F Student - IELTS Reading Type 5, Matching Features [PDF]

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IELTS READING | Type 5: Matching Type 5: Matching | Matching Features The Matching Features task can be imaginably considered as a task that asks you to find specific details in a big picture. There are hints but everything does not follow the order rule and you need to look at the whole picture again and again to find the matched piece. (Dạng bài Nối Đặc Điểm có thể được hình dung như việc tìm những chi tiết nhỏ trong một bức tranh lớn. Có rất nhiều gợi ý nhưng tất cả đều không theo một trật tự nào và chúng ta cần phải nhìn đi nhìn lại bức tranh đó nhiều lần để tìm ra được mảnh ghép được cho đang nằm chỗ nào ở trong tranh.) There are 3 sections in a Reading Matching Task (Có 3 phần trong một bài đọc Nối Đặc Điểm): ●



Section 1: the text (Phần 1: nội dung bài)



●



Section 2: the Number Feature (Phần 2: các đặc điểm số)



●



Section 3: the Letter Feature (Phần 3: các đặc điểm chữ)



Nothing is in order. Feature options are random and features in the text are random too. Your job is to find which Letter Feature matches which Number Feature and also, find where it is in the text. (Không có phần nào được xếp theo thứ tự. Các đặc điểm số và chữ được cho lộn xộn, ngay cả thông tin trong bài cũng nằm rải rác và lộn xộn. Nhiệm vụ của người đọc là phải tìm xem các Đặc Điểm Số khớp với Đặc Điểm Chữ nào, và để ghép được thì người đọc phải tìm ra được các Đặc Điểm Số + Chữ đó nằm ở đâu trong phần nội dung.) Basic guidance (Các bước cơ bản) 1.



Look at the Letter Features first. (Nhìn vào danh sách Đặc Điểm Chữ trước.)



2.



Scan where they are in the text. (Dò xem các Đặc Điểm Chữ nằm ở đâu trong bài.)



3.



Circles the Letter Features appear in the text. (Khoanh tròn những Đặc Điểm Chữ đó để chúng nổi bật lên - việc này là thao tác ‘đánh dấu vị trí/mẫu vật’ giúp chúng ta dễ dàng hơn



4.



trong việc tìm kiếm.) Scan the details nearby - can be before or after that Feature - then compare if they match any Number Features. (Sau đó, rà soát các chi tiết nằm gần Đặc Điểm Chữ - chúng có thể là những chi tiết phía trước hoặc phía sau Đặc Điểm Chữ đó - so sánh xem những chi



tiết này có đồng nghĩa với Đặc Điểm Số được cho phía dưới hay không.) NOTICE ● Find the same meaning, not the same words. Compare and match the same meaning not the same words. (Tìm nghĩa giống nhau, không tìm từ giống nhau. So sánh và ghép nghĩa - không so sánh và ghép từ.) ● ●



The ability to scan and to understand the concept in ‘the same meaning’ are two important reading skills for this type of task. (Khả năng dò tìm và hiểu bài đọc dưới dạng ‘cùng nghĩa’ là hai kĩ năng quan trọng khi làm dạng bài này.)



