve famed as much for its spectac-
ular flora and fauna as the majesty of its buildings in perfect harmony with its natu-
ral surroundings.
The complex stands more than two thousand metres above sea level, 120 kilometres
from Cuzco, in Peru. On the terraces above and to the west of the Main Lawn stand
three temples. On the left, just north of the Quarry stands the Temple of the Three
Windows. This three-walled
structure commands a spectacu-
lar view down across the Main
Lawn to the mountain peaks in
the East. Just north-west of this
building is situated the Principal
Temple with Intihuatana (the
sun’s hitching stone) at the top of
a flight of steps beyond the Tem-
ple. The purpose of this stone was
principally astronomical. East of
the Lawn and on the same level
are the ruins of the Common Dis-
trict where the workers who
looked after the complex for the
Emperor lived. Other notable lo-
cations at Machu Picchu are the
Royal Sector, which is situated on
the same level as the Main Lawn
to the South and just east of the
Quarry. Just south of this sector
stands the Temple of the Sun,
Machu Picchu's only circular building. Inside there is an altar and a trapezoidal win-
dow known as the Serpent Window. At the south-east corner of the Main Lawn, just
south of the Common District, is the Temple of the Condor, with a prison complex di-
rectly behind it.
235 of 284
Answer the questions below using no more than THREE WORDS from
the passage for each answer. Use the place names to scan.
1436. W
hat kind of purpose did the Intihuatana serve?
1437. W
hich area is found on the east side of the Main Lawn?
1438. W
hat shape is the Temple of the Sun?
1439. H
ow many walls does the Temple of the Three Windows have?.
1440. W
hat lies behind the Temple of the Condor?
1441. W
hat is the name of the window in the Temple of the Sun?
Reading Passage 2
Scan paragraph one and using no more than TWO words or a number
from the passage, label the diagram.
Geothermal energy
Since heat naturally moves from hotter regions to cooler ones, the heat from the
earth’s centre (over 7000° Fahrenheit) flows outwards towards the surface. In this
way, it transfers to the next layer of rock or mantle. If the temperature is high
enough, some of this mantle rock melts and forms magma.The magma ascends in its
turn towards the earth’s crust. At times it forces itself up to the actual surface where
it builds volcanoes. More often it remains well below the earth’s crust, creating vast
subterranean areas of hot rock. In such regions, there are deep cracks, which allow
rainwater to percolate underground.This water is heated by the hot | rock to a high
temperature. Some of this water travels back up to the earth’s surface where it will
appear as a hot spring or a geyser. However, if this ascending hot water reaches a
layer of impermeable rock, it remains trapped, forming a geothermal reservoir. Much
hotter than surface hot springs, such reservoirs can reach temperatures of700°
Fahrenheit and arc a rich source of energy. If geothermal reservoirs are close enough
to the surface, they can be reached by drilling wells. Hot water and steam shoot up
the wells naturally, and can be used to produce electricity in geothermal power
plants. Unlike fossil fuels, geothermal energy produces relatively little greenhouse
gas.
A few geothermal power plants depend on dry-steam reservoirs which produce steam
but little or no water. In these cases, the steam is piped up directly to provide the
power to spin a turbine generator.The first geothermal power plant, constructed at
Lardarello in Italy, was of this type, and is still producing electricity today
236 of 284
Most currently operating geothermal power plants are either ‘flash’ steam plants or
binary plants. Flash plants produce mainly hot water ranging in temperature from
300° to 700° Fahrenheit. This water is passed through one or two separators where,
released from the pressure of the underground reservoir, it 'flashes' or explosively
boils into steam. Again, the force of this steam provides the energy to spin the tur-
bine and produce electricity. The geothermal water and steam are then reinjected di-
rectly back down into the earth to maintain the volume and pressure of the reservoir.
Gradually they will be reheated and can then be used again.
A reservoir with temperatures below 300° Fahrenheit is not hot enough to flash
steam but it can still be used to generate electricity in a binary plant. In these plants,
the heat of the geothermal water is transferred to a second or binary fluid, such as
isopentane, which boils at a lower temperature than water. The steam from this is
used to power the turbines. As in the flash steam plant, the geothermal water is recy-
cled back into the reservoir.
Classify the features described in 1-5 according to which type of geother-

mal plant they characterise.
RR.
dry steam plants 1442.
SS. flash steam plants There are examples which are in use today.
TT. binary plants 1443.
UU. They use geothermal reservoirs with temperatures
all of them over 300° F.
1444.
They use steam from the earth, and not water.
1445.
The vapour which spins the turbines is not produced
from water.
1446.
They are relatively easy on the environment.
237 of 284
Vocabulary
1447. r
ange from … to: từ … đến
• Fruits range from tropical fruits to frozen ones.
1448. a
ffectionate /əˈfekʃənət/ (a) loving; tình cảm
• Dogs are highly affectionate animals.
1449. p
edigree /ˈpedɪɡriː/ (n) thuần chủng
1450. o
bsession /əbˈseʃən/ (n) sự ám ảnh
• He has an obsession with pedigree cats.
1451. a
esthetic /iːsˈθetɪk/ (a) thẩm mỹ
• Many people keep cats merely for aesthetic reasons.
1452. r
egulate /ˈreɡjʊleɪt/ (v) monitor, control; kiểm soát, điều tiết
1453. o
fficial recognition /əˈfɪʃəl/ /rekəɡˈnɪʃən/ (n) sự công nhận chính thức
1454. d
istinctive /dɪˈstɪŋktɪv/ (a) special
• These cats have distinctive features that have received official recognition.
1455. e
stablished /ɪˈstæblɪʃt/ (a) well-known somewhere
• After a long time working in the Vietnamese market, Coca-Cola has been well
established.
1456. s
pontaneously /spɒnˈteɪnɪəslɪ/ (adv) suddenly, without planning
1457. m
eticulous /mɪˈtɪkjʊləs/ (a) careful
meticulously planned
• I tend to go on trips spontaneously rather than on meticulously planned jour-
neys.
1458. e
nhance /ɪnˈhæns/ (v) improve
1459. s
trive /straɪv/ (v) try hard to
• Here at English Master we strive to help enhance your English.
1460. o
ne-off (a) done, made, happening only once
• This is a one-off event.
238 of 284
1461. c
ategory /ˈkatəɡərɪ/ (n) type
categorize /ˈkatəɡəraɪz/ (v) classify
1462. t
he uninitiated /ʌnɪˈnɪʃɪeɪtɪd/ (n) người không có chuyên môn
• To the uninitiated, it is impossible to put these cats into different categories.
1463. c
onsistency /kənˈsɪstənsɪ/ (n) sự nhất quán
• As teachers, we need a consistency in the knowledge we give students.
1464. o
riginate /əˈrɪdʒɪneɪt/ (v) bắt nguồn từ
• This kind of sport originated from the Roman Empire.
Reading Passage 3
THE BEAUTY OF CATS

