<\/span><\/h3>\nB\u00e0i thi IELTS Reading \u0111\u01b0\u1ee3c nh\u1eadn x\u00e9t l\u00e0 t\u01b0\u01a1ng \u0111\u1ed1i kh\u00f3 b\u1edfi n\u00f3 \u0111\u00e1nh gi\u00e1 kh\u1ea3 n\u0103ng \u0111\u1ecdc hi\u1ec3u v\u00e0 x\u00e1c \u0111\u1ecbnh th\u00f4ng tin c\u1ee7a th\u00ed sinh.\u00a0<\/span><\/p>\nC\u1ee5 th\u1ec3, d\u1ea1ng b\u00e0i True False Not Given trong IELTS Reading s\u1ebd \u0111\u01b0a ra c\u00e1c nh\u1eadn \u0111\u1ecbnh (statements) v\u00e0 y\u00eau c\u1ea7u th\u00ed sinh x\u00e1c \u0111\u1ecbnh ch\u00fang c\u00f3 \u0111\u1ed3ng nh\u1ea5t v\u1edbi n\u1ed9i dung b\u00e0i \u0111\u1ecdc kh\u00f4ng. C\u1ee5 th\u1ec3 h\u01a1n:<\/span><\/p>\n\n- True<\/strong>: Nh\u1eadn \u0111\u1ecbnh \u0111\u00fang v\u1edbi n\u1ed9i dung trong b\u00e0i \u0111\u1ecdc.<\/span><\/li>\n
- False<\/strong>: Nh\u1eadn \u0111\u1ecbnh m\u00e2u thu\u1eabn v\u1edbi n\u1ed9i dung trong b\u00e0i \u0111\u1ecdc.<\/span><\/li>\n
- Not Given<\/strong>: Kh\u00f4ng c\u00f3 th\u00f4ng tin li\u00ean quan trong b\u00e0i \u0111\u1ecdc.<\/span><\/li>\n<\/ul>\n
Ngu\u1ed3n: Cambridge IELTS 17 – Test 3 – Reading Passage 1: The thylacine<\/em><\/figcaption><\/figure>\nC\u00f3 2 d\u1ea1ng b\u00e0i True False Not Given:<\/span><\/p>\n\n- True False Not Given d\u1ea1ng nh\u1eafc \u0111\u1ebfn 1 \u0111\u1ed1i t\u01b0\u1ee3ng<\/strong>.<\/span><\/li>\n
- True False Not Given d\u1ea1ng b\u00e0i so s\u00e1nh<\/strong>.<\/span><\/li>\n<\/ul>\n
<\/span>Ph\u00e2n bi\u1ec7t True False Not Given v\u00e0 Yes No Not Given<\/b><\/em><\/span><\/h3>\nB\u00ean c\u1ea1nh True False Not Given, Yes No Not Given c\u0169ng l\u00e0 m\u1ed9t d\u1ea1ng b\u00e0i t\u01b0\u01a1ng \u0111\u1ed1i ph\u1ed5 bi\u1ebfn. Tuy nhi\u00ean, c\u00e1ch l\u00e0m 2 d\u1ea1ng b\u00e0i n\u00e0y s\u1ebd c\u00f3 s\u1ef1 kh\u00e1c bi\u1ec7t:<\/span><\/p>\n\n- C\u00e1ch l\u00e0m b\u00e0i True False Not Given<\/strong>: D\u1ef1a tr\u00ean<\/span>\u00a0s\u1ef1 th\u1eadt (facts) cho s\u1eb5n trong b\u00e0i \u0111\u1ecdc. <\/span>\u21d2 Th\u00ed sinh ph\u1ea3i \u0111\u1ed1i chi\u1ebfu th\u00f4ng tin v\u1edbi b\u00e0i \u0111\u1ecdc.<\/span><\/li>\n
- C\u00e1ch l\u00e0m Yes No Not Given<\/strong>: D\u1ef1a tr\u00ean \u00fd ki\u1ebfn v\u00e0 quan \u0111i\u1ec3m (point of view) c\u1ee7a t\u00e1c gi\u1ea3. \u21d2 Th\u00ed sinh ph\u1ea3i suy lu\u1eadn theo quan \u0111i\u1ec3m c\u1ee7a t\u00e1c gi\u1ea3 (writer).<\/span><\/li>\n<\/ul>\n
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Nh\u00ecn chung, vi\u1ec7c l\u1ef1a ch\u1ecdn gi\u1eefa True\/False t\u01b0\u01a1ng \u0111\u1ed1i \u0111\u01a1n gi\u1ea3n. Tuy nhi\u00ean, nhi\u1ec1u th\u00ed sinh th\u01b0\u1eddng m\u1ea5t \u0111i\u1ec3m trong l\u00fac l\u00e0m b\u00e0i b\u1edfi:<\/span><\/p>\n\n- Ph\u00e2n v\u00e2n n\u00ean ch\u1ecdn Not Given hay False. \u2192 T\u1ed1n nhi\u1ec1u th\u1eddi gian l\u00e0m b\u00e0i h\u01a1n.<\/span><\/li>\n
