IELTS Real Reading Test Pre 2025 - Vol 1 Test 2 with Practice Test, Answers And Explanation

Luyện tập đề IELTS Real Reading Test Pre 2025 - Vol 1 Test 2 được lấy từ cuốn sách Real Test Pre 2025 - Vol 1 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm answer key và list từ vựng IELTS cần học trong bài đọc.

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IELTS Real Reading Test Pre 2025 - Vol 1 Test 2 with Practice Test, Answers And Explanation

Passage

📖 Bài đọc passage 1

Report on a university drama project
Drama student Imogen Clare-Wood describes a collaborative theatre project she took part in.
This project was born from discussions I had with other drama students about the kind of theatre productions we'd like to create. Although we had previously been involved in various university productions where we took on specific roles, such as costume designer, producer, director and so on, we now wanted to take a collaborative approach that was new to all of us. We wanted a project in which every voice would carry equal weight and everyone would be able to contribute to every aspect of the show. We decided that the way to achieve this feeling of collaboration would be to concentrate on the process by which the work emerged during auditions and rehearsals. We chose a play that we felt allowed varied interpretations - Harold Pinter's The Lover, a modern one-act play with just two characters. We decided we would use six actors cast as three different couples, and each pair would have a turn to perform on one of the three nights that the play was to be staged.

The next step was to hold auditions in order to find six actors who felt the same way about the project as we did. We were anxious not to create an 'us and them' feeling to the auditions, since collective ownership of the project was crucial to our ideas. So we ran the first round of auditions as a series of workshops, which we kept very informal and relaxed. Then we recalled fifteen actors for the second round of auditions. At this stage we wanted the reactions and ideas to flow and be explored by the group in the form of a discussion. We were looking for actors who could encourage other people's ideas but who were also eager to input their own thoughts. Possibly the hardest part of the whole process was sitting down afterwards and deciding on the final six actors who would take part in the project.

Our initial rehearsals were dedicated to creating a strong group dynamic and to exploring some of the themes of the play without explicit reference to the script. One of the strongest tools we used for this was 'freewriting' - an exercise in which one person would read out a list of unconnected words and the rest of the group would clear their minds and simply write something in response to those words. We found it helped us to gain insight into the different ways our minds work. It also meant that we got to know each other very well, very quickly!

It was only during the next phase of rehearsals that we finally began to work with the script. We had not yet decided on the pairings for the six actors at this point, and we had the non-actors on the team reading in addition to the people who would be doing the final performances. The whole team finally decided on the pairings of the actors by a vote, and miraculously it was a unanimous decision. The casting of the roles worked well and felt more natural than it had in any other show l've worked on. I think the dynamic that we developed over the early rehearsals was crucial in giving us three such strong onstage relationships.

Other decisions were made in much the same way. The publicity was the responsibility of one member of the team, but she asked everyone what they thought would be effective. She then made several different versions, and from these we chose the design we liked the most. The stage set was left more to the individual pairs of actors, but since a large part of the later rehearsals was observing and feeding back on the individual performances being created by each pair, everyone was able to help with set design. We initially planned that each pair would use the same stage set. However, due to the different ways they interpreted the script, it became important for the set to be adapted for each couple.

In the final performances, it was surprising that despite the collaborative nature of the project, a range of very different interpretations emerged. This is, of course, partly due to the tragicomic nature of Pinter's text, which allowed the pairs of actors to exploit these two disparate elements, tragedy and comedy, to different degrees.

The question and answer session held after the show was perhaps the most rewarding part of the project. The questions that the audience asked were interesting and insightful, and certainly made everyone in the team think about what we'd been doing, what we'd wanted to achieve and whether we'd achieved it. We were asked, among other things, about how successful our collaborative ethic had been, how we'd ended up with three such different shows, how we'd overcome the initial 'production team versus cast' divide, and how we would continue in the future.

❓ Câu hỏi passage 1

Stages in collaborative drama project

Origin of project

- Ted started with the wish for a collaborative project focusing on the ﻿ of producing a play.

Auditions

- First round: organised as several workshops - fifteen actors were then selected.
﻿﻿- Second round: organised as a ﻿- the final six actors were then selected.

Preparation

- In early rehearsals, ﻿ was found to be an effective technique.
- The ﻿ was only used in later rehearsals when everyone had a ﻿ to decide which actor would play each part.
﻿﻿- Everyone was shown different designs for the publicity and the best one was chosen.

Performances

- The variety of ﻿ was surprising.

