HƯỚNG DẪN TỪ A ĐẾN Z DẠNG BÀI INFORMATION IDENTIFICATION TRONG IELTS READING, kèm bài tập chọn lọc!
Để đạt 7.0 IELTS Reading trong thời gian ngắn, bên cạnh tham khảo các FLASHCARD IELTS READING chúng ta cần trang bị thêm các kỹ năng làm bài Reading hiệu quả.
Identifying information (xác định thông tin) là phần chắc chắn gặp trong phần thi IELTS Reading cũng là kỹ năng dễ kiếm điểm nhất.
Một yêu cầu cho phần thi này đó là phải trau dồi khả năng đọc lướt thật tốt. Và đó là một quá trình dài tích lũy từ vựng cũng như nắm được ngữ pháp thật tốt. Các bạn có thể học vài bí quyết qua Từ Vựng IELTS: TOP 7 Lưu Ý Giúp Em Không Bao Giờ Quên Từ Mới Vừa Học Nữa! và Tổng Hợp từ A - Z Cấu Trúc & Từ Vựng Nên Dùng Trong IELTS Writing Task 1 Để Đạt 7.0 IELTS [Đầy Đủ & Chi Tiết Nhất!]
CÁC BƯỚC LÀM DẠNG BÀI INFORMATION IDENTIFICATION TRONG IELTS READING
Dạng này hay còn gọi là dạng Matching Name
Bạn sẽ được cho một list các tên người đã xuất hiện trong bài đọc (thường là chuyên gia hoặc nhà nghiên cứu) và bạn phải nối mỗi tên với một câu statement đúng về việc anh ta đã nói hay đã làm. Những câu statement này hoàn toàn đã được nhắc đến trong bài đọc, và số lượng statement và số lượng tên thường không bằng nhau để khiến người đọc khó khăn trong việc lựa chọn đáp án hơn.
Nếu đề cho bạn không phải tên riêng hoặc địa danh như bài tập ở dưới bạn sẽ phải chú ý những điểm sau:
HƯỚNG DẪN TỪ A ĐẾN Z DẠNG BÀI INFORMATION IDENTIFICATION TRONG IELTS READING
READING PASSAGE 2
The Triune1 Brain
The first of our three brains to evolve is what scientists call the reptilian cortex. This brain sustains the elementary activities of animal survival such as respiration, adequate rest and a beating heart. We are not required to consciously “think” about these activities. The reptilian cortex also houses the “startle centre”, a mechanism that facilitates swift reactions to unexpected occurrences in our surroundings. That panicked lurch you experience when a door slams shut somewhere in the house, or the heightened awareness you feel when a twig cracks in a nearby bush while out on an evening stroll are both examples of the reptilian cortex at work. When it comes to our interaction with others, the reptilian brain offers up only the most basic impulses: aggression, mating, and territorial defence. There is no great difference, in this sense, between a crocodile defending its spot along the river and a turf war between two urban gangs.
Although the lizard may stake a claim to its habitat, it exerts total indifference toward the well-being of its young. Listen to the anguished squeal of a dolphin separated from its pod or witness the sight of elephants mourning their dead, however, and it is clear that a new development is at play. Scientists have identified this as the limbic cortex. Unique to mammals, the limbic cortex impels creatures to nurture their offspring by delivering feelings of tenderness and warmth to the parent when children are nearby. These same sensations also cause mammals to develop various types of social relations and kinship networks. When we are with others of “our kind” – be it at soccer practice, church, school or a nightclub – we experience positive sensations of togetherness, solidarity and comfort. If we spend too long away from these networks, then loneliness sets in and encourages us to seek companionship.
Only human capabilities extend far beyond the scope of these two cortexes. Humans eat, sleep and play, but we also speak, plot, rationalise and debate finer points of morality. Our unique abilities are the result of an expansive third brain – the neocortex – which engages with logic, reason and ideas. The power of the neocortex comes from its ability to think beyond the present, concrete moment. While other mammals are mainly restricted to impulsive actions (although some, such as apes, can learn and remember simple lessons), humans can think about the “big picture”. We can string together simple lessons (for example, an apple drops downwards from a tree; hurting others causes unhappiness) to develop complex theories of physical or social phenomena (such as thelaws of gravity and a concern for human rights).
