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Candidate: IELTS TEST TAKER
Kích Cỡ Chữ

A Brief History of Humans and Food

Exercise 1 - Definition Matching
Nối các từ vựng bên phải với định nghĩa tiếng Anh tương ứng (A, B, C...) ở cột bên trái.
A. The large-scale business of producing, distributing, and selling foods preserved at very low temperatures.
B. The practice of dividing work so that different people focus on particular duties or roles.
C. Biological materials that support, connect, or separate organs and other body tissues.
D. The techniques used to keep food safe and edible for a longer period.
E. The early human relatives who survived mainly by hunting animals and collecting wild plants.
F. The influence of seasons on when and how much of a product can be made or harvested.
G. Substances produced by plants that are not directly involved in growth but may help protect the plant.
H. Industrial food preservation by sealing products in airtight containers such as cans.
I. Chemical processes that occur naturally without deliberate human control.
J. Protective substances or toxins that organisms produce to discourage predators or harmful organisms.
1. hunter-gatherer ancestors [np] – tổ tiên săn bắt và hái lượm
2. plant secondary compounds [np] – các hợp chất thứ cấp của thực vật
3. chemical defences [np] – cơ chế phòng vệ bằng hóa chất
4. connective tissue [np] – mô liên kết
5. specialisation of tasks [np] – sự chuyên môn hóa các công việc
6. seasonality of production [np] – tính mùa vụ của sản xuất
7. food preservation [np] – sự bảo quản thực phẩm
8. natural chemical reactions [np] – các phản ứng hóa học tự nhiên
9. commercial canning [np] – hoạt động đóng hộp thực phẩm thương mại
10. frozen food industry [np] – ngành công nghiệp thực phẩm đông lạnh
Exercise 2 - Sentence Completion
Quan sát danh sách từ vựng bên trái và gõ từ thích hợp vào chỗ trống trong từng câu bên phải.
Vocabulary List:
identical [a] – giống hệt
inedible [a] – không thể ăn được
seismic [a] – có tác động rất lớn, mang tính thay đổi sâu rộng
toxic [a] – độc hại
sophisticated [a] – tinh vi, phát triển hơn
digestible [a] – dễ tiêu hóa
fabricated [v] – được chế tạo
hostile [a] – không thuận lợi, gây khó sống sót
herbivorous [a] – ăn thực vật
resistant to damage [a phrase] – chống hư hại / khó bị hỏng
1. The two machines looked almost , but one had a more powerful engine.
2. The discovery of electricity brought changes to the way people live and work.
3. The desert is a environment where few plants and animals can survive.
4. Many cows and deer are animals that mainly feed on grass and leaves.
5. The laboratory uses equipment to examine tiny changes in the human body.
6. The old wooden bridge was replaced with a structure made from materials that are more .
7. Some wild berries may look attractive but are actually and dangerous to eat.
8. The food became after being left outside for several days.
9. The engineers a lightweight model of the aircraft for testing.
10. Cooking vegetables can make them softer and more for young children and elderly people.
Exercise 3 - Paraphrasing
Chọn câu diễn đạt tương đương (Paraphrase A, B, C...) ở cột bên phải tương ứng với từng câu gốc bên trái.
1. Cooking, farming and food preservation were three major developments that changed human diets.
2. Cooking makes some plants safe to eat by destroying natural toxins.
3. Cooked food is easier to chew and digest, so the body gains energy more efficiently.
4. Agriculture reduced the time people needed to gather food and helped societies become more organised.
5. Farming created extra food supplies, which led people to develop methods for preserving food.
6. Traditional preservation methods such as smoking, drying, fermentation and salting prevent food from spoiling.
7. Canning became an effective modern preservation method after lighter containers and can openers were developed.
8. Freezing later became more popular than canning because it keeps food closer to its fresh taste and texture.
9. Clarence Birdseye helped establish the modern frozen food industry by using rapid freezing methods.
A. Rapid freezing created smaller ice crystals, helping food keep its quality and supporting the growth of frozen food.
B. Techniques like drying, smoking and adding salt make it harder for bacteria to grow in food.
C. Farming allowed people to produce more food than they could eat immediately and encouraged new ways of storing it.
D. Heating food can remove harmful substances in certain plants and make them safe for people to eat.
E. Three important changes in history—cooking, agriculture and preservation—greatly influenced what humans eat.
F. Food that has been cooked requires less effort to chew and allows the body to obtain more usable energy.
G. The development of farming helped people settle down, keep records and create more complex communities.
H. Canned food became widely practical after improvements made containers lighter, stronger and easier to open.
I. Frozen foods became more popular because they can preserve many products while keeping a fresh-like flavour and texture.
Exercise 3 - Sentence Rewriting
Dựa vào câu gốc và gợi ý, hãy viết lại câu hoàn chỉnh bằng tiếng Anh vào ô bên dưới.
1. have an impact on [v phrase] – có ảnh hưởng đến → Việc sử dụng điện thoại quá nhiều có thể có ảnh hưởng tiêu cực đến khả năng tập trung của học sinh.
2. be referred to as [v phrase] – được gọi là → Hiện tượng này thường được gọi là một bước ngoặt quan trọng trong lịch sử công nghệ.
3. be directly involved in [v phrase] – liên quan trực tiếp đến → Nhiều nhà khoa học đã trực tiếp tham gia vào quá trình phát triển loại vật liệu mới này.
4. break down [phr v] – phá vỡ, phân hủy → Một số loại vi khuẩn có thể phân hủy chất thải nhựa trong môi trường tự nhiên.
5. lead to the possibility of [v phrase] – dẫn đến khả năng xảy ra điều gì → Phát hiện này có thể dẫn đến khả năng phát triển các phương pháp điều trị hiệu quả hơn.
6. share one feature in common [v phrase] – có một đặc điểm chung → Những thiết bị này có một đặc điểm chung là đều sử dụng rất ít năng lượng.
7. be applied to [v phrase] – được áp dụng cho → Công nghệ mới này có thể được áp dụng cho nhiều lĩnh vực khác nhau, bao gồm y tế và giáo dục.
8. wait until something is invented [v phrase] – chờ đến khi thứ gì được phát minh → Con người không nên chờ đến khi một giải pháp hoàn hảo được phát minh rồi mới hành động để bảo vệ môi trường.
9. come about with [v phrase] – xảy ra cùng với / nhờ sự xuất hiện của → Những thay đổi lớn trong cách con người giao tiếp đã xảy ra cùng với sự xuất hiện của Internet.
10. be overtaken by [v phrase] – bị vượt qua, bị thay thế bởi → Nhiều công nghệ cũ đã bị vượt qua bởi những thiết bị hiện đại và tiện lợi hơn.