The writer had been involved in other collaborative theatre productions at university.

Each actor chosen for the project would play one role for three nights.

The early rehearsals took place at the university theatre.

The writer felt satisfied that all the actors were paired with the right partner.

Some team members discovered an unexpected talent for set design.

The original intention was to use a different stage set for each performance.

The question and answer session encouraged the team to think about their performance.

🔥 Đáp án & giải thích 1

process

Giải thích chi tiết

☺️ Ứng dụng Linearthinking để giải quyết dạng bài Gap Fill

Step 01: Read the question to understand (main idea + detail) + Predict Word Form + Meaning

Simplified: Ted started with the wish for a collaborative project focusing on the ____ of producing a play
Prediction: Danh từ (N) - Một khía cạnh cụ thể của việc làm kịch (dự đoán là "process", "method", "aspect", v.v.)

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Step 02: Locate relevant information

🔍 Từ khoá: Ted, collaborative project, collaboration, focus/concentrate on, producing a play

-> Dựa vào các các từ khoá trên -> Tìm được trích dẫn ở đoạn 1.

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Step 03: Read relevant information to understand (main + detail)

📌Trích dẫn: "We decided that the way to achieve this feeling of collaboration would be to concentrate on the process by which the work emerged during auditions and rehearsals."

Simplified: We decided that the way to achieve this feeling of collaboration would be to concentrate on the process by which the work emerged during auditions and rehearsals
Main idea: Collaboration => concentrate on process = Nhóm muốn đạt sự hợp tác → Tập trung vào quá trình mà vở diễn được hình thành.

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Step 04: Compare meaning with meaning

Trong bài đọc: ... tập trung vào quá trình (process) mà tác phẩm xuất hiện
Trong câu hỏi: ... tập trung vào ____ dàn dựng một vở kịch

-> Từ cần điền là "process".

✅ Chọn: process

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Passage

📖 Bài đọc passage 2

Sleepy Students Perform Worse
A
A. Staying up an hour or two past bedtime makes it far harder for kids to learn, say scientists who deprived youngsters of sleep and tested whether their teachers could tell the difference. They could. If parents want their children to thrive academically, “Getting them to sleep on time is as important as getting them to school on time," said psychologist Gahan Fallone, who conducted the research at Brown Medical School.
B
B. The study, unveiled Thursday at an American Medical Association (AMA) science writers meeting, was conducted on healthy children who had no evidence of sleep- or learning-related disorders. Difficulty paying attention was among the problems the sleepy youngsters faced - raising the question of whether sleep deprivation could prove even worse for people with attention deficit hyperactivity disorder, or ADHD. Fallone now is studying that question, and suspects that sleep problems “could hit children with ADHD as a double whammy”.
C
Sleep experts have long warned that Americans of all ages do not get enough shuteye. Sleep is important for health, bringing a range of benefits that, as Shakespeare put it, “knits up the ravelled sleave of care”. Not getting enough is linked to a host of problems, from car crashes as drivers doze off to crippled memory and inhibited creativity. Exactly how much sleep correlates with school performance is hard to prove. So, Brown researchers set out to test whether teachers could detect problems with attention and learning when children stayed up late - even if the teachers had no idea how much sleep their students actually got.
D
They recruited seventy-four 6- to 12-year-olds from Rhode Island and southern Massachusetts for the three-week study. For one week, the youngsters went to bed and woke up at their usual times. They already were fairly good sleepers, getting nine to 9.5 hours of sleep a night. Another week, they were assigned to spend no fewer than ten hours in bed a night. The other week, they were kept up later than usual: First -and second-graders were in bed no more than eight hours and the older children no more than 6.5 hours. In addition to parents’ reports, the youngsters wore motion detecting wrist monitors to ensure compliance.
E
Teachers were not told how much the children slept or which week they stayed up late, but rated the students on a variety of performance measures each week. The teachers reported significantly more academic problems during the week of sleep deprivation, the study, which will be published in the journal Sleep in December, concluded. Students who got eight hours of sleep or less a night were more forgetful, had the most trouble learning new lessons, and had the most problems paying attention, reported Fallone, now at the Forest Institute of Professional Psychology
F
Sleep has long been a concern of educators. Potter-Burns Elementary School Sends notes to parents reminding them to make sure students get enough sleep prior to the school’s yearly achievement testing. Another school considers it important enough to include in the school’s monthly newsletters. Definitely, there is an impact on students’ performance if they come to school tired. However, the findings may change physician practice, said Dr. Regina Benjamin, a family physician in Bayou La Batre, who reviewed the data at the Thursday’s AMA meeting.“I don't ask about sleep” when evaluating academically struggling students, she noted. “I’m going to start.”
G
So how much sleep do kids need? Recommended amounts range from about ten to eleven hours a night for young elementary students to 8.5 hours for teens. Falloneinsists that his own second-grader get ten hours a night, even when it meant dropping soccer - season that practice did not start until 7:30 — too late for her to fit in dinner and
time to wind down before she needed to be snoozing. “It’s tough,” he acknowledged, but “parents must believe in the importance of sleep."