For most people, a domestic cat is a more or less beautiful, usually affectionate but
rarely useful member of the family. However, for the people who breed, show, or
simply admire them, the pedigree aristocrats of the cat world can easily become an
obsession. As yet, there is a very much smaller range in the sizes and shapes of cats
compared with dogs, which is not surprising when we consider that dogs have been
selectively bred for hundreds, if not thousands, of years to develop physical and tem-
peramental characteristics that can be put to work for man as well as admired. By
contrast, all breeding of pedigree cats is for purely aesthetic reasons.
Only a few pedigree cat breeds date back beyond the late nineteenth century, and
most have been developed since the 1950s. To achieve acceptance, any new breed
must be officially recognized by the national and international organizations of 'cat
fanciers’ that regulate the breeding and showing of pedigree cats. To date, official
recognition has been given worldwide to more than 100 different breeds. A fairly
small number of these are what might be called ‘natural’ breeds, with distinctive
characteristics that appeared spontaneously, and then became established in the cat
population of a particular country or region. Examples include what is popularly
known as the Persian, with its long-haired coat; the Russian Blue, with its plush grey
‘double’ coat ; the Siamese, with its slender body, long, narrow face and distinctive
colouring; and the Manx cat, with either no tail (a ‘rumpy’) or a small stump of a tail
(a ‘stumpy’).
More usually, new pedigree cat breeds are the result of meticulously planned breed-
ing programmes designed to establish or enhance attractive or unusual features oc-
curring in non-pedigree cats. Without the intervention of the cat breeder, many of
these features would occur only rarely or would have simply disappeared through
natural selection. Even the so-called natural breeds have been considerably modified
over the years by professional cat breeders striving to match or improve on the breed
‘standard’, a detailed description of the various points (length and colour of coat,
body and head shape, etc.) according to which a particular breed is judged in compe-
tition.
239 of 284
The majority of cats, both wild and domestic, have fur that is of short or medium
length. Long fur in cats can occur either as the result of a ‘one-off genetic mutadon,
or through the inheritance of the recessive gene for long hair. Long¬haired cats were
well-established in Persia (now Iran) and Turkey long before the ancestors of most
modem long-haired show cats were taken to Europe and America towards the end of
the nineteenth century. Today's pedigree longhairs of Persian type have a cobby
(sturdy and rounded) body, a very luxuriant long coat, short, thick legs, a round
head, round face, very short nose, and large round, orange or blue eyes. There are
separate show classes for Persians of different colours. Also shown in their own
classes are various non-Persian longhairs, including Chinchillas, Himalayans (also
called Colourpoint Longhairs), and the Turkish Van.
Short-haired pedigree cats can be divided into three main categories: the British
Shorthair, the American Shorthair, and the Foreign or Oriental shorthair. To the
uninitiated, British and American Shorthairs appear to be no more than particularly
fine examples of the non-pedigree family cat. The reality is that selective breeding
programmes have achieved a consistency of conformation and coat characteristics in
the different pedigree lines that could never be achieved by chance. Pedigree British
Shorthairs have a cobby body, a dense, plush coat of a specified colour, short legs,
round head, a somewhat short nose, and large round eyes of a designated colour. By
comparison, pedigree American Shorthairs have larger and less rounded bodies,
slightly longer legs, and a less round head with a square muzzle and medium-length
nose.
The third main group of pedigree cats are the Foreign or Oriental Shorthairs. Some
of these breeds, notably the Siamese, Korat, and Burmese, did indeed originate in the
East, but today these terms are used to describe any breed, of whatever origin, that
displays a range of certain specified physical characteristics. Foreign and Oriental
cats have a slim, supple body, a fine, short coat, long legs, a wedge-shaped head, long
nose, large, pointed ears, and slanting eyes. Finally, also included within the pedigree
short-hairs, are various miscellaneous breeds which have been developed to satisfy a
perhaps misplaced delight in the unusual. Examples include the Scottish Fold, with
its forward-folded ears, the Munchkin, with its short. Dachshund-like legs, and the
apparently hairless Sphynx.
Choose NO MORE THAN THREE WORDS from the reading passage for
each answer.
Features Coat Body Legs Head Nose Eyes

Persian luxuriant cobby 1 round very short round
longhairs and long …………
British dense and 2 short round rather round
shorthairs plush ………… short
American dense and less slightly less round 3

shorthairs plush rounded longer …………
Foreign 4 slim and long 5 long 6

shorthairs ………… supple ………… …………
240 of 284

1465. W
hat name does the writer give to breeds such as Russian blue and Siamese?
1466. W
hat is the name given to the description of physical features by which a pedigree
cat is judged?
1467. I
n which century were long-haired cats first exported from Persia?
1468. W
hat class of cat does the Chinchilla belong to?
1469. W
hat remarkable characteristic do Scottish Fold cats have?
Choose the correct letters A, B, C or D.

1470. T
he distinctive features of most pedigree cats are the result of
VV.enhancing characteristics that appear naturally in cats from a particular region.
WW. u
sing breeding schemes to promote features which are found in non-pedigree cats.
XX. g
enetic changes which occurred spontaneously in some cats in the late nineteenth
century.
YY. a misplaced pleasure in producing unusual looking cats.
1471. T
he writer's main purpose in this article is
ZZ. to outline the history of breeding pedigree cats.
AAA. t
o criticize the practice of producing odd characteristics in cats.
BBB. t
o classify the different breeds of pedigree cats.
CCC. t
o compare the respective practices of cat and dog breeders.
241 of 284
Vocabulary
1472. p
rime time (n) best time in one's life
1473. f
ar from: not at all
• This is far from easy.
1474. e
xercise (v) cause to think hard
• This issue has been exercising politicians.
1475. a
sset /ˈæset/ (n) a valuable person/ thing
Tom is an asset to this company.
1476. d
ecrepit /dɪˈkrepɪt/ (a) elderly and infirm; già nua
decrepitude /dɪˈkrepɪtjuːd/ (n)
• He had passed directly from middle age into decrepitude.
1477. d
rain (n) a loss of something; sự hao hụt
• The costly nursing homes are a drain on the country's wealth.
• The costly books she buys every week are a drain on her income.
1478. h
aunt /hɔːnt/ (v) ám ảnh
• His death haunted her for years.
1479. p
ermeate /ˈpəːrmɪeɪt/ (v) enter, pass through; xâm chiếm
• The aroma of soup permeated the air.
• His personality has begun to permeate through the whole organization.
1480. a
ssociated with /əˈsəʊʃieɪtɪd/ (a) attributed to, related to
• Discipline is often associated with hard-working students.
1481. a
ccumulate /əˈkjuːmjʊleɪt/ (v) gather over time; thu thập, tích luỹ
• Over years he accumulated great wisdom and wealth.
1482. l
ongevity /lɒnˈdʒevɪti/ (n) long life
1483. m
arked (a) considerable
• There has been a marked improvement in people's life.
1484. s
eek to /siːk/ (v) try to, strive to
• Governments are seeking to reform education.
243 of 284
Reading Passage 1
Scanning will not always work if your target word is not in the passage.
Look at phrases a-f and think of your own phrases with similar meaning.
Then match each one with a phrase 1-6.
DDD. 1485.
negative consequence vital role
EEE. 1486.
non-conventional medicine unfortunate outcome
FFF. 1487.
indispensable part good mental health
GGG. 1488.
psychological well-being pleasant environment
HHH. 1489.
congenial surroundings considerable improvement
III. enormous progress 1490.
alternative therapy
Look at phrases a-e and think of a noun with a similar meaning for each.
Then scan paragraph A below to find them.
1491. b
est period of their life
1492. p
eriod
1493. h
ighest point
1494. d
ifficulty
1495. b
enefits
Prime time rules

