You are strong you a women, Study notes of English Literature

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• LỜI NÓI ĐẦU
• HƯỚNG DẪN SỬ DỤNG.......................................................................................
• SENTENCE COMPLETION.................................................................................
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• SUMMARY/NOTES/TABLE/DIAGRAM COMPLETION
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• MULTIPLE CHOICE
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• PICK FROM A LIST
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• MATCHING HEADINGS
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• MATCHING INFORMATION
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• MATCHING PEOPLE
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• MATCHING SENTENCE ENDINGS
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LỜI NÓI ĐẦU

Xin chào các bạn học viên IELTS! Chắc hẳn những người đã và đang tiếp cận với IELTS như chúng ta đều đã có một sự yêu thích cùng nền tảng tiếng Anh nhất định rồi phải không? Mình cũng vậy, mặc dù là một chàng trai theo chuyên ngành kỹ thuật nhưng mình khá yêu thích tiếng Anh. Tuy nhiên, cũng như rất nhiều các bạn học sinh, sinh viên khác ở Việt Nam, hiểu biết về tiếng Anh của mình chủ yếu nằm ở những bài tập ngữ pháp trong sách giáo khoa, những câu giao tiếp cơ. Chính vì thế, khi lần đầu tiếp xúc với IELTS, mình không khỏi choáng váng với khối lượng kiến thức khổng lồ mà trước đây mình chưa từng biết tới. May mắn thay, mình đã được động viên bởi một người thầy tâm huyết với nghề. Thầy đã giúp nhìn nhận rõ ràng về trình độ của bản thân, giúp mình tự tìm một cách học hiệu quả nhất. Từ đó, mình mới biết đến phương pháp học IELTS “cá nhân hóa”. Sau khi làm một bài test, mình sẽ đánh giá sâu vào từng kỹ năng để xem mình có điểm mạnh, điểm yếu nào, từ đó lên một lộ trình học riêng biệt dành riêng cho bản thân mình. Mọi thứ thay đổi nhanh chóng từ sau khi mình áp dụng phương pháp cá nhân hóa này. Chỉ sau hơn một năm, từ một học sinh mất gốc tiếng Anh, mình thi IELTS được 7.0 và tự tin “chém gió” với Tây không phải “xoắn” điều gì. Mình bắt đầu học muộn, nhưng may mắn lại đi được nhanh bởi tìm được đúng phương pháp. Đối với kỹ năng Đọc trong IELTS, mình nhận thấy bài thi sẽ bao gồm một số dạng bài nhất định và luyện tập nhuần nhuyền từng dạng bài đó là một chiến lược rất hiệu quả. Tuy nhiên, nếu bạn chỉ tập trung vào một số dạng bài cụ thể, có thể bạn sẽ gặp khó khăn khi đối mặt với các dạng bài khác trong kỳ thi. Hiểu được điều này, IELTS Xuân Phi xin hân hạnh gửi tặng đến bạn bộ tài liệu 30 NGÀY LÀM CHỦ IELTS READING, bao gồm các dạng bài từ dễ đến khó. Bộ tài liệu này không chỉ giúp bạn luyện tập nhuần nhuyễn từng dạng bài một cách hiệu quả, giúp bạn quen với các dạng bài mới một cách tự tin. Chúc các bạn thành công! IELTS XUÂN PHI