The neocortex is also responsible for the process by which we decide on and commit to particular courses of action. Strung together over time, these choices can accumulate into feats of progress unknown to other animals. Anticipating a better grade on the following morning’s exam, a student can ignore the limbic urge to socialise and go to sleep early instead. Over three years, this ongoing sacrifice translates into a first class degree and a scholarship to graduate school; over a lifetime, it can mean groundbreaking contributions to human knowledge and development. The ability to sacrifice our drive for immediate satisfaction in order to benefit later is a product of the neocortex.
Understanding the triune brain can help us appreciate the different natures of brain damage and psychological disorders. The most devastating form of brain damage, for example, is a condition in which someone is understood to be brain dead. In this state a person appears merely unconscious – sleeping, perhaps – but this is illusory. Here, the reptilian brain is functioning on autopilot despite the permanent loss of other cortexes.
Disturbances to the limbic cortex are registered in a different manner. Pups with limbic damage can move around and feed themselves well enough but do not register the presence of their littermates. Scientists have observed how, after a limbic lobotomy2, “one impaired monkey stepped on his outraged peers as if treading on a log or a rock”. In our own species, limbic damage is closely related to sociopathic behaviour. Sociopaths in possession of fully-functioning neocortexes are often shrewd and emotionally intelligent people but lack any ability to relate to, empathise with or express concern for others.
One of the neurological wonders of history occurred when a railway worker named Phineas Gage survived an incident during which a metal rod skewered his skull, taking a considerable amount of his neocortex with it. Though Gage continued to live and work as before, his fellow employees observed a shift in the equilibrium of his personality. Gage’s animal propensities were now sharply pronounced while his intellectual abilities suffered; garrulous or obscene jokes replaced his once quick wit. New findings suggest, however, that Gage managed to soften these abrupt changes over time and rediscover an appropriate social manner. This would indicate that reparative therapy has the potential to help patients with advanced brain trauma to gain an improved quality of life.
__________________________________________
1 Triune = three-in-one
2 Lobotomy = surgical cutting of brain nerves
Questions 14–22
Classify the following as typical of
A. the reptilian cortex
B. the limbic cortex
C. the neocortex
Write the correct letter, A, B or C, in boxes 14–22 on your answer sheet.
14. giving up short-term happiness for future gains
15. maintaining the bodily functions necessary for life
16. experiencing the pain of losing another
17. forming communities and social groups
18. making a decision and carrying it out
19. guarding areas of land
20. developing explanations for things
21. looking after one’s young
22. responding quickly to sudden movement and noise
Questions 23–26
Complete the sentences below.
Write NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 23–26 on your answer sheet.
23. A person with only a functioning reptilian cortex is known as ………………….
24. ………………… in humans is associated with limbic disruption.
25. An industrial accident caused Phineas Gage to lose part of his ………………….
26. After his accident, co-workers noticed an imbalance between Gage’s ………………… and higher-order thinking.
Hướng dẫn
Các em có thể đọc hướng dẫn cho dạng Information identification kĩ hơn
Bước 1: Đọc kĩ câu hỏi trước khi đọc bài đọc, xác định giới hạn từ & Xác định keywords - Chú ý là các em nên phân tích và highlight keywords của trọn bộ câu hỏi chứ không nên tách riêng lẻ từng phần câu hỏi nhé!
