ADVANCED COURSE

READING LESSON 2
Focus: Matching Questions, Yes/No/Not Given and Multiple Choice Questions

MATCHING INFORMATION
For this type of question, you need to locate an idea or piece of information in the text and
match it to a phrase that accurately describes it. The answers do not follow the same order as
the text and may not be the main idea of the paragraph. Some paragraphs contain more than
one answer. Not all paragraphs contain an answer.

STEP 1: Read the passage’s title (or subtitle, if available) to grasp the main topic. If there’s no
title, read the first 2 - 3 sentences of the first paragraph.

How Geckos Cope With Wet Feet

STEP 2: Read the first 2 - 3 sentences (and the last sentence if there are 5 or more sentences)
to grasp the main idea of each paragraph.

A. Geckos are remarkable little lizards, clinging to almost any dry surface, and Alyssa Stark,
from the University of Akron, US, explains that they appear to be equally happy scampering
through tropical rainforest canopies as they are in urban settings. A lot of gecko studies look at
the very small adhesive structures on their toes to understand how the system works at the
animals grip surfaces with microscopic hairs on the soles of their feet, which make close enough
contact to be attracted to the surface by the minute forces between atoms.

B. However, she and her colleagues Timothy Sullivan and Peter Niewiarowski were curious
about how the lizards cope on surfaces in their natural habitat. Explaining that previous studies
had focused on the reptiles clinging to artificial dry surfaces, Stark says ‘We know they are in
tropical environments that probably have a lot of rain and geckos don’t suddenly fall out of the
trees when it’s wet.’ Yet, the animals do seem to have trouble getting a grip on smooth, wet,
artificial surfaces, sliding down wet vertical glass after several steps. The team decided to find
out how geckos with wet feet cope on both wet and dry surfaces.

C. First, they had to find out how well their geckos clung onto glass with dry feet. Fitting a
tiny harness around the lizard’s pelvis and gently lowering the animal onto a plate of smooth

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glass, Stark and Sullivan allowed the animal to become well attached before connecting the
harness to a tiny motor and gently pulling the lizard until it came unstuck. The geckos hung on
tenaciously, and only came unstuck at forces of around 20N – about 20 times their own body
weight. “In my view, the gecko attachment system is over – designed’, says Stark.

D. Next, the trio sprayed the glass plate with a midst of water and re-tested the lizards, but
this time the animals had problems holding tight. The droplets were interfering with the lizards’
attachment mechanism, but it wasn’t clear how. And when the team immersed the geckos in a
bath of room – temperature water with a smooth glass bottom, the animals were completely
unable to anchor themselves to the smooth surface. ‘The toes are super – hydrophobic’, (i.e.
water repellant) explains Stark, who could see a silvery bubble of air around their toes. But,
they were unable to displace the water around their feet to make the tight contact that usually
keeps geckos in place.

E. Then the team tested the lizard’s adhesive forces on the dry surface when their feet had
been soaking for 90 minutes, and found that the lizards could barley hold on, detaching when
they were pulled with a force roughly equalling their own weight. ‘That might be the sliding
behaviour that we see when the geckos climb vertically up misted glass’, says Stark. So, geckos
climbing on wet surfaces with damp feet are constantly on the verge of slipping and Stark adds
that when the soggy lizards were faced with the misted and immersed horizontal surfaces, they
slipped as soon as the rig started pulling. Therefore, geckos can walk on wet surfaces, as long
as their feet are reasonably dry. However, as soon as their feet get wet, they are barely able to
hang on it takes geckos to recover from a drenching.

(Source: Official Guide for IELTS, p.61)

STEP 3: Read the instruction carefully.

The Reading Passage above has five paragraphs, A-E.

Which paragraph contains the following information?

Write the correct letter, A-E, in boxes 1-7 on your answer sheet

NB. You may use any letter more than once.

STEP 4: Look at the statements below. Underline/circle keywords and look for them in the
passage. (Remember to identify what kind of information you need to find)

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 1. visual evidence of the gecko’s ability to resist water

2. a question that is yet to be answered by the researchers

3. the method used to calculate the gripping power of geckos

4. the researcher’s opinion of the gecko’s gripping ability

5. a mention of the different environments where geckos can be found

6. the contrast between Stark’s research and the work of other researchers

7. the definition of a scientific term

STEP 5: Read the relevant part of the passage in detail and answer the questions.

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MATCHING FEATURE QUESTIONS
'Matching features' is a common task in the Reading test and is used with texts which contain
opinions, theories or facts about different people. This type of question requires the candidate
to match an opinion, theory or fact with a person or people. The questions will not be in the
same order as the passage. Although matching features tasks are often about a person, they
can also be about a place, year or thing.

STEP 1: Read the passage’s title (or subtitle, if available) to grasp the main topic. If there’s no
title, read the first 2 - 3 sentences of the first paragraph.

Maths shows why words persist over time

In a finding that parallels the evolution of genes, researchers have shown that the more
frequently a word is used, the less likely it is to change over long periods of time.
STEP 2: With each paragraph, read the first 2 - 3 sentences (and the last sentence if there are
5 or more sentences) to grasp the main idea.

The question of why some words evolve rapidly through time while others are preserved –
often with the same meaning in multiple languages has long plagued linguists. Two
independent teams of researchers have tackled this question from different angles, each
arriving at a remarkably similar conclusion.
“The frequency with which specific words are used in everyday language exerts a general and
law-like influence on their rates of evolution,” writes Mark Pagel, author of one of two studies
published this week.
Anyone who has tried to learn English will have been struck by its excess of stubbornly irregular
verbs, which render grammatical rules unreliable. The past tense of regular verbs is formed by
adding the suffix ‘-ed’, but this luxury is not afforded to their irregular kin. Over time, however,
some irregular verbs ‘regularise’. For instance, the past tense of ‘help’ used to be ‘holp’, but
now it is ‘helped.
Mathematician Erez Lieberman, from Harvard University in Massachusetts, US, performed a
quantitative study of the rate at which English verbs such as ‘help’ have become more regular
with time. Of the list of 177 irregular verbs they took from Old English, only 98 are still irregular
today. Amazingly, the changes they observed obey a very precise mathematical description: the
half-life of an irregular verb is proportional to the square root of its frequency. In other words,
they found that the more an irregular verb is used, the longer it will remain irregular.
A separate group of academics, led by evolutionary biologist Mark Pagel from the University of
Reading, in the UK, used a statistical modelling technique to study the evolution of words from
87 different Indo-European languages.