SENTENCE COMPLETION

Sentence Completion là một dạng bài yêu cầu thí sinh điền từ phù hợp vào chỗ trống để hoàn thành một câu hoàn chỉnh. Mặc dù dạng bài này tương đối dễ, nhưng nó đòi hỏi bạn phải tìm đúng thông tin trong đoạn văn và chú ý đến ngữ pháp của toàn bộ câu. Cụ thể, đề bài thường sẽ bao gồm 3 - 6 câu hỏi khác nhau. Bạn cần đọc kỹ đoạn văn đã cho và điền từ thích hợp vào mỗi chỗ trống. Đề bài sẽ chỉ ra bạn được phép điền bao nhiêu từ vào mỗi chỗ trống. Bạn sẽ phải điền từng từ đơn lẻ hoặc một số từ tối đa được quy định trong đề bài. Ví dụ, " NO MORE THAN TWO WORDS " nghĩa là bạn chỉ được điền không quá 2 từ vào chỗ trống, trong khi " ONE WORD ONLY " yêu cầu bạn chỉ điền một từ duy nhất. Nếu bạn điền sai số từ theo quy định của đề bài, câu trả lời đó sẽ không được tính điểm. Một số từ có dấu gạch nối sẽ được tính là một từ duy nhất. Ví dụ như "time-saving", "hard-working". Một câu có thể có một hoặc nhiều chỗ trống cần điền thông tin. Hãy tìm thông tin trong bài đọc bằng cách sử dụng phương pháp Scanning. Bạn cũng đừng đọc từng từ một mà tập trung vào các từ khóa và nội dung của cả câu. Cuối cùng, hãy kiểm tra lại câu trả lời của bạn để đảm bảo rằng nó phù hợp với ngữ pháp và chính tả của câu. Tránh điền dư số từ được quy định trong đề bài và kiểm tra lại loại từ cần điền vào mỗi chỗ trống.

DAY 1

Passage 1 STONEHENGE For centuries, historians and archaeologists have puzzled over the many mysteries of Stonehenge, a prehistoric monument that took an estimated 1,500 years to erect. Located on Salisbury Plain in southern England, it is comprised of roughly 100 massive upright stones placed in a circular layout. Archaeologists believe England’s most iconic prehistoric ruin was built in several stages with the earliest constructed 5,000 or more years ago. First, Neolithic* Britons used primitive tools, which may have been fashioned out of deer antlers, to dig a massive circular ditch and bank, or henge. Deep pits dating back to that era and located within the circle may have once held a ring of timber posts, according to some scholars. Several hundred years later, it is thought, Stonehenge’s builders hoisted an estimated 80 bluestones, 43 of which remain today, into standing positions and placed them in either a horseshoe or circular formation. These stones have been traced all the way to the Preseli Hills in Wales, some 300 kilometres from Stonehenge. How, then, did prehistoric builders without sophisticated tools or engineering haul these boulders, which weigh up to four tons, over such a great distance? According to one long-standing theory among archaeologists, Stonehenge’s builders fashioned sledges and rollers out of tree trunks to lug the bluestones from the Preseli Hills. They then transferred the boulders onto rafts and floated them first along the Welsh coast and then up the River Avon toward Salisbury Plain; alternatively, they may have towed each stone with a fleet of vessels. More recent archaeological hypotheses have them transporting the bluestones with supersized wicker baskets on a combination of ball bearings and long grooved planks, hauled by oxen. As early as the 1970s, geologists have been adding their voices to the debate over how Stonehenge came into being. Challenging the classic image of industrious builders pushing, carting, rolling or hauling giant stones from faraway Wales, some scientists have suggested that it was glaciers, not humans, that carried the bluestones to Salisbury Plain. Most archaeologists have remained sceptical about this theory, however, wondering how the forces of nature could possibly have delivered the exact number of stones needed to complete the circle. The third phase of construction took place around 2000 BCE. At this point, sandstone slabs - known as ‘sarsens’-were arranged into an outer crescent or ring; some were assembled into the iconic three-pieced structures called trilithons that stand tall in the centre of Stonehenge. Some 50 of these stones are now visible on the site, which may once have contained many more. Radiocarbon dating has revealed that work continued

Questions 1— 8 Complete the notes below. Choose NO MORE THAN TWO WORDS from the passage for each answer Write your answers in boxes 1—8 on your answer sheet. Stonehenge Construction Stage 1:

