o

15 Days’ Practice for

IELTSK e a d l n f y

D eng He Gang

Consolidating Your English Ability

Improving Your English Reading Skill

Providing G eneral Knowledge

Developing Your Test-Taking Skill

f l H Ä A U A 1 i t ì u n u n ụ r

T H À N H P H Ô H Ồ C H Í M IN H Nhân TríViêt

Contents

D ay 1 An O verview o n th e 1ELTS R ead in g

T e s t .............................................................................II

L esson s from the T ita n ic ................................. 13

D ay 2 O verview Q u e s t io n s ......................................... 21

1. S igns o f S u c c e s s ..................................................23

2. A Stubborn, Taxing P r o b le m .........................25

3. Tea T im e s ............................................................... 27

4. Mary W ollstonecraft....................................... 30

5. G la s s .........................................................................33

D ay 3 E xercises o n O verview Q u e s t io n s ..........36

1. From Black Box to Blue B o x ..........................36

2. Fat o f the L a n d ..............................................39

3. A M odest U n d ertak in g .............................. 43

4. Leisure T im e ......................................................... 45

5. The History o f W riting.......................................48

6. H istorical T h erm o m eters.................................51

7. Parenting and R esp on sib ility ..................54

8. What Is a D in o sa u r ? ...................................58

9. Hair T o d a y ............................................................. 62

D ay 4 D eta il Q u estio n s (1 ): S hort-A nsw er/

G a p -F illin g /M u ltip le -C h o ic e /

C lassifica tion Q u e s t io n s ...............................64

1. The 5 ,000 -m ile National Cycle

N etw ork ...................................................................65

2. Environm ental Im pact o f Mining

on P eo p le ................................................................ 66

3. Where Are the J o b s ? ........................................ 68

4. T h eB l I

5. Anoth, ooch6. Recycl

7. Things Fall A p a rt................................................80

8. Mobile T e leco m m u n ica tio n s......................... 83

D ay 5 E xercises on D eta il Q u estio n s ( 1 ) ...........86

1. In or O u t? .............................................................. 86

2. The Brain and In te llig en ce ............................ 90

3. UNICEF, M alnutrition and

M icronutrients .....................................................92

4. Social Im pact o f M in in g ...................................95

5. U nder W a ter ......................................................... 97

6. G overnm ent in Aboriginal

S o c ie t ie s .................................................................99

7. Of D ucks and Duck E g g s ..............................102

D ay 6 D eta il Q u estio n s (2 ): T r u e /F a ls e /

N ot G iv e n /S e n te n c e -C o m p le t io n /

M atching Q u e s t io n s ...................................105

1. The Creation Myth ....................................... 106

2. A New M enace from an Old E n e m y ......109

3. The Politics o f P e s s im is m .............................112

4. R ecycling P la s t ic s ......................................... 116

5. A sb estos Inhalation ........................................ 119

D ay 7 E xercises on D eta il Q u estion s ( 2 ) .......121

1. Pronunciation and P h ysiogn om y ............... 121

2. Prosecuting Corporate F r a u d ...................125

3. W here’s the L aw yer? .......................................128

4. Turning up the Heat in the G reenhouse ..130

5. Why W omen Have to W o r k ..........................132

6. How Fire Leapt to L tfe ....................................134

7. Circadian Rhythm s o f a D a y ....................... 136

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Day 1

Day l An Overview on the IELTS Reading Test

I. IELTS Reading

You n e e d to se lec t e ith e r th e G en era l T raining M odu le o r th e A cadem ic M odule . T he differ­

ence b e tw e e n th e tw o m o d u le s lies in th e R ead in g a n d W ritin g tes ts . T he L is ten in g and

Speaking te s ts a re th e sam e fo r b o th .

In te rm s o f read ing , th e m ain d ifference b e tw e en th e A cad em ic an d G en era l T raining m o d ­

ules lies in th e c o n te n t o f th e passages. T he G e n e ra l T ra in ing M o d u le in c lu d es e a s ie r tex ts

from soc ia l, a c ad e m ic , a n d w o rk c o n te x ts . T he A cad em ic M o d u le in c lu d es m o re ad v a n ce d

tex ts, a t a n u n d e rg ra d u a te o r g rad u a te level, from acad e m ic sources.

