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Contents
PRACTICE TEST 1 .................................................................................................................... 6
READING ............................................................................................................................... 6
PASSAGE 1........................................................................................................................ 6
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................10
PASSAGE 2.......................................................................................................................12
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................17
PASSAGE 3.......................................................................................................................20
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................24
WRITING...............................................................................................................................27
WRITING TASK 1 ..............................................................................................................27
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................28
WRITING TASK 2 ..............................................................................................................29
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................29
SPEAKING ............................................................................................................................31
PART 1 ..............................................................................................................................31
PART 2 ..............................................................................................................................33
PART 3 ..............................................................................................................................34
PRACTICE TEST 2 ...................................................................................................................38
READING ..............................................................................................................................38

PASSAGE 1.......................................................................................................................38
GỢ I Ý CHƢ̃A BÀI ..............................................................................................................42
PASSAGE 2.......................................................................................................................43
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................47
PASSAGE 3.......................................................................................................................50
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................54
WRITING...............................................................................................................................57
WRITING TASK 1 ..............................................................................................................57
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................58
WRITING TASK 2 ..............................................................................................................59
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................60
SPEAKING ............................................................................................................................61
PART 1 ..............................................................................................................................61
PART 2 ..............................................................................................................................63
PART 3 ..............................................................................................................................64

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PRACTICE TEST 3 ...................................................................................................................68
READING ..............................................................................................................................68
PASSAGE 1.......................................................................................................................68
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................71
PASSAGE 2.......................................................................................................................74
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................78
PASSAGE 3.......................................................................................................................81

GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................85
WRITING...............................................................................................................................88
WRITING TASK 1 ..............................................................................................................88
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................89
WRITING TASK 2 ..............................................................................................................90
GỢ I Ý CHƢ̃A ĐỀ ...............................................................................................................90
SPEAKING ............................................................................................................................92
PART 1 ..............................................................................................................................92
PART 2 ..............................................................................................................................94
PART 3 ..............................................................................................................................95
PRACTICE 4 .............................................................................................................................99
READING ..............................................................................................................................99
PASSAGE 1.......................................................................................................................99
GỢ I Ý CHƢ̃A ĐỀ .............................................................................................................102
PASSAGE 2.....................................................................................................................105
GỢ I Ý CHƢ̃A ĐỀ .............................................................................................................109
PASSAGE 3.....................................................................................................................112
GỢ I Ý CHƢ̃A ĐỀ .............................................................................................................116
WRITING.............................................................................................................................118
WRITING TASK 1 ............................................................................................................119
GỢ I Ý CHƢ̃A ĐỀ .............................................................................................................120
WRITING TASK 2 ............................................................................................................121
GỢ I Ý CHƢ̃A ĐỀ .............................................................................................................121
SPEAKING ..........................................................................................................................123
PART 1 ............................................................................................................................123
PART 2 ............................................................................................................................125
PART 3 ............................................................................................................................126

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Hướng dẫn sử dụng tài liệu hiệu quâ:
Cambridge IELTS là bộ tài liệu đề thi gæn sát với đề thi thật do chính tổ chức
Cambridge (tổ chức sáng lập kỳ thi IELTS phát hành). Chính vì vậy mà đåy là nguồn
tham khâo và luyện tập vô cùng hiệu quâ.
Tuy nhiên, do thiếu phæn hướng dẫn và giâi chi tiết nên các học viên khi sử dụng bộ tài
liệu này câm thçy kho khẳn hơn. Thçu hiểu điều đó mà tập thể giáo viên täi IELTS
Fighter câ Hà Nội và TP HCM đã chung tay nhau läi biên soän bộ Giâi đề Cambridge
IELTS từ 7-11. Đåy là món quà trung tåm gửi tặng các chiến binh IELTS trên câ nước
làm vũ khí chinh phục điểm cao trong kì thi IELTS nhé!
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Các em có thể làm 1 đề và kiểm tra trình độ bân thân, sau một thời gian làm läi xem
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Làm đề trước khi xem đáp án – giâi chi tiết!
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PRACTICE TEST 1

READING
PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 below.

Stepwells
A millennium ago, stepwells were fundamental to life in the driest parts of India.
Although many have been neglected, recent restoration has returned them to their
former glory. Richard Cox travelled to north-western India to document these
spectacular monuments from a bygone era.