JJJ. P
eople were not that long ago considered as entering their prime at 40. This was
the age at which the peak of their wisdom and power was likely to be reached.
Not anymore. For an increasing number of people, it is now much later, between
50 and 65, which is effectively when people are thinking of retiring.
And so, far from being the major problem that has been exercising politicians and
individuals in recent years, the increasing numbers of active over-fifties with a
later and longer prime should be seen as assets to society, economically and so-
cially. Provided, that is, that they are allowed to contribute to the community.
KKK. A
nxiety about funding 'older people' in general is based on a view of the
over¬fifties and sixties living a life of decrepitude with costly nursing home care,
and being a drain on the country's wealth. Stereotypical images of senior citizens
244 of 284
haunt the general population. Perception tests in studies have shown that people
who expect the so-called age-related illnesses like deafness and mental decline to
happen in their old age conform to the stereotype and fulfil the prophecy. Thus, it
is not surprising that negative images permeate society. More positive images of
people in their prime or older in the media, etc. would be a good start. There are
encouraging signs that the boundaries of this stereotype are already being chal-
lenged. There are already TV programmes, for example, about people in their
seventies and eighties involved in sports like sky-diving more often associated
with the young. Some adverts are pushing the boundaries further by using older
models to target beauty products at older sections of the population. After all,
who has the accumulated wealth?
LLL. B
efore looking at what, if anything, can be done to make sure that people can enjoy
their prime and feel they can make a contribution to society, we should look at
the causes of longevity. Technological advances primarily in medical science are
often held up as the principal cause. However, education, wealth, and the wide
range of leisure pursuits available, along with a host of other factors, have led to a
marked improvement in living standards throughout the world. People are, as a
result, arriving at the threshold of retirement more active, physically and men-
tally, than any previous generations and in greater numbers, challenging the view
that being 50 or even 60 is old.
MMM. A
nd the magic recipe to enhance our prime? It's all very basic stuff and not really
magic at all. It does not need government committees or armies of bureaucrats to
devise training packages. People are enhancing their 'prime' time without unnec-
essary interference. Government and planners should seek to inform themselves
of what is happening rather than imposing some clumsy 'innovation'. Research
has shown that physical exercise causes changes in the structure of the brain.
MRI scans on a cohort of patients aged 58 to 77 have shown increases in the sub-
stance of the brain itself are brought about by exercise. There is evidence that the
areas of the brain involved in memory and attention benefit from exercise — the
areas that show the greatest age-related decline in humans.
Look at phrases a-e and think of a word or phrase with a similar meaning
for each. Then scan the rest of the passage above for phrases with a simi-
lar meaning and underline them.
1496. a
waste of the nation's money
1497. m
ain factor
1498. q
uestioning the notion
1499. s
ecret formula
1500. i
ntroducing an unwanted new measure
Scan the passage to find examples of functions a-e below.
1501. a
claim (paragraph A)
245 of 284
1502. a
conclusion (paragraph B)
1503. e
xamples (paragraph B)
1504. a
problem (paragraph B)
1505. a
recommendation (paragraph B)
Scan the passage and match the phrases to paragraphs A-D.
1506. t
he fact that sky-diving is more often seen as a pursuit for the young
1507. a
reference to research on exercise and brain function
1508. t
he belief that being elderly means being infirm
1509. t
he reasons why people live longer
1510. t
he idea that the over-fifties can be of use to society
Vocabulary
1511. d
oggedly /ˈdɒɡɪdli/ (adv) persistently; bền bỉ, nghiêm túc, kiên trì
• She has doggedly pursued her own path.
• Grant is doggedly determined to uncover the truth.
1512. g
limpse /ɡlɪmps/ (n) a quick look; cái nhìn thoáng qua (đen, bóng)
• I could catch a glimpse of daily life of ethnic people.
1513. a
ppetite for /ˈæpɪtaɪt/ (n) thirst for; khao khát, lòng ước ao
• The trip to Africa really satisfied my appetite for wild life experiences.
1514. e
licit /ɪˈlɪsɪt/ (v) motivate someone to react in someway/ say something; gợi ý
• If students don't know how to answer, teachers need to elicit answer from
them.
1515. e
thics /ˈeθɪks/ (n) moral practice; đạo đức
1516. f
ieldwork /ˈfiːldwɜːrk/ (n) nghiên cứu thực địa
1517. r
eticent about /ˈretɪsənt/ (a) reluctant to express feeling; kín đáo
• She was extremely reticent about her personal affairs.
1518. r
ewarding /rɪˈwɔːrdɪŋ/ (a) satisfying, valuable; (trải nghiệm) quý giá
• My volunteering trip was a rewarding experience.
246 of 284
1519. c
onspicuous /kənˈspɪkjʊəs/ (a) noticeable
• He was very thin, with a conspicuous Adam's apple.
• He showed conspicuous bravery.
1520. a
ttired /əˈtaɪəd/ (a) dressed
• smartly or formally attired
1521. v
ouch for (v) confirm something; làm chứng
• I can vouch for the effectiveness of this program.
1522. c
onfidentiality /kɒnfɪdenʃɪˈælɪti/ (n) secrecy
1523. d
isclose /dɪsˈkləʊz/ (v) reveal
1524. c
redibility /kredɪˈbɪlɪti/ (n) trustworthiness; uy tín
• Make sure you do not disclose any information. Without confidentiality, you
can lose your credibility.
1525. m
isconception /mɪskənˈsepʃən/ (n) wrong belief
• Thinking that a good teacher can improve your English is a misconception. It
is you who can do this.
1526. c
ultivate /ˈkʌltɪveɪt/ (v) train, nurture
• If you cultivate your mind to work smart, you will be able to do great things.
Reading Passage 2
Professional strangers:
medical anthropology in action
NNN. B
ack in the 1970s, I was an anthropology student sitting in the library doggedly
reading books and articles about the social lives of people in Africa, Asia, and the
South Pacific. Why doggedly? The scholarly reading matter covered kinship sys-
tems, clan alliances, land tenure, and farming and political systems. Rarely did
the reader of these texts catch a glimpse of the day-to-day lives of the people writ-
ten about or what it was like to live amongst them. However, some books started
with a preface describing how the anthropologist arrived in the distant village or
town of study, found somewhere to live, and started engaging with local people.
These accounts were often the most interesting part of the book and whetted my
flagging appetite for medical anthropological research.
OOO. S
ince graduating, I have applied my anthropological training to health-related
247 of 284
projects across Africa and Asia. Some contracts have lasted two years and some
two weeks. The short-term research I have done is sometimes called 'quick and
dirty'. 'Quick' means that surveys are carried out and people interviewed in a
matter of weeks rather than years; 'dirty' means that the findings are analysed
rapidly without too much concern for 'cleaning' the data so that exact percentages
can be calculated and any inconsistencies in what people said can be accounted
for. Quick and dirty research elicits the voices of the people for whom a develop-
ment project is intended. The approach provides facts and figures that guide
project design, but may not satisfy purist academics.
PPP. A
lot of books discuss the ethics and methods of research in more detail than in the
past. Such accounts of fieldwork contain useful ideas and guidance, usually in the
introductory chapters. There are a number of particularly sensitive areas that
people interviewed may be reticent about, notably personal finance, sex, and ille-
gal activities. Yet, research of sensitive topics with people considered 'hard to
reach' can be interesting and rewarding. There are some basic rules and ap-
proaches that should keep the researcher, especially in the medical field, safe and
the data collection ethical and effective.
QQQ. A
nybody going to do fieldwork should dress carefully. It is important to try and
wear clothes that do not draw attention to yourself. You do not want to be more
conspicuous than you need by being more smartly or formally attired than the
people you are going to talk to. Equally, it may be inappropriate to copy the dress
code of interviewees, as you risk looking ridiculous.
RRR. I
t is always useful to work with local guides or gatekeepers who can help you reach
people who are not part of mainstream society. For example, if you want to study
the world of illegal drug users it is best to work with an insider. If you already
know any drug users, ask one of them to introduce you to other people in his or
her network and to vouch for you. Alternatively, you could approach drug or so-
cial service agency workers and ask them to make introductions.
SSS. W
hen you interview people, it is important that they are not worried about confi-
dentiality. Often people will not tell you anything of great interest unless they re-
ceive assurances that you will not reveal their private business or their full
names. When you ask sensitive questions, interviewees may want you to answer
similar questions in return, so researchers should be prepared to disclose some
personal information. It is important that you do not lie about yourself and what
you are doing: this is unethical and you risk being caught out and losing credibil-
ity.
TTT. S
ensitive questions should be asked in a matter-of-fact manner because, if you ap-
pear embarrassed, the respondent will also be embarrassed and will 'clam up'. Do
not be, or appear to be, judgemental or shocked, no matter what you hear, as the
interviewee will sense your reaction and stop talking. In addition, you should not
contradict people even if they have said something that you know to be incorrect.
You are there to listen and collect data, not to enter into argument or discussion.
When the interview is over you can correct any potentially harmful misconcep-
tions that the interviewee holds. But the most important rule to remember is: if
you get nervous or scared, leave the situation.
248 of 284
UUU. R
ecently, I have started saying to colleagues that there are three qualities required
in the anthropologist working in 'the field': liking people; respecting people; cu-
riosity about people's lives. If you cultivate these qualities, the tips I have outlined
will come naturally to your work.
Which paragraphs, (A-H) contain the information in 1-6 below.

