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GIẢI CHI TIẾT CAMBRIDGE IELTS 14

Biên soạn: IELTS Fighter – Trung Tâm Luyện Thi IELTS SỐ 1 Việt Nam
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LỜI NÓI ĐẦU

Hi các bạn, đến hẹn lại lên, Cambridge 14 đã xuất bản, IELTS Fighter tiếp tục

thực hiện giải chi tiết để giúp các bạn học tập dễ dàng hơn rồi đây! Mạn

phép đôi dòng giới thiệu và chia sẻ về cách học tài liệu hiệu quả dưới đây,

hy vọng các bạn áp dụng thành công và luyện đề Cambridge tốt nhất.

Giới thiệu tài liệu

Tài liệu được đội ngũ giáo viên của IELTS Fighter chung tay trực tiếp biên soạn.

Chúng tôi sẽ hướng dẫn giải từ Reading – Listening – Writing – Speaking.

Trong đó, phần giải Reading sẽ phân theo:

• Phân tích dạng đề bài

• Phân tích câu hỏi, dự đoán câu trả lời

• Tổng kết lại những từ vựng cần chú ý, hữu ích

Phần giải Listening:

• Phân tích dạng đề bào

• Hướng dẫn các bước phân tích và làm bài để tìm câu trả lời đúng.

Phần giải Writing:

• Bài viết mẫu theo yêu cầu, band 8 theo từng Task

• Từ vựng quan trọng và mẫu câu hay

Phần giải Speaking

• Câu trả lời mẫu theo từng Part

• Từ vựng hay cần chú ý.

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Để biết được trình độ của bản thân như thế nào, các bạn có thể đăng ký thi

thử theo link: THI THỬ IELTS MIỄN PHÍ

Tham khảo thêm thông tin và tài liệu hay:

Giải đáp 20 thắc mắc về kỳ thi IELTS

Lộ trình tự học IELTS từ 0-5 IELTS

Lộ trình tự học IELTS online 6.

Hướng dẫn tự học IELTS Speaking 7.

Lộ trình tự học IELTS 7 theo từng giai đoạn

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• TEST MỤC LỤC
  • READING
    • PASSAGE 1 – THE IMPORTANCE OF CHILDREN’S PLAY
    • PASSAGE 2 – THE GROWTH OF BIKE-SHAREING SCHEMES AROUND THE WORLD
    • PASSAGE 3 – MOTIVATIONAL FACTORS AND THE HOSPITALITY INDUSTRY
  • LISTENING
    • SECTION
    • SECTION
    • SECTION
    • SECTION
  • WRITING
    • TASK
    • TASK
  • SPEAKING
    • PART
    • PART
    • PART
• TEST
  • READING
    • PASSAGE 1 – ALEXANDER HENDERSON (1831-1913)
    • PASSAGE 2 – BACK TO THE FUTURE OF SKYSCRAPER DESIGN
    • PASSAGE 3 – WHY COMPANIES SHOULD WELCOME DISORDER
  • LISTENING
    • SECTION
    • SECTION
    • SECTION
    • SECTION
  • WRITING
    • TASK
    • TASK
  • SPEAKING
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    • PART Group: facebook/groups/ieltsfighter.support/
    • PART
    • PART
• TEST
  • READING
    • PASSAGE 1 – THE CONCEPT OF INTELLIGENCE
    • PASSAGE 2 – SAVING BUGS TO FIND NEW DRUGS
    • PASSAGE 3 – THE POWER OF PLAY
  • LISTENING
    • SECTION
    • SECTION
    • SECTION
    • SECTION
  • WRITING
    • TASK
    • TASK
  • SPEAKING
    • PART
    • PART
    • PART
• TEST
  • READING
    • PASSAGE 1 – THE SECRET OF STAYING YOUNG
    • PASSAGE 2 – WHY ZOOS ARE GOOD
    • PASSAGE
  • LISTENING
    • SECTION
    • SECTION
    • SECTION
    • SECTION
  • WRITING
    • TASK
    • TASK
  • SPEAKING

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TEST 1

READING

PASSAGE 1 – THE IMPORTANCE OF CHILDREN’S PLAY

Dạng bài tập
– Questions 1-8: table completion
– Questions 9-13: True/False/Not Given