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“Throughout its 8,000-year history, all Indo-European-language speakers have used a related
sound to communicate the idea of ‘two’ objects – duo, due, deux, dos, etc.” Pagel commented.
“But,” he adds, “there are many different and unrelated sounds for the idea of, for example, a
bird – uccello, oiseau, pouli, pajaro, vogel, etc.”
Before now, however, nobody had proposed mechanism for why some words should evolve
more quickly than others. According to Pagel, “our research helps us to understand why we can
still understand bits of Chaucer [a medieval poet]” and points out that this likely explains “why
we can instinctively recognise words in other Indo-European languages, just from their sounds”.
Psychologist and language expert Russell Gray, from the University of Auckland in New Zealand,
was impressed by both findings. “Despite all the vagaries and contingencies of human history, it
seems that there are remarkable regularities in the processes of language change,” he
commented.
(Source: Official Guide for IELTS, p.69)

STEP 3: Read the instruction carefully.

Questions 1-5

Look at the following statements and the list of researchers below. Match each statement with
the correct researcher, A-C.

Write the correct letter, A-C, in boxes 1-5 on your answer sheet.

NB. You may use any letter more than once.

STEP 4: Look at the list of researchers below. Look for these names in the passage and
underline/circle them each time they appear.

A Pagel
B Lieberman
C Gray

STEP 5: Read these statements connected to the text and underline/circle the keywords in
each.

1. We are able to recognise certain words used by people in other cultures.

2. Regardless of what happens in the world, there appear to be fixed rules that govern the
way words alter over time.

3. Words that don’t follow a standard pattern will remain that way if they are used often.

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 4. Certain words have kept a similar sound across many years and many countries.

5. We focused on the historical changes that have occurred in one particular language.

STEP 6: Look for the keywords in the parts where the names are found and read those parts in
detail. Answer the questions by matching each person with the correct statement.

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MATCHING SENTENCE ENDINGS
In this question type you are given the first part of some sentences. You have to choose the
correct ending from a list. There are more sentence endings than you need. The answers may
not follow the passage order.

STEP 1: Read the passage’s title (or subtitle, if available) to grasp the main topic. If there’s no
title, read the first 2 - 3 sentences of the first paragraph.

Aesop's fable ‘The crow and the pitcher’ more fact than fiction

New research indicates that rocks, members of the crow family, are able to solve
complex problems using tools.

STEP 2: With each paragraph, read the first 2 - 3 sentences (and the last sentence if there are
5 or more sentences) to grasp the main idea.

In Aesop’s fictional fable ‘The crow and the pitcher’, a thirsty crow uses stones to raise the level
of water in a jug to quench its thirst. A recent study demonstrates that rocks, birds belonging to
the corvid [or crow] family, are in fact able to solve complex problems using tools and can
easily master the same technique used in the story.

Christopher Bird of the University of Cambridge, who led the study, highlighted the importance
of the findings, stating: ‘Corvids are remarkably intelligent, and in many ways rival the great
apes in their physical intelligence and ability to solve problems. The only other animal known to
complete a similar task is the orang-utan. This is remarkable considering their brain is so
different to the great apes. Although it has been speculated in folklore, empirical tests are
needed to examine the extent of their intelligence and how they solve problems.’

In their first experiment, the researchers varied the height of the water in a tube and the four
rocks, which were the subject of the research, used stones to raise the water level to reach a
worm floating on top. The clever birds proved very adept and were highly successful, regardless
of the starting level of the water or the number of the stones needed. Two of the birds were
successful on their first attempt in raising the water to the correct height whilst the other two
birds needed a second try.

In addition to the speed with which they completed the task, the birds were also highly
accurate in their ability, adding the exact number of stones needed to reach the worm.

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Furthermore, rather than attempting to reach the worm after each stone was dropped in, they
apparently estimated the number needed from the outset, and waited until the appropriate
water level was reached before dipping their beaks into the tube.

In the second experiment, the rocks were presented with stones that varied in size. Here, the
rocks selected larger stones over smaller ones (though they didn’t do this straight away). The
scientists speculate that the birds quickly realised that the larger stones displaced more water,
and they were thus able to obtain the reward more quickly than by using small stones.

According to the team, in the final experiment, the rocks recognised that sawdust could not be
manipulated in the same manner as water. Therefore, when presented with the choice between
a tube half-filled with either sawdust or water, rooks dropped the pebbles into the tube
containing water and not the sawdust.

Despite the fact that the study clearly demonstrates the flexible nature of tool use in rocks, they
are not believed to use tools in the wild. ‘Wild tool use appears to be dependent on motivation,’
remarked Bird. ‘Rooks do not use tools in the wild because they do not need to, not because
they can’t. They have access to other food that can be acquired without using tools.’ As Bird
noted, that fits nicely with Aesop's maxim, demonstrated by the crow: ‘Necessity is the mother
of invention.’

(Source: Official Guide for IELTS, p.65)

STEP 3: Read the instruction carefully.

Questions 1-6

Complete each sentence with the correct ending, A-H, below.

Write the correct letter, A-H. in boxes 1-6 on your answer sheet

STEP 4: Look at the sentence beginnings below. Underline/circle keywords and look for them
in the passage.