- Ch\u1ec9 ch\u1ecdn \u0111\u00e1p \u00e1n d\u1ef1a tr\u00ean t\u1eeb kh\u00f3a (keywords) m\u00e0 kh\u00f4ng hi\u1ec3u ngh\u0129a. \u2192 L\u1ef1a ch\u1ecdn lu\u00f4n True\/False trong khi \u0111\u00e1p \u00e1n c\u00f3 th\u1ec3 l\u00e0 Not Given.<\/span><\/li>\n<\/ul>\n
<\/span> C\u00e1ch l\u00e0m b\u00e0i Reading True False Not Given c\u1ef1c k\u1ef3 \u0111\u01a1n gi\u1ea3n<\/b><\/span><\/h2>\nSau khi x\u00e1c \u0111\u1ecbnh \u0111\u1ec1 b\u00e0i IELTS Reading thu\u1ed9c d\u1ea1ng True False Not Given, b\u1ea1n h\u00e3y \u00e1p d\u1ee5ng l\u1ea7n l\u01b0\u1ee3t 3 b\u01b0\u1edbc<\/strong> sau \u0111\u00e2y:<\/span><\/p>\n<\/span>B\u01b0\u1edbc 1: \u0110\u1ecdc k\u1ef9 c\u00e2u h\u1ecfi, x\u00e1c \u0111\u1ecbnh \u00fd ch\u00ednh v\u00e0 g\u1ea1ch ch\u00e2n t\u1eeb kh\u00f3a (keywords)<\/b><\/em><\/span><\/h3>\n\u0110i\u1ec1u \u0111\u1ea7u ti\u00ean b\u1ea1n c\u1ea7n th\u1ef1c hi\u1ec7n l\u00e0 \u0111\u1ecdc th\u1eadt k\u1ef9 c\u00e2u h\u1ecfi v\u00e0 x\u00e1c \u0111\u1ecbnh n\u1ed9i dung ch\u00ednh. Quan tr\u1ecdng nh\u1ea5t l\u00e0 b\u1ea1n h\u00e3y c\u1ed1 g\u1eafng hi\u1ec3u n\u1ed9i dung c\u00e2u h\u1ecfi. B\u00ean c\u1ea1nh \u0111\u00f3, \u0111\u00e1nh d\u1ea5u c\u00e1c t\u1eeb kh\u00f3a quan tr\u1ecdng s\u1ebd gi\u00fap b\u1ea1n chu\u1ea9n b\u1ecb cho c\u00e1c b\u01b0\u1edbc sau trong qu\u00e1 tr\u00ecnh l\u00e0m b\u00e0i.\u00a0<\/span><\/p>\nM\u1ed9t s\u1ed1 t\u1eeb kh\u00f3a b\u1ea1n n\u00ean l\u01b0u \u00fd bao g\u1ed3m:<\/span><\/p>\n\n- T\u00ean ri\u00eang<\/strong>: t\u00ean ng\u01b0\u1eddi, t\u00ean t\u1ed5 ch\u1ee9c, t\u00ean \u0111\u1ecba danh,…<\/span><\/li>\n
- S\u1ed1<\/strong>: s\u1ed1 l\u01b0\u1ee3ng, s\u1ed1 \u0111\u1ebfm, th\u1eddi gian, ng\u00e0y, th\u00e1ng, n\u0103m,…<\/span><\/li>\n
- Thu\u1eadt ng\u1eef chuy\u00ean ng\u00e0nh<\/strong>: t\u1eeb v\u1ef1ng thu\u1ed9c c\u00e1c l\u0129nh v\u1ef1c kh\u00e1c nhau.<\/span><\/li>\n
- C\u00e1c t\u1eeb ch\u1ec9 \u0111\u1ecbnh t\u00ednh<\/strong>: some, all, often, always,..<\/span><\/li>\n
- C\u00e1c \u0111\u1ed9ng t\u1eeb t\u01b0\u1eddng thu\u1eadt<\/strong>: claim, hope, report, say, suggest,…<\/span><\/li>\n
- C\u00e1c \u0111\u1ed9ng t\u1eeb khuy\u1ebft thi\u1ebfu<\/strong>: can, could, may, might,…<\/span><\/li>\n
- C\u00e1c t\u1eeb tuy\u1ec7t \u0111\u1ed1i h\u00f3a<\/strong>: always, never,…<\/span><\/li>\n<\/ul>\n
