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1. Tổng quan về IELTS Trainer
Sách này sẽ đưa ra 6 đề luyện full 4 kĩ năng trong đó có 2 đề có đầy đủ chi tiết cách làm từng phần trong đó. Vừa luyện tập, vừa giải quyết tốt từng phần, đây là điểm cộng cho bộ sách IELTS Trainer.
Cụ thể, hai cuốn sách này có cả phần đáp án của bài thi Reading và Listening. Tất cả đều được giải thích chi tiết và rõ ràng. Từ đó giúp người đọc dễ dàng nắm bắt được lỗi sai, hiểu ra lỗi sai nằm ở đâu và rút kinh nghiệm cho những bài sau.
Điểm trừ duy nhất của bộ IELTS Trainer là các dạng bài ở hai kỹ năng Writing, Speaking không có tính tổng quát. Bởi sách chỉ tập trung và việc hướng dẫn giải các bài test cụ thể. Chính vì vậy sau khi học xong các bạn vẫn có thể chưa giải quyết được hết các dạng bài sẽ gặp trong kỳ thi thật.
Với bản chất hai cuốn Cambridge IELTS Trainer 1 và IELTS Trainer 2 Academic để luyện đề, bạn nên được sử dụng trước khi bước vào kì thi, tức đã có nền IELTS và kiến thức về các kĩ năng từ trước.
2. Review cuốn Cambridge IELTS Trainer 1
Cuốn Cambridge IELTS Trainer 1
– 6 bài kiểm tra: trong đó 2 bài đầu tiên có hướng dẫn cụ thể cho từng nhiệm vụ đề đưa ra, và 4 bài tiếp theo là đề theo đúng chuẩn format khi đi thi IELTS. Sách dành cho bạn có band 4.5 IELTS trở lên luyện đề
– Các mẹo hữu ích để bạn dễ dàng vượt qua kì thi, những điều cần làm và nên làm cho từng kĩ năng.
– IELTS Trainer 1 phần đáp án chữa kĩ càng, với lời giải thích cho Listening, Reading và bài mẫu Writing.
– Đối với Speaking sẽ có những câu hỏi và mẫu câu trả lời được phân tích cụ thể để giúp các bạn biết được cách trả lời như thế nào sẽ đạt điểm cao.
Cách học cuốn sách IELTS Trainer 1 thật hiệu quả: Nghiên cứu kỹ phần Training. Ghi chú ra những phần kiến thức quan trọng. Sau đó tiếp tục đến phần luyện đề, rồi đối chiếu với kết quả. Từ đó, bạn sẽ rút được ra kinh nghiệm hữu ích sau mỗi lần làm bài test. Bạn không nên chỉ đếm số câu đúng sai, mà cần xem kĩ phần giải thích để hiểu tại sao lại sai, và để ý xem đâu là kĩ năng bạn hay bị sai nhất, từ đó dành nhiều thời gian hơn để tập trung vào kĩ năng đó.
Link tải Cambridge IELTS Trainer 1 PDF + Audio:
3. Sách IELTS Trainer 2 Academic
Cuốn IELTS Trainer 2 sẽ giúp bạn hệ thống, xác định trình độ bản thân hiện tại đang ở đâu. Từ đó, bạn có thể đặt mục tiêu và cố gắng luyện đề. Đặc biệt, sách Cambridge IELTS Trainer 2 dành cho những bạn mong muốn đạt được IELTS 6.0 – 6.5 trở lên chắc chắn không thể không đọc.
IELTS Trainer 2 Academic
Ngoài cập nhật thêm các dạng đề mới, cuốn sách IELTS Trainer 2 đã cập nhật những thay đổi của phần Listening kể từ năm 2020. Phần Section giờ đã chuyển thành Part. Vậy nên thay vì nghe thấy “now turn to section 1”, bây giờ có thể bạn sẽ nghe thấy “now turn to part 1”. Một điểm đáng chú ý nữa là phần ví dụ của Part 1 giờ cũng không được đọc trong audio nữa, vậy nên có thể thấy các thí sinh bị mất đi khoảng 30-40 giây đó, rút ngắn thời gian đọc đề bài cho những phần sau.