1. A new study has actually

2. The intelligence of birds has been suggested in stories, but

3. Half of the birds in the experiment were immediately successful; however,

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 4. The birds promptly realised the advantage of using big stones, and so

5. The research showed rooks can use tools with ease, though

6. The rooks worked out the properties of different materials and as a result,

STEP 5: Read the relevant part of the passage in detail and answer the questions by choosing
the correct endings from the list below. ( Remember to check that the completed sentence is
grammatical and that the meaning matches the text. )

A. others needed several attempts.

B. experts think that they don’t do this in their natural habitat.

C. they achieved their goal sonner.

D. confirmed a fictional account.

E. helped us to understand a mysterious event.

F. only scientific studies can prove this.

G. they were able to protect themselves.

H. consistently rejected one particular type.

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SELF-PRACTICE MATCHING QUESTIONS:
Exercise 1: (Source: Cambridge IELTS 9, p.91)

Young children's sense of identity

A. A sense of self develops in young children by degrees. The process can usefully
be thought of in terms of the gradual emergence of two somewhat separate
features: the self as a subject, and the self as an object. William James introduced the
distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the
developing debate. Ever since then psychologists have continued building on the
theory.
B. According to James, a child's first step on the road to self-understanding can be
seen as the recognition that he or she exists. This is an aspect of the self that he
labelled 'self-as-subject', and he gave it various elements. These included an awareness
of one's own agency (i.e. one's power to act), and an awareness of
one's distinctiveness from other people. These features gradually emerge as
infants explore their world and interact with caregivers. Cooley (1902) suggested that
a sense of the self-as-subject was primarily concerned with being able to
exercise power. He proposed that the earliest examples of this are an infant's attempts
to control physical objects, such as toys or his or her own limbs. This is followed
by attempts to affect the behaviour of other people. For example, infants learn
that when they cry or smile someone responds to them.
C. Another powerful source of information for infants about the effects they can
have on the world around them is provided when others mimic them. Many parents
spend a lot of time, particularly in the early months, copying their infant's vocalizations
and expressions. In addition, young children enjoy looking in mirrors, where the
movements they can see are dependent upon their own movements. This is not to say
that infants recognize the reflection as their own image (a later development).
However, Lewis and Brooks-Gunn (1979) suggest that infants' developing
understanding that the movements they see in the mirror are contingent on their own,
leads to a growing awareness that they are distinct from other people. This is because
they, and only they, can change the reflection in the mirror.
D. This understanding that children gain of themselves as active agents continues
to develop in their attempts to co-operate with others in play. Dunn (1988) points out
that it is in such day-to-day relationships and interactions that the child's understanding
of his- or herself emerges. Empirical investigations of the self-as-subject in young
children are, however, rather scarce because of difficulties of communication: even if

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young infants can reflect on their experience, they certainly cannot express this aspect
of the self directly.
E. Once children have acquired a certain level of self-awareness, they begin to
place themselves in a whole series of categories, which together play such an important
part in defining them uniquely as 'themselves'. This second step in the development of
a full sense of self is what James called the 'self-as-object'. This has been seen by many
to be the aspect of the self which is most influenced by social elements, since it is made
up of social roles (such as student, brother, colleague) and characteristics which derive
their meaning from comparison or interaction with other people (such as
trustworthiness, shyness, sporting ability).
F. Cooley and other researchers suggested a close connection between a person's
own understanding of their identity and other people's understanding of it.
Cooley believed that people build up their sense of identity from the reactions of
others to them, and from the view they believe others have of them. He called the self-
as-object the 'looking-glass self', since people come to see themselves as they
are reflected in others. Mead (1934) went even further, and saw the self and the
social world as inextricably bound together: 'The self is essentially a social structure,
and it arises in social experience ... it is impossible to conceive of a self arising
outside of social experience.'
G. Lewis and Brooks-Gunn argued that an important developmental milestone is
reached when children become able to recognize themselves visually without
the support of seeing contingent movement. This recognition occurs around
their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed
some red powder on the noses of children who were playing in front of a mirror, and
then observed how often they touched their noses. The psychologists reasoned that
if the children knew what they usually looked like, they would be surprised by
the unusual red mark and would start touching it. On the other hand, they found
that children of 15 to 18 months are generally not able to recognize themselves
unless other cues such as movement are present.
H. Finally, perhaps the most graphic expressions of self-awareness in general can
be seen in the displays of rage which are most common from 18 months to 3 years of
age. In a longitudinal study of groups of three or four children, Bronson (1975) found
that the intensity of the frustration and anger in their disagreements increased sharply
between the ages of 1 and 2 years. Often, the children's disagreements involved a
struggle over a toy that none of them had played with before or after the tug-of-war:
the children seemed to be disputing ownership rather than wanting to play with it.

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Although it may be less marked in other societies, the link between the sense of 'self'
and of 'ownership' is a notable feature of childhood in Western societies.

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Vocabulary highlights

degree (n) Mức độ mimic (v) Bắt chước

distinction Sự khác biệt/tách acquire (v) Có được/ thu được
(n) biệt
infant (n) Trẻ sơ sinh derive sth để có được điều gì
from sth đó, đặc biệt là một
ích lợi hoặc cảm giác
dễ chịu, từ điều gì
đó.
propose (v) Đề xuất arise (v) Nảy sinh


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Questions 1-6

Reading Passage has eight paragraphs, A-H.

Which paragraph contains the following information?

Write the correct letter, A-H, in boxes 1-6 on your answer sheet.

NB You may use any letter more than once.

1. an account of the method used by researchers in a particular study

2. the role of imitation in developing a sense of identity

3. the age at which children can usually identify a static image of themselves

4. a reason for the limitations of scientific research into ‘self-as-subject’

5. reference to a possible link between culture and a particular form of behaviour

6. examples of the wide range of features that contribute to the sense of ‘self-as-object’

Questions 7-10

Look at the following findings (Questions 7-10) and the list of researchers below.

Match each finding with the correct researcher or researchers, A-E.

Write the correct letter, A-E, in boxes 7-10 on your answer sheet.

A James
B Cooley
C Lewis and Brooks-Gunn
D Mead E Bronson

7. A sense of identity can never be formed without relationships with other people.

8. A child’s awareness of self is related to a sense of mastery over things and people.

9. At a certain age, children’s sense of identity leads to aggressive behaviour.

10.Observing their own reflection contributes to children’s self awareness.