Why do we need the arts?

Exercise 1 - Definition Matching
Nối các từ vựng bên phải với định nghĩa tiếng Anh tương ứng (A, B, C...) ở cột bên trái.
A. Events, objects, or signals from the outside environment that influence a person’s thoughts, feelings, or behaviour.
B. Things considered valuable because they help achieve another goal or outcome.
C. A live artistic presentation performed by actors on a stage.
D. The ability of something to make life more meaningful, interesting, or emotionally rewarding.
E. The process of producing artistic beauty through creative work.
F. Unfair treatment or unequal conditions affecting people or groups in society.
G. Ways in which people react, reply, or respond to an event, idea, or situation.
H. The feelings, thoughts, perceptions, and events that people go through in life.
I. The communication of ideas or emotions through non-literal, non-realistic, or symbolic forms.
J. Things valued for their own sake rather than for what they can produce or achieve.
1. ends in themselves [np] – những điều có giá trị tự thân, không cần phục vụ mục đích khác
2. instrumental value [np] – giá trị mang tính công cụ, phục vụ một mục đích khác
3. human experience [np] – trải nghiệm của con người
4. social injustice [np] – sự bất công trong xã hội
5. creation of beauty [np] – sự sáng tạo ra cái đẹp
6. theatre performance [np] – buổi biểu diễn sân khấu
7. form of response [np] – một hình thức phản ứng / phản hồi
8. abstract expression [np] – sự biểu đạt trừu tượng
9. external stimuli [np] – các tác động / kích thích từ bên ngoài
10. capacity to enrich experience [np] – khả năng làm phong phú trải nghiệm
Exercise 2 - Sentence Completion
Quan sát danh sách từ vựng bên trái và gõ từ thích hợp vào chỗ trống trong từng câu bên phải.
Vocabulary List:
elicited [v] – khơi gợi, gợi ra
outstanding [a] – nổi bật, xuất sắc
instrumental [a] – mang tính công cụ, phục vụ mục đích khác
decorative [a] – mang tính trang trí
compelled [a] – bị thôi thúc, cảm thấy bắt buộc phải làm
eccentricity [n] – tính khác thường, lập dị
typicality [n] – tính điển hình
chiefly [adv] – chủ yếu
functional [a] – có tính thực dụng, chỉ phục vụ chức năng
essential [a] – thiết yếu, cốt lõi
1. The museum displayed several objects, such as colourful vases and carved wooden panels.
2. The teacher’s question a wide range of thoughtful responses from the students.
3. Clean water is for human health and survival.
4. The building was designed to be practical and rather than visually impressive.
5. Her unusual clothing choices were often seen as a sign of her .
6. The report focused on the economic effects of the new policy.
7. The researcher questioned the of the sample because it did not represent the wider population.
8. His leadership was in helping the organisation recover after the crisis.
9. She felt to apologise after realising that her comments had upset her friend.
10. The scientist received an award for her contribution to medical research.
Exercise 3 - Paraphrasing
Chọn câu diễn đạt tương đương (Paraphrase A, B, C...) ở cột bên phải tương ứng với từng câu gốc bên trái.
1. A world without the arts would be functional but lacking beauty, entertainment and imagination.
2. The arts do not need a practical purpose because they can exist for their own value.
3. Artists may create works to communicate ideas or emotions, but art itself does not always need an external goal.
4. Art can be useful in advertising, films or social campaigns, but this is not its essential role.
5. The arts are valuable because they create beauty and help people experience the world in different ways.
6. Painting, music, literature, dance and theatre can help people notice and reflect on aspects of life.
7. Like laughter, art can be a natural response that may make people feel better even without a clear purpose.
8. Artists often create work to express personal feelings and inner experiences, especially in abstract music.
9. Art can connect artists with audiences and enrich people’s understanding of life.
A. Art can bring people closer to an artist’s ideas or emotions and make life feel richer.
B. Some artworks may be used to sell products or support causes, but art is not defined by these practical uses.
C. A society without music, images, stories or decoration might work efficiently but would feel empty and dull.
D. Artists may have particular aims, but a work of art does not always need to achieve something beyond itself.
E. Artistic forms can encourage people to look more carefully at the world and notice things from fresh angles.
F. The arts have value in themselves because they can create beauty and meaningful human experiences.
G. Creating art can be a natural reaction to something that fascinates, attracts or disturbs an artist.
H. Music and other art forms can express thoughts and feelings that are difficult to explain in ordinary words.
I. Art does not have to teach, entertain or make a moral point in order to justify its existence.
Exercise 3 - Sentence Rewriting
Dựa vào câu gốc và gợi ý, hãy viết lại câu hoàn chỉnh bằng tiếng Anh vào ô bên dưới.
1. exist for their own sake [v phrase] – tồn tại vì giá trị tự thân → Một số người tin rằng nghệ thuật nên tồn tại vì giá trị tự thân, thay vì luôn phục vụ một mục đích thực tế.
2. have an aim in mind [v phrase] – có một mục tiêu trong đầu → Khi bắt đầu viết cuốn tiểu thuyết này, tác giả đã có một mục tiêu rõ ràng trong đầu.
3. make a moral point [v phrase] – truyền tải một thông điệp đạo đức → Nhiều câu chuyện dành cho trẻ em cố gắng truyền tải một thông điệp đạo đức về lòng trung thực và sự tử tế.
4. be good for nothing [v phrase] – không có ích cho bất cứ điều gì → Một số người cho rằng những tác phẩm không mang lại lợi ích thực tế thì không có ích cho bất cứ điều gì.
5. arise from [phr v] – bắt nguồn từ → Sự khác biệt trong quan điểm về nghệ thuật thường bắt nguồn từ những giá trị văn hóa khác nhau.
6. draw attention to [v phrase] – thu hút sự chú ý đến → Bộ phim này nhằm thu hút sự chú ý đến những khó khăn mà người lao động nghèo phải đối mặt.
7. get away with doing something [v phrase] – làm điều gì mà vẫn được chấp nhận → Một số nghệ sĩ có thể làm những điều gây tranh cãi mà vẫn được chấp nhận vì tác phẩm của họ quá nổi tiếng.
8. be fascinated by [v phrase] – bị cuốn hút bởi → Nhiều khán giả bị cuốn hút bởi cách bộ phim kết hợp giữa yếu tố thực tế và tưởng tượng.
9. be repelled by [v phrase] – bị phản cảm / bị đẩy lùi bởi → Một số người xem bị phản cảm bởi những hình ảnh quá bạo lực trong bộ phim.
10. connect with an audience [v phrase] – kết nối với khán giả / người tiếp nhận → Một tác phẩm nghệ thuật thành công cần kết nối với khán giả ở cả mức độ cảm xúc lẫn trí tuệ.