Link download IELTS Trainer 2 pdf:
Link download IELTS Trainer 2 Academic bản Audio:
4. Sử dụng sách IELTS Trainer phù hợp
Cuốn sách IELTS Trainer 1 và IELTS Trainer 2 quả thật rất hay và phù hợp để luyện đề thi. Bạn nên nghiên cứu thật kĩ những đề có hướng dẫn từng phần chi tiết của tác để hiểu hơn về cách làm của mỗi phần trong đề thi. Bạn hãy tổng hợp và ghi nhớ lại nội dung kiến thúc trọng điểm, các tips làm bài hay của từng phần sẽ giúp đạt điểm cao đáng kể. Chắc chắn rằng trong quá trình làm đề sẽ có lỗi sai, bạn cần để ý các lỗi đấy và xem các sửa để tránh lặp lại khi làm bài thi. Và tất nhiên là dành thời gian để rèn luyện các kĩ năng còn yếu, khắc phục sai sót của bản thân.
Nếu có bất kỳ thắc mắc về sách học hay vấn đề trong quá trình ôn luyện IELTS thì hãy để lại thông tin và bạn sẽ có được câu trả lời trong thời gian sớm nhất.
Review 2 Cuốn Cambridge Ielts Trainer – Ielts Trainer 2 Academic Pdf+Audio
1/ Tổng quan về IELTS Trainer
Bộ sách IELTS Trainer
Bộ sách IELTS Trainer bao gồm hai cuốn là Cambridge IELTS Trainer 1 và IELTS Trainer 2 Academic: Six Practice Tests. Vì test trong sách này khó hơn đề thật nên dành cho bạn có band từ 4.5 IELTS trở nên để luyện thi do đó các bạn mới bắt đầu hoặc trình độ chưa cao thì không nên sử dụng cuốn này.
Sách IELTS Trainer sẽ đưa ra 6 đề luyện full 4 kĩ năng trong đó có 2 đề có đầy đủ chi tiết cách làm từng phần trong đó. Vừa luyện tập, vừa giải quyết tốt từng phần, đây là điểm cộng cho bộ sách IELTS Trainer.
Cụ thể, hai cuốn sách IELTS Trainer có cả phần đáp án của bài thi Reading và Listening. Tất cả đều được giải thích chi tiết và rõ ràng. Từ đó giúp người đọc dễ dàng nắm bắt được lỗi sai, hiểu ra lỗi sai nằm ở đâu và rút kinh nghiệm cho những bài sau.
Điểm trừ duy nhất của bộ IELTS Trainer là các dạng bài ở hai kỹ năng Writing, Speaking không có tính tổng quát. Bởi sách chỉ tập trung và việc hướng dẫn giải các bài test cụ thể. Chính vì vậy sau khi học xong các bạn vẫn có thể chưa giải quyết được hết các dạng bài sẽ gặp trong kỳ thi thật.
Với bản chất hai cuốn Cambridge IELTS Trainer 1 và IELTS Trainer 2 Academic để luyện đề, bạn nên được sử dụng trước khi bước vào kì thi, tức đã có nền IELTS và kiến thức về các kĩ năng từ trước.
2/ Review cuốn Cambridge IELTS Trainer 1
Cuốn Cambridge IELTS Trainer 1
Cuốn sách Cambridge IELTS Trainer 1 bao gồm:
6 bài kiểm tra: trong đó 2 bài đầu tiên có hướng dẫn cụ thể cho từng nhiệm vụ đề đưa ra, và 4 bài tiếp theo là đề theo đúng chuẩn format khi đi thi IELTS. Sách dành cho bạn có band 4.5 IELTS trở lên luyện đề.
Các mẹo hữu ích để bạn dễ dàng vượt qua kì thi, những điều cần làm và nên làm cho từng kĩ năng.
IELTS Trainer 1 phần đáp án chữa kĩ càng, với lời giải thích cho Listening, Reading và bài mẫu Writing.
Đối với Speaking sẽ có những câu hỏi và mẫu câu trả lời được phân tích cụ thể để giúp các bạn biết được cách trả lời như thế nào sẽ đạt điểm cao.