• The ditch and henge were dug, possibly using tools made from 1………
• 2……… may have been arranged in deep pits inside the circle Stage 2:
• Bluestones from the Preseli Hills were placed in standing position
• Theories about the transportation of the bluestones:
• Archaeological: o Builders used 3……… to make sledges and rollers o 4……… pulled them on giant baskets
• Geological: o They were brought from Wales by 5……… Stage 3:
• Sandstone slabs were arranged into an outer or ring Builders
• A theory arose in the 17th century that its builders were Celtic 6……… Purpose
• Many experts agree it has been used as a 7……… site
• In the 1960s, it was suggested that it worked as a kind of 8………

DAY 2

Passage 2 THE DEVELOPMENT OF THE LONDON UNDERGROUND RAILWAY In the first half of the 1800s, London’s population grew at an astonishing rate, and the central area became increasingly congested. In addition, the expansion of the overground railway network resulted in more and more passengers arriving in the capital. However, in 1846, a Royal Commission decided that the railways should not be allowed to enter the City, the capital’s historic and business centre. The result was that the overground railway stations formed a ring around the City. The area within consisted of poorly built, overcrowded slums and the streets were full of horse-drawn traffic. Crossing the City became a nightmare. It could take an hour and a half to travel 8 km by horse-drawn carriage or bus. Numerous schemes were proposed to resolve these problems, but few succeeded. Amongst the most vocal advocates for a solution to London’s traffic problems was Charles Pearson, who worked as a solicitor for the City of London. He saw both social and economic advantages in building an underground railway that would link the overground railway stations together and clear London slums at the same time. His idea was to relocate the poor workers who lived in the inner-city slums to newly constructed suburbs, and to provide cheap rail travel for them to get to work. Pearson’s ideas gained support amongst some businessmen and in 1851 he submitted a plan to Parliament. It was rejected, but coincided with a proposal from another group for an underground connecting line, which Parliament passed. The two groups merged and established the Metropolitan Railway Company in August

1854. The company’s plan was to construct an underground railway line from the Great Western Railway’s (GWR) station at Paddington to the edge of the City at Farringdon Street - a distance of almost 5 km. The organisation had difficulty in raising the funding for such a radical and expensive scheme, not least because of the critical articles printed by the press. Objectors argued that the tunnels would collapse under the weight of traffic overhead, buildings would be shaken and passengers would be poisoned by the emissions from the train engines. However, Pearson and his partners persisted. The GWR, aware that the new line would finally enable them to run trains into the heart of the City, invested almost £250,000 in the scheme. Eventually, over a five-year period, £1m was raised. The chosen route ran beneath existing main roads to minimise the expense of demolishing buildings. Originally scheduled to be completed in 21 months, the construction of the underground line took three years. It was built just below street level using a technique known as ‘cut and cover’. A trench about ten metres wide and six metres deep was dug, and the sides temporarily held up with timber beams. Brick walls were then constructed, and finally a brick arch was added to create a tunnel. A two-metre-deep layer of soil was laid on top of the tunnel and the road above rebuilt.

Question 1- 6 Complete the notes below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 1-6 on your answer sheet. The London underground railway The problem

• The 1..........................................of London increased rapidly between 1800 and 1850
• The streets were full of horse-drawn vehicles The proposed solution
• Charles Pearson, a solicitor, suggested building an underground railway
• Building the railway would make it possible to move people to better housing in the 2..........................................
• A number of 3..........................................agreed with Pearson’s idea
• The company initially had problems getting the 4..........................................needed for the project
• Negative articles about the project appeared in the 5.......................................... The construction
• The chosen route did not require many buildings to be pulled down
• The ‘cut and cover’ method was used to construct the tunnels
• With the completion of the brick arch, the tunnel was covered with 6..........................................