The significant role of mother tongue language in education

Exercise 1 - Definition Matching
Nối các từ vựng bên phải với định nghĩa tiếng Anh tương ứng (A, B, C...) ở cột bên trái.
A. The movement of people from one region, city, or country to another.
B. Communities made up of people from different cultural, ethnic, or linguistic backgrounds.
C. A shared sense of belonging to a nation, including its culture, history, and values.
D. Educational programs that use learners’ first language as the main language of instruction.
E. Courses or systems in which students learn through two languages.
F. A form of education that uses three languages for teaching and learning.
G. A language spoken by a smaller group within a larger population.
H. Understanding of the facts, concepts, and content related to a particular school subject.
I. The ability to use formal language effectively for studying, writing, and academic communication.
J. Separation or barriers between groups caused by differences in language.
1. population mobility [np] – sự di chuyển dân cư
2. culturally diverse communities [np] – các cộng đồng đa dạng về văn hóa
3. national identity [np] – bản sắc dân tộc
4. mother tongue-based teaching programs [np] – các chương trình giảng dạy dựa trên tiếng mẹ đẻ
5. bilingual programs [np] – các chương trình song ngữ
6. trilingual education [np] – giáo dục ba ngôn ngữ
7. minority language [np] – ngôn ngữ của nhóm thiểu số
8. subject-matter knowledge [np] – kiến thức chuyên môn / kiến thức môn học
9. academic language skills [np] – kỹ năng ngôn ngữ học thuật
10. linguistic division [np] – sự chia cách về ngôn ngữ
Exercise 2 - Sentence Completion
Quan sát danh sách từ vựng bên trái và gõ từ thích hợp vào chỗ trống trong từng câu bên phải.
Vocabulary List:
maximize [v] – tối đa hóa
retain [v] – duy trì, giữ lại
well-prepared [a] – được chuẩn bị tốt
mainstream [a] – thuộc dòng chính, phổ biến trong xã hội
alienated [a] – bị xa lạ, tách rời khỏi
conversational [a] – thuộc về giao tiếp hằng ngày
effectively [adv] – một cách hiệu quả
flexibility [n] – tính linh hoạt
suspicious of [a phrase] – nghi ngờ, không tin tưởng vào
solid foundation [np] – nền tảng vững chắc
1. Employees need greater in their schedules so that they can balance work and family responsibilities.
2. The teacher encouraged students to use a more style when practising everyday spoken English.
3. A strong early education provides a for future learning and personal development.
4. Some consumers remain advertisements that promise unrealistic results.
5. The company introduced new software to the efficiency of its customer-service team.
6. Although the idea was once controversial, it has now become part of culture.
7. The coach made sure that every athlete was before the final competition.
8. Good leaders know how to talented employees by offering fair pay and career opportunities.
9. The new communication strategy helped the organisation explain its goals more to the public.
10. Teenagers may feel from their parents when family members rarely communicate openly.
Exercise 3 - Paraphrasing
Chọn câu diễn đạt tương đương (Paraphrase A, B, C...) ở cột bên phải tương ứng với từng câu gốc bên trái.
1. Increasing migration has made schools in many countries more culturally and linguistically diverse.
2. Some groups see diversity as a problem and support policies that discourage children from keeping their home languages.
3. Schools should respect all children’s rights and make full use of the cultural and language resources they bring.
4. Research shows that developing two or more languages can improve children’s understanding of language and flexible thinking.