Yet, th e A cad em ic a n d G e n e ra l R ead in g M o d u les a re a lso s im ila r in m an y w ays. B o th last

one hou r, c o n ta in 3 passages a n d 4 0 q u e s tio n s , a n d a re sc o red in th e sa m e way. R em em b er

th a t in th e IELTS R ead in g te s t (un like in th e IELTS L is ten in g te s t) , n o e x tra tim e is g iven to

transfer y o u r a n sw ers o n to y o u r a n sw e r sh e e t. H e n c e , it is v e ry im p o r ta n t th a t y ou k e e p an

eye o n th e tim e a n d tim e ly tra n sfe r y o u r an sw ers o n to y o u r a n sw e r s h e e t as y ou co m p le te

each read in g section .

In fac t, m o st c a n d id a te s h av e fo u n d th e R ead in g te s t th e m ost d ifficu lt. O n e o f th e reaso n s

is u n fam ilia rity w ith th e top ics; so m e to p ic s a re q u ite s trange . T he se co n d re a so n is th e re is

a tim e lim it a n d th e th re e re a d in g passages a re q u ite long . T hey a re n e ith e r o f th e sam e diffi­

cu lty n o r o f th e sam e su b jec t m a tte r ; o f te n th e d ifficu lty level in c reases from re a d in g passage

1 to read in g passage 3.

H ow ever, th e IELTS R ead in g te s t is n o t th a t d ifficu lt. If y o u k n o w th e rig h t a p p ro a c h , you

can easily sco re th e m ax im u m in it.

The first th in g y o u a re a d v ise d to d o is to go th ro u g h th e re a d in g te s t p a p e r quickly . Just

skim th ro u g h all th e passages in a b o u t a m in u te to find o u t w h ich passage a p p e a rs to b e th e

easiest o n e a n d w h ich a p p e a rs to b e th e d ifficu lt o n e , a n d o f c o u rse beg in w ith th e easiest

Second , rea d th e q u e s tio n s b e fo re b e g in n in g read in g . T his w ill h e lp yo u sk ip th e u n n e c e s ­

sary p o r tio n s o f th e read in g passage a n d c o n c e n tra te m o re o n th e s ign ifican t a reas . F u rth e r,

look o u t fo r th e to p ic s e n te n c e th a t g ives th e m ain th e m e o f th e passage . U n d e rlin e the

key p h rases th a t seen

needed .

n easily w hen

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II. Outlining an effective strategy for the IELTS Reading test

1. Work out an effective study planYou sh o u ld a p p ly th e fo llow ing suggestions to so lve th e q u es tio n s in th e R ead ing test:

(1) R ead th e q u es tio n s FIRST a n d circ le th e key w ords in th e QUESTIONS like d a tes,

n am es, p laces , e tc . This sh o u ld b e d o n e so th a t yo u ca n h a v e a n id e a o f th e ty p e o f

in fo rm a tio n yo u w ill b e look ing fo r a n d w hen y o u a re read in g th e passage , th e se key

w o rd s w ill ring a bell.

(2) R ead th e in structions carefully. You h av e to re a d th e in stru c tio n s to b e su re o f w ha t is

req u ired . U n d e rs ta n d in g th e in stru c tio n s is, th e re fo re , ju s t as im p o r ta n t a s finding the

rig h t a n sw e r in th e passage.

(3) R ead th e first p a rag rap h a n d g lan ce th ro u g h th e q u e s tio n s an d th in k if yo u can answ er

an y q u estio n .

(4) R ead th e rem ain in g p a rag rap h s a n d d o th e sam e.

(5) W hile read in g th e pa rag raphs, c irc le th e key w o rd s in th em .