Cách học cuốn sách IELTS Trainer 1 thật hiệu quả: Nghiên cứu kỹ phần Training. Ghi chú ra những phần kiến thức quan trọng. Sau đó tiếp tục đến phần luyện đề, rồi đối chiếu với kết quả. Từ đó, bạn sẽ rút được ra kinh nghiệm hữu ích sau mỗi lần làm bài test. Bạn không nên chỉ đếm số câu đúng sai, mà cần xem kĩ phần giải thích để hiểu tại sao lại sai, và để ý xem đâu là kĩ năng bạn hay bị sai nhất, từ đó dành nhiều thời gian hơn để tập trung vào kĩ năng đó.
Link tải Cambridge IELTS Trainer 1 PDF + Audio: TẠI ĐÂY
3/ Sách IELTS Trainer 2 Academic
IELTS Trainer 2 Academic
Một siêu phẩm tiếp theo đến từ Cambridge là cuốn IELTS Trainer 2 Academic. Vẫn với format tương tự cuốn bên trên, cuốn số 2 này bao gồm 6 đề mới nhất của Cambridge, giúp bạn cập nhật các dạng đề thi mới nhất.
Cuốn IELTS Trainer 2 sẽ giúp bạn hệ thống, xác định trình độ bản thân hiện tại đang ở đâu. Từ đó, bạn có thể đặt mục tiêu và cố gắng luyện đề. Đặc biệt, sách Cambridge IELTS Trainer 2 dành cho những bạn mong muốn đạt được IELTS 6.0 – 6.5 trở lên chắc chắn không thể không đọc.
Ngoài cập nhật thêm các dạng đề mới, cuốn sách IELTS Trainer 2 đã cập nhật những thay đổi của phần Listening kể từ năm 2020. Phần Section giờ đã chuyển thành Part. Vậy nên thay vì nghe thấy “now turn to section 1”, bây giờ có thể bạn sẽ nghe thấy “now turn to part 1”. Một điểm đáng chú ý nữa là phần ví dụ của Part 1 giờ cũng không được đọc trong audio nữa, vậy nên có thể thấy các thí sinh bị mất đi khoảng 30-40 giây đó, rút ngắn thời gian đọc đề bài cho những phần sau.
Link download IELTS Trainer 2 pdf: TẠI ĐÂY
Link download IELTS Trainer 2 Academic bản Audio: TẠI ĐÂY
4/ Sử dụng sách IELTS Trainer phù hợp
Cuốn sách IELTS Trainer 1 và IELTS Trainer 2 quả thật rất hay và phù hợp để luyện đề thi. Bạn nên nghiên cứu thật kĩ những đề có hướng dẫn từng phần chi tiết của tác để hiểu hơn về cách làm của mỗi phần trong đề thi. Bạn hãy tổng hợp và ghi nhớ lại nội dung kiến thúc trọng điểm, các tips làm bài hay của từng phần sẽ giúp đạt điểm cao đáng kể. Chắc chắn rằng trong quá trình làm đề sẽ có lỗi sai, bạn cần để ý các lỗi đấy và xem các sửa để tránh lặp lại khi làm bài thi. Và tất nhiên là dành thời gian để rèn luyện các kĩ năng còn yếu, khắc phục sai sót của bản thân.
Download IELTS Trainer pdf bản đẹp Full: TẠI ĐÂY
Nếu có bất kỳ thắc mắc về sách học hay vấn đề trong quá trình ôn luyện IELTS thì hãy để lại thông tin và bạn sẽ có được câu trả lời trong thời gian sớm nhất.
( Update 2022) Cambridge Ielts 9 Reading Test 2 Answers
Cambridge IELTS 9 is the latest IELTS exam preparation. chúng tôi will help you to answer all questions in cambridge ielts 9 reading test 2 with detail explanations.
CAMBRIDGE IELTS 9 READING TEST 2 ANSWERS
Passage 1: Children with auditory problems
1-6. Which section contains the following information?
1. An account of a national policy initiative.
Keywords: national policy initiative
In paragraph H, the writer states that “Objective 3 of the New Zealand Disability Strategy is to” Provide the Best Education for Disabled People‟ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing school.” So, this is a national policy initiative for New Zealand.
– policy initiative=strategy
2. A description of a global team effort
Keywords: global team effort
– a global team= an international working party
3. A hypothesis as to one reason behind the growth in classroom noise.
Keywords: reason, the growth, classroom noise
In paragraph B, the writer indicates that “Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit.”
– growth in classroom noise=heightened noise levels
4. a demand for suitable world-wide regulations.