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Exercise 2: (Source: Cambridge IELTS 13, p.24)
ARTIFICIAL ARTISTS
Can computers really create works of art?
The Painting Fool is one of a growing number of computer programs which, so their makers
claim, possess creative talents. Classical music by an artificial composer has had audiences
enraptured, and even tricked them into believing a human was behind the score. Artworks
painted by a robot have sold for thousands of dollars and been hung in prestigious galleries.
And software has been built which creates art that could not have been imagined by the
programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can
break this process down into computer code, where does that leave human creativity? 'This is a
question at the very core of humanity,' says Geraint Wiggins, a computational creativity
researcher at Goldsmiths, University of London. 'It scares a lot of people. They are worried that
it is taking something special away from what it means to be human.'

To some extent, we are all familiar with computerised art. The question is: where does the
work of the artist stop and the creativity of the computer begin? Consider one of the oldest
machine artists, Aaron, a robot that has had paintings exhibited in London's Tate Modern and
the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas
on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer's
own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn't
attract the same criticism. Unlike earlier 'artists' such as Aaron, the Painting Fool only needs
minimal direction and can come up with its own concepts by going online for material. The
software runs its own web searches and trawls through social media sites. It is now beginning
to display a kind of imagination too, creating pictures from scratch. One of its original works is a
series of f'zzy landscapes, depicting trees and sky. While some might say they have a
mechanical look, Colton argues that such reactions arise from people's double standards
towards software-produced and human-produced art. After all, he says, consider that the
Painting Fool painted the landscapes without referring to a photo. 'If a child painted a new
scene from its head, you'd say it has a certain level of imagination,' he points out. The same
should be true of a machine.' Software bugs can also lead to unexpected results. Some of the

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Painting Fool's paintings of a chair came out in black and white, thanks to a technical glitch.
This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly
are lauded for limiting their colour palette - so why should computers be any different?

Researchers like Colton don't believe it is right to measure machine creativity directly to that of
humans who 'have had millennia to develop our skills'. Others, though, are fascinated by the
prospect that a computer might create something as original and subtle as our best artists. So
far, only one has come close. Composer David Cope invented a program called Experiments in
Musical Intelligence, or EMI. Not only did EMI create compositions in Cope's style, but also that
of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were
moved to tears, and EMI even fooled classical music experts into thinking they were hearing
genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted
Cope's work as pseudoscience, and condemned him for his deliberately vague explanation of
how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI
created replicas which still rely completely on the original artist's creative impulses. When
audiences found out the truth they were often outraged with Cope, and one music lover even
tried to punch him. Amid such controversy, Cope destroyed EMI's vital databases.

But why did so many people love the music, yet recoil when they discovered how it was
composed? A study by computer scientist David Moffat of Glasgow Caledonian University
provides a clue. He asked both expert musicians and non-experts to assess six compositions.
The participants weren't told beforehand whether the tunes were composed by humans or
computers, but were asked to guess, and then rate how much they liked each one. People who
thought the composer was a computer tended to dislike the piece more than those who
believed it was human. This was true even among the experts, who might have been expected
to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he
reckons part of the pleasure we get from art stems from the creative process behind the work.
This can give it an 'irresistible essence', says Bloom. Meanwhile, experiments by Justin Kruger
of New York University have shown that people's enjoyment of an artwork increases if they
think more time and effort was needed to create it. Similarly, Colton thinks that when people
experience art, they wonder what the artist might have been thinking or what the artist is trying
to tel them. It seems obvious, therefore, that with computers producing art, this speculation is

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cut short - there's nothing to explore. But as technology becomes increasingly complex, finding
those greater depths in computer art could become possible. This is precisely why Colton asks
the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will
choose themes that will already be meaningful to us.

Vocabulary highlights

possess (n) Sở hữu replica (n) Bản sao chép

prestigious Danh giá assess (v) Đánh giá
(adj)
sophisticated Tinh xảo, tinh vi essence (n) chất lượng cơ bản và
(adj) quan trọng nhất của
thứ gì đó
lauded (adj) Được tán dương, ca prejudice (n) Định kiến
ngợi

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Questions 1-6

Complete each sentence with the correct ending, A-G below.

Write the correct letter, A-G, in boxes 1-6 on your answer sheet.

1. Simon Colton says it is important to consider the long-term view when

2. David Cope’s EMI software surprised people by

3. Geraint Wiggins criticised Cope for not

4. Douglas Hofstadter claimed that EMI was

5. Audiences who had listened to EMI’s music became angry after

6. The participants in David Moffat’s study had to assess music without

List of Ideas
A. generating work that was virtually indistinguishable from that of humans.
B. knowing whether it was the work of humans or software.
C. producing work entirely dependent on the imagination of its creator.
D. comparing the artistic achievements of humans and computers.
E. revealing the technical details of his program.
F. persuading the public to appreciate computer art.
G. discovering that it was the product of a computer program.

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YES / NO / NOT GIVEN QUESTIONS
This task is similar to True/ False/ Not Given. However, the focus is not based on factual
information but rather on interpreting the writer's views or claims. This task type is often used
with more complex argumentative texts in the exam. The answers are in passage order.

Here’s the more detailed definition of Yes, No and Not Given:

- YES: 100% of the info in the statement can be located in the passage. The meaning of
the statement also matches 100% with the one in the passage.

- NO: 100% of the info in the statement can be located in the passage. The meaning of
the statement is opposite to that in the passage. You can use the information in the
passage to correct the statement.

- NOT GIVEN: Some information in the statement cannot be located in the passage.
You cannot use the information in the passage to correct the statement.

Example:

Extract: It is commonly believed that taking steps to protect the environment is morally the
right thing to do. What is sadly evident, however, is that we all have friends and family who do
not concern themselves at all with tackling this problem. The number one reason for this is
that, for some, it is just inconvenient. Other people just do not feel that their contribution
makes a difference. Fortunately, however, the majority of us do give it the attention it deserves
and many people go to great lengths to ensure the planet is protected for future generations.