NB You may use any paragraph more than once.
1527. _
__ ways to make contacts with interviewees
1528. _
__ the fact that the interviewer should appear not to react to what the intervie-
wee says
1529. _
__ how to dress when talking to interviewees
1530. _
__ how a deep interest in anthropological research commenced
1531. _
__ the fact that the interviewer should not argue with the interviewee
1532. _
__ research that is a rough estimate of a situation
Do the following statements agree with the views of the writer in the pas-
sage? Write
YES if the statement agrees with the opinion of the writer
NO if the statement contradicts the opinion of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
1533. A
ccounts of anthropologists arriving in distant villages were frequently more inter-
esting than any other book contents.
1534. M
ore research should be carried out in the field.
1535. '
Quick and dirty' research is necessary for planned development projects.
1536. C
ontacts with people who are on the fringes of society should only be made
through local guides or gatekeepers,
1537. R
esearchers should never answer questions about themselves when they are inter-
viewing.
1538. I
t is better for researchers to continue with an interview even if they are fright-
ened.
249 of 284
1539. R
esearchers need to elicit information without making any apparent judgement on
it.

1540. W
hich of the following statements best summarizes the writer’s conclusion?
VVV. A
nthropologists who cultivate certain traits will find that good practice becomes
instinctive.
WWW. A
nthropologists working in the field will acquire certain interpersonal skills natu-
rally.
XXX. A
nthropologists' acquisition of the advice given depends on the cultivation of a
wide range of qualities.
YYY. A
nthropologists working in the field can easily acquire good habits.
250 of 284
Vocabulary
1541. i
n the main: on the whole
• We must remember that in the main we are thinking about these designs as
decoration.
1542. i
rksome /ˈɜːksəm/ (a) irritating; annoying
• an irksome thought, journey, idea, story, regulations
1543. b
rainpower (n) mental ability; intelligence
• Most humans use only a small fraction of their total useful brainpower.
1544. t
he like (n) other similar people or things
• Brian and the like
• the IELTS and the like
1545. l
ighten (v) make or become lighter in weight, pressure, or severity:
• efforts to lighten the burden of regulation
• the strain had lightened
• lighten the emotional burden for a fee
1546. a
good many: a large number
• a good many of us
1547. e
xercise (v) use or apply (a faculty, right, or process)
• control is exercised by the Board
• anyone receiving a suspect package should exercise extreme caution.
• exercise their right to make choices
1548. i
llusion /ɪˈluːʒən/ (n) sự ảo tưởng
• the whole thing was an illusion
1549. i
nduce (v) bring about or give rise to
• none of these measures induced a change of policy.
• The IELTS can induce a sense of powerlessness/ frustration in weak students.
1550. p
aralysis /pəˈralɪsɪs/ (n)
1551. u
nease /ʌnˈiːz/ (n) anxiety or discontent
• public unease about defence policy

• reduce the unease
1552. s
izable (a) large
• a sizable proportion of the population
1553. p
lethora /ˈpleθərə/ (n) a large number of something
Reading Passage 1
For each statement, decide if it agrees (Yes) or contradicts (No) the writer's opinion.
Write Not Given if it is impossible to say what the writer thinks.
1554. H
aving more choice is good because it helps the economy to grow.
1555. M
aking decisions about minor issues is irritating.
1556. P
eople seek the help of professionals when making a decision which can have ad-
verse consequences.
1557. I
f people in poor countries had the same range of choices as those in rich coun-
tries, their lives would be easier.
1558. O
nly people in poor countries do not have any real choices.
1559. A
dvertisers ignore the law when persuading people to buy goods.
Spoilt for choice