5. A strong foundation in a child’s mother tongue can support literacy and success in the school language.
6. Well-designed bilingual programs can develop minority-language skills without harming progress in the majority language.
7. Knowledge and learning strategies can transfer from one language to another.
8. Children may quickly learn everyday conversation in the majority language but need longer to develop academic language skills.
9. Children can lose their mother tongue rapidly if it is not widely used at home or in the local community.
10. Losing a home language can create emotional distance between children and their parents and cultures.
A. Skills such as understanding main ideas or telling the time can be learned in one language and then used in another.
B. Some people worry that maintaining a home language prevents children from fitting into the main culture.
C. When children no longer communicate well in their family language, they may become disconnected from both home and school life.
D. Migration has created classrooms where many pupils speak languages other than the main language of the country.
E. Children who continue learning their first language often become better at using language and thinking in flexible ways.
F. Bilingual education can help children learn their home language and the majority language without damaging progress in either.
G. Schools should see children’s languages and cultures as strengths that can benefit the whole society.
H. Parents who talk, read and tell stories with children in their first language can help them prepare for learning at school.
I. Young learners may become fluent in everyday speech quickly, but developing formal academic language takes much longer.
J. In communities where few people use the same home language, children may stop speaking it within only a few years.
Exercise 3 - Sentence Rewriting
Dựa vào câu gốc và gợi ý, hãy viết lại câu hoàn chỉnh bằng tiếng Anh vào ô bên dưới.
1. identify with [phr v] – đồng nhất bản thân với / cảm thấy thuộc về → Trẻ em thường dễ đồng nhất bản thân với những nhân vật có hoàn cảnh giống mình trong truyện.
2. be respected [v phrase] – được tôn trọng → Ngôn ngữ và văn hóa của các nhóm thiểu số cần được tôn trọng trong hệ thống giáo dục.
3. discourage someone from doing something [v phrase] – ngăn cản ai làm gì → Việc sợ mắc lỗi có thể ngăn cản học sinh tham gia các cuộc trò chuyện bằng tiếng Anh.
4. gain a deeper understanding of [v phrase] – có được sự hiểu biết sâu sắc hơn về → Học ngoại ngữ có thể giúp người học có được sự hiểu biết sâu sắc hơn về các nền văn hóa khác.
5. transfer across languages [v phrase] – chuyển giao giữa các ngôn ngữ → Một số kỹ năng đọc có thể được chuyển giao giữa các ngôn ngữ mà một người biết.
6. have access to [v phrase] – có cơ hội tiếp cận với → Học sinh ở vùng nông thôn nên có cơ hội tiếp cận với sách và tài liệu học tập chất lượng cao.
7. promote literacy and knowledge [v phrase] – thúc đẩy khả năng đọc viết và kiến thức → Thư viện trường học đóng vai trò quan trọng trong việc thúc đẩy khả năng đọc viết và kiến thức cho trẻ em.
8. distinguish something from something [v phrase] – phân biệt điều gì với điều gì → Người học cần biết cách phân biệt thông tin đáng tin cậy với thông tin sai lệch trên mạng.
9. pick up conversational skills [phr v] – tiếp thu các kỹ năng giao tiếp một cách tự nhiên → Trẻ nhỏ thường tiếp thu các kỹ năng giao tiếp một cách tự nhiên khi chơi và nói chuyện với bạn bè.
10. catch up with [phr v] – bắt kịp với → Những học sinh nghỉ học trong thời gian dài có thể cần thêm hỗ trợ để bắt kịp với các bạn cùng lớp.

