Sau khi các em đã tham khảo hướng dẫn chi tiết dạng Yes No Not Given trong IELTS READING mà IELTS TUTOR đã cung cấp tuần trước, các em nên bắt tay vào luyện tập ngay dạng này để xem mình đã hiểu cặn kẽ các chiến thuật dạng này chưa nhé!
Dạng Yes No Not Given phải đọc cho kĩ câu hỏi đề cho là bước đầu tiên, sau đó xác định keywords rồi mới đọc lại bài passage rồi đối chiếu lại câu hỏi và chọn đáp án
HƯỚNG DẪN TỪ A ĐẾN Z TỪNG BƯỚC CÁCH LÀM DẠNG YES NO NOT GIVEN
Bài tập 1: IELTS Reading True False Not Given
The first timepieces that were worn are the so called clock watches of the mid 16th century. They were quite different from the modern day wristwatch in several respects. They were made almost completely from brass and were not round but cylindrical in shape with a hinged metal cover instead of a glass face. This was in the form of a grill so that the hour hand – there was no minute hand or second hand – could be seen without opening it.
Another difference was that these clock watches were almost entirely decorative in purpose and were worn in the same way as a necklace or a brooch, typically being attached to the clothing or hung around the neck. Part of the reason for this is that the many of the first watch makers were jewellers by trade, men who had to find a new form of work after Calvin banned the wearing of jewellery in 1547. So they brought the skills of ornamentation to their new craft. So while the most famous clock watches were the plain Nuremburg Eggs made by Peter Henlein, who is sometimes credited with the invention of the watch, the designs rapidly became increasingly ornate and included shapes such as flowers, stars and animals. Indeed, the nobility, who were the only people able to afford these timepieces, bought them almost exclusively for their appearance and not for timekeeping purposes for the simple reason that they would often gain or lose several hours in the course of a day.
Are the following statements true, false, or not given in the text?
Bài tập 2: IELTS Reading True False Not Given
Harry Houdini (1874 to 1926) was a Hungarian-American illusionist and stunt performer, noted for his sensational escape acts. He first attracted attention as “Harry Handcuff Houdini” on a tour of Europe, where he challenged police forces to keep him locked up. Soon he extended his repertoire to include chains, ropes slung from skyscrapers, straitjackets under water, and having to hold his breath inside a sealed milk can.
In 1904, thousands watched as Houdini tried to escape from special handcuffs commissioned by London’s Daily Mirror newspaper. Another stunt saw him buried alive and only just able to claw himself to the surface. While many suspected that these escapes were faked, Houdini presented himself as the scourge of fake magicians and spiritualists. As President of the Society of American Magicians, he was keen to uphold professional standards and expose fraudulent artists. He was also quick to sue anyone who pirated his stunts.
Are the following statements true, false, or not given in the text?
Bài tập 3: IELTS Reading True False Not Given
Bài tập 4: IELTS Reading True False Not Given
Bài tập 5: IELTS Reading True False Not Given
Michael Faraday, (1971- 1867) was an English scientist who contributed to the fields of electromagnetism and electrochemistry. Although Faraday received little formal education he was one of the most influential scientists in history, and historians of science refer to him as having been the best experimentalist in the history of science.
The young Michael Faraday, who was the third of four children, having only the most basic school education, had to educate himself. At fourteen he became the apprentice to George Riebau, a local bookbinder and bookseller. During his seven-year apprenticeship he read many books, including Isaac Watt’s The Improvement of the Mind, and he enthusiastically implemented the principles and suggestions contained therein.
In 1812, at the age of twenty, and at the end of his apprenticeship, Faraday attended lectures by the eminent English chemist Humphry Davy. Faraday subsequently sent Davy a three-hundred-page book based on notes that he had taken during these lectures. Davy’s reply was immediate, kind, and favorable. When one of the Royal Institution’s assistants was sacked, Davy was asked to find a replacement, and appointed Faraday as Chemical Assistant at the Royal Institution.
According to the article, are these statements true, false or not given?
Bài tập 6: IELTS Reading True False Not Given
Read the passage below and answer quesions from 1-7
Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them - independent of any formal tuition. It is also possible that some of these ideas will be mistaken.
Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.
The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.
Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.
Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.
The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.
One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.
The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers
1 The plight of the rainforests has largely been ignored by the media.
2 Children only accept opinions on rainforests that they encounter in their classrooms.
3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.