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READING Practice 1 Underground railways Underground railways are an essential part of life in some of the world's largest cities. There are, for example, 275 stations on the London underground and 450 on New York's subway system. Although the Paris metro can only boast 275, it is said that wherever you live in the city, you're never more than 500 metres from a station. In all three cities, the railways move enormous numbers of people around every day, while making little impact on the visual appearance of the cityscape. Many of the world's most famous underground railways date back to the period around the beginning of the twentieth century. The first metro trains in Paris ran in 1900, while New York's subway dates from 1904. They came into existence as the development of railway building technology coincided with an enormous influx of people into the world's largest cities, part of a general urbanisation associated with both population growth and industrial development. Underground railways facilitated the expansion of cities without placing more strain on their already overcrowded surface transportation systems - a forward-thinking conclusion reached by city leaders in London, whose system was inaugurated some 40 years before developments in Paris and New York. Today, there are more than 160 subway systems around the world that have followed that model. Tunnelling under a city, however, is easier said than done. In the early days, there was a reliance on manual labour, and it was tough work. Around 8,000 people were involved in the construction of the first lines in New York, while the original tunnelling in London was marked by a high level of both injuries and fatalities. A variety of techniques has since been developed for use in the excavation of tunnels, and each system has its own particular needs and challenges. For example, in Paris, soft mud rather than hard rock is the main headache for tunnelling engineers, whose solution has been to freeze it using calcium chloride so that it can be removed more easily. In New York City, the subway system is currently in the middle of a massive renovation project that involves boring a number of new tunnels, using what's known as a tunnel-boring machine (TBM). This enormous piece of equipment cuts through the earth beneath the city slowly but safely, and is especially important in New York where the hard bedrock is not far below the surface. This method of construction is very different to those in use when the first underground railways were built. New tunnels are currently being dug beneath London to reduce overcrowding on a system that already carries in excess of seven million passengers a day. The tunnelling has unearthed archaeological remains of great interest, a factor that held up the construction project. Sometimes, however, archaeology can work in the builders' favour, as in Paris where the metro was able to take advantage of deep quarries which were first excavated by the Ancient Romans. Whether it's solid rock in New York or ancient remains in Europe, tunnelling is never without its challenges. But the benefits of underground railways certainly outweigh the cost and challenge of building them.



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Questions 1-6 Look at the following statements (Questions 1-6) and the list of railway systems below. Match each statement with the correct railway system, A, B or C. Write the correct letter, A, B or C, next to each question. NB You may use any letter more than once. 1 Construction of tunnels in the city was delayed by unexpected discoveries. 2 The city authorities were pioneers in the development of these railway systems. 3 The city is taking advantage of available technology to update its system. 4 An impressive claim is made regarding the ease of access to the city's system. 5 This system has to deal with the problem of tunnelling in difficult soil conditions. 6 Safety of the workforce was an issue during the initial construction of this system. List of Railway Systems A Paris Metro



B New York City Subway



C London Underground



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READING Practice 2 Look at the list of people A-E. Read the passage and underline the names. List of People



List of Achievements



A Aristotle B Cajal C Golgi D Lichtman E Willis



1 saw the brain as a type of cooling system 2 drew the first visual representation of the brain 3 realised all parts of the brain were interconnected 4 identified the role of individual brain cells 5 developed computer models of brain cells



The Science of the Brain Scientists are learning so much about the brain now that it's easy to forget that for much of history we had no idea at all how it worked or even what it was. In the ancient world, physicians believed that the brain was made of mucus. The Greek philosopher Aristotle looked on it as a refrigerator, taking the heat out of a fiery heart. From his time through to the 17th century, anatomists declared with great authority that our perceptions, emotions, reasoning and actions were all the result of what they called animal spirits - in other words mysterious, unknowable vapours that swirled through cavities in our head and travelled through our bodies. The scientific revolution in the 17th century began to change that. The British physician Thomas Willis recognized that the tissue of the brain was where our mental world existed. To understand how it worked, he studied the brains of sheep, dogs and other animals, producing an accurate map of the organ, something which hadn't previously been attempted. It would take another century for researchers to grasp that the brain is an electric organ and that voltage spikes travel through it and out into the body's nervous system. Still, even in the 19th century scientists knew little about the paths those spikes followed. The Italian physician Camillo Golgi argued that the brain was a web - with all of its parts linked together. Building on Golgi's research, the Spanish scientist Santiago Ramon y Cajal tested new ways of staining individual neurons to trace their tangled connections. cajal recognized what Golgi did not: that each neuron was a distinct cell, separate from every other one, and that signals, triggered by a mix of chemicals, are transmitted to neighbouring neurons. Jeff Lichtman, a neuroscientist, is the current Ramon y Cajal Professor of Arts and sciences at Harvard, carrying Cajal's project into the 21st century. Instead of making pen-and-ink drawings of neurons by hand, he and his colleagues are creating extremely detailed three dimensional images of neurons on screen, revealing their every detail. By looking at tile fine structure of individual nerve cells, they may finally get answers to some of the most basic questions about tile nature of the brain.