ZZZ. C
hoice, we are given to believe, is a right. In daily life, people have come to expect
endless situations about which they are required to make decisions one way or
another. In the main, these are just irksome moments at work which demand
some extra energy or brainpower, or during lunch breaks like choosing which
type of coffee to order or indeed which coffee shop to go to. But sometimes select-
ing one option as opposed to another can have serious or lifelong repercussions.
More complex decision-making is then either avoided, postponed, or put into the
hands of the army of professionals, lifestyle coaches, lawyers, advisors, and the
like, waiting to lighten the emotional burden for a fee. But for a good many peo-
ple in the world, in rich and poor countries, choice is a luxury, not a right. And for
those who think they are exercising their right to make choices, the whole system
is merely an illusion, created by companies and advertisers wanting to sell their
wares.
AAAA. T
he main impact of endless choice in people's lives is anxiety. Buying something as
basic as a coffee pot is not exactly simple. Easy access to a wide range of con-
sumer goods induces a sense of powerlessness, even paralysis, in many people,
ending in the shopper giving up and walking away, or just buying an unsuitable
252 of 284
item that is not really wanted in order to solve the problem and reduce the un-
ease. Recent surveys in the United Kingdom have shown that a sizeable propor-
tion of electrical goods bought per household are not really needed. The advertis-
ers and the shareholders of the | manufacturers are, nonetheless, satisfied.
BBBB. I
t is not just their availability that is the problem, but the speed with which new
versions of products come on the market. Advances in design and production
mean that new items are almost ready by the time that goods hit the shelves.
Products also need to have a short lifespan so that the public can be persuaded to
replace them within a short time. The classic example is computers, which are al-
most obsolete once they are bought. At first, there were only one or two available
from a limited number of manufacturers, but now there are many companies all
with not only their own products but different versions of the same machine. This
makes selection a problem. Gone are the days when one could just walk with ease
into a shop and buy one thing; no choice, no anxiety.
CCCC. T
he plethora of choice is not limited to consumer items. With the greater mobility
of people around the world, people have more choice about where they want to
live and work - a fairly recent phenomenon. In the past, nations migrated across
huge swathes of the earth in search of food, adventure, and more hospitable envi-
ronments. Whole nations crossed continents and changed the face of history. So
the mobility of people is nothing new. The creation of nation states and borders
effectively slowed this process down. But what is different now is the speed at
which migration is happening.
Explain why the following statements about the passage are Not Given.
1560. I
ncreased choice makes customers more anxious about overspending.
1561. M
any customers are dissatisfied with the electrical goods that they buy.
1562. M
ore unnecessary goods are bought in the UK than in the rest of Europe.
1563. T
here should be restrictions on the range of products that can be advertised.
Read paragraph C and underline the parts of the passage which the fol-
lowing sentences contradict.
1564. I
t is a good thing that new products are so widely available.
1565. P
roducts are kept and used for longer than in the past.
1566. T
here are fewer computer manufacturers now than previously.
1567. T
here has always been too much choice for the consumer.
253 of 284
Read the following pairs of statements. Decide which one agrees with the
writer's opinion in paragraph D.
15
dddd. T
he phenomenon of migration barely changed the course of history,
eeee. T
he phenomenon of migration changed the course of history.
16
ffff.People migrated less after the establishment of frontiers between countries.
gggg. P
eople migrated more after the establishment of frontiers between countries.
17
hhhh. M
igration is happening more rapidly than in the past due to modern aviation.
iiii. Migration is happening more rapidly than in the past.
254 of 284
Vocabulary
1568. i
ndividualism /ɪndɪˈvɪdʒʊəlɪzəm/ (n) chủ nghĩa cá nhân
1569. c
ollectivism /kəˈlektɪvɪzəm/ (n) chủ nghĩa tập thế
1570. a
spiration /æspəˈreɪʃən/ (n) a hope or ambition of achieving something; nguyện
vọng, ước vọng, khát vọng
• the needs and aspirations of the people
• aspiration to self-reliance or independence
1571. p
rioritize /praɪˈɒrətaɪz/ (v) give priority to
1572. a
s far as ... is concerned: regarding ...
1573. c
ome to the fore: appear as something important; xuất hiện, được bàn đến,
trở nên quan trọng
• the succession issue came to the fore
1574. m
ake up: combine to create; tạo nên
• Society has to help the individuals that make it up.
1575. c
ongruent with /ˈkɒŋɡrʊənt/ (a) in agreement or harmony; hài hoà với
• The rules may not be congruent with the requirements of the law.
• Institutional and departmental objectives are very largely congruent.
1576. a
dherent /ədˈhɪərənt/ (n) a supporter of something
• He was a strong adherent of monetarism.
1577. a
dhere to /ədˈhɪə/ (v) follow something (rules, religion)
• I do not adhere to any organized religion.
1578. i
ntriguing /ɪnˈtriːɡɪŋ/ (a) curious; gợi tò mò; hấp dẫn
• an intriguing story, possibility
• The food is an intriguing combination of German and French.
1579. v
ehemently /ˈviːɪmənt/ (adv) forcefully, passionately; nhiệt huyết, mãnh liệt,
quyết liệt
• Her voice was low but vehement.
• vehement criticism.
1580. m
anifestation /ˌmanɪfeˈsteɪʃən/ (n) expression, demonstration; s ự thể hiện, biểu
hiện
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• the first obvious manifestations of global warming

• the manifestation of anxiety over disease
1581. a
uthentic /ɔːˈθentɪk/ (a) real; genuine; chân thực, gốc (không phải hàng nhái)
• The letter is now accepted as an authentic document.
• The restaurant serves authentic Italian meals.
• an authentic depiction of the situation
1582. b
earer (n) a person or thing that carries or holds something
• a flag-bearer
• I'm sorry to be the bearer of bad tidings.
• a bearer of libertarianism
1583. a
narchist /ˈænəkɪst/ (n) a person who believes in anarchy.
1584. a
narchy /ˈænəki/ (n) vô chính phủ
• He must ensure public order in a country threatened with anarchy.
1585. t
ake on multiple identities: have different shapes/ examples
• Culture can take on multiple identities, like how people communicate, what
their religions are, and so on.
1586. n
otwithstanding /nɒtwɪðˈstandɪŋ/ (adv) in spite of
• notwithstanding the evidence, the consensus is that the jury will not reach a
verdict
1587. o
rthodoxy /ˈɔːθədɒksi/ (n) tính chính thống
1588. s
triking evidence (n) firm evidence; bằng chứng đanh thép
1589. p
ermeate /ˈpəːmɪeɪt/ (v) spread throughout (something); xuyên quan, thẩm
thấu, thấm nhuần
• the aroma of soup permeated the air
• his personality has begun to permeate through the whole organization.
• this view has permeated society
1590. c
ontemporary arts /kənˈtempərəri/ nghệ thuật đương đại
1591. i
nsatiable /ɪnˈseɪʃəbəl/ (a) (appetite or desire) impossible to satisfy; vô hạn
• an insatiable hunger for success.
• insatiable appetite for food/ knowledge
256 of 284
Reading Passage 2
Individualism or society?
The human trait known as individualism can be understood in two distinct ways. The
first implies an individual’s aspiration to self-reliance or independence, and the need
to exist as individual human beings. The second, by contrast, is understood as a so-
cial theory which prioritises freedom of action by individuals over the authority of an
all-powerful state. As far as the second conception is concerned, individualism as a
discrete construct of Western thought really came to the fore with the onset of capi-
talism in the late seventeenth century. The two most influential English political
philosophers of that period — and since — Hobbes and Locke, outlined ideal models
of government of a distinctly individualist hue. In their view, the state’s function was
to protect a citizen’s individual liberties and interfere with any citizen’s actions only
when those actions violated another individual’s right to act freely. For both, society
is nothing more than an agglomeration of individuals; it has no reality independent
of the individuals that make it up.
In practice, in the context of late twentieth and early twenty-first century dev eloped
societies, the term ‘individualism’ is generally congruent with a world view whose ad-
herents wage a metaphorical low-level war against what they perceive to be the inces-
sant and incremental growth in the power of the state. True individualists would un-
doubtedly argue that society’s attempts to regulate the individualist’s two most
closely guarded spheres of personal liberty — economic and civil — will always repre-
sent individualism’s most keenly fought over battlegrounds. This strongly individual-
istic view of the role of society is often referred to as ‘libertarianism’.
An intriguing characteristic of those professing to be libertarians is that they can
happily disagree, equally vehemently, with a government policy on, say, education,
from either a distinctly ‘left’ or a distinctly ‘right’ libertarian perspective. Indeed,
commentators and opinion formers in the mass media readily admit that one of the
most fascinating aspects of these manifestations of modern individualism of either
kind is just how frequently both claim to be the authentic standard bearers of liber-
tarianism. Thus anarchists arguing for their particular vision of libertarianism would
never be seen dead breaking bread with right wing neo-liberal libertarians or vice
versa.
In the 1980s, champions of ‘deregulation’ announced their mission to ‘set the people
free’ from the suffocating yoke of ‘big government’ or the ‘stranglehold of regulation’.
So it was that in Britain enterprises once state-owned were privatized and public util-
ities such as telecoms, gas, electricity, and water were rapidly sold off. Moreover, uni-
fied transport systems took on multiple identities when the networks of trains and
buses, most of which had previously been ow ned by the state, were put up for sale
and then snapped up by a host of individual private companies.
It is fair to say that notwithstanding the social and political manifestations of individ-
ualism, which are still pillars of orthodoxy in many developed western countries —
such as the USA and Britain probably the most striking evidence of the enduring
strength of individualism, and just how deeply this view of society has permeated all
fields and forms of the contemporary arts, is the celebrity culture that surrounds us
nowadays. Being famous, or better, being famous for just being famous, has become
almost an article of faith for wannabes everywhere. The seemingly insatiable public
257 of 284
appetite for reality TV and tabloid newspapers, in addition to the all-pervasive

celebrity photo journalism that fills a plethora of ubiquitous glossy magazines, are
living testimony to Andy Warhol’s dictum that anyone ‘can be famous for fifteen min-
utes’ these days.
But the cult of celebrity alone does not convey the enduring pow'er of individualism.
Pause to reflect for a moment, and try to think of one truly great film, play, or popu-
lar song that could ever have achieved such universal acclaim without an individual
voice at its narrative core. Surely, this is why Frank Sinatra timelessly strikes a chord
with the individualist in all of us when he sings ‘I did it my way’.
Do the following statements agree with the views of the writer in the
Reading Passage? Write
YES if the statement agrees with the views of the writer.
NO if the statement contradicts the views of the writer.
NOT GIVEN if it is impossible to say what the writer thinks about this.
1592. T
here are two discrete interpretations of the term individualism.
1593. T
he rise of individualism caused disquiet among governments in Europe.
1594. T
he prominence of individualism as a concept coincided with the rise of capital-
ism.
1595. H
obbes and Locke had little impact in the late 1700s.
1596. H
obbes and Locke's ideas about the state were not pro-individualist.
1597. I
ndividual liberties must be preserved because they guarantee protection against
the state.