Questions 14–22
Classify the following as typical of
A. the reptilian cortex
B. the limbic cortex
C. the neocortex
14. giving up short-term happiness for future gains
15. maintaining the bodily functions necessary for life
16. experiencing the pain of losing another
17. forming communities and social groups
18. making a decision and carrying it out
19. guarding areas of land
20. developing explanations for things
21. looking after one’s young
22. responding quickly to sudden movement and noise
Lưu ý: thực chất là vì dạng câu hỏi này câu trả lời thường rất ngắn nên không nhất thiết các em phải highlight keywords miễn các em nhớ ý chính để skim và khoanh vùng được đoạn chứa đáp án trong đoạn văn để các em đọc kĩ lại là ok
Dạng này thật sự là một trong những dạng khá khó trong IELTS READING, lí do là có khả năng thông tin sẽ rải hết cả bài nên các em cần phải rất tỉnh táo khi làm những dạng tương tự như này nhé!
Questions 23–26
Complete the sentences below.
Write NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 23–26 on your answer sheet.
23. A person with only a functioning reptilian cortex is known as ………………….
24. ………………… in humans is associated with limbic disruption.
25. An industrial accident caused Phineas Gage to lose part of his ………………….
26. After his accident, co-workers noticed an imbalance between Gage’s ………………… and higher-order thinking.
Dạng này thực ra khá dễ nên các em chỉ cần tìm ra đoạn chưá đáp án, đọc kĩ lại đáp án rồi điền từ vào nhớ chú ý NO MORE THAN TWO WORDS thì tức là chỉ điền từ 2 words trở xuống đừng dại mà điền 3 words nhé!
Bước 4+5+6: Đọc bài reading từ trên xuống dưới, vừa đọc vừa dò xem đoạn văn đó sẽ có chứa đáp án của câu nào & Gạch chân những ý quan trọng. Trong lúc đọc, nếu nghi ngờ đoạn văn đó có chứa đáp án của câu nào thì quay lại bảng câu hỏi đọc lại câu hỏi để khoanh vùng được câu trả lời. Phải Khoanh vùng được đáp án câu trả lời. Sau khi đã khoanh vùng được đáp án nằm ở đoạn nào, đọc SIÊU SIÊU KĨ đoạn đó để tìm ra đáp án
Questions 14–22
Lưu ý tiếp theo: với dạng này câu hỏi và thông tin trả lời cho câu hỏi không đi theo thứ tự câu hỏi vì vậy nên khi các em làm dạng câu hoỉ này, bắt buộc các em phải làm CẢ CHÙM - TẤT CẢ CÂU HỎI THUỘC DẠNG NÀY VỚI NHAU!
14. giving up short-term happiness for future gains
15. maintaining the bodily functions necessary for life A. the reptilian cortex
16. experiencing the pain of losing another
17. forming communities and social groups
18. making a decision and carrying it out
19. guarding areas of land A. the reptilian cortex
20. developing explanations for things
21. looking after one’s young
22. responding quickly to sudden movement and noise A. the reptilian cortex
The first of our three brains to evolve is what scientists call the reptilian cortex. This brain sustains the elementary activities of animal survival such as respiration, adequate rest and a beating heart. We are not required to consciously “think” about these activities. The reptilian cortex also houses the “startle centre”, a mechanism that facilitates swift reactions to unexpected occurrences in our surroundings. That panicked lurch you experience when a door slams shut somewhere in the house, or the heightened awareness you feel when a twig cracks in a nearby bush while out on an evening stroll are both examples of the reptilian cortex at work. When it comes to our interaction with others, the reptilian brain offers up only the most basic impulses: aggression, mating, and territorial defence. There is no great difference, in this sense, between a crocodile defending its spot along the river and a turf war between two urban gangs.