Passage 3 THE DEAD SEA SCROLLS In late 1946 or early 1947, three Bedouin teenagers were tending their goats and sheep near the ancient settlement of Qumran, located on the northwest shore of the Dead Sea in what is now known as the West Bank. One of these young shepherds tossed a rock into an opening on the side of a cliff and was surprised to hear a shattering sound. He and his companions later entered the cave and stumbled across a collection of large clay jars, seven of which contained scrolls with writing on them. The teenagers took the seven scrolls to a nearby town where they were sold for a small sum to a local antiquities dealer. Word of the find spread, and Bedouins and archaeologists eventually unearthed tens of thousands of additional scroll fragments from 10 nearby caves; together they make up between 800 and 900 manuscripts. It soon became clear that this was one of the greatest archaeological discoveries ever made. The origin of the Dead Sea Scrolls, which were written around 2,000 years ago between 150 BCE and 70 CE, is still the subject of scholarly debate even today. According to the prevailing theory, they are the work of a population that inhabited the area until Roman troops destroyed the settlement around 70 CE. The area was known as Judea at that time, and the people are thought to have belonged to a group called the Essenes, a devout Jewish sect. The majority of the texts on the Dead Sea Scrolls are in Hebrew, with some fragments written in an ancient version of its alphabet thought to have fallen out of use in the fifth century BCE. But there are other languages as well. Some scrolls are in Aramaic, the language spoken by many inhabitants of the region from the sixth century BCE to the siege of Jerusalem in 70 CE. In addition, several texts feature translations of the Hebrew Bible into Greek. The Dead Sea Scrolls include fragments from every book of the Old Testament of the Bible except for the Book of Esther. The only entire book of the Hebrew Bible preserved among the manuscripts from Qumran is Isaiah; this copy, dated to the first century BCE, is considered the earliest biblical manuscript still in existence. Along with biblical texts, the scrolls include documents about sectarian regulations and religious writings that do not appear in the Old Testament. The writing on the Dead Sea Scrolls is mostly in black or occasionally red ink, and the scrolls themselves are nearly all made of either parchment (animal skin) or an early form of paper called ‘papyrus’. The only exception is the scroll numbered 3Q15, which was created out of a combination of copper and tin. Known as the Copper Scroll, this curious document features letters chiselled onto metal - perhaps, as some have

Question 1- 5 Complete the notes below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 1-5 on your answer sheet. The Dead Sea Scrolls Discovery Qumran, 1946/

• three Bedouin shepherds in their teens were near an opening on side of cliff
• heard a noise of breaking when one teenager threw a 1..........................................
• teenagers went into the 2..........................................and found a number of containers made of 3.......................................... The scrolls
• date from between 150 BCE and 70 CE
• thought to have been written by a group of people known as the 4..........................................
• written mainly in the 5..........................................language
• most are on religious topics, written using ink on parchment or papyrus

DAY 3

Passage 4 THE THYLACINE The extinct thylacine, also known as the Tasmanian tiger, was a marsupial* that bore a superficial resemblance to a dog. Its most distinguishing feature was the 13-19 dark brown stripes over its back, beginning at the rear of the body and extending onto the tail. The thylacine’s average nose-to-tail length for adult males was 162.6 cm, compared to 153.7 cm for females. The thylacine appeared to occupy most types of terrain except dense rainforest, with open eucalyptus forest thought to be its prime habitat. In terms of feeding, it was exclusively carnivorous, and its stomach was muscular with an ability to distend so that it could eat large amounts of food at one time, probably an adaptation to compensate for long periods when hunting was unsuccessful and food scarce. The thylacine was not a fast runner and probably caught its prey by exhausting it during a long pursuit. During long-distance chases, thylacines were likely to have relied more on scent than any other sense. They emerged to hunt during the evening, night and early morning and tended to retreat to the hills and forest for shelter during the day. Despite the common name ‘tiger’, the thylacine had a shy, nervous temperament. Although mainly nocturnal, it was sighted moving during the day and some individuals were even recorded basking in the sun. The thylacine had an extended breeding season from winter to spring, with indications that some breeding took place throughout the year. The thylacine, like all marsupials, was tiny and hairless when born. Newborns crawled into the pouch on the belly of their mother, and attached themselves to one of the four teats, remaining there for up to three months. When old enough to leave the pouch, the young stayed in a lair such as a deep rocky cave, well-hidden nest or hollow log, whilst the mother hunted. Approximately 4,000 years ago, the thylacine was widespread throughout New Guinea and most of mainland Australia, as well as the island of Tasmania. The most recent, well-dated occurrence of a thylacine on the mainland is a carbon-dated fossil from Murray Cave in Western Australia, which is around 3,100 years old. Its extinction coincided closely with the arrival of wild dogs called dingoes in Australia and a similar predator in New Guinea. Dingoes never reached Tasmania, and most scientists see this as the main reason for the thylacine’s survival there. The dramatic decline of the thylacine in Tasmania, which began in the 1830s and continued for a century, is generally attributed to the relentless efforts of sheep farmers and bounty hunters** with shotguns. While this determined campaign undoubtedly played a large part, it is likely that various other factors also contributed to the decline and eventual extinction of the species. These include competition with wild dogs introduced by European settlers, loss of habitat along with the disappearance of prey species, and a distemper-like disease which may also have affected the thylacine.