Statements:

- Some people do not pay attention to environmental issues because they do not believe
their involvement would make an impact.

The answer for this statement is YES because all the information can be located in the extract.
The meaning of the sentence is also the same.

- Most people do not care about environmental issues.

The answer for this statement is NO because all the information can be located in the passage,
but the meaning is opposite (“do not care” and “give it the attention it deserves”). This

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sentence can be turned into a ‘YES statement’ by correcting do not care about environmental
problems into give environmental problems the attention they deserve.

- Some people tackle environmental problems in the wrong way

The answer for this statement is NOT GIVEN because there’s no information on whether
people tackle environmental problems in the wrong way or not in the extract. It cannot be
corrected by any means because we don’t have the information.

Steps To Deal With YES / NO / NOT GIVEN Questions

STEP 1: Read the passage’s title (or subtitle, if available) to grasp the main topic. If there’s no
title, read the first 2 - 3 sentences of the first paragraph.

HOW EFFECTIVE ARE CONSERVATION EFFORTS?

STEP 2: Read the first 2 - 3 sentences (and the last sentence if there are 5 or more sentences)
to grasp the main idea of each paragraph.

While many organisations put a considerable amount of effort into conservation projects, it is
just not enough. Many of these efforts are effective short term, but in the long term they simply
do not work, due to a number of factors.

Whilst there remains a demand for exotic animals in society, endangered species will always be
at risk of being hunted and poached. Poachers often target larger animals - animals which take
a long time to repopulate, such as rhinos and elephants. The poachers are clever and use
methods which are sometimes completely undetectable. A recent case involved 300 elephants
being killed in Zimbabwe's largest nature reserve. Poachers put poison in the water holes, killing
hundreds of elephants and destroying an entire ecosystem.

Captive breeding is perhaps the most effective method of protecting animals from extinction,
but this also has its problems. First, releasing animals from captive environments could
introduce disease into wild populations. Secondly, after several generations in captivity, species
could become less able to survive in the wild. Would they know how to hunt for food? Or how
not to be killed by other animals?

Perhaps the biggest problem facing endangered species, however, is the increasing population
of the human race. Although conservation measures have helped to prevent humans from
completely destroying all natural habitats, human invasion will always be one of the greatest
risks to threatened species.

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 (Source: Mindset for IELTS 2, p.111)

STEP 3: Read the instruction carefully to make sure you won’t mistakenly write True / False on
your answer sheets.

Questions 1-4

Do the following statements agree with the claims of the writer in Reading Passage?

In boxes 1-4 on your answersheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

STEP 4: Look at the statements below. Then underline/circle keywords and look for them in
the passage.

1. Captive breeding programmes ensure that animals can cope in their natural habitat.

2. Poachers are good at hiding the way in which they kill animals.

3. Releasing animals into the wild after captive breeding has led to infections spreading.

4. Conservation projects have not made any impact on saving natural habitats.

STEP 5: Read the relevant part of the passage in detail and answer the questions by applying
the detailed definition of Y/N/NG that you’ve learnt above.

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MULTIPLE-CHOICE QUESTIONS
Some multiple-choice questions begin with a direct question and then have four possible
answers. Some begin with an incomplete sentence and then have four possible endings. You
may get both types in the test. The answers are in passage order.

STEP 1: Read the passage’s title (or subtitle, if available) to grasp the main topic. If there’s no
title, read the first 2 - 3 sentences of the first paragraph.

MAKING THE MOST OF TRENDS

Experts from Harvard Business School give advice to managers

STEP 2: With each paragraph, read the first 2 - 3 sentences (and the last sentence if there are
5 or more sentences) to grasp the main idea.

Most managers can identify the major trends of the day. But in the course of conducting
research in a number of industries and working directly with companies, we have discovered
that managers often fail to recognize the less obvious but profound ways these trends are
influencing consumers' aspirations, attitudes, and behaviors. This is especially true of trends
that managers view as peripheral to their core markets.
Many ignore trends in their innovation strategies or adopt a wait-and-see approach and let
competitors take the lead. At a minimum, such responses mean missed profit opportunities. At
the extreme, they can jeopardize a company by ceding to rivals the opportunity to transform
the industry. The purpose of this article is twofold: to spur managers to think more expansively
about how trends could engender new value propositions in their core markets, and to provide
some high-level advice on how to make market research and product development personnel
more adept at analyzing and exploiting trends.
One strategy, known as 'infuse and augment', is to design a product or service that retains
most of the attributes and functions of existing products in the category but adds others that
address the needs and desires unleashed by a major trend. A case in point is the Poppy range
of handbags, which the firm Coach created in response to the economic downturn of 2008. The
Coach brand had been a symbol of opulence and luxury for nearly 70 years, and the most
obvious reaction to the downturn would have been to lower prices. However, that would have
risked cheapening the brand's image. Instead, they initiated a consumer-research project which
revealed that customers were eager to lift themselves and the country out of tough times.
Using these insights, Coach launched the lower-priced Poppy handbags, which were in vibrant
colors, and looked more youthful and playful than conventional Coach products. Creating the
sub-brand allowed Coach to avert an across-the-board price cut. In contrast to the many
companies that responded to the recession by cutting prices, Coach saw the new consumer
mindset as an opportunity for innovation and renewal.