<\/span>B\u01b0\u1edbc 2: Scanning<\/b><\/em><\/span><\/h3>\nSau khi \u0111\u00e3 n\u1eafm \u0111\u01b0\u1ee3c n\u1ed9i dung ch\u00ednh v\u00e0 x\u00e1c \u0111\u1ecbnh t\u1eeb kh\u00f3a, h\u00e3y scan<\/strong> th\u1eadt nhanh b\u00e0i \u0111\u1ecdc \u0111\u1ec3 t\u00ecm v\u1ecb tr\u00ed c\u1ee7a ch\u00fang trong b\u00e0i.\u00a0<\/span><\/p>\nM\u1ed9t l\u01b0u \u00fd nh\u1ecf l\u00e0 b\u1ea1n c\u00f3 th\u1ec3 scan t\u1eeb tr\u00e1i sang ph\u1ea3i, t\u1eeb tr\u00ean xu\u1ed1ng d\u01b0\u1edbi. H\u00e3y luy\u1ec7n t\u1eadp k\u1ef9 n\u0103ng scanning \u0111\u1ec3 c\u1ea3i thi\u1ec7n t\u1ed1c \u0111\u1ed9 l\u00e0m b\u00e0i c\u1ee7a m\u00ecnh nh\u00e9.<\/span><\/p>\n<\/span>B\u01b0\u1edbc 3: So s\u00e1nh th\u00f4ng tin v\u00e0 t\u00ecm \u0111\u00e1p \u00e1n<\/b><\/em><\/span><\/h3>\nB\u01b0\u1edbc cu\u1ed1i c\u00f9ng b\u1ea1n c\u1ea7n l\u00e0m l\u00e0 so s\u00e1nh th\u00f4ng tin b\u1ea1n v\u1eeba t\u00ecm \u0111\u01b0\u1ee3c v\u1edbi n\u1ed9i dung nh\u1eadn \u0111\u1ecbnh c\u1ee7a \u0111\u1ec1 b\u00e0i, t\u1eeb \u0111\u00f3 t\u00ecm ra \u0111\u00e1p \u00e1n \u0111\u00fang l\u00e0 True, False hay Not Given.<\/span><\/p>\nL\u01b0u \u00fd<\/strong>: Tr\u1ecdng t\u00e2m c\u1ee7a c\u00e2u h\u1ecfi c\u00f3 th\u1ec3 ch\u1ec9 \u1edf 1-2 t\u1eeb ch\u00ednh. M\u1ed9t l\u1ea7n n\u1eefa, vi\u1ec7c x\u00e1c \u0111\u1ecbnh \u0111\u00fang t\u1eeb kh\u00f3a l\u00e0 r\u1ea5t quan tr\u1ecdng.<\/span><\/p>\n
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<\/span>M\u1ed9t s\u1ed1 tips l\u00e0m b\u00e0i True False Not Given hi\u1ec7u qu\u1ea3<\/b><\/span><\/h2>\n<\/span>C\u00e1ch l\u00e0m True False Not Given #1: T\u00ecm th\u00f4ng tin theo th\u1ee9 t\u1ef1<\/b><\/em><\/span><\/h3>\nM\u1ed9t trong s\u1ed1 nh\u1eefng m\u1eb9o l\u00e0m True False Not Given quan tr\u1ecdng nh\u1ea5t l\u00e0 t\u00ecm th\u00f4ng tin theo th\u1ee9 t\u1ef1. N\u1ed9i dung c\u00e2u h\u1ecfi c\u1ee7a b\u00e0i IELTS Reading s\u1ebd theo th\u1ee9 t\u1ef1 th\u00f4ng tin xu\u1ea5t hi\u1ec7n trong b\u00e0i (V\u00ed d\u1ee5: C\u00e2u 1 trong \u0111o\u1ea1n 1, c\u00e2u 2 trong \u0111o\u1ea1n 2, c\u00e2u 3 trong \u0111o\u1ea1n 4,…). V\u1eady n\u00ean, n\u1ebfu ch\u01b0a t\u00ecm th\u1ea5y th\u00f4ng tin ho\u1eb7c ch\u01b0a ch\u1eafc ch\u1eafn v\u1edbi c\u00e2u tr\u1ea3 l\u1eddi, b\u1ea1n h\u00e3y \u0111\u1ecdc ti\u1ebfp v\u00e0 l\u00e0m c\u00e1c c\u00e2u h\u1ecfi ph\u00eda sau tr\u01b0\u1edbc.<\/span><\/p>\n<\/span>C\u00e1ch l\u00e0m True False Not Given #2: Tr\u00e1nh suy ngh\u0129 qu\u00e1 ph\u1ee9c t\u1ea1p<\/b><\/em><\/span><\/h3>\nNhi\u1ec1u th\u00ed sinh th\u01b0\u1eddng d\u00e0nh nhi\u1ec1u th\u1eddi gian \u0111\u1ec3 suy ngh\u0129 v\u1ec1 c\u00e2u h\u1ecfi v\u00e0 n\u1ed9i dung th\u00f4ng tin b\u00e0i \u0111\u1ecdc. Tuy nhi\u00ean, m\u1ed9t l\u01b0u \u00fd cho b\u1ea1n l\u00e0 tr\u00e1nh suy ngh\u0129 qu\u00e1 ph\u1ee9c t\u1ea1p.