❓ Câu hỏi passage 2

Traffic accidents are sometimes caused by lack of sleep.

The number of children included in the study

How two schools are trying to deal with the problem

How the effect of having less sleep was measured

Complete the sentences.

Fallone is now studying the sleep patterns of children with ﻿.
The researchers used ﻿ that show movement to check that children went to bed at the right time.
Students with less sleep had problems with memory, remembering new material, and ﻿.
Fallone admitted that it was ﻿ for children to get enough sleep.

The results of the study were first distributed to principals of American schools

Some of the children in the study had previously shown signs of sleeping problems.

The study could influence how doctors deal with children’s health problems.

Fallone does not let his daughter play soccer.

Staying up later is acceptable if the child is doing homework

🔥 Đáp án & giải thích 2

Giải thích chi tiết

Ứng dụng Linearthinking để giải quyết dạng bài Matching Information

📌 Dạng Matching Information chúng ta nên làm cuối cùng, sau khi đã làm các dạng câu hỏi khác nhé DOLBIES, bởi vì lúc này mình đã đọc và hiểu nội dung của bài rồi → sẽ nhanh chóng tìm được vị trí đáp án hơn!!

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Step 1: Phân tích câu hỏi (Matching Information) Traffic accidents are sometimes caused by lack of sleep .

Dự đoán thông tin cần tìm (SPECIFY):

Phải có một hậu quả liên quan giao thông (vd: car crash/accident/driver…).
Và phải nói rõ nguyên nhân/ mối liên hệ với thiếu ngủ (vd: lack of sleep / not enough sleep / sleep deprivation) + cụm thể hiện quan hệ cause / lead to / be linked to.

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Step 2: Locate bằng chứng Thông tin này nằm ở PARAGRAPH C, câu: “ Not getting enough (sleep) is linked to a host of problems, from car crashes as drivers doze off to crippled memory and inhibited creativity .”

-------

Step 3: Đối chiếu paraphrasing

Traffic accidents ⇔ car crashes
lack of sleep ⇔ Not getting enough (sleep)
are sometimes caused by ⇔ is linked to (không nói “cause” trực tiếp, nhưng diễn đạt quan hệ nguyên nhân–hệ quả/đóng góp mạnh)

⇒ Đoạn C đúng vì có đủ: thiếu ngủ + tai nạn giao thông + mối liên hệ nguyên nhân/hệ quả.

❌ Những đáp án “bẫy” hay dính

Bẫy đoạn A/E: có “sleep deprivation” và “performance problems”, skim/scan thấy “sleep deprivation” dễ chọn. Nhưng các đoạn này tập trung vào học tập/attention/learning, không nhắc tai nạn giao thông.
Bẫy đoạn D: nói về thiết kế nghiên cứu và giờ ngủ, không có ý “car crashes/traffic accidents”.