During the sixth and seventh centuries, the inhabitants of the modern-day states of
Gujarat and Rajasthan in North-western India developed a method of gaining access
to clean, fresh groundwater during the dry season for drinking, bathing, watering
animals and irrigation. However, the significance of this invention – the stepwell –
goes beyond its utilitarian application.
Unique to the region, stepwells are often architecturally complex and vary widely in
size and shape. During their heyday, they were places of gathering, of leisure, of

relaxation and of worship for villagers of all but the lowest castes.Most stepwells are
found dotted around the desert areas of Gujarat (where they are called vav) and
Rajasthan (where they are known as baori), while a few also survive in Delhi. Some
were located in or near villages as public spaces for the community; others were
positioned beside roads as resting places for travellers.
As their name suggests, stepwells comprise a series of stone steps descending from
ground level to the water source (normally an underground aquifer) as it recedes
following the rains. When the water level was high, the user needed only to descend a

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few steps to reach it; when it was low, several levels would have to be negotiated.
Some wells are vast, open craters with hundreds of steps paving each sloping side,
often in tiers. Others are more elaborate, with long stepped passages leading to the
water via several storeys built from stone and supported by pillars, they also included
pavilions that sheltered visitors from the relentless heat. But perhaps the most
impressive features are the intricate decorative sculptures that embellish many
stepwells, showing activities from fighting and dancing to everyday acts such as
women combing their hair and churning butter.
Down the centuries, thousands of wells were constructed throughout northwestern
India, but the majority have now fallen into disuse; many are derelict and dry, as
groundwater has been diverted for industrial use and the wells no longer reach the
water table. Their condition hasn‟t been helped by recent dry spells: southern
Rajasthan suffered an eight-year drought between 1996 and 2004.
However, some important sites in Gujarat have recently undergone major restoration,

and the state government announced in June last year that it plans to restore the
stepwells throughout the state.
In Patan, the state‟s ancient capital, the stepwell of Rani Ki Vav (Queen‟s Stepwell) is
perhaps the finest current example. It was built by Queen Udayamati during the late
11th century, but became silted up following a flood during the 13th century. But the
Archaeological Survey of India began restoring it in the 1960s, and today it‟s in
pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki
Vav features 500 distinct sculptures carved into niches throughout the monument,
depicting gods such as Vishnu and Parvati in various incarnations. Incredibly, in
January 2001, this ancient structure survived a devastating earthquake that measured
7.6 on the Richter scale.
Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun
Temple, built by King Bhima I in 1026 to honour the sun god Surya. It‟s actually a tank
(kund means reservoir or pond) rather than a well, but displays the hallmarks of
stepwell architecture, including four sides of steps that descend to the bottom in a
stunning geometrical formation. The terraces house 108 small, intricately carved
shrines between the sets of steps.
Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south
of Jaipur, is reknowned for its architecture, including its stepwells. One of the larger
examples is Raniji Ki Baori, which was built by the queen of the region, Nathavatji, in
1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved
monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.
In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori,
one of India‟s oldest and deepest wells; aesthetically, it‟s perhaps one of the most
dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baori

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comprises hundreds of zigzagging steps that run along three of its sides, steeply
descending 11 storeys, resulting in a striking geometric pattern when seen from afar.
On the fourth side, covered verandas supported by ornate pillars overlook the steps.
Still in public use is Neemrana Ki Baori, located just off the Jaipur–Dehli highway.
Constructed in around 1700, it‟s nine storeys deep, with the last two levels
underwater. At ground level, there are 86 colonnaded openings from where the visitor
descends 170 steps to the deepest water source.
Today, following years of neglect, many of these monuments to medieval engineering
have been saved by the Archaeological Survey of India, which has recognised the
importance of preserving them as part of the country‟s rich history. Tourists flock to
wells in far-flung corners of northwestern India to gaze in wonder at these
architectural marvels from 1,000 years ago, which serve as a reminder of both the
ingenuity and artistry of ancient civilisations and of the value of water to human
existence.

Questions 1–5
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1–5 on your answer sheet, 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

1 Examples of ancient stepwells can be found all over the world.
2 Stepwells had a range of functions, in addition to those related to water collection.
3 The few existing stepwells in Delhi are more attractive than those found elsewhere.
4

It took workers many years to build the stone steps characteristic of stepwells.

5 The number of steps above the water level in a stepwell altered during the course of a year.
Questions 6–8
Answer the questions below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 6–8 on your answer sheet.

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6 Which part of some stepwells provided shade for people?
7 What type of serious climatic event, which took place in southern Rajasthan, is
mentioned in the article?
8 Who are frequent visitors to stepwells nowadays?

Question 9-13

Complete the table below
Choose ONE WORD AND /OR A NUMBER from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.