Keywords: worldwide regulations
In paragraph I, the writer argues that “It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.”
– suitable = appropriate
– worldwide = international
– regulations=standards
5. a list of medical conditions which place some children more at risk from noise than others.
Keywords: medical conditions, more at risk
In paragraph D, the writer says that “While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD), and attention deficit
disorders (ADD/ADHD).
– at risk=vulnerable
6. the estimated proportion of children in New Zealand with auditory problems.
Keywords: proportion, auditory problems
In paragraph A, the writer indicates that “The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.”
– Auditory problems = hearing loss
Questions 7-10: Answer the questions below.
7. For what period of time has hearing loss in school children been studied in New Zealand?
Keywords: period of time
In paragraph A, “The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.”
8. In addition to machinery noise, what other type of noise can upset children with autism?
Keywords: machinery, type of noise, autism
In paragraph E, the writer argues that “Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated bymachinerypainful and distressing.”
– upset=find painful, distressing
9. What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?
Keywords: term, hearing problems, not been diagnosed
At the end of paragraph G, “It is probable that many undiagnosed children exist in the education
system with „invisible‟ disabilities.”
– have not been diagnosed = undiagnosed
10. What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunities?
Keywords: New Zealand Disability Strategy, part, equal opportunities
In paragraph H, the writer says that “Objective 3 of the New Zealand Disability Strategy is to” Provide the Best Education for Disabled People‟ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing school.”
Questions 11-12: Choose TWO letters, A-F.
11-12. Which TWO are mentioned by the writer of the passage?
A. current teaching methods
B. echoing corridors
C. cooling system
D. large class sizes
E loud-voiced teachers
F. playground games
In paragraph B, the writer argues that “Modern teaching practices, the organisation of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air- conditioning units all contribute to the number of children unable to comprehend the teacher’s voice.”
– current teaching methods = modern teaching practices
– cooling system = mechanical means of ventilation (such as air-conditioning)
Obviously, options B, D, E, and F are not given in the text.
Questions 13: Choose the correct letter, A, B, C or D.
13.What is the writer’s overall purpose in writing this article?
A. to compare different methods of dealing with auditory problems
B. to provide solutions for overly noisy learning environments
C. to increase awareness of the situation of children with auditory problems
D. to promote New Zealand as a model for other countries to follow
At the beginning of the text, the writer argues that “Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole.” Then the writer details the situation of auditory function deficit in young children in New Zealand by discussing the reasons, consequences and solutions to this problem. Therefore, overall, the writer’s purpose is to “increase awareness of the situation of children with auditory problems”.
Options A, B, D do not represent the GENERAL purpose of the writer.
Passage 2: Venus in transit
14-17 Which paragraph contains the following information?
14. Examples of different ways in which the parallax principle has been applied
Keywords: examples, parallax principle
In paragraph F, the writer indicates that “Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 chúng tôi AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars.” So, the parallax principle has been applied to determine a value for the AU and to measure the distances to the stars.
15. a description of an event which prevented a transit observation.
Keywords: event, prevented transit observation
In paragraph D, the writer says that “He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit – but the ship‟s pitching and rolling ruled out any attempt at making accurate observations.”
– prevented=ruled out any attempt at
16. a statement about potential future discoveries leading on from transit observations.
Keywords: future discoveries, transit observations.
In paragraph G, the writer indicates that “such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos – detecting Earth-sized planets orbiting other stars.”
– discoveries=breakthroughs
– leading on from=paved the way for
17. a description of physical states connected with Venus which early astronomical instruments failed to overcome.
Keywords: instruments, physical states, Venus, failed
In paragraph E, the writer argues that “While the early transit timings were as precise as instruments would allow, the measurements were dogged by the „black drop‟ effect. When Venus begins to cross the Sun‟s disc, it looks smeared not circular – which makes it difficult to establish timings. The second problem is that Venus exhibits a halo of light when it is seen just outside the Sun‟s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.”
– physical states= the ‘black drop’ effect, a halo of light
– failed to overcome=made it impossible
18-21: Match each statement with the correct person.
18. He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.
Keywords: distance, observations of Venus, accuracy
In paragraph F, the writer indicates that “Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AUbased on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today‟s value of 149,597,870 km.”