Question 1- 5 Complete the notes below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 1-5 on your answer sheet. The thylacine Appearance and behaviour

• looked rather like a dog
• had a series of stripes along its body and tail
• ate an entirely 1..........................................diet
• probably depended mainly on 2..........................................when hunting
• young spent first months of life inside its mother’s 3.......................................... Decline and extinction
• last evidence in mainland Australia is a 3,100-year-old 4..........................................
• probably went extinct in mainland Australia due to animals known as dingoes
• reduction in 5..........................................and available sources of food were partly responsible for decline in Tasmania

Passage 5 NUTMEG – A VALUABLE SPICE The nutmeg tree, Myristica fragrans, is a large evergreen tree native to Southeast Asia. Until the late 18th century, it only grew in one place in the world: a small group of islands in the Banda Sea, part of the Moluccas – or Spice Islands – in northeastern Indonesia. The tree is thickly branched with dense foliage of tough, dark green oval leaves, and produces small, yellow, bell-shaped flowers and pale yellow pear-shaped fruits. The fruit is encased in a flesh husk. When the fruit is ripe, this husk splits into two halves along a ridge running the length of the fruit. Inside is a purple-brown shiny seed, 2-3 cm long by about 2 cm across, surrounded by a lacy red or crimson covering called an ‘aril’. These are the sources of the two spices nutmeg and mace, the former being produced from the dried seed and the latter from the aril. Nutmeg was a highly prized and costly ingredient in European cuisine in the Middle Ages, and was used as a flavouring, medicinal, and preservative agent. Throughout this period, the Arabs were the exclusive importers of the spice to Europe. They sold nutmeg for high prices to merchants based in Venice, but they never revealed the exact location of the source of this extremely valuable commodity. The Arab-Venetian dominance of the trade finally ended in 1512, when the Portuguese reached the Banda Islands and began exploiting its precious resources. Always in danger of competition from neighbouring Spain, the Portuguese began subcontracting their spice distribution to Dutch traders. Profits began to flow into the Netherlands, and the Dutch commercial fleet swiftly grew into one of the largest in the world. The Dutch quietly gained control of most of the shipping and trading of spices in Northern Europe. Then, in 1580, Portugal fell under Spanish rule, and by the end of the 16th century the Dutch found themselves locked out of the market. As prices for pepper, nutmeg, and other spices soared across Europe, they decided to fight back. In 1602, Dutch merchants founded the VOC, a trading corporation better known as the Dutch East India Company. By 1617, the VOC was the richest commercial operation in the world. The company had 50,000 employees worldwide, with a private army of 30,000 men and a fleet of 200 ships. At the same time, thousands of people across Europe were dying of the plague, a highly contagious and deadly disease. Doctors were desperate for a way to stop the spread of this disease, and they decided nutmeg held the cure. Everybody wanted nutmeg, and many were willing to spare no expense to have it. Nutmeg bought for a few pennies in Indonesia could be sold for 68,000 times its original cost on the streets of London. The only problem was the short supply. And that’s where the Dutch found their opportunity.