Stepwells

Date

Features

Other notes

Rani Ki Vav

Late 11th
century

As many as 500
sculptures decorate the
monument

Restored in the 1990s
Excellent condition, despite the
9…………of 2001.

Surya Kund

1026

Steps on the 10……….

produce a geometric
pattern

Looks more like a 11……….
then a well.

Carved shrines.
Raniji Ki
Baori

1699

Intricately carved
monument

One of 21 baoris in the area
commissioned by Queen
Nathavatji

Chand Baori

850 AD

Steps take you down 11
storeys to the bottom

Old, deep and very dramatic
Has 12 ………… which provide
a view to the steps.

Neemrana Ki
Baori

1700

Has two 13………..
levels.

Used by public today

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GỢ I Ý CHƢ̃A ĐỀ:
Câu Đáp án

Giải thích

1

Unique to the region, stepwells are often architecturally complex and vary
widely in size and shape.

FALSE

 All over the world >< unique to the region
Câu hỏi gợ i ý rằ ng stepwell có thể đƣợ c tìm thấ y trên toàn thế giới,
tuy nhiên bài đọc chỉ cho rằ ng stepwell là độc nhấ t tại vùng này mà
thôi.
2

TRUE

During their heyday, they were places of gathering, of leisure, of relaxation
and of worship for villagers of all but the lowest castes
 Gathering, leisure, relaxation, worship
Câu hỏi cho rằ ng stepwell có nhiề u công dụng bên cạnh chƣ́c năng
lấ y nƣớc. Trong câu trả lời tuy không dùng nội dung tƣơng tƣ̣
nhƣng lại liệt kê cụ thể ra các chƣ́c năng.

3

NOT GIVEN Most stepwells are found dotted around the desert areas of Gujarat (where
they are called vav) and Rajasthan (where they are known as baori), while
a few also survive in Delhi
 Không nhắ c gì đế n việc stepwell ở Delhi thu hút hơn nhƣ̃ng nơi
khác

4

NOT GIVEN As their name suggests, stepwells comprise a series of stone steps
descending from…
 Không nhắ c gì đế n việc tố n nhiề u năm để xây dƣ̣ ng đặc điể m các
bậc

5

TRUE

When the water level was high, the user needed only to descend a few
steps to reach it; when it was low, several levels would have to be
negotiated.
 Alter (v) = Change (v)
Trong câu hỏi nhắ c đế n alter (thay đổ i) trong suố t năm, còn câu
trong bài thì nói cụ thể thay đổ i nhƣ thế nào trong các mùa.

6

Pavilions

…with long stepped passages leading to the water via several storeys built
from stone and supported by pillars, they also included pavilionsthat
sheltered visitors from the relentless heat.
 Keyword: Shade = shelter visitors from the relentless heat.
Keyword shade trong câu hỏi mang nghiã là tạo bóng râm, đồ ng
nghĩa với cụm từ shelter visitors from the relentless heat trongbài
(che chở cho du khách khỏi nhiệt độ nóng bƣ́c.

7

Drought

… southern Rajasthan suffered an eight-year droughtbetween 1996 and

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2004.
 Keyword: southern Rajasthan
8

Tourists

Tourists flock to wells in far-flung corners of northwestern India to gaze
in…

9

Earthquake

Incredibly, in January 2001, this ancient structure survived a
devastatingearthquake that measured 7.6 on the Richter scale.
 Keyword: 2001

10

Four (4)
sides

… but displays the hallmarks of stepwell architecture, including four sides
of steps that descend to the bottom in a stunning geometrical formation.

 Keyword: geometric

11

Tank

It’s actually a tank (kund means reservoir or pond) rather than a well,…
 Keyword: than a well
Tƣ̀ than trong câu hỏi đồ ng nghiã với rather than trong đoạn văn,
dịch là “thay vì”

12

Verandas/
verandahs

On the fourth side, covered verandassupported by ornate pillars overlook
the steps.
 A view to the steps = overlook the steps
Tƣ̀ a view to the steps (nhìn thấy các bậc thang) đồ ng nghiã với
overlook the steps.