– the distance of the Sun from the Earth=the AU
– with a fair degree of accuracy=reasonably accurate
19. He understood that the distance of the Sun from the Earth could be worked out by comparing observations of a transit.
Keywords: distance, worked out bycomparing observations
In paragraph B, “He (Edmond Halley) realised that from different latitudes, the passage of the planet across the Sun‟s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle – the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun.”
– work out=calculate, measure
20. He realised that the time taken by a planet to go around the Sun depends on its distance from the Sun.
Keywords: time, around the Sun, distance from the Sun
In paragraph C, the writer argues that “Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sungoverned their orbital speeds, which were easily measurable.”
– go around = orbit (orbital)
21. He witnessed a Venus transit but was unable to make any calculations.
Keywords: Venus transit, unable, calculations
In paragraph D, “Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit – but the ship’s pitching and rolling ruled out any attempt at making accurate observations”.
– unable=ruled out
– make any calculations=making accurate observations
Questions 22-26: Do the following statements agree with the information given in Reading Passage 2 ?
22. Halley observed one transit of the planet Venus.
Keywords: Halley, transit, Venus
In paragraph B, the writer indicates that “In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific…..Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 – though he didn‟t survive to see either”.
23. Le Gentil managed to observe a second Venus transit.
Keywords: managed, second Venus transit.
In paragraph D, the writer states that “Undaunted, he remained south of the equator ….before setting off to observe the next transit in the Philippines. Ironically, after traveling nearly 50,000 kilometers, his view was clouded out at the last moment, a very dispiriting experience. ” This means that Le Gentil did not succeed in observing a second Venus transit in the Philippines.
24. The shape of Venus appears distorted when it starts to pass in front of the Sun.
Keywords: shape, distorted, pass in front of the sun
In paragraph E, the writer says that “While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular.”
– pass in front of the Sun=cross the Sun‟s disc
– distorted=smeared not circular
25. Early astronomers suspected that the atmosphere on Venus was toxic.
Keywords: atmosphere on Venus, toxic
In this passage, Venus’s atmosphere is not mentioned by the writer, so it is not known whether it is toxic or not. Therefore, the statement is NOT GIVEN.
26. The parallax principle allows astronomers to work out how far away distant stars are from the Earth.
Keywords: parallax principle, how far, stars, Earth
In paragraph F, “The parallax principle can be extended to measure the distances to the stars. If we look at a star in January – when Earth is at one point in its orbit – it will seem to be in a different position from where it appears six month later. Knowing the width of Earth‟s orbit, the parallax shift lets astronomers calculate the distance.”
Passage 3: A neuroscientist reveals how to think differently
Questions 27-31: Choose the correct letter, A, B, C or D.
27. Neuroeconomics is a field of study which seeks to
Keywords: Neuroeconomics, seeks to
In the first paragraph, the writer argues that “These discoveries have led to the field known as neuroeconomics which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors.” In other words, neuro economics is a field of study which seeks to understand how the brain is linked to achievement in competitive fields.
– achievement=success
28. According to the writer, iconoclasts are distinctive because
Keywords: iconoclasts, distinctive
In paragraph 2, the writer says that “This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence.” So, iconoclasts are distinctive because their brains are different, in other words, their brains function differently.
– distinctive=different
29. According to the writer, the brain works efficiently because
Keywords: brain, efficiently
In paragraph 3, the writer indicates that “For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information” So, the brain works efficiently because it relies on previous events.
– efficiently = in the quickest way
– relies on = draw on
– previous events=past experience
30. The writer says that perception is
Keyword: perception
At the end of paragraph 3, the writer says that “More than the physical reality of photons and sound waves, perception is a product of the brain.”
31. According to the writer, an iconoclastic thinker
Keywords: iconoclastic thinker
In paragraph 4, the writer says that “Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people.” In other words, an iconoclast thinker can avoid cognitive traps.
– cognitive=perceptual
Questions 32-37: Do the following statements agree with the claims of the writer in Reading Passage 3 ?
32. Exposure to different events forces the brain to think differently.
Keywords: different events, think differently
In paragraph 5, the writer says that “The best way to see things differently to other people is to bombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments.”
– different events = things it (the brain) has never encountered before = novelty
– think differently=make new judgments
33. Iconoclasts are unusually receptive to new experiences.
Keywords: receptive, new experiences
In paragraph 5, the writer says that “Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while most people avoid things that are different.”