Lưu ý: vì câu hỏi và câu trả lời sẽ không đi theo thứ tự với nhau, các em sẽ đọc lần lượt từng Option A, B & C đề cho trong bài là
A. the reptilian cortex
B. the limbic cortex
C. the neocortex
Từ đó sẽ trả lời được câu nào phù hợp với A the reptilian cortex, rồi mới đọc tiếp để chọn cho B và C
14. giving up short-term happiness for future gains C. the neocortex
15. maintaining the bodily functions necessary for life A. the reptilian cortex
16. experiencing the pain of losing another B. the limbic cortex
17. forming communities and social groups B. the limbic cortex
18. making a decision and carrying it out C. the neocortex
19. guarding areas of land A. the reptilian cortex
20. developing explanations for things C. the neocortex
21. looking after one’s young B. the limbic cortex
22. responding quickly to sudden movement and noise A. the reptilian cortex
Although the lizard may stake a claim to its habitat, it exerts total indifference toward the well-being of its young.Listen to the anguished squeal of a dolphin separated from its pod or witness the sight of elephants mourning their dead, however, and it is clear that a new development is at play. Scientists have identified this as the limbic cortex. Unique to mammals, the limbic cortex impels creatures to nurture their offspring by delivering feelings of tenderness and warmth to the parent when children are nearby. These same sensations also cause mammals to develop various types of social relations and kinship networks. When we are with others of “our kind” – be it at soccer practice, church, school or a nightclub – we experience positive sensations of togetherness, solidarity and comfort. If we spend too long away from these networks, then loneliness sets in and encourages us to seek companionship.
Only human capabilities extend far beyond the scope of these two cortexes. Humans eat, sleep and play, but we also speak, plot, rationalise and debate finer points of morality. Our unique abilities are the result of an expansive third brain – the neocortex – which engages with logic, reason and ideas. The power of the neocortex comes from its ability to think beyond the present, concrete moment. While other mammals are mainly restricted to impulsive actions (although some, such as apes, can learn and remember simple lessons), humans can think about the “big picture”. We can string together simple lessons (for example, an apple drops downwards from a tree; hurting others causes unhappiness) to develop complex theories of physical or social phenomena (such as thelaws of gravity and a concern for human rights).
Để giải thích lí do vì sao IELTS TUTOR ra được đáp án như trên các em nhớ check kĩ những câu in đậm mà IELTS TUTOR đã in đậm nhé!
Trong khi đọc tiếp để giải quyết cho xong Questions 14–22 các em cũng nên cảnh giác đọc lại Questions 23–26 để nhỡ có câu nào là đáp án thì mình có thể điền luôn vào
23. A person with only a functioning reptilian cortex is known as brain dead……………….
Understanding the triune brain can help us appreciate the different natures of brain damage and psychological disorders. The most devastating form of brain damage, for example, is a condition in which someone is understood to be brain dead. In this state a person appears merely unconscious – sleeping, perhaps – but this is illusory. Here, the reptilian brain is functioning on autopilot despite the permanent loss of other cortexes.
Các em phải nhận ra: is understood to be = is known as
24. ……sociopathic behaviour…………… in humans is associated with limbic disruption.
Disturbances to the limbic cortex are registered in a different manner. Pups with limbic damage can move around and feed themselves well enough but do not register the presence of their littermates. Scientists have observed how, after a limbic lobotomy2, “one impaired monkey stepped on his outraged peers as if treading on a log or a rock”. In our own species, limbic damage is closely related to sociopathic behaviour. Sociopaths in possession of fully-functioning neocortexes are often shrewd and emotionally intelligent people but lack any ability to relate to, empathise with or express concern for others.
Các em phải nhận ra: is closely related to = is associated with
25. An industrial accident caused Phineas Gage to lose part of his …neocortex……………….
26. After his accident, co-workers noticed an imbalance between Gage’s …… animal propensities…………… and higher-order thinking.
One of the neurological wonders of history occurred when a railway worker named Phineas Gage survived an incident during which a metal rod skewered his skull, taking a considerable amount of his neocortex with it. Though Gage continued to live and work as before, his fellow employees observed a shift in the equilibrium of his personality. Gage’s animal propensities were now sharply pronounced while his intellectual abilities suffered; garrulous or obscene jokes replaced his once quick wit. New findings suggest, however, that Gage managed to soften these abrupt changes over time and rediscover an appropriate social manner. This would indicate that reparative therapy has the potential to help patients with advanced brain trauma to gain an improved quality of life.