13

Underwater Constructed in around 1700, it’s nine storeys deep, with the last two levels
underwater
 Keyword: two levels

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PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below:

EUROPEAN TRANSPORT SYSTEMS
1990-2010
What have been the trends and what are the prospects for European
transport systems?
A
It is difficult to conceive of vigorous economic growth without an efficient
transportsystem. Although modern information technologies can reduce the demand
for physicaltransport by facilitating teleworking and teleservices, the requirement for
transport continues to increase. There are two key factors behind this trend. For
passenger transport, the determining factor is the spectacular growth in car use. The
number of cars on European Union (EU) roads saw an increase of three million cars
each year from 1990 to 2010, and in the next decade the EU will see a further
substantialincrease in its fleet.
B
As far as goods transport is concerned, growth is due to a large extent to changes in
the European economy and its system of production. In the last 20 years, as internal
frontiers have been abolished, the EU has moved from a ”stock” economy to a ”flow”
economy. This phenomenon has been emphasised by the relocation of some
industries, particularly those which are labourintensive, to reduce production costs,
even though the production site is hundreds or even thousands of kilometres away

from the final assembly plant or away from users.
C
The strong economic growth expected in countries which are candidates for entry to
the EU will also increasetransport flows, in particular road haulage traffic. In 1998,
some of these countries already exported more than twice their 1990 volumes and
imported more than five times their 1990 volumes. And although many candidate
countries inherited a transport system which encourages rail, the distribution between
modes has tipped sharply in favour of road transport since the 1990s. Between 1990
and 1998，road haulage increased by 19.4%, while during the same period rail
haulage decreased by 43.5%, although – and this could benefit the enlarged EU – it is
still on average at a much higher level than in existing member states.
D
However, a new imperative-sustainable development – offers an opportunity for

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adapting the EU，s common transportpolicy. This objective, agreed by the
Gothenburg European Council, has to be achieved by integrating environmental
considerations into Community policies, and shifting the balance between modes of
transport lies at the heart of its strategy. The ambitiousobjective can only be fully
achieved by 2020, but proposed measures are nonetheless a first essential step
towards a sustainabletransport system which will ideally be in place in 30 years‟ time,
that is by 2040.
E

In 1998, energyconsumption in the transportsector was to blame for 28% of emissions
of CO2，the leading greenhouse gas. According to the latest estimates, if nothing is
done to reverse the traffic growth trend, CO2 emissions from transport can be
expected to increase by around 50% to 1,113 billion tonnes by 2020，compared with
the 739 billion tonnes recorded in 1990. Once again, road transport is the main culprit
since it alone accounts for 84% of the CO2 emissions attributable to transport. Using
alternative fuels and improving energy efficiency is thus both an ecological necessity
and a technological challenge.
F
At the same time greater efforts must be made to achieve a modal shift. Such a
change cannot be achieved overnight, all the less so after over half a century of
constantdeterioration in favour of road. This has reached such a pitch that today rail
freight services are facing marginalisation, with just 8% of market share, and with
international goods trains struggling along at an average speed of 18km/h. Three
possible options have emerged.
G
The first approach would consist of focusing on road transport solely through pricing.
This option would not be accompanied by complementary measures in the other
modes of transport. In the short term it might curb the growth in road transport
through the better loading ratio of goods vehicles and occupancy rates of passenger
vehicles expected as a result of the increase in the price of transport. However, the
lack of measures available to revitalise other modes of transport would make it
impossible for more sustainable modes of transport to take up the baton.
H
The second approach also concentrates on road transport pricing but is accompanied
by measures to increase the efficiency of the other modes (better quality of services,
logistics, technology). However, this approach does not include investment in new
infrastructure, nor does it guarantee better regional cohesion. It could help to achieve
greater uncoupling than the first approach, but road transport would keep the lion‟s
share of the market and continue to concentrate on saturated arteries, despite being

the most polluting of the modes. It is therefore not enough to guarantee the necessary
shift of the balance.
I

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The third approach, which is not new, comprises a series of measures ranging from
pricing to revitalising alternative modes of transport and targeting investment in the
trans-European network. This integrated approach would allow the market shares of
the other modes to return to their 1998 levels and thus make a shift of balance. It is
far more ambitious than it looks, bearing in mind the historical imbalance in favour of
roads for the last fifty years, but would achieve a marked break in the link between
road transport growth and economic growth, without placing restrictions on the
mobility of people and goods.

Questions 14-21
You should spend about 20 minutes on Questions 14-26, which are based on
Reading Passage 2 on the following pages.
Questions 14-21
Reading Passage 2 has nine paragraphs, A-I.
Choose the correct heading for paragraphsA-EandG-Ifrom the list of headings below.
Write the correct numberi-xi, in boxes 14-21 on your answer sheet.
List of Headings
i

A fresh and important long-term goal

ii

Charging for roads and improving other transport methods

iii

Changes affecting the distances goods may be transported

iv

Taking all the steps necessary to change transport patterns

v

The environmental costs of road transport

vi

The escalating cost of rail transport

vii The need to achieve transport rebalance
viii The rapid growth of private transport

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ix

Plans to develop major road networks

x

Restricting road use through charging policies alone

xi

Transport trends in countries awaiting EU admission

14

Paragraph A

19

Paragraph G

15

Paragraph B

20

Paragraph H

16

Paragraph C

21

Paragraph I

17

Paragraph D

18

Paragraph E

Questions 22-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 22-26 on your answer sheet, write
TRUE
FALSE
NOT GIVEN

if the statement agrees with the information
if the statement contradicts the information
if there is no information on this

22 The need for transport is growing, despite technological developments.
23 To reduce production costs, some industries have been moved closer to their
relevant consumers.