– are unusually receptive to = have an extraordinary willingness to be exposed to
– new experiences=what is fresh and different
34. Most people are too shy to try different things.
Keywords: too shy, different things
In this passage, the writer does not mention whether most people are too shy to try different things. He just says that “most people avoid things that are different” So, the statement is NOT GIVEN.
35. If you think in an iconoclastic way, you can easily overcome fear.
Keywords: think, iconoclastic, overcome fear.
In paragraph 6, the writer argues that “Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks.” This means that fear prevents people from thinking in an iconoclast way. So, the statement’s meaning is opposite to that in the text.
36. When concern about embarrassment matters less, other fears become irrelevant.
Keywords: embarrassment, less, fears, irrelevant
In paragraph 6, “fear of public ridicule” is mentioned. It we interpret this as “embarrassment”, still we are not told if other fears then become irrelevant. So, the statement is NOT GIVEN
37. Fear of public speaking is a psychological illness.
Keywords: fear, public speaking, a psychological illness
In paragraph 6, the writer indicates that “But fear of public speaking, which everyone must do from time to time, afflicts one-third of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.” So, fear of public speaking is not a psychological illness, it is just a common variant of human nature.
– a psychological illness= a mental disorder
Questions 38-40: Complete each sentence with the correct ending, A-E, below.
38. Thinking like a successful iconoclast is demanding because it
Keyword: successful, demanding
In paragraph 7, the writer argues that “to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in…Perception is important in social cognition too…Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.” This means that thinking like a successful iconoclast is demanding because it requires both perceptual and social intelligence skills.
39. The concept of the social brain is useful to iconoclasts because it
Keywords: social brain, useful,
In paragraph 7, the writer indicates that “In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas.” So, the concept of the social brain is useful to iconoclasts because it focuses on how groups decide on an action.
– groups = circuits
– groups decide on an action=groups coordinate decision making
40. Iconoclasts are generally an asset because their way of thinking
Keywords: an asset, way of thinking
In the last paragraph, “Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Iconoclasts face alienation and failure, but can also be an asset to any organisation.” So, iconoclasts are generally an asset because their way of thinking works in many fields, both artistic and scientific.
Cambridge IELTS 9 Self-study Pack (Student’s Book with Answers and Audio CDs (2)) Authentic Examination Papers from Cambridge ESOL
Ielts Academic Reading: Cambridge 9, Test 2: Reading Passage 2; Venus In Transit; With Best Solutions And Detailed Explanations
IELTS Academic Reading: Cambridge 9, Test 2: Reading Passage 2; Venus in transit; with best solutions and detailed explanations
This IELTS Reading post focuses on all the solutions for IELTS Cambridge 9 Test 2 Reading Passage 2 which is entitled ‘Venus in transit‘ . This is a post for candidates who have major problems in finding Reading Answers. This post can guide you the best to comprehend each Reading answer without facing much difficulty. Tracing IELTS Reading answers is a slow process and I sincerely hope this post can assist you in your IELTS Reading preparation.
Reading Passage 2:
The headline of the passage: Venus in transit
Questions 14-17 (Identifying information):
[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]
Question 14: examples of different ways in which the parallax principle has been applied
Keywords for the question: different ways, parallax principle, applied,
The first lines of paragraph F indicates that the parallax principle has been applied in several ways using different measurements. “But astronomers labored hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements.”
Here, determined a value . . .. . all these parallax measurements = different ways …. Parallax principle ….applied,
Question 15: a description of an event which prevented a transit observation
Keywords for the question: event, prevented, transit observation,
Take a look at the very last line of paragraph D, “Ironically, after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispiriting experience.”
Here, his view was clouded out at the last moment = the event which prevented the observation,
Question 16: a statement about potential future discoveries leading on from transit observations
Keywords for the question: potential future discoveries, transit observations,
TIPS: It is generally observed in IELTS exam that any statement indicating “future” is mostly found in the last paragraphs. So, when you are asked to look for ‘future’, go straight to the last paragraph.
In paragraph G, the last lines give us the answer, “. . . But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos – detecting Earth-sized planets orbiting other stars.”