1. Creativity
Sau động từ develop, chúng ta cần 1 danh từ.
Từ khóa trong câu này là “magical kingdom”
Dòng 4-5 (đoạn 1): “.. fantasy is helping her take her first steps towards her
capacity for creativity…”
– This fantasy (sự kỳ ảo) = magical kingdom
– Take her first steps towards = develop (phát triển)
 creativity
2. Rules
Cần 1 danh từ vì sau từ “and” là 1 danh từ (turn –taking).
Từ khóa trong câu này là “board games”
Dòng 4-5 (đoạn 2) : “….. down with a board game, she’s learning about the
need to follow rules and takes turns with a partner”
– Turn-taking (danh từ) = takes turn (động từ – lần lượt)
 rules
3. Cities
Cần 1 danh từ vì sau giới từ “of” là 1 danh từ
Từ khóa trong câu này là “populations”
Dòng 2 (đoạn 5): “… over half the people in the world now live in cities…”
– Over half the people = populations (dân số)
 cities
4. Traffic + 5. Crime
Cần 2 danh từ vì sau giới từ “of” là danh từ
Từ khóa trong 2 câu này là “fear”
Dòng 4-5 (đoạn 5): “.. perceptions of risk to do with traffic, … protect their
children from being the victims of crime…”
– risk, victims (rủi ro, nạn nhân) = fear (nỗi sợ, nỗi ám ảnh)
 traffic, crime

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6. competition
Cần một danh từ vì sau tính từ “increased” cần 1 danh từ
Từ khóa trong câu này là “increased” và “schools”
Dòng 6 (đoạn 5): “… which is leading to greater competition in academic learning
and schools”

• greater (lớn hơn) = increased (gia tăng)
• schools
   competition
  7. evidence
  Cần 1 danh từ vì sau động từ “find” là một danh từ
  Từ khóa trong câu này là “difficult to find” và “support new policies”
  Dòng 3 (đoạn 6): “what they often lack is the evidence to base policies on”
• lack (thiếu) = difficult to find (khó tìm)
• base policies on (xây dựng chính sách dựa trên) = support new policies (hỗ trợ chính
  sách mới)
   evidence
  8. life
  Cần 1 danh từ vì sau sở hữu “child’s” là một danh từ
  Từ khóa trong câu này là “impact” và “the rest of the child’s”
  Dòng 2-3 (đoạn 8): “there is very little data on the impact it has on the child’s later
  life”
• impact
• the child’s later life = the rest of the child’s
   life
  9. True
  Greater self-control = good self-control (khả năng làm chủ bản thân tốt)
  Likely to do well at school (có khả năng làm tốt ở trường) = a key predictor of
  academic performance (giả định quan trọng cho khả năng học tập)
   True
  10. True
  Children at play = the way a child play
  Give us important clues = provide information
  Diagnosis of neurodevelopmental disorders (chẩn đoán bất thường trong phát triển
  trí não) = possible medical problems (những vấn đề sức khoẻ có thể xảy ra)
   True
  11. Not given

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century.
But we live in changing times, and Whitebread is mindful of a
worldwide decline in play, pointing out that over half the people
in the world now live in cities. ‘The opportunities for free play,
which I experienced almost every day of my childhood, are
becoming increasingly scarce,’ he says. Outdoor play is curtailed
by perceptions of risk to do with traffic, as well as parents’
increased wish to protect their children from being the victims
of crime, and by the emphasis on ‘earlier is better’ which is
leading to greater competition in academic learning and
schools.
International bodies like the United Nations and the European
Union have begun to develop policies concerned with children’s
right to play, and to consider implications for leisure facilities
and educational programmes. But what they often lack is the
evidence to base policies on.
‘The type of play we are interested in is child-initiated,
spontaneous and unpredictable- but, as soon as you ask a five-
year-old “to play”, then you as the researcher have intervened,’
explains Dr Sara Baker. ‘And we want to know what the long-
term impact of play is. It’s a real challenge.’
Dr Jenny Gibson agrees, pointing out that although some of the
steps in the puzzle of how and why play is important have been
looked at, there is very little data on the impact it has on the
child’s later life.
Now, thanks to the university’s new Centre for Research on Play
in Education, Development and Learning (PEDAL), Whitebread,
Baker, Gibson and a team of researchers hope to provide
evidence on the role played by play in how a child develops.
‘A strong possibility is that play supports the early development
of children’s self-control,’ explains Baker. ‘This is our ability to
develop awareness of our own thinking processes – it influences
how effectively we go about undertaking challenging activities.’
In a study carried out by Baker with toddlers and young pre-
schoolers, she found that children with greater self-control
solved problems more quickly when exploring an unfamiliar set-

mindful (adj): quan tâm

scarce (adj): ít
perception (n): quan
điểm

implication (n): ngụ ý

spontaneous (adj): bất ngờ
unpredictable (adj):
không thể đoán được
impact (n): ảnh hưởng