Các em phải nhận ra: a metal rod = industrial accident
Lưu ý: Việc điền được từ vào đoạn văn hay không phụ thuộc rất lớn khả năng nhận biết từ đồng nghĩa và khả năng paraphrase của các em!
BÀI TẬP 1
BÀI TẬP 2
BÀI 3:
Utopia
A utopia is a community or society possessing highly desirable or perfect qualities. The word was coined in Greek by Sir Thomas More for his 1516 book Utopia, describing a fictional island society in the Atlantic Ocean. Chronologically, the first recorded utopian proposal is Plato's Republic. It proposes a categorization of citizens into a rigid class structure of "golden," "silver," "bronze" and "iron" socioeconomic classes. In the early 19th century, several “utopian socialist” ideas arose, in response to the belief that social disruption was created by the development of commercialism and capitalism. These ideas shared certain characteristics: an egalitarian distribution of goods, frequently with the total abolition of money, and citizens only doing work which they enjoy and which is for the common good, leaving them with ample time for the cultivation of the arts and sciences. One classic example of such a utopia was Edward Bellamy's Looking Backward. Another socialist utopia is William Morris' News from Nowhere, written partially in response to the top-down (bureaucratic) nature of Bellamy's utopia, which Morris criticized. However, as the socialist movement developed it moved away from utopianism; Karl Marx in particular became a harsh critic of earlier socialism he described as utopian. Utopias have also been imagined by the opposite side of the political spectrum. For example, Robert A. Heinlein's The Moon Is a Harsh Mistress portrays an individualistic and libertarian utopia. Capitalist utopias of this sort are generally based on free market economies, in which the presupposition is that private enterprise and personal initiative without an institution of coercion, government, provides the greatest opportunity for achievement and progress of both the individual and society as a whole.
Answer questions 1 to 5 by choosing the correct letter A to F .
Which of the writers below...
A) Sir Thomas More
B) Plato
C) Edward Bellamy
D) William Morris
E) Karl Marx
F) Robert A. Heinlein
1. imagined a utopia based on individual freedom?
2. first used the word ‘utopia’?
3. wrote about a bureaucratic socialist utopia?
4. first described a utopian society? 5. distanced himself from utopian socialism?
BÀI 4
Read the following passage and complete the task below it.
Chores for children
Assigning new jobs for children as they mature will develop their work ethic, says Gregg Murset, CEO of BusyKid, a chore and allowance tracking app. “The most important thing is to challenge them,” he says. “Once they have some proficiency you need to make them stretch to do the next job.” Mr. Murset, a father of six children ages 10 to 20, believes parents should teach children to do housework when they’re young, no matter if it yields imperfect results. “Even though it’s easier to just clean the toilet by yourself and be done with it, you have to take the long view and realise that these fundamental life skills are so important,” he says.
Attaching an allowance to chores teaches children not to expect handouts, says Michael Eisenberg, a financial advisor and member of the National Financial Literacy Commission. “At earlier ages, it instills within children the reality that you do something and you get paid for it,” he says. “Later on in life, they learn that the only way we get money is if we produce stuff at our jobs.” Some 68% of U.S. parents say they pay an allowance to their children, at an average rate of $67.80 per month, according to a 2016 survey of 1,005 adults. More than 80% of respondents who pay an allowance say they want to teach their child the value of money and financial responsibility, the survey found.
Who expressed the four opinions below? Answer by choosing A, B or C.
1) Children should learn that you don’t get something for nothing.
2) Parents should give their children tasks of increasing difficulty.
3) Children should learn to manage their money carefully.
4) Parents should think about the future benefits of giving chores to their children.
A Gregg Murset
B Michael Eisenberg
C most American parents
BÀI 5
Read the following passage about the history of the computer.