\u00a0<\/span><\/p>\nH\u00e3y b\u1ecf qua nh\u1eefng \u0111i\u1ec1u b\u1ea1n \u0111\u00e3 bi\u1ebft v\u1ec1 ch\u1ee7 \u0111\u1ec1 trong b\u00e0i v\u00e0 tuy\u1ec7t \u0111\u1ed1i kh\u00f4ng \u0111\u01b0\u1ee3c t\u1ef1 \u201csuy di\u1ec5n\u201d. Thay v\u00e0o \u0111\u00f3, h\u00e3y ch\u1ec9 so s\u00e1nh \u0111\u00e1p \u00e1n v\u1edbi th\u00f4ng tin trong b\u00e0i.<\/span><\/p>\n<\/span>C\u00e1ch l\u00e0m True False Not Given #3: Ki\u1ec3m tra s\u1ed1 l\u01b0\u1ee3ng \u0111\u00e1p \u00e1n<\/b><\/em><\/span><\/h3>\nV\u00ec \u0111\u1ec1 b\u00e0i y\u00eau c\u1ea7u x\u00e1c \u0111\u1ecbnh n\u1ed9i dung True False Not Given, n\u00ean c\u1ea3 3 \u0111\u00e1p \u00e1n n\u00e0y \u0111\u1ec1u ph\u1ea3i xu\u1ea5t hi\u1ec7n trong c\u00e2u tr\u1ea3 l\u1eddi. <\/span>N\u1ebfu b\u1ea1n kh\u00f4ng c\u00f3 \u00edt nh\u1ea5t 1 \u0111\u00e1p \u00e1n True, False, hay Not Given, c\u00f3 th\u1ec3 b\u1ea1n s\u1ebd c\u1ea7n ki\u1ec3m tra l\u1ea1i b\u00e0i l\u00e0m c\u1ee7a m\u00ecnh.<\/span><\/p>\n
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<\/span>Th\u1ef1c h\u00e0nh \u00e1p d\u1ee5ng c\u00e1ch l\u00e0m True False Not Given<\/b><\/span><\/h2>\n\u0110\u1ec3 gi\u00fap b\u1ea1n n\u1eafm v\u1eefng c\u00e1ch l\u00e0m b\u00e0i, h\u00e3y c\u00f9ng luy\u1ec7n t\u1eadp v\u1edbi b\u00e0i t\u1eadp Reading True False c\u00f3 \u0111\u00e1p \u00e1n b\u00ean d\u01b0\u1edbi nh\u00e9!<\/span><\/p>\n<\/span>B\u00e0i \u0111\u1ecdc IELTS Reading<\/b><\/em><\/span><\/h3>\n
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The Metropolitan line, which opened on 10 January 1863, was the world\u2019s first underground railway. On its first day, almost 40,000 passengers were carried between Paddington and Farringdon, the journey taking about 18 minutes. By the end of the Metropolitan\u2019s first year of operation, 9.5 million journeys had been made.<\/span><\/p>\nEven as the Metropolitan began operation, the first extensions to the line were being authorised; these were built over the next five years, reaching Moorgate in the east of London and Hammersmith in the west. The original plan was to pull the trains with steam locomotives, using firebricks in the boilers to provide steam, but these engines were never introduced. Instead, the line used specially designed locomotives that were fitted with water tanks in which steam could be condensed. However, smoke and fumes remained a problem, even though ventilation shafts were added to the tunnels.<\/span><\/p>\nDespite the extension of the underground railway, by the 1880s, congestion on London\u2019s streets had become worse. The problem was partly that the existing underground lines formed a circuit around the centre of London and extended to the suburbs, but did not cross the capital\u2019s centre. The \u2018cut and cover\u2019 method of construction was not an option in this part of the capital. The only alternative was to tunnel deep underground.