READING PASSAGE 1

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

A Brief History of Humans and Food

During the journey from our hunter-gatherer ancestors to the present day there have been three seismic changes that have had an impact on the food we eat: the discovery of cooking, the emergence of agriculture and the invention of methods of preserving food.

The 19th century scientist Charles Darwin thought that cooking, after language, was the greatest discovery made by man. All of us eat some raw food, for instance fruit and vegetables, but the great majority of food we eat is cooked. Cooking can turn plants that are inedible into edible food by destroying toxic chemicals that plants often manufacture to protect themselves against attack by insects or other herbivorous animals. These toxic chemicals are referred to as 'plant secondary compounds', because they are not directly involved in the plant's normal growth, development and reproduction, and are produced purely as chemical defences. They give many of the plants we consume, such as coffee or brussels sprouts, their bitter taste.

Cooked food is often more digestible, because heat breaks down tough cellulose cell walls in plants or tough connective tissue in animals. Chewing raw turnip, a plate of uncooked rice, or a raw leg of lamb is much harder work than eating the cooked equivalent. The energy expended in chewing to break down the tough material is replaced by energy from the fuel that is used in cooking the food, so the ratio of energy gained to energy expended by the body is greater when food is cooked.

Until the development of agriculture, hunter-gatherers spent up to seven hours a day gathering food. This all began to change around 10,500 years ago with the advent of farming, which led to some dramatic changes in human societies. People began to create a variety of new tools to help with survival, and in turn populations increased in size. These changes led to the possibility of specialisation of different tasks within society. It was around this time that writing became more sophisticated and allowed people to maintain records of the harvest and taxes. Eventually, formalised structures of government were established as people settled in one area.