(6 ) N o t e th a t a l l t h e q u e s t io n s in O N E PA R T IC U L A R SET a r e in a s e q u e n c e a n d in o r d e r ,

a n d s o is t h e in f o r m a t io n in t h e p a r a g r a p h s .

(7) D o a t lea s t o n e h o u r o f read in g d a ily in a q u ie t p lac e a n d try to rea d 6 pages.

(8) P rac tise d o in g th e ta sk s in each read in g passage fo r a b o u t 2 0 m in u tes .

A pply ing th e se suggestions c o u p le d w ith ac ting o n th e 15 d ay s’ sc h ed u le rec o m m e n d e d in

th is b o o k w ill c e rta in ly le a d y o u to g rea t success.

15 D a y s ’ P ra c t ice fo r IE L T S R ead ing

2. Learn the exam. Know the types of questions in the IELTS Reading

T he IELTS R ead ing te s t consists o f 4 0 q u es tio n s sp read over th re e read in g passages. Each

read in g passage is fo llow ed by so m e q u e s tio n s . T hese q u e s tio n s c o u ld be o f d iffe ren t types.

L ook a t th e tab le o n th e n e x t page w h ich sum s u p th e ty p es o f q u e s tio n s in th e IELTS

R ead in g tes t.

test

12 www.nhantriviet.com

Day 1

Question types

Question form ats^ .O v e r v ie w Q . D e t a i l Q . G r a p h ic Q . V ie w p o in t Q . S u m m a r y Q .

M a tc h in g ■ m iG ap f i l l in g

T /F /N G

Y / N / N G

M u lt ip le c h o ic e i iE s i i P p g pC la s s if ic a t io n

S hort a n s w e r s

S e n te n c e

c o m p le t io n

D ia g r a m /T a b le /

F lo w c h a r t

c o m p le t io n

Below a re so m e read in g passages fo llow ed w ith ty p ica l q u e s tio n ty p e s a n d fo rm ats p re ­

sented in th is table.

Lessons from the Titanic

A F ro m th e c o m fo rt o f o u r m o d e rn lives, w e te n d to lo o k b ack a t th e tu rn o f th e

tw en tie th c e n tu ry as a d a n g e ro u s tim e fo r sea travellers a n d nav iga to rs . W ith lim ited

c o m m u n ic a tio n facilities, a n d sh ip p in g tech n o lo g y still in its in fan cy in th e early

n in e teen h u n d re d s , w e c o n sid e r ocean travel to h av e been a risky business. B u t to

th e peop le o f th e tim e , it w as o n e o f th e safest fo rm s o f tra n sp o rt. A t th e tim e o f the

T ita n ic ’s m a id e n voyage in 1912 , th e re h ad o n ly b een fo u r lives lost in th e p rev ious

fo rty years o n p assenger sh ip s o n th e N o r th A tla n tic C ro ss in g . A n d th e T ita n ic was

co n fiden tly p ro c la im ed to be unsin k ab le . She rep resen ted th e p in n ac le o f technological

advance at th e tim e . H e r b u ild e rs , c rew a n d passengers h a d n o d o u b t th a t she was

th e finest sh ip ever b u ilt. B u t still she d id s in k o n A pril 14, 191 2 , tak in g 1,517 o f he r

passengers a n d crew w ith her.

B T h e R M S T

w ere so m e o f the

o f m o n ey to sail

s c XT" " y | A- ! , i n O n b o a r d

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15 D a y s ’ P ra c t ice fo r IE L T S R e ad in g

h er p laced o n h e r end : she was larger a t 2 6 9 m etres th an m a n y o f th e tallest bu ild ings

o f th e day. A n d w ith n in e decks, she was as h ig h as an e leven-sto rey b u ild in g . T h e

T ita n ic carried 3 2 9 first-class, 2 8 5 second-class an d 710 th ird -c lass passengers w ith

8 9 9 crew m em b ers , u n d e r th e care o f th e very experienced C a p ta in E d w ard J . S m ith .