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READING Practice 3 Reading the game Thirty-five years ago, a hundred tennis-playing children were tested for general athleticism. One girl was rated by the psychologist leading the analysis as 'the perfect tennis talent'. She outperformed her contemporaries at every tennis drill, as well as general motor skills. Her lung capacity suggested that she could have become a European champion at 1 ,500 metres. The girl's name is Steffi Graf who went on to win 22 Grand Slams. I was reminded of Graf's innate sporting talent during a recent conversation with the geneticist and former Economist journalist Matt Ridley. We were discussing the common argument that greatness, even genius, is the result of 10,000 hours of dedicated practice. This has been the sales pitch of several widely read books, the subtitles of which include 'The genius in all of us' and 'Greatness isn't born, it's grown'. If nurture is so dominant and nature such an irrelevance, then an unavoidable question follows: how many people, of all those born in 1756, had the potential, if they were given the right opportunities, to be as good as Mozart? Or in this case, how many women, of all those born in 1969, had the potential to become as good at tennis as Graf? According to the logic that a genius lurks in all of us, the answer must lie somewhere between 'most' and 'many'. Ridley's answers were a bit different: four Mozarts and about 30 Grafs. There was mischief, of course, in attaching numbers to such hypothetical questions. But his answer rang true. The surprise here is that the idea of talent finds itself on the ropes, beaten and bruised by those who believe in nurture alone. Acknowledging a role for genes, any role, can feel almost immoral. When I was quizzed by a newspaper about the genetic arguments in my book Luck, the interviewer sounded surprised - even though he agreed - that I dared to take on the gene-denial industry. His reticence was understandable. The anti-genes lobby often suggests that it is a short hop from recognising the existence of genetic talent to believing in eugenics. Personally, I'm pretty confident we can distinguish between the two. The role of innate talent in elite sport, just as it has been written out of the causal narrative, is actually in the ascendant out on the pitch. Consider the example of modern tennis. In the late 1970s and 1980s, tennis was still catching up with the implications of professionalism. John McEnroe enjoyed going for a burger much more than going to the gym. It fell to the underrated Ivan Lendl, a less talented all-round player than his elite rivals, to dedicate his whole life to the pursuit of self-improvement. To protect his joints, Lendl pioneered aerobic training on bikes rather than road running. He even installed an exact replica of the court at Flushing Meadows, home of the US Open. in his own back garden in Connecticut. Less gifted than McEnroe, Lendl relied on being fitter and more prepared. He used nurture, if you like, to make up for a shortfall in nature. And it worked. Lendl overhauled his rivals and spent 270 weeks as the world number one. One up for nurture. But what if all the top players hire nutritionists, masseurs and specialist coaches? That is what happened within 20 years. The upshot was that for 302 weeks between 2004 and 2009, the world number one was Roger Federer, widely rated the most talented player ever to pick up a racket. This view hardly needs anecdotal support, but if you're sceptical, perhaps you can take his greatest rival's word for it: 'His DNA; Rafael Nadal says, 'seems perfectly adapted to tennis.’



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During the amateur era and the early decades of professionalism, tennis players came in all shapes, sizes and training regimes. So it was possible to gain a significant edge through sheer hard work. But when a sport becomes fully professional and global, and nurture equilibrates, nature once again has the upper hand. The Grand Slam tournaments are the four most important international tennis events, including Wimbledon and the US Open. Questions 1-6 Look at the following statements (Questions 1-6) and the list of tennis players below. Match each statement with the correct player, A, 8, C, D or E. Write the correct letter, A, B, C, D or E, next to each question. NB You may use any letter more than once. 1 2 3 4



This player's level of achievement was successfully predicted. This player's innate ability was not matched by a commitment to training. This player was responsible for innovations in training procedures. This player's level of success would seem to support the idea that talent can be developed through training. 5 This player has acknowledged the superior talent of a rival. 6 This player's achievements support Epstein's view regarding the innate nature of talent. List of Tennis Players A Roger Federer B Steffi Graf C Ivan Lend D John McEnroe E Rafael Nadal