4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.
5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’
6 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.
7 A second study has been planned to investigate primary school children’s ideas about rainforests.
Bài tập 7: IELTS Reading True False Not Given
Watching television makes toddlers fatter and stupider at primary school, according to new research. Scientists who tracked the progress of pre-school children found that the more television they watched the worse they were at mathematics, the more junk food they ate, and the more they were bullied by other pupils.
The findings, which support earlier evidence indicating television harms cognitive development, prompted calls for the Government to set limits on how much children should watch. American paediatricians advise that under-twos should not watch any television and that older children should view one to two hours a day at most. France has banned shows aimed at under-threes, and Australia recommends that three to five year-olds watch no more than an hour a day. Britain has no official advice.
Researchers said that pre-school is a critical time for brain development and that TV watching displaced time that could be spent engaging in “developmentally enriching tasks”. Even incremental exposure to TV delayed development, said the lead author Dr Linda Pagani, of Montreal University.
According to the article, are these statements true, false or not given?
1. Scientists believe that there is a link between the amount of television young children watch and their mental ability.
2. Shows aimed at under-twos are banned in the USA.
3. Children’s television programming is more strictly controlled in France than in Britain
Bài tập 8: IELTS Reading True False Not Given
Do the following statements agree with the information in the text? Mark them:
T if the statement agrees with the text
F if the statement does not agree with the text
NG if there is no information about this in the text
Chiles originate in South America and have been eaten for at least 9,500 years. Organised cultivation began around 5,400BC. Christopher Columbus was the first European to encounter chilies, when he landed on the island of Hispaniola in 1492. He thought it was a type of pepper and called it the “red pepper”, a name still used today. After their introduction to Europe they were an immediate sensation and were quickly incorporated into the diet. From there they spread to Africa, India and East Asia.
The reason for the chili’s “hotness” lies in a chemical called Capsaisin. Capsaisin causes temporary irritation to the trigeminal cells, which are the pain receptors in the mouth, nose and throat. After the pain messages are transmitted to the brain, endorphins, natural pain killers, are released and these not only kill the pain but give the chili eater a short lived natural high. Other side effects include: an increased heart rate, a running nose and
increased salivation and sweating, which can have a cooling effect in hot climates.
The reason for the presence of Capsaisin is thought to be to deter animals from eating the fruit. Only mammals feel the burning effects; birds feel nothing. As birds are a better method of distributing the seeds, which pass intact through their guts, Capsaisin would seem to be a result of natural selection.
The smaller chilies tend to be the hottest. This may reflect the fact that they tend to grow closer to the ground and are therefore more vulnerable to animals. The heat of a chili is measured on the Scoville scale. The hottest types such as the Habenero and the Scotch Bonnet rate between 100,000 and 300,000, the world famous Tabasco sauceÒ rates at 15,000 to 30,000, about the same as the Thai prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chili is 500 to 1,000 and the mild capsicins and paprikas can range between 100 and 0.
2. Capsaisin causes significant damage to the mouth.
3. Chilies can be part of a birds diet.
4. All large chilies grow high off the ground.
5. People breed chilies for their heat.
Bài tập 9: IELTS Reading True False Not Given
All our life, so far as it has definite form, is but a mass of habits,” William James wrote in 1892. Most of the choices we make each day may feel like the products of well-considered decision making, but they’re not. They’re habits. And though each habit means relatively little on its own, over time, the meals we order, what we say to our kids each night, whether we save or spend, how often we exercise, and the way we organize our thoughts and work routines have enormous impacts on our health, productivity, financial security, and happiness. One paper published by a Duke University researcher in 2006 found that 40 percent or more of the actions people performed each day weren’t actual decisions, but habits.
Do the statements below agree with the ideas expressed by the author? Write YES, NO or NOT GIVEN.
Bài tập 10:
Bài tập 11:
Bài tập 12:
Bài tập 13:
Bên cạnh dạng Yes No Not Given trong IELTS Reading, để đạt được điểm số cao các em rất cần phải luyện tập thêm các dạng đề khó, điển hình như dạng Multiple Choice là dạng các bạn cũng rất dễ sai, cũng như dạng FlowChart Completion cũng cần nhận được nhiều sự chú ý và luyện tập của các em để nâng cao band điểm Reading cho mình nhé!
We just sent you an email. Please click the link in the email to confirm your subscription!