24 Cars are prohibitively expensive in some EU candidate countries.
25 The Gothenburg European Council was set up 30 years ago.
26 By the end of this decade, CO2 emissions from transport are predicted to reach 739
billion tonnes.

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GỢ I Ý CHƢ̃A ĐỀ:
Câu

Đáp án

Giải thích

14

Viii

Paragraph A:
For passenger transport, the determining factor is the spectacular growth in
car use
 Rapid growth = spectacular growth
Tƣ̀ rapid growth (tang trƣởng nhanh chóng) trong câu hỏi đồ ng
nghĩa với spectacular growth trong đoạn văn. Và private transport
(phƣơng tiện giao thông cá nhân) trong câu hỏi chính là thay thế
cho car trong đoạn.

15

Iii

Paragraph B:
As far as goods transport is concerned, growth is due to a large extent to
changes in the European economy and its system of production
 Keyword: changes, goods, transport

16

Xi

Paragraph C:
The strong economic growth expected in countries which are candidates
for entry to the EU will also increasetransport flows, in particular road
haulage traffic
 Keyword: EU, countries
Cụm từ countries awaiting EU admission nghĩa là các quốc gia đợi

đƣợ c nhận vào EU, đồ ng nghiã với cụm countries which are
candidates for entry to the EU (ứng cử viên cho EU). Tƣ̀ transport
trends (xu hƣớng vận chuyện) cụ thể là nói về việc tang trƣởng
kinh tế mạnh sẽ tăng transport flows (dòng/ lƣu lƣợ ng vận tải) trong
bài đọc.

17

I

Paragraph D:
The ambitiousobjective can only be fully achieved by 2020, but proposed
measures are nonetheless a first essential step towards a
sustainabletransport system which will ideally be in place in 30 years‟ time,
that is by 2040.
 Goal (n)= Objective (n)
 Fresh (adj)= First (adj)
 Important (adj) = Essential (adj)
Heading (i) có nghĩa là một mục tiêu dài hạn, mới, và quan trọng.
Tƣ̀ mục tiêu (goal) đã đƣợ c thay thế bằ ng objective. Trong bài tuy
không dùng tƣ̀ tƣơng tƣ̣ long-term, nhƣng lại chỉ ra cầ n đạt đƣợ c

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vào năm 2020. Tƣ̀ first (đầ u tiên), nghĩa tƣơng tự với fresh và

essential nghiã tƣơng tƣ̣ với important (quan trọng)
18

V

Paragraph E:
In 1998, energyconsumption in the transportsector was to blame for 28% of
emissions of CO2, the leading greenhouse gas.
 Keyword: environmental
Heading (v) nói về chi phí môi trƣờng của vận tải đƣờng bộ. Trong
đoạn văn nói cụ thể hơn là việc transport này chiế m 28% lƣợ ng khí
thải CO2.

19

X

Paragraph G:
The first approach would consist of focusing on road transport solely
through pricing
 Alone (adv) = solely (adv)
Heading (x) có nghĩa là hạn chế việc sử dụng đƣờng bộ chỉ thông
qua nhƣ̃ng chính sách tính phí. Heading này đồ ng nghiã với câu
trong đoạn văn: tập trung vào vận tải đƣờng bộ chỉ thông qua thiế t
lập giá.

20

Ii

Paragraph H:
The second approach also concentrates on road transport pricing but is
accompanied by measures to increase the efficiency of the other modes
(better quality of services, logistics, technology)
 Method (n) = Model (n)
Heading (ii) có nghĩa là tính phí vận tải đƣờng bộ và cải thiện các
phƣơng tiện vận tải khác. Trong bài đọc đề cập đế n road transport
pricing (tính phí vận tải đƣờng bộ) và đƣợc đi kèm (is
accompanied) với các biện pháp (measures) khác.