1598. A
ccording to individualists, which two areas of personal freedom must be pro-
tected from state regulation?
1599. W
hat name is given to the view that society should not limit individuals' rights to
do as they wish?
1600. B
efore the 1980s, who owned most of the transport networks in Britain?
1601. A
ccording to the writer, what is the clearest evidence of the continuing importance
of individualism in society?
258 of 284
1602. A
ccording to the writer, what feature must a film or song have to make it popular?
Choose the best answers.

1603. W
hat strange trait does the writer mention about individualists?
JJJJ. T
hey can hold completely opposite political positions.
KKKK. T
hey do not often disagree with government policy.
LLLL. T
heir opinions are shaped by the mass media.
MMMM. T
hey have different views on the role of the government in education.
1604. W
hich of the following statements best summarizes the writer's view of individual-
ism?
NNNN. I
ndividualism has become less important since its conception in the late seven-
teenth century.
OOOO. T
he adherents of individualism disagree over how much the government should
regulate personal liberty.
PPPP. T
he strength of individualism is reflected in many aspects of contemporary politics
and culture.
QQQQ. I
ndividualism is the cause of most conflicts in society today.
259 of 284
ANSWER KEYS
Unit 1
ENGLISH MASTER IELTS READING ANSWER KEYS
Multiple choice 1623.

date
1605.
1624.
B
renew
1606.
A
1607. Choosing from a Heading Bank
D 1625.
1608. VI
B
1626.
V
Short Answer Questions 1627.
II
1609.
1628.
Qualified volunteers
I
1610. 1629.
Basic living expenses IV
1611.
Host families
1612. YES/NO/NOT GIVEN — TRUE/
Two years FALSE/NOT GIVEN
1613. 1630.
French and Spanish NG
1631.
Sentence-Completion Questions N
1632.
1614.
Y
the sun’s rays
1633.
1615. NG
reflection 1634.
1616. Y
enter the collector
1617.
heat/long-wave radiation Classification
1618. 1635.
stored A
1636.
Note/ Summary/ Diagram/ Flow C
Chart/ Table-completion 1637.
B
1619.
1638.
a registration card
A
1620. 1639.
signing an agreement A
1621. 1640.
film equipment C
1622.
pass a course
261 of 284
Matching Lists/ Phrases 1643.

D
1641.
1644.
E
B
1642.
A
262 of 284
Unit 4
Reading Passage 1
1645. 1647. 1650. 1653.
C B exit break any win-
1648. 1651. dows
1646.
A your location 1654.
C
1649. 1652. to stay calm
B a wet towel
Reading Passage Two

1655. 1659. 1662. 1666.
A Parts of The tuna T
animals fishermen 1667.
1656.
1660. 1663. NG
B
(Their) Ivory F 1668.
1657.
tusks 1664. T
B
1661. F 1669.
1658.
Seal pups 1665. NG
C
T 1670.
T
Unit 5
Reading Passage 1
1671. 1675. 1679. 1683. 1687.
F D 1999 N N
1676. 1680. 1684. 1688.
1672.
C 1806 Y Y
B
1677. 1681. 1685. 1689.
1673.
7408 1888 N N
A
1678. 1682. 1686. 1690.
1674.
1884 Y NG NG
E
Reading Passage 2
1691. 1695. 1699. 1703.
B A (more) F
1696. starvation 1704.
1692.
natural 1700. NG
A
resources T 1705.
1693.
1697. 1701. T
A
ozone layer NG 1706.
1694.
1698. 1702. T
C
Dr. Gerald Bar- F
ney
263 of 284
Unit 6
Reading Passage 1
1707. 1711. 1715. 1719.
B stress planning a party T
1712. 1716. 1720.
1708.
a stressful situa- F T
A
tion 1717. 1721.
1709.
1713. NG F
B
Stressors 1718. 1722.
1710.
1714. NG T
A
pleasant events
264 of 284
Reading Passage 2
1723. 1727. 1731. 1735. 1739.
D E vii Y Y
1728. 1732. 1736. 1740.
1724.
F viii N Y
B
1729. 1733. 1737. 1741.
1725.
vi iv N N
A
1730. 1734. 1738. 1742.
1726.
i iii NG NG
C
Unit 7
Reading Passage 1
1743. 1748. 1753. 1758.
B D C Apply a
1749. 1754. dressing
1744.
A A 1759.
A
1750. 1755. children
1745.
C C 1760.
B
1751. 1756. The next day
1746.
A Apply 1761.
A
1752. pressure Lying in bed
1747.
E 1757. 1762.
B
Germs On the head
Reading Passage 2
1763. 1767. 1771. 1775.
C C E NG
1768. 1772. 1776.
1764.
A Y Y
B
1769. 1773. 1777.
1765.
C N Y
A
1770. 1774. 1778.
1766.
D Y NG
A
Unit 8
Reading Passage 1
1779. 1783. 1787. 1791.
B A TOEFL/ IELTS F
1784. 1788. 1792.
1780.
Bankstown F T
B
1785. 1789. 1793.
1781.
English course NG F
A
fees 1790. 1794.
1782.
1786. T F
C
Campbelltown
265 of 284
1795.
F
Reading Passage 2
1796. 1799. 1803. 1807. 1811.
inherit alter slim A D
1800. 1804. 1808. 1812.
1797.
ancestor D B B
upbringing
1801. 1805. 1809. 1813.
1798.
disorder E A,C,E B
nibble
1802. 1806. 1810. 1814.
digestive F D A
266 of 284
Unit 9
Reading Passage 1
1815. 1819. 1823. 1827.
B $50 a written NG
1820. notice 1828.
1816.
retained 1824. N
B
1821. Y 1829.
1817.
charged for 1825. Y
C
1822. NG 1830.
1818.
three weeks 1826. N
individual heat-
Y 1831.
ing
N
system
Reading Passage 2
1832. 1835. 1839. 1843. 1847.
B A G T T
1836. 1840. 1844. 1848.
1833.
B F NG T
A
1837. 1841. 1845. 1849.
1834.
C A F T
C
1838. 1842. 1846.
B NG F
Unit 10
Reading Passage 1
1850. 1853. 1857. 1861. 1865.
B C v vi T
1854. 1858. 1862. 1866.
1851.
B viii F F
A
1855. 1859. 1863. 1867.
1852.
iv i T T
A
1856. 1860. 1864. 1868.
iii ii NG T
Reading Passage 2
1869. 1874. 1879. 1883.
A i iii children and
1875. 1880. adult
1870.
viii in a/the commu- 1884.
A
1876. nity reference books
1871.
ix 1881. 1885.
C
1877. a specific time a special area/ a
1872.
vi 1882. separate room
B
1878. taxes
1873.
ii
vii
267 of 284
1886.
special
interests
Unit 11
Reading Passage 1
1887. 1892. 1897. 1902.
B T F set fire
1893. 1898. 1903.
1888.
F T fire setter
C
1894. 1899. 1904.
1889.
F motive accidentally
B
1895. 1900. 1905.
1890.
T in subway blanket
C
1896. stations 1906.
1891.
NG 1901. the fun
T
20 times
Reading Passage 2
1907. 1911. 1916. 1921.
C A 65 N
1912. 1917. 1922.
1908.
communicative gains Y
A
1913. 1918. 1923.
1909.
sharing Y NG
A
1914. 1919. 1924.
1910.
guide NG N
B
1915. 1920.
100% Y
Unit 12
Reading Passage 1
1925. 1928. 1932. 1936. 1940.
A A D T T
1929. 1933. 1937. 1941.
1926.
C B T NG
B
1930. 1934. 1938. 1942.
1927.
C C F T
A
1931. 1935. 1939. 1943.
B A NG F
Reading Passage 2
1944. 1945. 1946. 1947. 1948.
E F C D A
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1949. 1952. 1955. 1958. 1961.