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A further example of this strategy was supermarket Tesco's response to consumers' growing
concerns about the environment. With that in mind, Tesco, one of the world's top five retailers,
introduced its Greener Living program, which demonstrates the company's commitment to
protecting the environment by involving consumers in ways that produce tangible results. For
example, Tesco customers can accumulate points for such activities as reusing bags, recycling
cans and printer cartridges, and buying home-insulation materials. Like points earned on
regular purchases, these green points can be redeemed for cash. Tesco has not abandoned its
traditional retail offerings but augmented its business with these innovations, thereby infusing
its value proposition with a green streak.
A more radical strategy is 'combine and transcend'. This entails combining aspects of the
product's existing value proposition with attributes addressing changes arising from a trend, to
create a novel experience - one that may land the (company in an entirely new market space.
At first glance, spending resources to incorporate elements of a seemingly irrelevant trend into
one's core offerings sounds like it's hardly worthwhile. But consider Nike's move to integrate the
digital revolution into its reputation for high-performance athletic footwear. In 2006, they
teamed up with technology company Apple to launch Nike+, a digital sports kit comprising a
sensor that attaches to the running shoe and a wireless receiver that connects to the user's
iPod. By combining Nike's original value proposition for amateur athletes with one for digital
consumers, the Nike+ sports kit and web interface moved the company from a focus on athletic
apparel to a new plane of engagement with its customers.
A third approach, known as 'counteract and reaffirm', involves developing products or services
that stress the values traditionally associated with the category in ways that allow consumers to
oppose - or at least temporarily escape from - the aspects of trends they view as undesirable. A
product that accomplished this is the ME2, a video game created by Canada's iToys. By
reaffirming the toy category's association with physical play, the ME2 counteracted some of the
widely perceived negative impacts of digital gaming devices. Like other handheld games, the
device featured a host of exciting interactive games, a foil-color LCD screen, and advanced 3D
graphics. What set it apart was that it incorporated the traditional physical component of
children's play: it contained a pedometer, which tracked and awarded points for physical activity
(walking, running, biking, skateboarding, climbing stairs). The child could use the points to
enhance various virtual skills needed for the video game. The ME2, introduced in mid- 2008,
catered to kids' huge desire to play video games while countering the negatives, such as
associations with lack of exercise and obesity.
(Source: Cambridge IELTS 13, p.48)

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STEP 3: Read the instruction carefully because sometimes you may encounter other types of
Multiple Choice questions where you have to choose more than one letters.

Questions 1-5

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 1-5 on your answer sheet.

STEP 4: Look at the main part of the questions (NOT the options A, B, C, D). Underline/circle
keywords and look for them in the passage. After you’ve found the keywords, read the relevant
part of the passage in detail.

1. In the first paragraph, the writer says that most managers

STEP 5: Look at the options A, B, C, D below and answer the question by choosing the correct
letter.

A. fail to spot the key consumer trends of the moment.

B. make the mistake of focusing only on the principal consumer trends.

C. misinterpret market research data relating to current consumer trends.

D. are unaware of the significant impact that trends have on consumers’ lives.

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Now, applying the same technique above to answer the remaining questions

2. According to the third paragraph, Coach was anxious to

A. follow what some of its competitors were doing.

B. maintain its prices throughout its range.

C. safeguard its reputation as a manufacturer of luxury goods.

D. modify the entire look of its brand to suit the economic climate.

3. What point is made about Tesco’s Greener Living programme?

A. It did not require Tesco to modify its core business activities.

B. It succeeded in attracting a more eco-conscious clientele.

C. Its main aim was to raise consumers’ awareness of environmental issues.

D. It was not the first time that Tesco had implemented such an initiative.

4. What does the writer suggest about Nike's strategy?

A. It was an extremely risky strategy at the time.

B. It was a strategy that only a major company could afford to follow.

C. It was the type of strategy that would not have been possible in the past.

D. It was the kind of strategy which might appear to have few obvious benefits.

5. What was original about the ME2?

A. It contained technology that had been developed for the sports industry.

B. It appealed to young people who were keen to improve their physical fitness.

C. It took advantage of a current trend for video games with colourful 3D graphics.

D. It was a handheld game that addressed people’s concerns about healthy.

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SELF-PRACTICE Y/N/NG and MULTIPLE CHOICE:
Exercise 1: (Source: IELTS Trainer 2, p.38)

Jellyfish: A Remarkable Marine Life Form

When viewed in the wild, jellyfish are perhaps the most graceful and vividly coloured of all sea
creatures. But few people have ever seen a jellyfish living in its natural habitat. Instead, they
might see a dead and shapeless specimen lying on the beach, or perhaps receive a painful sting
while swimming, so it is inevitable that jellyfish are often considered ugly and possibly
dangerous. This misunderstanding can be partly traced back to the 20 th century, when the use
of massive nets and mechanical winches often damaged the delicate jellyfish that scientists
managed to recover. As a result, disappointingly little research was carried out into jellyfish, as
marine biologists took the easy option and focused on physically stronger species such as fish,
crabs and shrimp. Fortunately, however, new techniques are now being developed. For
example, scientists have discovered that sound bounces harmlessly off jellyfish, so in the Arctic
and Norway researchers are using sonar to monitor jellyfish beneath the ocean's surface. This,
together with aeroplane surveys, satellite imagery and underwater cameras, has provided a
wealth of new information in recent years
Scientists now believe that in shallow water alone there are at least 38 million tonnes of jellyfish
and that these creatures inhabit every type of marine habitat, including deep water.
Furthermore, jellyfish were once regarded as relatively solitary, but this is another area where
the science has evolved. Dr Karen Hansen was the first to suggest that jellyfish are in fact the
centre of entire ecosystems, as shrimp, lobster and fish shelter and feed among their tentacles.
This proposition has subsequently been conclusively proven by independent studies. DNA
sequencing and isotope analysis have provided further insights, including the identification of
numerous additional species of jellyfish unknown to science only a few years ago.
This brings us to the issue of climate change. Research studies around the world have recorded
a massive growth in jellyfish populations in recent years and some scientists have linked this to
climate change. However, while this may be credible, it cannot be established with certainty as
other factors might be involved. Related to this was the longstanding academic belief that
jellyfish had no predators and therefore there was no natural process to limit their numbers.
However, observations made by Paul Dewar and his team showed that this was incorrect. As a
result, the scientific community now recognises that species including sharks, tuna, swordfish
and some salmon all prey on jellyfish.
It is still widely assumed that jellyfish are among the simplest lifeforms, as they have no brain
or central nervous system. While this is true, we now know they possess senses that allow
them to see, feel and interact with their environment in subtle ways. What is more, analysis of
the so-called 'upsidedown jellyfish' shows that they shut down their bodies and rest in much the
same way that humans do at night, something once widely believed to be impossible for
jellyfish. Furthermore, far from 'floating' in the water as they are still sometimes thought to do,