21

Iv

Paragraph I:
This integrated approach would allow the market shares of the other
modes to return to their 1998 levels and thus make a shift of balance
 Change (n/v) = Shift (n/v)
Heading (iv) có nghĩa rằng thực hiện tất cả các bƣớc cần thiết để
thay đổ i kiể u/ cấ u trúc linh
̃ vƣ̣ c vận tải, đồ ng nghiã với integrated
approach (biện pháp tiế p cận đƣợ c tić h hợ p) sẽ cho phép thị phần
của các loại vận tải khác trở về mức năm 1998

22

TRUE

Paragraph A:
Although modern information technologies can reduce the demand for

physicaltransport by facilitating teleworking and teleservices, the
requirement for transport continues to increase

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 Need (n/v) = requirement (n)
 Grow (v) = increase (n/v)
Câu 22 có nội dung à nhu cầu tăng trƣởng đang tăng, mặc cho
nhƣ̃ng sƣ̣ phát triể n về công nghệ, đồ ng nghiã với câu đƣợ c trić h
dẫn ở trên.
23

FALSE

Paragraph B:
This phenomenon has been emphasised by the relocation of some
industries, particularly those which are labourintensive, to reduce
production costs, even though the production site is hundreds or even
thousands of kilometres away from the final assembly plant or away from
users.
 Câu 23 nghĩa rằng để giảm chi phí sản xuất, một số ngành công
nghiệp đã di chuyể n đế n gầ n hơn đế n ngƣời tiêu dùng. Câu này
hoàn toàn sai với ý trong bài. Hundreds or even thousands of
kilometres away from the final assembly plant or away from user (
hàng trăm hoặc hàng ngàn km khỏi nhà máy lắp ráp cuối cùng

hoặc ngƣời sƣ̉ dụng)

24

25

26

NOT
GIVEN

No information provided

NOT
GIVEN

No information provided

FALSE

Paragraph E:

Câu 24 dịch là xe hơi thì đắt đỏ ở một số quốc gia ứng cử viên EU vì bị
hạn chế.

Câu 25 có nghĩa là hội đồng Gothenburg Ẻuopean Council đƣợc thành lập
30 năm về trƣớc.

CO2 emissions from transport can be expected to increase by around 50%
to 1,113 billion tonnes by 2020，compared with the 739 billion tonnes

recorded in 1990
Câu 26 cho rằ ng khí thải CO2 tƣ̀ vâận tải đƣợ c dƣ̣ đoán đạt 739 tỉ tấn, tuy
nhiên bài đọc lại cho rằ ng đây là số liệu năm 1990 và trong khi số liệu
đƣợ c kỳ vọng ngày càng tang.

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PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

The psychology of innovation
Why are so few companies truly innovative?

Innovation is key to business survival，and companies put substantial resources into
inspiring employees to develop new ideas. There are, nevertheless, people working in
luxurious, state-of-the-art centres designed to stimulate innovation who find that their
environment doesn‟t make them feel at all creative. And there are those who don‟t
have a budget, or much space, but who innovate successfully.
For Robert B. Cialdini, Professor of Psychology at Arizona State University, one
reason that companies don‟t succeed as often as they should is that innovation starts
with recruitment. Research shows that the fit between an employee‟s values and a
company‟s values makes a difference to what contribution they make and whether,
two years after they join, they‟re still at the company. Studies at Harvard Business
School show that, although some individuals may be more creative than others,

almost every individual can be creative in the right circumstances.
One of the most famous photographs in the story of rock‟n‟roll emphasises Ciaidini‟s
views. The 1956 picture of singers Elvis Presley, Carl Perkins, Johnny Cash and Jerry
Lee Lewis jamming at a piano in Sun Studios in Memphis tells a hidden story. Sun‟s
„million-dollar quartet‟ could have been a quintet. Missing from the picture is Roy
Orbison‟ a greater natural singer than Lewis, Perkins or Cash. Sam Phillips, who
owned Sun, wanted to revolutionise popular music with songs that fused black and
white music, and country and blues. Presley, Cash, Perkins and Lewis instinctively
understood Phillips‟s ambition and believed in it. Orbison wasn‟t inspired by the goal,
and only ever achieved one hit with the Sun label.
The value fit matters, says Cialdini, because innovation is, in part, a process of
change, and under that pressure we, as a species, behave differently, „When things
change, we are hard-wired to play it safe.‟ Managers should therefore adopt an
approach that appears counterintuitive -they should explain what stands to be lost if
the company fails to seize a particular opportunity. Studies show that we invariably