She also carried e n o u g h fo o d to feed a sm all to w n , in c lu d in g 4 0 ,0 0 0 fresh eggs,

3 6 ,0 0 0 apples, 111,000 lbs o f fresh m eat an d 2 ,2 0 0 lbs o f coffee fo r th e five-day jou rney .

c T h e T ita n ic was believed to be unsinkab le because th e hu ll was d iv ided in to six­

teen w atertigh t c o m p a rtm e n ts . E ven i f tw o o f these c o m p a rtm e n ts flooded , th e sh ip

c o u ld still float. T h e sh ip ’s ow ners c o u ld n o t im ag in e th a t, in th e case o f a n acciden t,

th e T ita n ic w o u ld n o t be ab le to floa t u n til she w as rescued . I t was largely as a resu lt

o f th is co n fid en ce in th e sh ip a n d in th e safety o f ocean travel th a t th e d isaster cou ld

c la im such a g rea t loss o f life.

D In th e ten hours p rio r to th e T ita n ic ’s fatal collision w ith a n iceberg at 11:40 p .m .,

six w arn ings o f icebergs in he r p a th w ere received by th e T ita n ic ’s wireless operator.

O n ly o n e o f these m essages was form ally posted o n th e bridge; th e o thers w ere in vari­

ous locations across th e ship . I f th e co m b in e d in fo rm atio n in these messages o f iceberg

positions h ad been p lo tted , th e ice field w h ich lay across th e T ita n ic ’s p a th w ou ld have

been ap p aren t. Instead , d ie lack o f form al p rocedures for dealing w ith in fo rm a tio n from

a relatively new piece o f techno logy , th e wireless, m ean t th a t d ie d an g er was n o t know n u n til too late. T h is was n o t th e fau lt o f th e T ita n ic crew. P rocedures for dealing w ith

w arn ings received th ro u g h th e wireless h a d n o t been form alised across th e sh ipp ing

industry a t th e tim e. T h e fact th a t th e wireless opera to rs w ere n o t even th e T ita n ic crew,

b u t ra th e r co n trac ted w orkers from a wireless com pany , m ade th e ir role in th e sh ip ’s

o p era tio n q u ite unclear.

E C a p ta in S m ith ’s seem ing ly casual a ttitu d e in increasing th e speed o n th is day

to a d an g e ro u s 2 2 k n o ts o r 41 k ilom etres p e r h o u r c an th e n be p a rtly ex p la ined b y his

ig n o ran ce o f w h a t was lay ing ahead . B u t th is o n ly p a rtly a c co u n ts fo r h is ac tio n s , since th e sp rin g w ea th er in G re e n la n d was k n o w n to cause h uge ch u n k s o f ice to b reak o ff

from th e glaciers. C a p ta in S m ith knew th a t these icebergs w o u ld floa t so u th w a rd an d

h a d a lready acknow ledged th is d an g er by tak in g a m o re so u th e rly ro u te th a n a t o th e r

tim es o f th e year. So w h y w as th e T ita n ic trave lling a t h igh speed w hen he knew , i f

n o t o f th e specific risk, a t least o f th e general risk o f icebergs in h e r pa th? As w ith th e

lack o f c o o rd in a tio n o f th e w ireless m essages, it was s im p ly s ta n d a rd o p e ra tin g p ro ­ced u re a t th e tim e . C a p ta in S m ith was fo llow ing th e prac tices accep ted o n th e N o rth

A tlan tic , th e prac tices w h ich h ad co in c id ed w ith fo rty years o f safe travel. H e believed,

w rong ly Í -------------- '-------- *■*'“ '■u :" — , u ‘ * n n ■" i f a n iceberg was

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15 Days’ Practice for

D en g H e G ang

• C o n s o lid a tin g Y o u r E n g lis h A b ility

• Im p ro v in g Y o u r E n g lish R e a d in g S kill

• P ro v id in g G e n e ra l K now ledge

• D e v e lo p in g Y our T e s t-T a k in g S k ill

g j N T V

J I H A X l 'A T B A N T ($ K G H O P C f l n g l y I N H H

T H A N H p h 6 h 6 C H I M i K H Nhan T ri Met