The history of the computer can be traced back around 2000 years to the birth of the abacus. However, construction of the first digital computer is usually attributed to the French inventor Blaise Pascal. In 1642, Pascal built a mechanical calculating machine which added numbers entered with dials. In the early 19th century, Charles Babbage, an English mechanical engineer, originated the concept of a programmable computer. His ‘Analytical Engine’ incorporated an arithmetic logic unit, control flow in the form of conditional branching and loops, and integrated memory, making it the first design for a general-purpose computer that could be described in modern terms.
The era of modern computing began with a flurry of development before and during World War II. The ‘Z2’ was one of the earliest examples of an electro-mechanical relay computer, and was created by German engineer Konrad Zuse in 1939. In the same year, electro-mechanical devices called bombes were built by British cryptologists to help decipher secret wartime messages. The initial design of the bombe was produced by Alan Turing, who was the first scientist to describe the principle of the modern computer. He proved that a machine would be capable of performing any conceivable mathematical computation if it were representable as an algorithm.
The Manchester Small-Scale Experimental Machine, nicknamed ‘Baby’, was the world's first stored-program computer. It was invented by Frederic Williams and Tom Kilburn, and ran its first program in 1948. Although the computer was considered "small and primitive" by the standards of its time, it was the first working machine to contain all of the elements essential to a modern electronic computer.
Which scientist or inventor...
Choose your answers from the following list:
A - Blaise Pascal
B - Charles Babbage
C - Konrad Zuse
D - Alan Turing
E - Frederic Williams and Tom Kilburn
BÀI 6
Read the following passage about the tutorial method of teaching, which is used in some universities.
A) The tutorial method of teaching, where students are taught individually or in very small groups of two or three, developed as the collegiate system in Oxford and Cambridge Universities established itself. Teaching has existed in Oxford since the 11th century, and the role of tutors was documented in the 15th century, when Oxford tutors were described as ‘having responsibility for the conduct and instruction of their younger colleagues’ (Moore, 1968). Thus, the early role of the tutor was both pastoral as well as academic.
B) One of the foundations of Oxford’s academic excellence is the dialectic of the individual, discussion-based tutorial which is reputed to have reached its unique status in the middle of the 19th century. Professor Benjamin Jowett, classicist and Master of Balliol College, Oxford, is traditionally credited with having been the guiding influence behind the establishment of the tutorial system based on the Socratic method. His students said of Jowett, ‘his great skill consisted, like Socrates, in helping us to learn and think for ourselves’ (Markham, 1967). When Jowett took up the mantle of Vice-Chancellor of Oxford University in 1882, his teaching method of Socratic dialogue became established as a ‘pattern for the whole university’ (Markham, 1967).
C) In the last decade, multiple studies have been conducted exploring the unique learning benefits of the tutorial method. 130 years after it was formally established as the cornerstone of Oxford education, the tutorial method retains its prestige and effectiveness. As the present university website states, it is through the tutorial system that ‘students develop powers of independent and critical thought, analytical and problem-solving abilities, and skills in both written and oral communication and argument'.
(Source: http://www.greenes.org.uk/our-history/the-history-of-the-tutorial/)
Which paragraph contains the information in the statements below?
1. The tutorial is still a key part of the Oxford education system.
2. The tutorial method encourages students to learn independently.
3. The tutorial method features in Oxford University marketing.
4. Traditionally, Oxford tutors had more than just an academic role.
BÀI 7
The space agency NASA proposes six "lunar exploration themes" to answer the question, "Why should we return to the Moon?"
.....
Match each heading from the following list with one of the themes described below.
A) Economic Expansion
B) Scientific Knowledge
C) Global Partnerships
D) Human Civilisation
E) Public Engagement
F) Exploration Preparation
.....
1. Extend human presence to the Moon to enable eventual settlement.
2. Pursue scientific activities that address fundamental questions about the history of Earth, the solar system and the universe; and therefore, about our place in them.
3. Test technologies, systems, flight operations and exploration techniques to reduce the risks and increase the productivity of future missions to Mars and beyond.