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take more gambles when threatened with a loss than when offered a reward.
Managing innovation is a delicate art. It‟s easy for a company to be pulled in
conflicting directions as the marketing, product development, and finance
departments each get different feedback from different sets of people. And without a
system which ensures collaborative exchanges within the company, it‟s also easy for
small „pockets of innovation‟ to disappear. Innovation is a contact sport. You can‟t
brief people just by saying, „We‟re going in this direction and I‟m going to take you

with me.‟
Cialdini believes that this „follow-the-leader syndrome, is dangerous, not least
because it encourages bosses to go it alone. „It‟s been scientifically proven that three
people will be better than one at solving problems, even if that one person is the
smartest person in the field.‟ To prove his point, Cialdini cites an interview with
molecular biologist James Watson. Watson, together with Francis Crick, discovered
the structure of DNA, the genetic information carrier of all living organisms. „When
asked how they had cracked the code ahead of an array of highly accomplished rival
investigators, he said something that stunned me. He said ”he and Crick had
succeeded because they were aware that they weren‟t the most intelligent of the
scientists pursuing the answer. The smartest scientist was called Rosalind Franklin
who, Watson said, “was so intelligent she rarely sought advice”.‟
Teamwork taps into one of the basic drivers of human behaviour. „The principle of
social proof is so pervasive that we don‟t even recognise it,‟ says Cialdini. „If your
project is being resisted, for example, by a group of veteran employees, ask another
old-timer to speak up for it.‟ Cialdini is not alone in advocating this strategy.Research
shows that peer power, used horizontally not vertically, is much more powerful than
any boss‟s speech.
Writing, visualising and prototyping can stimulate the flow of new ideas. Cialdini cites
scores of research papers and historical events that prove that even something as
simple as writing deepens every individual‟s engagement in the project. It is, he says,
the reason why all those competitions on breakfast cereal packets encouraged us to
write in saying, in no more than 10 words: „I like Kellogg‟s Com Flakes because… .‟
The very act of writing makes us more likely to believe it.
Authority doesn‟t have to inhibit innovation but it often does. The wrong kind of
leadership will lead to what Cialdini calls ”captainitis, the regrettable tendency of team
members to opt out of team responsibilities that are properly their‟. He calls it
captainitis because, he says, ”crew members of multipilot aircraft exhibit a sometimes
deadly passivity when the flight captain makes a clearly wrong-headed decision”. This
behaviour is not, he says, unique to air travel, but can happen in any workplace where

the leader is overbearing.
At the other end of the scale is the 1980s Memphis design collective, a group of
young designers for whom ”the only rule was that there were no rule”. This

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environmentencouraged a free interchange of ideas, which led to more creativity with
form, function, colour and materials that revolutionised attitudes to furniture design.
Many theorists believe the ideal boss should lead from behind, taking pride in
collective accomplishment and giving credit where it is due. Cialdini says:”Leaders
should encourage everyone to contribute and simultaneouslyassure all concerned
that every recommendation is important to making the right decision and will be given
full attention” The frustrating thing about innovation is that there are many
approaches, but no magic formula. However, a manager who wants to create a truly
innovative culture can make their job a lot easier by recognising these psychological
realities.

Questions 27-30
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-30 on your answer sheet.

27.The example of the „million-dollar quartet‟ underlines the writer‟s point about
Arecognising talent.
Bworking as a team.
C having a shared objective.

Dbeing an effective leader.
28.James Watson suggests that he and Francis Crick won the race to discover the DNA
code because they
Awere conscious of their own limitations.
Bbrought complementary skills to their partnership.
Cwere determined to outperform their brighter rivals.
Dencouraged each other to realise their joint ambition.
29.The writer mentions competitions on breakfast cereal packets as an example of how
to
Ainspire creative thinking.
Bgenerate concise writing.
Cpromote loyalty to a group.
Dstrengthen commitment to an idea.

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30.In the last paragraph, the writer suggests that it is important for employees to
Abe aware of their company's goals.
Bfeel that their contributions are valued.
Chave respect for their co-workers‟ achievements.
Dunderstand why certain management decisions are made.

Questions 31-35
Complete each sentence with the correct ending, A-G, below.
Write the correct letter, A-G, in boxes 31-35 on your answer sheet

31.

Employees whose values match those of their employers are more likely to

32.

At times of change, people tend to

33.

If people are aware of what they might lose, they will often

34.

People working under a dominant boss are liable to .

35.

Employees working in organisations with few rules are more likely to
A

take chances.

B

share their ideas.

C

become competitive.

D

get promotion.

E

avoid risk.

F

ignore their duties.

G

remain in their jobs.

Questions 36-40
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 36-40 on your answer sheet, write

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YES
NO

NOT GIVEN

if the statement agrees with the claims of the writer
if the statement contradicts the claims of the writer
if it is impossible to say what the writer thinks about this.