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analysis has shown jellyfish to be the most economical swimmers in the animal kingdom. In
short, scientific progress in recent years has shown that many of our established beliefs about
jellyfish were inaccurate.
Jellyfish, though, are not harmless. Their sting can cause a serious allergic reaction in some
people and large outbreaks of them - known as 'blooms' - can damage tourist businesses, break
fishing nets, overwhelm fish farms and block industrial cooling pipes. On the other hand,
jellyfish are a source of medical collagen used in surgery and wound dressings. In addition, a
particular protein taken from jellyfish has been used in over 30,000 scientific studies of serious
diseases such as Alzheimer's. Thus, our relationship with jellyfish is complex as there are a
range of conflicting factors to consider.
Jellyfish have existed more or less unchanged for at least 500 million years. Scientists recognise
that over the planet's history there have been three major extinction events connected with
changing environmental conditions. Together, these destroyed 99% of all life, but jellyfish lived
through all three. Research in the Mediterranean Sea has now shown, remarkably, that in old
age and on the point of death, certain jellyfish are able to revert to an earlier physical state,
leading to the assertion that they are immortal. While this may not technically be true, it is
certainly an extraordinary discovery. What is more, the oceans today contain 30% more
poisonous acid than they did 100 years ago, causing problems for numerous species, but not
jellyfish, which may even thrive in more acidic waters. Jellyfish throughout their long history
have shown themselves to be remarkably resilient
Studies of jellyfish in the class known as scyphozoa have shown a lifecycle of three distinct
phases. First, thousands of babies known as planulae are released. Then, after a few days the
planulae develop into polyps - stationary lifeforms that feed off floating particles. Finally, these
are transformed into something that looks like a stack of pancakes, each of which is a tiny
jellyfish. It is now understood that all species of jellyfish go through similarly distinct stages of
life. This is further evidence of just how sophisticated and unusual these lifeforms are .

Vocabulary highlights

sting (v) chích tentacle (n) tua, vòi (của động

vật)

bounce (n) nảy / dội prey on săn mồi

(phr.v)

shallow (adj) nông, cạn economical tiết kiệm (tiền bạc,

(adj) năng lượng,…)

solitary (adj) đơn độc lifecycle (n) vòng đời

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Questions 27-32

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 27-32 on your answersheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

27. It is surprising that many people have negative views of jellyfish.

28. In the 20th century, scientists should have conducted more studies of jellyfish.

29. Some jellyfish species that used to live in shallow water may be moving to deep water.

30. Dr Karen Hansen's views about jellyfish need to be confirmed by additional research.

31. It is possible to reverse the consequences of climate change.

32. The research findings of Paul Dewar have been accepted by other academics.

Questions 33-36

Choose the correct letter, A, B, C or D

Write the correct letter in boxes 33-36 on your answer sheet

33. What is the writer doing in the fourth paragraph?

A. comparing several different types of jellyfish

B. dismissing some common ideas about jellyfish

C. contrasting various early theories about jellyfish

D. rejecting some scientific findings regarding jellyfish

34. What does the writer conclude in the fifth paragraph?

A. Jellyfish have advantages and disadvantages for humans

B. Humans have had a serious negative impact on jellyfish.

C. Jellyfish will cause problems for humans in the future.

D. Humans and jellyfish are fundamentally similar.

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 35. What is the writer's main point in the sixth paragraph?

A. Jellyfish may once have inhabited dry land.

B. Jellyfish improve the environment they live in.

C. Jellyfish have proved able to survive over time.

D. Jellyfish have caused other species to become endangered.

36. The writer refers to the 'scyphozoa' in order to

A. exemplify the great size of some jellyfish.

B. illustrate that jellyfish are biologically complex.

C. explain why certain jellyfish may become extinct.

D. suggest that scientists still misunderstand jellyfish.

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Questions 37-40

Complete each sentence with the correct ending, A-F, below.

Write the correct letter, A-F, in boxes 37-40 on your answer sheet

37. Researchers working in Norway and the Arctic have shown that

38. The use of DNA sequencing and isotope analysis has proved that

39. Research into 'upside-down jellyfish' showed that

40. Following research in the Mediterranean Sea, it has been claimed that

A. it was wrong to assume that jellyfish do not sleep.

B. certain species of jellyfish have changed their usual diet.

C. jellyfish can be observed and tracked in ways that do not injure them.

D. one particular type of jellyfish may be able to live forever.

E. there are more types of jellyfish than previously realised.

F. some jellyfish are more dangerous to humans than once thought

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Exercise 2: (Source: Official Guide for IELTS, p.239)
SCIENCE IN SPACE

How will NASA transform the International Space Station from a building site into a cutting-
edge research laboratory?

A premier, world-class laboratory in low Earth orbit. That was how the National Aeronautics and
Space Administration agency (NASA) sold the International Space Station (ISS) to the US
Congress in 2001.Today no one can doubt the agency’s technological ambition. The most
complex engineering project ever attempted has created an enormous set of interlinked
modules that orbits the planet at more than 27,000 kilometres per hour. It might be travelling
fast but, say critics, as a lab it is going nowhere. So far, it has gone through $150 billion.

So where should its future priorities lie? This question was addressed at the recent 1st annual
ISS research and development conference in Colorado. Among the presenters was Satoshi
Iwase of Aichi Medical University in Japan who has spent several years developing an
experiment that could help solve one of the key problems that humans will face in space:
keeping our bodies healthy in weightlessness. One thing that physiologists have learned is that
without gravity our bodies begin to lose strength, leaving astronauts with weakened bones,
muscles and cardiovascular systems. To counter these effects on a long-duration mission to,
say, Mars, astronauts will almost certainly need to create their own artificial gravity. This is
where Iwase comes in. He leads a team designing a centrifuge for humans. In their preliminary
design, an astronaut is strapped into the seat of a machine that resembles an exercise bike.
Pedalling provides a workout for the astronaut’s muscles and cardiovascular system, but it also
causes the seat to rotate vertically around a central axis so the rider experiences artificial
gravity while exercising.