possibility (n): khả năng
self-control (n): tự kiểm
soát

toddler (n): trẻ mới biết
đi

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up requiring scientific reasoning. ‘This sort of evidence makes
us think that giving children the chance to play will make them
more successful problem-solvers in the long run.’
If playful experiences do facilitate this aspect of development,
say the researchers, it could be extremely significant for
educational practices, because the ability to self-regulate has
been shown to be a key predictor of academic performance.
Gibson adds: ‘Playful behaviour is also an important indicator of
healthy social and emotional development. In my previous
research, I investigated how observing children at play can give
us important clues about their well-being and can even be
useful in the diagnosis of neurodevelopmental disorders like
autism.’
Whitebread’s recent research has involved developing a play-
based approach to supporting children’s writing. ‘Many primary
school children find writing difficult, but we showed in a
previous study that a playful stimulus was far more effective
than an instructional one.’ Children wrote longer and better-
structured stories when they first played with dolls representing
characters in the story. In the latest study, children first created
their story with Lego*, with similar results. ‘Many teachers
commented that they had always previously had children saying
they didn’t know what to write about. With the Lego building,
however, not a single child said this through the whole year of
the project.’
Whitebread, who directs PEDAL, trained as a primary school
teacher in the early 1970s, when, as he describes, ‘the teaching
of young children was largely a quiet backwater, untroubled by
any serious intellectual debate or controversy.’ Now, the
landscape is very different, with hotly debated topics such as
school starting age.
‘Somehow the importance of play has been lost in recent
decades. It’s regarded as something trivial, or even as
something negative that contrasts with “work”. Let’s not lose
sight of its benefits, and the fundamental contributions it makes

pre-schooler (n): trẻ nhỏ
tuổi
unfamiliar (adj): không
quen thuộc
facilitate (n): tạo điều
kiện cho

diagnosis (n): chẩn đoán
autism (n): tự kỷ

approach (n): phương
pháp
stimulus (n): sự kích thích

similar (adj): tương tự

serious (adj): nghiêm túc
debate (v): tranh luận

trivial (adj): tầm thường

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Cần danh từ chỉ người vì chủ từ là “people” và động từ là “were”
Từ khóa là the Dutch group Provo
Dòng 2-3 (đoạn A): “Provo… was a group of Dutch activists”
 Activists
24. Consumerism
Cần 1 danh từ vì sau giới từ “about” là danh từ
Từ khóa là “damage to the environment”
Dòng 4-5 (đoạn A): “the perceived threats of air pollution and consumerism”

• Air pollution = damage to the environment
   consumerism
  25. Leaflets
  Cần 1 danh từ vì sau cụm ngoại động từ “hand out” là danh từ
  Từ khóa là “handed out”, “condemned the use of cars”
  Dòng 6 (đoạn A): “they also distributed leaflets describing the dangers of cars”
• Distributed = handed out (phân phát)
• Describing the dangers of cars = condemned the use of cars
   leaflets
  26. Police
  Cần 1 danh từ vì sau mạo từ “the” là danh từ
  Từ khóa là “left the bikes around the city”, “took them away”
  Dòng 4-6 (đoạn B): “the police was opposed to Provo’s initiatives and almost as soon
  as the white bikes were distributed around the city, they removed them.”
• Bikes were distributed around the city = left the bikes around the city
• Removed them = took them away
   Police

Vocabulary highlight

PASSAGE 2 – THE GROWTH OF BIKE-SHAREING SCHEMES AROUND THE WORLD

WORLD

How Dutch engineer Luud Schimmelpennink helped to devise
urban bike-sharing schemes
A. The original idea for an urban bike-sharing scheme dates back
to a summer’s day in Amsterdam in 1965. Provo, the
organisation that came up with the idea, was a group of Dutch
activists who wanted to change society. They believed the
scheme, which was known as the Witte Fietsenplan, was an

original (adj): đầu tiên
scheme (n): kế hoạch

activist (n): nhà hoạt
động xã hội

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answer to the perceived threats of air pollution and
consumerism. In the centre of Amsterdam, they painted a
small number of used bikes white. They also distributed
leaflets describing the dangers of cars and inviting people to
use the white bikes. The bikes were then left unlocked at
various locations around the city, to be used by anyone in
need of transport.
B. Luud Schimmelpennink, a Dutch industrial engineer who still
lives and cycles in Amsterdam, was heavily involved in the
original scheme. He recalls how the scheme succeeded in
attracting a great deal of attention – particularly when it came
to publicising Provo’s aims – but struggled to get off the
ground. The police were opposed to Provo’s initiatives and
almost as soon as the white bikes were distributed around the
city, they removed them. However, for Schimmelpennink and
for bike-sharing schemes in general, this was just the
beginning. ‘The first Witte Fietsenplan was just a symbolic
thing,’ he says. ‘We painted a few bikes white, that was all.
Things got more serious when I became a member of the
Amsterdam city council two years later.’
C. Schimmelpennink seized this opportunity to present a more
elaborate Witte Fietsenplan to the city council. ‘My idea was
that the municipality of Amsterdam would distribute 10,
white bikes over the city, for everyone to use,’ he explains. ‘I
made serious calculations. It turned out that a white bicycle –
per person, per kilometre – would cost the municipality only
10% of what it contributed to public transport per person per
kilometre.’ Nevertheless, the council unanimously rejected
the plan. ‘They said that the bicycle belongs to the past. They
saw a glorious future for the car,’ says Schimmelpennink. But
he was not in the least discouraged.
D. Schimmelpennink never stopped believing in bike-sharing,
and in the mid-90s, two Danes asked for his help to set up a
system in Copenhagen. The result was the world’s first large-
scale bike-share programme. It worked on a deposit: ‘You
dropped a coin in the bike and when you returned it, you got