The arrival of agriculture meant that, for the first time, our ancestors had more food than they could eat immediately. This, combined with the seasonality of production, led them to discover methods of preserving food: smoking, drying, adding acid by fermentation or adding salt. These four methods all share one feature in common: they make the food a more hostile environment for bacteria that can cause it to spoil. They also tend to slow down any natural chemical reactions in the food that would cause decay.

Although foods today are still preserved in the ancient ways. two more recent methods of preserving food have become more common: canning and freezing. Canning was invented by a Frenchman, Nicholas Appert, in the early 19th century. He sealed food in bottles fabricated from glass and then heated them in boiling water to cook the contents. Appert's method had great advantages over older methods of food preservation: it could be applied to a wide range of foods, and the flavour of the food as well as the texture were similar to the freshly cooked product. His idea was soon copied be Englishman, Peter Durand. Until this point containers had weighed too much to be widely used, but he produced the first ones which were light and resistant to damage. Two years later, in 1812, two Englishmen, Bryan Donkin and John Hall, started the commercial canning of food, although the real take-off in popularity of canning had to wait until the can opener was invented in 1855. Up to this time, cans were opened with a chisel which was used to break open the top when hit with a hammer. Canning is an extremely effective way of preserving food: one can which contained meat dating from 1824 was opened in 1939 and the contents were still in good condition.

In the 21st century, the dominance of canning as a method of food preservation has been overtaken by another technology: freezing. Chilling food to keep it fresh is an old idea. The earliest mentions of icehouses, thick-walled buildings, half underground, date back to 1,700 BC in northwest Iran. In early 16th-century Italy, water was mixed with chemicals to lower its freezing point to -18 degrees Celsius, and several centuries later frozen fish and other goods were transported by ship from Australia to England. But the modern frozen food industry was started in the 1920s by an American, Clarence Birdseye. While Birdseye was on a fishing trip with the Inuit in the Canadian Arctic, he observed that very rapid freezing creates smaller ice crystals and therefore causes less damage to food. This was something he had not expected. Nevertheless, the big growth in demand for frozen food came about with the arrival of freezers in the homes of ordinary people. The advantages of frozen over canned food include the fact that the flavour and consistency are often identical to the equivalent fresh product, and that freezing can be used to preserve a huge variety of foods.

Questions 1-5
Do the following statements agree with the information given in Reading Passage 1? In boxes 1-5 on your answer sheet, write TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
1. According to Darwin, cooking was the most significant development in human history.
2. The process of cooking gets rid of some plant poisons.
3. Eating cooked food is more energy efficient than eating raw food.
4. Clarence Birdseye had previously worked in the Australian food industry.
5. Birdseye's trip with the Inuit confirmed what he had already believed about rapid freezing.
Questions 6-13
Complete the notes below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 6-13 on your answer sheet.
The development of agriculture and food preservation

The changes agriculture brought about were:

  • the development of equipment and larger 6
  • the ability to keep 7 as writing developed
  • the setting up of organised government

Food preservation

  • early methods of food preservation included: smoking, drying and combining food with acid or 8

canning

  • Nicholas Appert put food into containers made of 9
  • Appert's method resulted in preserved food that had the same taste and 10 as fresh food
  • Peter Durand introduced cans which had the advantage of being 11 and hard to break
  • In 1855, the metal can opener replaced the 12 which had been used with a hammer to open cans
  • some food was still found to be edible after more than a hundred years, e.g. an old can of 13 opened 1939

freezing

READING PASSAGE 2

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

Why do we need the arts?

Sometimes people question why we need 'the arts'. What functions do art, music, dance and literature serve?

A Imagine a world in which people spend hours working in offices or factories, and then go home in the evening to sit down to dinner, after which they sleep until it's time to get up and work again. In this world, people do not read or watch TV, listen to music, play computer games or have pictures to decorate their homes. In fact, there are no pictures in this world - not even advertisements are illustrated, but all are words, and very plain ones at that, with no playfulness left in them. The buildings are completely functional without a single decorative feature anywhere, and there is no music to dance to and enjoy. Such a world is a world without the arts in any form.

B To ask what the arts are good for is not exactly the same as asking what their purpose is. The arts do not have to have a purpose - they do not exist in order to teach, to make a moral point. to entertain, to distract, to amuse, to support a revolution, to disgust, to challenge, to stimulate or to cheer; they exist chiefly for their own sake. It is artists, not the arts as such, that may have an aim in mind, and their aim may be to do any of the things just listed. But equally, artists may just make a work of art because they feel compelled to. Because the work is its own justification, no aim or goal is necessarily required to explain or, still less, to justify its existence.