B B T T NG
1950. 1953. 1956. 1959. 1962.
C B T F F
1951. 1954. 1957. 1960. 1963.
A D NG T NG
Unit 13
Reading Passage 1
1964. 1968. 1972. 1976.
C B Loss of D
1969. habitat 1977.
1965.
An old garden 1973. A
A
1970. Steel 1978.
1966.
Early settlers 1974. A
C
1971. Eastern 1979.
1967.
Three bluebirds D
B
1975. 1980.
C B
Reading Passage 2
1981. 1986. 1990. 1995.
A starvation or dis- successful B
ease 1991. 1996.
1982.
1987. small H
C
natural 1992. 1997.
1983.
resources Religion F
A
1988. 1993. 1998.
1984.
birth control Economics C
B
1989. 1994. 1999.
1985.
family world food pro- A
nations
planning duction 2000.
I
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Unit 14
Reading Passage 1
2001. 2006. 2012. 2018.
A ferry information tubes T
terminals 2013. 2019.
2002.
2007. transfer F
A
Low-floor 2014. 2020.
2003.
2008. connecting F
B
baby strollers 2015. 2021.
2004.
2009. F NG
A
long skinny 2016. 2022.
2005.
2010. F T
attractions
rectangular 2017. 2023.
2011. T F
served
Reading Passage 2
2024. 2027. 2031. 2035. 2039.
B C D A D
2028. 2032. 2036. 2040.
2025.
B H A A,C,E,F
C
2029. 2033. 2037.
2026.
C E B
A
2030. 2034. 2038.
A F C
Unit 15
Reading Passage 1
2041. 2044. 2048. 2052. 2056.
C E A D B
2045. 2049. 2053. 2057.
2042.
B C C D
D
2046. 2050. 2054. 2058.
2043.
F B D C
A
2047. 2051. 2055. 2059.
B A B A
Reading Passage 2
2060. 2063. 2067. 2071.
D B D disadvantages
2064. 2068. 2072.
2061.
F A assumptions
A
2065. 2069. 2073.
2062.
C E schooling
E
2066. 2070. issues
C H
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2074. 2076. 2077. 2079.

internationally sequencing of academic benefit
mobile curriculum system 2080.
2075. 2078. empathize
individually handicapped
271 of 284
Unit 16
Reading Pasage 1
2081. 2086. 2090. 2095.
B Drinking Listing the min- NG
bottled water erals 2096.
2082.
2087. 2091. N
B
Pesticides Minerals 2097.
2083.
2088. 2092. N
A
Level of lead (Taste of) 2098.
2084.
2089. Sulfur Y
B
Laboratory test 2093. 2099.
2085.
results N Y
Private wells
2094. 2100.
Y NG
Reading Passage 2
2101. 2106. 2112. 2118.
D E NG Complement
2107. 2113. 2119.
2102.
NG studying unemployed
A
2108. 2114. 2120.
2103.
Y disability benefits
B
2109. 2115. 2121.
2104.
Y retirement pension schemes
F
2110. 2116. 2122.
2105.
N experience pension
C
2111. 2117.
N doubled
Unit 17
Reading Passage 1
2123. 2130. 2135.
D (On) Food packs/ pack- E
aging 2136.
2124.
2131. B
F
(Britain’s) Obesity epi- 2137.
2125.
demic D
E
2132. 2138.
2126.
(Breakfast) Cereals C
C
2133. 2139.
2127.
Guideline daily amounts/ B
A
GDAs 2140.
2128.
2134. D
B
Unhealthy foods 2141.
2129.
A
(In) January
272 of 284
Reading Passage 2
2142. 2147. 2151. 2155.
F D other NG
2148. (tempting) 2156.
2143.
(freshly baked) goods Y
E
bread 2152. 2157.
2144.
2149. screen N
A
expensive 2153. 2158.
2145.
2150. discounts Y
B
impulse 2154. 2159.
2146.
buying N Y
C
273 of 284
Unit 18
Reading Passage 1
2160. 2170.
semi-arid NOT GIVEN
2171.
2161.
FALSE
20/twenty years
2172.
2162.
NOT GIVEN
increasing population
2173.
2163.
The passage does not give a future pre-
plant species
diction. We may think it is likely, but
2164.
it is not in the passage.
preventable
2174.
2165.
Again, the passage does not talk about
rainfall
the future possible droughts.
2166.
2175.
FALSE
The passage only talks about what has
2167.
been done up to now.
NOT GIVEN
2176.
2168.
There is no mention of a specific second
NOT GIVEN
project.
2169.
FALSE
Reading Passage 2
2177. 2184.
FALSE (random) guess
2185.
2178.
unanswered questions
TRUE
2186.
2179.
same nest
FALSE
2187.
2180.
stars
TRUE
2188.
2181.
local landmarks
NOT GIVEN
2189.
2182.
A,E
TRUE
2190.
2183.
A,E
(complete) mystery
Unit 19
Reading Passage 1
2191. 2193. 2195. 2197.
FALSE FALSE FALSE NOT GIVEN
2194. 2196. 2198.
2192.
FALSE NOT GIVEN B
NOT GIVEN
274 of 284
2199. 2201. 2203.

G C E
2200. 2202. 2204.
F A D
Reading Passage 2
2205. 2208. 2212. 2216.
C G C A/D/E
2209. 2213. 2217.
2206.
D A A/D/E
H
2210. 2214. 2218.
2207.
B B A/D/E
F
2211. 2215.
A C
275 of 284
Unit 20
276 of 284
Reading Passage 1
2219. Reading Passage 2
finite resource 2226.
2220. corn
methane 2227.
2221. distillery
rosy 2228.
2222. fermentation
commercial outlets 2229.
2223. filtration
new dawn 2230.
2224. distillation
readily available 2231.
2225. fuel-ethanol plant
bright 2232.
blending
2233.
storage
2234.
distribution
Reading Passage 3
2235. 2239. 2244.
(yellowish powder) le- bare C
sions 2240. 2245.
defoliation E
2236.
2241. 2246.
shoots
nodes G
2237.
2242. 2247.
(green) coffee
B B
2238.
2243. 2248.
leaves
A A
Unit 21
Reading Passage 1
2249. 2252. 2256.
iv ii YES
2253. 2257.
2250.
YES NOT GIVEN
i
2254. 2258.
2251.
YES NO
iii
2255. 2259.
NOT GIVEN NOT GIVEN
Reading Passage 2
277 of 284
2260. 2264. 2269.