The centrifuge project highlights the station’s potential as a research lab. Similar machines have
flown in space aboard NASA’s shuttles, but they couldn’t be tested for long enough to prove
whether they were effective. It’s been calculated that to properly assess a centrifuge’s impact
on human physiology, astronauts would have to ride it for 30 minutes a day for at least two
months. The only way to test this is in weightlessness, and the only time we have to do that is
on the space station,’ says Laurence Young, a space medicine expert at the Massachusetts
Institute of Technology.

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There are certainly plenty of ideas for other experiments: but many projects have yet to fly.
Even if the centrifuge project gets the green light, it will have to wait another five years before
the station’s crew can take a spin. Lengthy delays like this are one of the key challenges for
NASA, according to an April 201 I report from the US National Academy of Sciences. Its authors
said they were ‘deeply concerned’ about the state of NASA’s science research, and made a
number of recommendations. Besides suggesting that the agency reduces the time between
approving experiments and sending them into space, it also recommended setting clearer
research priorities.

NASA has already begun to take action, hiring management consultants ProOrbis to develop a
plan to cut through the bureaucracy. And Congress also directed NASA to hire an independent
organisation, the Centre for the Advancement of Science in Space (CASIS), to help manage the
station’s US lab facilities. One of CASIS’s roles is to convince public and private investors that
science on the station is worth the spend because judged solely by the number of papers
published, the ISS certainly seems poor value: research on the station has generated about
3,100 papers since 1998.The Hubble Space Telescope, meanwhile, has produced more than I
1,300 papers in just over 20 years, yet it cost less than one-tenth of the price of the space
station.

Yet Mark Uhran, assistant associate administrator for the ISS, refutes the criticism that the
station hasn’t done any useful research. He points to progress made on a salmonella vaccine,
for example. To get the ISS research back on track, CASIS has examined more than 100
previous microgravity experiments to identify promising research themes. From this, it has
opted to focus on life science and medical research, and recently called for proposals for
experiments on muscle wasting, osteoporosis and the immune system. The organisation also
maintains that the ISS should be used to develop products with commercial application and to
test those that are either close to or already on the market. Investment from outside
organisations is vital, says Uhran, and a balance between academic and commercial research
will help attract this.

The station needs to attract cutting-edge research, yet many scientists seem to have little idea
what goes on aboard it. Jeanne DiFrancesco at ProOrbis conducted more than 200 interviews
with people from organisations with potential interests in low gravity studies. Some were aware

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of the ISS but they didn’t know what’s going on up there, she says. ‘Others know there’s
science, but they don’t know what kind.’

According to Alan Stern, planetary scientist, the biggest public relations boost for the ISS may
come from the privately funded space flight industry. Companies like SpaceX could help NASA
and its partners when it comes to resupplying the ISS, as it suggests it can reduce launch costs
by two-thirds. Virgin Atlantic’s Spaceship Two or Zero2lnfinity's high- altitude balloon could also
boost the space station’s fortunes. They might not come close to the ISS’s orbit, yet Stern
believes they will revolutionise the way we, the public, see space. Soon everyone will be
dreaming of interplanetary travel again, he predicts. More importantly, scientists are already
queuing for seats on these low-gravity space-flight services so they can collect data during a
few minutes of weightlessness. This demand for low-cost space flight could eventually lead to a
service running on a more frequent basis, giving researchers the chance to test their ideas
before submitting a proposal for experiments on the ISS. Getting flight experience should help
them win a slot on the station, says Stern.

Vocabulary highlights

physiology (n) sinh lý học cutting-edge tiên tiến

(adj)

commercial ứng dụng thương enormous khổng lồ

application mại (adj)

altitude (n) độ cao crew (n) phi hành đoàn

interplanetary du lịch liên hành tinh refute (n) bác bỏ

travel

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Questions 27-30

Choose the correct letter, A, B, C or D

Write the correct letter in boxes 33-36 on your answer sheet

27. What does the writer state about the ISS in the first paragraph?

A. NASA should have described its purpose more accurately.

B. There are doubts about the speed it has attained.

C. Its manufacture has remained within the proposed budget.

D. It is a great example of technological achievement.

28. What are we told about Satoshi Iwase′s experimental machine?

A. It is designed only to work in low-gravity environments.

B. It is based on conventional exercise equipment.

C. It has benefits that Iwase did not anticipate.

D. It was originally commissioned by NASA.

29. The writer refers to the Hubble Space Telescope in order to

A. justify the time required for a space project to produce results.

B. explain which kind of projects are more likely to receive funding.

C. show why investment in space technology has decreased.

D. highlight the need to promote the ISS in a positive way.

30. In the sixth paragraph, we are told that CASIS has

A. expressed concern about testing products used for profit.

B. rejected certain applications for experiments on the ISS.

C. invited researchers to suggest certain health-based projects.

D. questioned the benefits of some of the projects currently on the ISS.

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Questions 31-35

Look at the following opinions and the list of people below.

Match each opinion with the correct person, A-D.

NB You may use any letter more than once

31.The ISS should be available for business-related ventures

32.There is general ignorance about what kinds of projects are possible on the ISS.

33.The process of getting accepted projects onto the ISS should be speeded up.

34.Some achievements of the ISS are underrated.

35.To properly assess new space technology, there has to be an absence of gravity.

List of people

A. Laurence Young

B. Authors of the US National Academy of Sciences report

C. Mark Uhran

D. Jeanne DiFrancesco

Question 36

The writer′s purpose in writing this article is to

A. illustrate how the ISS could become more effective.

B. criticise the ISS for its narrow-minded attitude.

C. promote the advantages of space flight in general.

D. contrast useful and worthless space projects.

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