C But to say that the arts do not have to serve an aim beyond themselves, even though they may sometimes do so, is not to say that they are good for nothing. On the contrary, as such an important part of human experience, they are good for many things. The distinction here lies between things that are instrumental and things that are ends in themselves. An instrument exists for something beyond itself - namely, for what it can be used to do. We know that pictures are used as instruments in advertising, and the objective is always to persuade us to buy something. Similarly, music can be written chiefly to accompany dancing, or as a soundtrack to a movie. A play can be written to point out to the theatre audience a social injustice or other problems that should be dealt with. But even though the arts can sometimes be instrumental, that fact is not essential to their nature. What the arts are 'good for' arises from their being an end in themselves, or more accurately, representing many different things that are valuable for their own sakes - such as, for instance, the creation of beauty.

D The phrase 'the arts' includes painting, sculpture, music, literature, dance and theatre performance, and whatever else (to quote the famous US artist Andy Warhol) anyone can get away with in calling their creation a contribution to 'the arts'. But the generalisation that the arts, whatever else they are, are always an end in themselves, applies to them all. The arts are one major form of response to the world. They are often an attempt to capture an aspect of the world, to draw attention to something about it to comment on it, to present a surprising or fresh angle on it, to represent it for the sake of exploring something about it, or enjoying or celebrating it. They can help people to focus on, for example, the colour or shape of an object, its eccentricity or typicality, and the interest or perhaps disgust it provokes in them.

E For a loose comparison, think of laughing at a joke. We do not laugh so that we can achieve a further goal – in order to be healthy or relaxed, say, even if we thereby succeed in being healthier or more relaxed – but simply because the joke has elicited that reaction. But although it is merely a reaction. laughing is, in fact, good for something nevertheless; it does make people feel better. The arts are a reaction in the same way. French artist Cézanne painted Mont Sainte-Victoire repeatedly because he was fascinated by it, not because he thought that painting it would say something about politics or society or human hopes. Being fascinated by something, attracted to it, repelled by it, keen to reveal an unusual aspect of it, are all responses to that thing; the making of the arts is one outstanding way of expressing such responses.

F But the arts are a response not only to things in the world but also to experience of the world, which lies inside the artist himself. And they are also often an expression of what presses from within the artist without being elicited by externals. Music is a prime example. A symphony, unless it is devised to represent bird song, rain, the sea and the like, is an abstract expression of a composers conception. We may be able to describe what the Russian composer Tchaikovsky is doing in his ballet music, but how can we describe what he is expressing in his piano concertos? Composers may experiment with melody and rhythm in very abstract, sometimes mathematical, ways.

G When artists get to work responding to and expressing ideas, whether or not they also want to make a point, entertain, distract, support a revolution and the rest, they are producing something that someone else will react to in some way. They seek to connect with their audience and express an idea or emotion which has the capacity to enrich our experience of life itself.

Questions 14-18
Reading Passage 2 has seven paragraphs, A-G. Which paragraph contains the following information? Write the correct letter, A-G, in boxes 14-18 on your answer sheet.
Paragraphs
A. Paragraph A
B. Paragraph B
C. Paragraph C
D. Paragraph D
E. Paragraph E
F. Paragraph F
G. Paragraph G
14. a claim that artists may have no clear objective when creating a piece of art
15. a description of how artists hope to benefit other people
16. a comparison between the arts and things made to perform a particular function
17. a claim that it is possible to convince the world that anything you have made is a work of art
18. an example of something that has an unintentional benefit for us
Questions 19-22
Complete the summary below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 19-22 on your answer sheet.
The arts and human experience

Some people may claim that the arts serve no useful purpose, that they achieve nothing measurable and help nobody. But there are many clear examples of their usefulness, such as the inter-dependent relationship between music and 19 , or between the visual arts and the 20 business. A dramatist may use a 21 to draw our attention to various issues in society, for example some kind of injustice which needs correcting. Apart from these obvious practical benefits, there are other benefits that we gain from things, such as the 22 we find in an artist's work.

Questions 23-24
Choose TWO letters, A-E. Write the correct letters in boxes 23 and 24 on your answer sheet. In paragraph D, which TWO of the following effects does the writer say the arts can have?
Questions 25-26
Choose TWO letters, A-E. Write the correct letters in boxes 25 and 26 on your answer sheet. Which TWO of the following statements about composers and music does the writer make?