Here, paved the way for = leading on from, might prove to be = future, breakthroughs = discoveries,
Question 17: a description of physical states connected with Venus which early astronomical instruments failed to overcome
Keywords for the question: physical states, connected, Venus, early astronomical instruments, failed,
The last lines of paragraph E indicate the answer for us. “.. .. . . this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.”
Here, made it impossible to obtain = failed to overcome
Questions 18-21: (Matching statements with correct person or people):
(The rules for finding answers to this sort of question are simple. Just find the keywords and read around different names of people or person carefully. Then, give a quick look to check whether there is another statement or idea provided by the same person in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order. )
Question 18: He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.
Keywords for this question: distance, observations of Venus, accuracy,
In paragraph F, the writer says in lines 2-5, “. … . . Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km. . .. ..”
AU (Astronomical Unit) = distance of the Earth from the Sun (in paragraph B)
Here, a fair degree of accuracy = Reasonably accurate,
So, the answer is: D (Johann Franz Encke)
Question 19: He understood that the distance of the Sun from the Earth could be worked out by comparing observations of a transit.
Keywords for this question: distance, worked out by comparing observations,
In paragraph B we find how Edmund Halley realised the observation of a transit could help find out the distance between the Earth and the Sun, “He realised that from different latitudes, the passage of the planet across the Sun’s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle – the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to what was then the ultimate goal: the distance of the Earth from the Sun.”
So, the answer is: A (Edmund Halley)
Question 20: He realised that the time taken by a planet to go around the Sun depends on its distance from the Sun.
Keywords for this question: time, around the Sun, distance from the Sun,
Paragraph C talks about Johannes Kepler’s realisation about timing of the orbit done by a planet around the Sun. Here, the writer says, “Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable.”
So, the answer is: B (Johannes Kepler)
Question 21: He witnessed a Venus transit but was unable to make any calculations.
Keywords for this question: Venus transit, unable, make calculations,
In lines 4-6 of paragraph D, the writer sympathizes Guillaume Le Gentil which indicates that he was unable to do something, “. . .. . The person who deserves most sympathy is the French astronomer Guillaume Le Gentil.” Then follow the last lines, ” .. . Ironically, after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispiriting experience.”
Questions 22-26 (TRUE, FALSE, NOT GIVEN)
So, the answer is: C (Guillaume Le Gentil)
In this type of question, candidates are asked to find out whether:
The statement in the question agrees with the information in the passage – The statement in the question contradicts with the information in the passage – If there is no information on this – NOT GIVEN
[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question 22: Halley observed one transit of the planet Venus.
Keywords for this question: Halley, observed, transit, Venus,
In the last few lines of paragraph C, the writer says, “. . .and Halley worked out that by using Venus it would be possible to measure the Sun’s distance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 – though he didn’t survive to see either.“
These lines suggest that Halley predicted the transits of Venus but he was not able to observe any transit because he died before that.
Question 23: Le Gentil managed to observe a second Venus transit.
Keywords for this question: Le Gentil, observe, second Venus transit,
In paragraph D, the writer states in lines 8-11, “Undaunted, he remained south of the equator ….before setting off observe the next transit in the Philippines. Ironically, after traveling nearly 50,000 kilometers, his view was clouded out at the last moment, a very dispiriting experience.”
Here, his view was clouded out = he could not observe the transit,
The lines suggest that Le Gentil was not able to observe a second Venus transit in the Philippines due to the thickness of the cloud.
Question 24: The shape of Venus appears distorted when it starts to pass in front of the Sun.
Keywords for this question: shape, distorted, pass in front of the sun,
In paragraph E, take a look at lines 1-3, “While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular.”
Here, pass in front of the Sun = cross the Sun’s disc, distorted = smeared not circular
Question 25: Early astronomers suspected that the atmosphere on Venus was toxic.
Keywords for this question: early astronomers, suspected, atmosphere on Venus, toxic,
There is no information in this passage about the atmosphere of Venus.
So, the answer is: NOT GIVEN
Question 26: The parallax principle allows astronomers to work out how far away distant stars are from the Earth.
Keywords for this question: parallax principle, how far, stars, Earth,
In paragraph F, take a look at lines 7-10, “The parallax principle can be extended to measure the distances to the stars. If we look at a star in January – when Earth is at one point in its orbit – it will seem to be in a different position from where it appears six month later. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.”
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