perceived (adj): nhận
biết; threat (n): mối đe
dọa
consumerism (n): sự bảo
vệ quyền lợi người tiêu
dùng

struggle (v): đấu tranh
opposed (adj): phản đối
initiative (n): sáng kiến

symbolic (adj): tượng
trưng

seize (v): nắm bắt
elaborate (adj): phức tạp
municipality (n): thành
phố tự trị

unanimously (adv): đồng
lòng, nhất trí
glorious (adj): huy hoàng

deposit (n): tiền đặt cọc

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inspired cities all over the world to set up their own schemes,
all modelled on Schimmelpennink’s. ‘It’s wonderful that this
happened,’ he says. ‘But financially I didn’t really benefit from
it, because I never filed for a patent.’
G. In Amsterdam today, 38% of all trips are made by bike and,
along with Copenhagen, it is regarded as one of the two most
cycle-friendly capitals in the world – but the city never got
another Witte Fietsenplan. Molenaar believes this may be
because everybody in Amsterdam already has a bike.
Schimmelpennink, however, cannot see that this changes
Amsterdam’s need for a bike-sharing scheme. ‘People who
travel on the underground don’t carry their bikes around. But
often they need additional transport to reach their final
destination.’ Although he thinks it is strange that a city like
Amsterdam does not have a successful bike- sharing scheme,
he is optimistic about the future. ‘In the ’60s we didn’t stand
a chance because people were prepared to give their lives to
keep cars in the city. But that mentality has totally changed.
Today everybody longs for cities that are not dominated by
cars.’

boast (v): khoe khoang

optimistic (adj): lạc quan

mentality (n): tâm tính

PASSAGE 3 – MOTIVATIONAL FACTORS AND THE HOSPITALITY INDUSTRY

Dạng bài tập
– Questions 27-31: matching
– Questions 32-35: Yes/No/Not given
– Questions 36-40: summary completion

27. E
Từ khóa “hotel managers, “encourage good staff to remain”
Dòng 4-5 (đoạn 8): “it is beneficial for hotel managers to understand what practices are
most favourable to increase employee satisfaction and retention.”
– Hotel managers
– Increase employee satisfaction and retention = encourage good staff to remain
 E
28. D
Từ khóa “the actions of managers”, “they shouldn’t move”

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Dòng 1-3 (đoạn 5): “when managers provide recognition to employees, motivates
employees to work together, and remove obstacles preventing effective performance,
employees feel more obligated to stay with the company.”

• Provide recognition + motivates employees + remove obstacles = the actions of
  managers
• More obligated to stay with the company = they shouldn’t move
   D
  29. B
  Từ khóa “hospitality industry”, “help workers improve their skills”
  Dòng 4-6 (đoạn 3): “despite this recognition of the importance of employee
  development, the hospitality industry has historically been dominated by
  underdeveloped HR practices”
• Hospitality industry
• Employee development = help workers improve their skills
   B
  30. D
  Từ khóa “less likely to change jobs”, “cooperation is encouraged”
  Dòng 1-3 (đoạn 5): “when managers provide recognition to employees, motivates
  employees to work together, and remove obstacles preventing effective performance,
  employees feel more obligated to stay with the company.”
• More obligated to stay with the company = less likely to change jobs
• motivates employees to work together = cooperation is encouraged
   D
  31. C
  Từ khóa “dissatisfaction with pay”, “not the only reason”
  Dòng 4-7 (đoạn 4): “among the many cited reasons are low compensation…”
• Among the many cited reasons = not the only reason
• Low compensation = dissatisfaction with pay
   C
  32. Yes
  Among the many cited reasons = one reason
  Compromised employee morale = poor morale (đạo đức kém)
   Yes
  33. No
  Dòng 3-4 (đoạn 4): “employees may be broadly satisfied with many aspects of their
  work”