READING PASSAGE 3

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

The significant role of mother tongue language in education

One consequence of population mobility is an increasing diversity within schools. To illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the language of communication. Schools in Europe and North America have experienced this diversity for years, but educational policies and practices vary widely between countries and even within countries. Some political parties and groups search for ways to 'solve the problem' of diverse communities and their integration in schools and society. They see few positive consequences for the host society and worry that diversity threatens the identity of the host society. Consequently, they promote unfortunate educational policies that will make the 'problem' disappear. If students retain their culture and language, they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society.

The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic and economic resources of the nation are maximized. To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. A first step in providing an appropriate education for culturally and linguistically diverse children is to examine what the existing research says about the role of children's mother tongues in their educational development.

In fact, the research is very clear. When children continue to develop their abilities in two or more languages throughout primary school, they gain a deeper understanding of language and how to use it effectively. They have more practice in processing language, especially when they develop literacy in both. More than 150 research studies conducted during the past 35 years strongly support what Goethe, the famous eighteenth-century German philosopher, once said: that the person who knows only one language does not truly know that language. Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.

Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue, children come to school well-prepared to learn the school language and succeed educationally. Children's knowledge and skills transfer across languages from the mother tongue to the school language. Transfer across languages can be two-way: both languages nurture each other when the educational environment permits children access to both languages.

Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language. For example, in a bilingual program where 50% of the time is spent teaching through children's home language and 50% through the majority language, surely children won't progress as far in the latter? One of the most strongly established findings of educational research, however, is that well-implemented bilingual programs can promote literacy and subject-matter knowledge in a minority language without any negative effects on children's development in the majority language. Within Europe, the Foyer program in Belgium, which develops children's speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000).

It is easy to understand how this happens. When children are learning through a minority language, they are learning concepts and intellectual skills too. Pupils who know how to tell the time in their mother tongue understand the concept of telling time. In order to tell time in the majority language they do not need to re-learn the concept. Similarly, at more advanced stages, there is transfer across languages in other skills, such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion. Studies of secondary school pupils are providing interesting findings in this area, and it would be worth extending this research.

Many people marvel at how quickly bilingual children seem to 'pick up' conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context. The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood. Where the mother tongue is used extensively in the community, then language loss among young children will be less. However, where language communities are not concentrated in particular neighborhoods, children can lose their ability to communicate in their mother tongue within two to three years of starting school. They may retain receptive skills in the language but they will use the majority language in speaking with their peers and siblings and in responding to their parents. By the time children become adolescents, the linguistic division between parents and children has become an emotional chasm. Pupils frequently become alienated from the cultures of both home and school, with predictable results.

Questions 27-30
Choose the correct letter, A, B, C or D. Write the correct letter in boxes 27-30 on your answer sheet.
27. What point is the writer making in the second paragraph?
28. Why does the writer refer to something that Goethe said?
29. The writer believes that when young children have a firm grasp of their mother tongue
30. Why are some people suspicious about mother tongue-based teaching programmes?
Questions 31-35
Complete the summary using the list of words, A-J, below. Write the correct letter, A-J, in boxes 31-35 on your answer sheet.
Bilingual children
Options
A teachers
B school
C dislocation
D rate
E time
F family
G communication
H type
I ability
J area

It has often been noted that bilingual children acquire the 31 to converse in the majority language remarkably quickly. The fact that the mother tongue can disappear at a similar 32 is less well understood. This phenomenon depends to a certain extent on the proportion of people with the same linguistic background that have settled in a particular 33 . If this is limited, children are likely to lose the active use of their mother tongue, and thus no longer employ it even with 34 although they may still understand it. It follows that teenage children in these circumstances experience a sense of 35 in relation to all aspects of their lives.

Questions 36-40
Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 36-40 on your answer sheet, write YES if the statement agrees with the views of the writer NO if the statement contradicts the views of the writer NOT GIVEN if it is impossible to say what the writer thinks about this
36. Less than half the children who attend kindergarten in Toronto have English as their mother tongue.
37. Research proves that learning the host country language at school can have an adverse effect on a child's mother tongue.
38. The Foyer programme is to be adopted by the French education system.
39. Bilingual children are taught to tell the time earlier than monolingual children.
40. Bilingual children can eventually apply reading comprehension strategies acquired in one language when reading in the other.
Reading – Real Tests Vol 4 – Test 10 – IELTS 7+ Cấp Tốc & Giao tiếp