vii ix N
2265. 2270.
2261.
xiii C
i
2266. 2271.
2262.
v B
vi
2267. 2272.
2263.
Y D
iv
2268.
NG
278 of 284
Unit 22
Reading Passage 1
2273. 2275. 2277. 2279. 2281.
L I J H B/D/F
2276. 2278. 2280. 2282.
2274.
E B B/D/F B/D/F
A
Reading Passage 2
2283. 2285. 2288. 2291. 2294.
C D B A/D/F D
2286. 2289. 2292. 2295.
2284.
H F A/D/F A
K
2287. 2290. 2293.
E A/D/F B
Unit 23
Reading Passage 1
2296. 2299. 2302. 2305.
ii v C D
2300. 2303. 2306.
2297.
B C E
iii
2301. 2304. 2307.
2298.
A B G
i
Reading Passage 2
2308. 2311. 2315. 2319.
vii ix A C,D,F
2312. 2316. 2320.
2309.
E C C
i
2313. 2317.
2310.
G C,D,F
v
2314. 2318.
D C,D,F
Unit 24
Reading Passage 1
2321. 2324. 2327. 2330.
social focus expand D
2325. 2328. 2331.
2322.
eclectic A B
relaxed
2326. 2329. 2332.
2323.
constant C A
cheap
279 of 284
Reading Passage 2
2333. 2335. 2339. 2343.
technical termi- concept A D
nology 2336. 2340. 2344.
hoax B C
2334.
2337. 2341. 2345.
liberal
theories A A
references
2338. 2342.
C B
280 of 284
Unit 25
Reading Passage 1
2346. 2352.
Temple of the Three Windows Lawn
2353.
2347.
(principally) astronomical
Principal Temple
2354.
2348.
the Common District
Royal Sector
2355.
2349.
circular
Temple of the Sun
2356.
2350.
three
Temple of the Condor
2357.
2351.
the prison complex
Common District
2358.
the Serpent Window
Reading Passage 2
2359. 2361.
magma impermeable rock
2362.
2360.
underground/ geothermal
cracks
2363.
700º Fahrenheit
Reading Passage 3
2364. 2369. 2373.
Short thick slanting non-Persian
2370. longhairs
2365.
natural 2374.
cobby
2371. forward-folded ears
2366.
the breed standard 2375.
medium-length
2372. D
2367.
the nineteenth 2376.
short
century C
2368.
wedge-shaped
Unit 26
Reading Passage 1
2377. 2380.
C E
2381.
2378.
F
A
2382.
2379.
B
D
281 of 284
2383. 2394.
prime Thus, it is not surprising that negative
2384. images permeate society.
age 2395.
2385. There are already TV programmes, for
peak example, about people in their sev-
2386. enties and eighties involved in
problem sports like sky-diving more often as-
2387. sociated with the young.
assets 2396.
2388. Stereotypical images of senior citizens
drain on the country’s wealth haunt the general population.
2389. 2397.
principal cause More positive images of people in their
2390. prime or older in the media, etc.
challenging the view would be a good start.
2391. 2398.
magic recipe B
2392. 2399.
imposing some clumsy ‘innovation’ D
2393. 2400.
For an increasing number of people, it is B
now much later, between 50 and 65, 2401.
which is effectively when people are C
thinking of retiring. 2402.
A
Reading Passage 2
2403. 2406. 2410. 2414.
E A Not Given No
2407. 2411. 2415.
2404.
G Not Given Yes
G
2408. 2412. 2416.
2405.
B No A
D
2409. 2413.
Yes No
Unit 27
Reading Passage 1
2417. 2421.
NOT GIVEN NO
2422.
2418.
NOT GIVEN
YES
2423.
2419.
There is no mention of overspending.
YES
2424.
2420.
The passage doesn’t mention whether
NOT GIVEN
they are dissatisfied or not.
282 of 284
2425. 2429.
There is no comparison between Europe At first, there were only one or two
and the UK. Only the UK is men- available from a limited number of
tioned. manufacturers, but now there are
2426. many companies …
The writer does not suggest that restric- 2430.
tions should be placed. Gone are the days when one could just
2427. walk with ease into a shop and buy
It is not just their availability that is the one thing: no choice, no anxiety.
problem … 2431.
2428. b
Products also need to have a short life- 2432.
span so that the public can be per- a
suaded to replace them within a 2433.
short time. b
Reading Passage 2
2434. 2440.
Yes Economic and civil
2441.
2435.
libertarianism
Not Given
2442.
2436.
the state
Yes
2443.
2437.
the celebrity culture
No
2444.
2438.
an individual voice
No
2445.
2439.
A
Not Given
2446.
C
283 of 284
References
McCarter, S. (2007). Improve your IELTS. Oxford: MacMillan.
Zhang, J. (2014). Basic IELTS Reading. Tp. HCM.: Tổng hợp Tp. Hồ Chí Minh.

Ielts Reading Intermediate

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IELTS READING

Unit 1: IELTS Reading Question Types 7

Reading Passage Two..........................................................................................50

Reading Passage Two.........................................................................................115

4. Note/ Summary/ Diagram/ Flow Chart/ Table-Completion

How to Borrow Books

Complete the summary below by choosing NO MORE THAN THREE

5. Choosing from a Heading Bank for Paragraphs/ Sections

The Cancer-Prone Personality

6. Yes/No/Not Given; True/False/Not Given

Friends of the Earth Trust

tant that a product is displayed in an eye-catching position if it is to have any chance

8. Matching Lists/ Phrases

Crowding Human Life

A. ways to solve the problem of population

Polluting the Air

2. Skimming through the title/heading, subheadings and illustrations

3. Reading charts and tables

The West The East

4. Reading the first paragraph and the concluding paragraph

5. Reading the topic sentence of each paragraph

(2) The topic sentence is not always at the beginning of a paragraph.

(3) The topic sentence may be placed at the end of a paragraph.

(4) There is no topic sentence in the paragraph.

6. Looking for the details based on key words

2. Examining the context to guess the meaning of unknown words

K. Personal experience or background knowledge

Common Roots and Affixes

Common Roots and Affixes

Common Roots and Affixes

Reading Passage One

Decide which of the following choices is closest in meaning to the under-

61. If you detect a fire, call emergency,

Reading Passage Two

Out of the Wild, into Our Homes

95.However, concern for a certain species tends to fade after a while.

Answer the following questions with NO MORE THAN THREE WORDS

NOT GIVEN if the information is not given in the passage.

Reading Passage One

Hotel Directory of Services

"#" Valet service is available for a fee at the

• Touch 7 to replay message • Touch 3 to delete message

Match the following words with the definitions.

Hundreds of species have vanished.

Reading Passage Two

What Is Happening to Our Planet?

Decide which of the following choices is closest in meaning to the under-

Choose from the passage NO MORE THAN THREE WORDS to complete

Look at the following statements. Write

Reading Passage One

Decide which of the following choices is closest in meaning to the under-

Complete the summary below by choosing NO MORE THAN THREE

Reading Passage Two

Hot Days, Hot Nights

Please match the following words with the definitions.

There was a severe scald on her leg.

Reading Passage One

Read the following passage from a health education booklet.

Decide which of the following choices is closest in meaning to the under-

Look at the following list of injury-treating instructions or symptoms and

Schizophrenia is a complicated term.

Reading Passage Two

would be 0 degrees Fahrenheit, instead of 59 degrees Fahrenheit. In nature, carbon

A. has increased by fifty times in the past 100 years