<\/span><\/p>\nAlthough the technology to create these tunnels existed, steam locomotives could not be used in such a confined space. It wasn\u2019t until the development of a reliable electric motor, and a means of transferring power from the generator to a moving train, that the world\u2019s first deep-level electric railway, the City & South London, became possible. The line opened in 1890 and ran from the City to Stockwell, south of the River Thames. The trains were made up of three carriages and driven by electric engines. The carriages were narrow and had tiny windows just below the roof because it was thought that passengers would not want to look out at the tunnel walls. <\/span><\/p>\nThe line was not without its problems, mainly caused by an unreliable power supply. Although the City & South London Railway was a great technical achievement, it did not make a profit. Then, in 1900, the Central London Railway, known as the \u2018Tuppenny Tube\u2019, began operation using new electric locomotives. It was very popular and soon afterwards new railways and extensions were added to the growing tube network. By 1907, the heart of today\u2019s Underground system was in place.<\/span><\/p>\n(B\u00e0i \u0111\u1ecdc \u0111\u01b0\u1ee3c tr\u00edch t\u1eeb Cambridge IELTS 17 – Test 1 – Reading Passage 1: The Development Of The London Underground Railway)<\/span><\/em><\/p>\n<\/span>C\u00e2u h\u1ecfi<\/b><\/em><\/span><\/h3>\nQuestions 1\u20137<\/b><\/p>\n
Do the following statements agree with the information given in Reading Passage 1?<\/span><\/p>\n\n- TRUE<\/b> if the statement agrees with the information<\/span><\/i><\/li>\n
- FALSE<\/b> if the statement contradicts the information<\/span><\/i><\/li>\n
- NOT GIVEN<\/b> if there is no information on this<\/span><\/i><\/li>\n<\/ul>\n
\n- Other countries had built underground railways before the Metropolitan line opened.<\/span><\/li>\n
- More people than predicted travelled on the Metropolitan line on the first day.<\/span><\/li>\n
- The use of ventilation shafts failed to prevent pollution in the tunnels.<\/span><\/li>\n
- A different approach from the \u2018cut and cover\u2019 technique was required in London\u2019s central area.<\/span><\/li>\n
- The windows on City & South London trains were at eye level.<\/span><\/li>\n
- The City & South London Railway was a financial success.<\/span><\/li>\n
- Trains on the \u2018Tuppenny Tube\u2019 nearly always ran on time.<\/span><\/li>\n<\/ol>\n
<\/span>\u0110\u00e1p \u00e1n<\/b><\/em><\/span><\/h3>\n\n- False<\/span><\/li>\n
- Not Given<\/span><\/li>\n
- True<\/span><\/li>\n
- True<\/span><\/li>\n
- False<\/span><\/li>\n
- False<\/span><\/li>\n
- Not Given<\/span><\/li>\n<\/ol>\n