36 The physical surroundings in which a person works play a key role in determining
their creativity.
37 Most people have the potential to be creative.
38 Teams work best when their members are of equally matched intelligence.
39 It is easier for smaller companies to be innovative.
40 A manager‟s approval of an idea is more persuasive than that of a colleague.

GỢ I Ý CHƢ̃A ĐỀ:
Câu Đáp án

Giải thích

27

Presley, Cash, Perkins and Lewis instinctively understood Phillips’s
ambition and believed in it. Orbison wasn‟t inspired by the goal, and only
ever achieved one hit with the Sun label.

C

 Câu 27 có nghĩa là ví dụ về một nhóm quartet (nhóm 4 ngƣời) thành
công kiế m đƣợ c hàng triệu đô la đã nhấ n mạnh ý tác giả về việc có
cùng chung quan điểm, mục tiêu. Đáp án C đồ ng nghiã với câu đƣợ c
in đậm ở trên.

28

A

…he and Crick had succeeded because they were aware that they weren‟t
the most intelligent of the scientists pursuing the answer
 Conscious (adj)= Aware (adj)
 Câu 28 có nghĩa là James Watson đề xuất rằng anh ta và Crick thắng
giài đấu để phát hiện mã DNA vì họ biế t đƣợ c giới hạn của min
̀ h.
Đồng nghĩa với đoạn đƣợc trích dẫn bên trên. Bởi vì họ nhận ra đƣợ c
mình không phải là thông minh nhất trong các nhà khoa học theo đuổi
câu trả lời.

29

D

The very act of writing makes us more likely to believe it.
 Đáp án D dich
̣ là làm tăng sƣ̣ chắ c chắ n vào một ý tƣởng, đồ ng nghiã
với việc làm chúng ta tin tƣởng hơn vào nó.

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30

B

…assure all concerned that every recommendation is important to making the
right decision and will be given full attention
 Their contributions are valued = be given full attention
Đáp án B dich
̣ là cầ n làm cho nhân viên cảm thấ y rằ ng đóng góp của
mình đƣợc trân trọng, đồ ng nghiã với việc đảm bảo rằ ng mỗi
recommendation (lời đề xuấ t) là quan trọng để đƣa ra quyết định đúng
và sẽ đƣợc chú ý hoàn toàn.

31

G

Research shows that the fit between an employee‟s values and a company‟s
values makes a difference to what contribution they make and whether, two
years after they join, they‟re still at the company

 Match (v/n) = fit (v/n)
 Remain in their jobs = Still at the company
Nhƣ̃ng nhân viên có giá tri ̣ phù hợ p với nhƣ̃ng giá tri ̣ của chủ lao động
sẽ tiếp tục công việc của họ tại công ty. Phù hợp với đoạn đƣợc trích
dẫn ở trên.
32

E

When things change, we are hard-wired to play it safe
 Play it safe = Avoid risk
Câu 32 dịch là khi có sự thay đổi, ngƣời ta thƣờng tránh các rủi ro.
Đồng nghĩa với câu đƣợc trích dẫn là play it safe.

33

A

Studies show that we invariably take more gambles when threatened with
a loss than when offered a reward
 Câu 33 nghĩa là nếu con ngƣời ta nhận ra rằng họ sẽ đánh mất cái gì,
thì họ sẽ nắm bắt lấy cơ hội. Tƣơng tƣ̣ về ý nghiã với câu đƣợ c trích
dẫn bên trên: chúng ta take more gambles (nắ m lấ y cơ hội, chấ p nhận
đánh cƣớc) khi chúng ta bi ̣ đe dọa sẽ mấ t cái gì đó hơn là khi đƣợ c
thƣởng.

34

F

The wrong kind of leadership will lead to what Cialdini calls “captainitis, the
regrettable tendency of team members to opt out of team responsibilities
that are properly their…
 Duty (n) = Responsibility (n)
Câu 34 dịch là một ngƣời sếp quá dominant (áp chế ngƣời khác) sẽ
làm nhân viên có xu hƣớng trốn tránh trách nhiệm của mình. Đồng
nghĩa với cụm từ to opt out of team respónibilities

35

B

…for whom “the only rule was that there were no rule”. This environment
encouraged a free interchange of ideas
 Câu 25 dịch là những nhân viên làm việc trong các tổ chức với ít luật
lệ sẽ thƣờng xuyên trao đổ i ý tƣởng hơn, đồ ng nghiã với đoạn đƣợ c
trích dẫn bên trên. Đối với những ai mà “luật là không có luật”, thì đây

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