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READING Practice 4



Workplace dismissals Before the dismissal If an employer wants to dismiss an employee, there is a process to be followed. Instances of minor misconduct and poor performance must first be addressed through some preliminary steps. Firstly, you should be given an improvement note. This will explain the problem, outline any necessary changes and offer some assistance in correcting the situation. Then, if your employer does not think your performance has improved, you may be given a written warning. The last step is called a final written warning which will inform you that you will be dismissed unless there are improvements in performance. If there is no improvement, your employer can begin the dismissal procedure. The dismissal procedure begins with a letter from the employer setting out the charges made against the employee. The employee will be invited to a meeting to discuss these accusations. If the employee denies the charges, he is given the opportunity to appear at a formal appeal hearing in front of a different manager. After this, a decision is made as to whether the employee will be let go or not. Dismissals Of the various types of dismissal, a fair dismissal is the best kind if an employer wants an employee out of the workplace. A fair dismissal is legally and contractually strong and it means all the necessary procedures have been correctly followed. In cases where an employee's misconduct has been very serious, however, an employer may not have to follow all of these procedures. If the employer can prove that the employee's behaviour was illegal, dangerous or severely wrong, the employee can be dismissed immediately: a procedure known as summary dismissal. Sometimes a dismissal is not considered to have taken place fairly. One of these types is wrongful dismissal and involves a breach of contract by the employer. This could involve dismissing an employee without notice or without following proper disciplinary and dismissal procedures. Another type, unfair dismissal, is when an employee is sacked without good cause. There is another kind of dismissal, known as constructive dismissal, which is slightly peculiar because the employee is not actually openly dismissed by the employer. In this case the employee is forced into resigning by an employer who tries to make significant changes to the original contract. This could mean an employee might have to work night shifts after originally signing on for day work, or he could be made to work in dangerous conditions.



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Questions 1-5 Look at the following descriptions (Questions 1-5) and a list of terms below. Match each description with the correct term. Write the correct number A-E in boxes Questions 1-5 on your answer sheet. NB You may use any letter more than once. A list of terms A. Fair dismissal B. Summary dismissal C. Unfair dismissal D. Wrongful dismissal E. Constructive dismissal 1. An employee is asked to leave work straight away because he has done something really bad. 2. An employee is pressured to leave his job unless he accepts conditions that are very different from those agreed to in the beginning. 3. An employer gets rid of an employee without keeping to conditions in the contract. 4. The reason for an employee's dismissal is not considered good enough. 5. The reasons for an employee's dismissal are acceptable by law and the terms of the employment contract.



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READING Practice 5



Optimism and Health A Mindset is all. How you start the year will set



D Studies also show that belief can help



the template for the rest, and two scientifically



through times of financial difficulties. Chad



backed character traits hold the key: optimism



Wallens, a social forecaster at the Henley



and resilience (if the prospect leaves you feeling



Centre who surveyed middle-class Britons’



pessimistically spineless, the good news is that



beliefs about income, has found that “the



you can significantly boost both of these



people who feel wealthiest, and those who feel



qualities).



poorest, actually have almost the same amount of money at their disposal. Their attitudes and



B Faced with 12 months of plummeting



behavior patterns, however, are different from



economics and rising human distress, staunchly



one another.”



maintaining a rosy view might seem deludedly Pollyannaish.



But here we encounter the



E Optimists have something else to be cheerful



optimism paradox. As Brice Pitt, an emeritus



about; in general, they have greater longevity.



professor of the psychiatry of old age at



For example, a study of 660 volunteers by the



Imperial College, London, told me, “Optimists



Yale University psychologist Dr. Becca Levy



are unrealistic. Depressive people see things as



found that thinking positively adds an average



they really are, but that is a disadvantage from



of seven years to your life. Other American



an evolutionary point of view. Optimism is a



research claims to have identified a physical



piece of evolutionary equipment that carried us



mechanism behind this. A Harvard Medical



through millennia of setbacks.”