4. Provide a challenging, shared and peaceful activity that unites nations in pursuit of common objectives.
5. Expand Earth's economic sphere, and conduct lunar activities with benefits to life on the home planet.
6. Use a lively space exploration program to engage the public, encourage students and help develop the high-technology workforce that will be required to address the challenges of tomorrow.
BÀI 8
Read the following passage about the meaning of 'genius'.
A genius is a person who displays exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of an unprecedented leap of insight. Various philosophers have proposed definitions of what genius is.
In the philosophy of David Hume, a genius is seen by others as a person disconnected from society, who works remotely, away from the rest of the world. For Immanuel Kant, genius is the ability to independently arrive at and understand concepts that would normally have to be taught by another person. Arthur Schopenhauer defined a genius as someone in whom intellect predominates over "will". According to Bertrand Russell, a genius possesses unique qualities and talents that make him or her especially valuable to society.
Match each of the following statements to one of the philosophers below.
1. A genius is someone who does not require instruction.
2. We tend to regard geniuses as solitary figures.
3. A genius has the ability to make an exceptional contribution to society.
A) Hume
B) Kant
C) Schopenhauer
D) Russell
BÀI 9
Read the following paragraphs, taken from The Guardian newspaper.
A) The hunt for intelligent species outside Earth may be a staple of literature and film – but it is happening in real life, too. Nasa probes are on the lookout for planets outside our solar system, and astronomers are carefully listening for any messages being beamed through space. How awe-inspiring it would be to get confirmation that we are not alone in the universe, to finally speak to an alien race. Wouldn't it?
B) Well no, according to the eminent physicist Stephen Hawking. "If aliens visit us, the outcome would be much as when Columbus landed in America, which didn't turn out well for the Native Americans," Hawking has said in a forthcoming documentary made for the Discovery Channel. He argues that, instead of trying to find and communicate with life in the cosmos, humans would be better off doing everything they can to avoid contact.
C) Hawking believes that, based on the sheer number of planets that scientists know must exist, we are not the only life-form in the universe. There are, after all, billions and billions of stars in our galaxy alone, with, it is reasonable to expect, an even greater number of planets orbiting them. And it is not unreasonable to expect some of that alien life to be intelligent, and capable of interstellar communication.
Match each paragraph with one of the headings below.
Để chắc chắn hơn kỹ năng Identifying information (xác định thông tin), các bạn tham khảo mức độ cơ bản của kỹ năng này tại BÀI TẬP CHUYÊN ĐỀ IELTS READING CHUYÊN SÂU KĨ NĂNG IDENTIFYING INFORMATION - XÁC ĐỊNH THÔNG TIN NÀY CHẮC CHẮN SẼ GIÚP EM ĐẠT 8.0 IELTS READING trong vòng 3 nốt nhạc! Với kinh nghiệm luyện thi IELTS nhiều năm, đây là bí quyết cần có để không bỏ lỡ những phần điểm "ăn liền" trên.
Đừng bỏ sót các kỹ năng vô cùng cần thiết để đạt 7.0 Reading các bạn nhé, bao gồm Các bài tập chuyên đề IELTS READING nâng cao kĩ năng Identifying Information, Các dạng bài tập IELTS READING chuyên dạng khó Matching/Heading, Các bài tập mẫu IELTS READING dạng Flow Chart Completion và Các bài luyện tập bổ trợ thêm IELTS READING chuyên sâu kĩ năng Short Answer
IELTS TUTOR còn giúp các bạn mở rộng thêm vốn từ vựng siêu đẳng mỗi ngày với cách học cực hiệu quả "FLASHCARD theo Topic". Các bạn hãy tham khảo thêm Flashcard IELTS chuyên sâu Topic Environment, Flashcard tập trung mở rộng từ vựng chủ đềClothes, Flashcard trọng tâm các từ vựng mô tả khuôn mặt Face parts,..v.v...
Còn điều gì các bạn còn thắc mắc trong cách ôn tập và kỳ thi IELTS, hãy comment ngay phía dưới để IELTS TUTOR giải đáp nhé!
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