School study of 670 men found that the optimists have significantly better lung function.



C Optimists have plenty to be happy about. In



The lead author, Dr. Rosalind Wright, believes



other words, if you can convince yourself that



that attitude somehow strengthens the immune



things will get better, the odds of it happening



system. “Preliminary studies on heart patients



will improve because you keep on playing the



suggest that, by changing a person’s outlook,



game. In this light, optimism “is a habitual way



you can improve their mortality risk,” she says.



of explaining your setbacks to yourself,” reports Martin Seligman, the psychology professor and



G Few studies have tried to ascertain the



author of “Learned Optimism.” The research



proportion of optimists in the world. But a 1995



shows that when times get tough, optimists do



nationwide survey conducted by the American



better than pessimists. They succeed better at



magazine Adweek found that about half the



work, respond better to stress, suffer fewer



population counted themselves as optimists,



depressive episodes, and achieve more personal



with women slightly more optimistic than men



goals.



(53 percent versus 48 percent) to see the sunny side.



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H Of course, there is no guarantee that



J One of the best ways to acquire resilience is



optimism will insulate you from hard times, but



through experiencing a difficult childhood, the



the best strategy is still to keep smiling and



sociologist Steven Stack reports in the Journal



thank your lucky stars. Because (as every good



of Social Psychology. For example, short men



sports



is



are less likely to commit suicide than tall guys,



character-forming, so long as you practice the



he says, because shorties develop psychological



skills of resilience. Research among tycoons and



defense skills to handle the bullies and social



business leaders shows that the path to success



stigma that their lack of stature attracts. By



is often littered with failure, such as a record of



contrast, those who enjoyed adversity-free



sackings,



blistering



youths can get derailed by setbacks later on



castigation. But instead of curling into a ball



because they’ve never learned any coping



beneath the coffee table, they resiliently pick



strategies.



themselves up, learn from their pratfalls and



had



march boldly towards the next opportunity.



proactive optimism can help you to become



coach



knows)



bankruptcies



adversity



and



a



If you are handicapped by having



happy



childhood,



then



practicing



more resilient. Studies of resilient people show I



The



American



Psychological Association



that they take more risks. They court failure and



defines resilience as the ability to adapt in the



learn



face of adversity, trauma or tragedy. A resilient



insensitive to criticism, resilient types are also



person



may



go



through



difficulty



not



to fear it. And despite being



and



more open than average to other people.



uncertainty, but he or she will doggedly bounce



Bouncing through knock-backs is all part of the



back. Optimism is one of the central traits



process.



required in building resilience. Resilient people learn to hold on to their sense of humor and this



K It’s about optimistic risk-taking - being



can help them to keep a flexible attitude when



confident that people will like you. Simply



big changes of plan are warranted. The ability



smiling and being warm to people can help. It’s



to accept your lot with equanimity also plays an



an altruistic path to self-interest - and if it



important role.



achieves nothing else, it will reinforce an age-old adage: hard times can bring out the best in you.



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Questions 14-18 Look at the following statements (Questions 14-18) and list of people below. Match each statement with the correct person Write the correct number A-G in boxes Questions 14-18 on your answer sheet. NB You may use any letter more than once. List of people A. Brice Pitt



14. Optimism can increase one’s life length.



B. Chad Wallens



15. Feelings of optimism differ according to gender.



C. Adweek



16. Adversity is the breeding ground of resilience.



D. Steven Stack



17. Material wealth doesn't necessarily bring happiness.



E. Dr. Becca



18. Optimism is beneficial to human evolution.



F.



Dr. Rosalind Wright



G. Martin Seligman



Questions 24-27 The reading passage has ten paragraphs labelled A-J. Which paragraph contains the following information? Write the correct letter A-J in boxes 24-27 on your answer sheet. NB You may use any letter more than once. 24. An explanation of a realistic point of view being disadvantageous. 25. A situation where optimism can enhance a person’s perception of personal affluence. 26. Reference to determination and the ability to deal with personal setbacks being the keys to success. 27. A case of a difficult time growing up leading to greater fortitude in later life.



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