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Passage

📖 Bài đọc passage 3

Communication in Science
A
A. Science plays an increasingly significant role in people’s lives, making the faithful communication of scientific developments more important than ever. Yet such communication is fraught with challenges that can easily distort discussions, leading to unnecessary confusion and misunderstandings.
B
Some problems stem from the esoteric nature of current research and the associated difficulty of finding sufficiently faithful terminology. Abstraction and complexity are not signs that a given scientific direction is wrong, as some commentators have suggested, but are instead a tribute to the success of human ingenuity in meeting the increasingly complex challenges that nature presents. They can, however, make communication more difficult. But many of the biggest challenges for science reporting arise because in areas of evolving research, scientists themselves often only partly understand the full implications of any particular advance or development. Since that dynamic applies to most of the scientific developments that directly affect people’s lives global warming, cancer research, diet studies – learning how to overcome it is critical to spurring a more informed scientific debate among the broader public.
C
Ambiguous word choices are the source of some misunderstandings. Scientists often employ colloquial terminology, which they then assign a specific meaning that is impossible to fathom without proper training. The term “relativity,” for example, is intrinsically misleading. Many interpret the theory to mean that everything is relative and there are no absolutes. Yet although the measurements any observer makes depend on his coordinates and reference frame, the physical phenomena he measures have an invariant description that transcends that observer’s particular coordinates. Einstein’s theory of relativity is really about finding an invariant description of physical phenomena. True, Einstein agreed with the idea that his theory would have been better named “Invarianten theorie.” But the term “relativity” was already entrenched at the time for him to change. 
D
“The uncertainty principle” is another frequently abused term. It is sometimes interpreted as a limitation on observers and their ability to make measurements.
E
But it is not about intrinsic limitations on any one particular measurement; it is about the inability to precisely measure particular pairs of quantities simultaneously? The first interpretation is perhaps more engaging from a philosophical or political perspective. It’s just not what the science is about.
F
Even the word “theory” can be a problem. Unlike most people, who use the word to describe a passing conjecture that they often regard as suspect, physicists have very specific ideas in mind when they talk about theories. For physicists, theories entail a definite physical framework embodied in a set of fundamental assumptions about the world that lead to a specific set of equations and predictions – ones that are borne out by successful predictions. Theories aren’t necessarily shown to be correct or complete immediately. Even Einstein took the better part of a decade to develop the correct version of his theory of general relativity. But eventually both the ideas and the measurements settle down and theories are either proven correct, abandoned or absorbed into other, more encompassing theories.
G
“Global warming” is another example of problematic terminology. Climatologists predict more drastic fluctuations in temperature and rainfall – not necessarily that every place will be warmer. The name sometimes subverts the debate, since it lets people argue that their winter was worse, so how could there be global warming? Clearly “global climate change” would have been a better name. But not all problems stem solely from poor word choices. Some stem from the intrinsically complex nature of much of modern science. Science sometimes transcends this limitation: remarkably, chemists were able to detail the precise chemical processes involved in the destruction of the ozone layer, making the evidence that chlorofluorocarbon gases (Freon, for example) were destroying the ozone layer indisputable.
H
A better understanding of the mathematical significance of results and less insistence on a simple story would help to clarify many scientific discussions. For several months, Harvard was tortured by empty debates over the relative intrinsic scientific abilities of men and women. One of the more amusing aspects of the discussion was that those who believed in the differences and those who didn’t use the same evidence about gender-specific special ability? How could that be? The answer is that the data shows no substantial effects. Social factors might account for these tiny differences, which in any case have an unclear connection to scientific ability. Not much of a headline when phrased that way, is it? Each type of science has its own source of complexity and potential for miscommunication. Yet there are steps we can take to improve public understanding in all cases. The first would be to inculcate greater understanding and acceptance of indirect scientific evidence. The information from an unmanned space mission is no less legitimate than the information from one in which people are on board.
I
This doesn’t mean questioning an interpretation, but it also doesn’t mean equating indirect evidence with blind belief, as people sometimes suggest. Second, we might need different standards for evaluating science with urgent policy implications than research with the purely theoretical value. When scientists say they are not certain about their predictions, it doesn’t necessarily mean they’ve found nothing substantial. It would be better if scientists were more open about the mathematical significance of their results and if the public didn’t treat math as quite so scary; statistics and errors, which tell us the uncertainty in a measurement, give us the tools to evaluate new developments fairly.
J
But most important, people have to recognize that science can be complex. If we accept only simple stories, the description will necessarily be distorted. When advances are subtle or complicated, scientists should be willing to go the extra distance to give proper explanations and the public should be more patient about the truth. Even so, some difficulties are unavoidable. Most developments reflect work in progress, so the story is complex because no one yet knows the big picture.

❓ Câu hỏi passage 3

Why the faithful science communication important?

Science plays an increasingly significant role in people's lives.

Science is fraught with challenges public are interested in.

The nature of complexity in science communication leads to confusion.

Scientific inventions are more important than ever before.

What is the reason that the author believe for the biggest challenges for science reporting

Phenomenon such as global warming, cancer research, diet studies are too complex.

Scientists themselves often only partly understand the Theory of Evolution.

Scientists do not totally comprehend the meaning of certain scientific evolution.

Scientists themselves often partly understand the esoteric communication nature.

According to 3rd paragraph, the reference to the term and example of "theory of relativity" is to demonstrate:

Theory of relativity is about an invariant physical phenomenon.

Common people may be misled by the inaccurate choice of scientific phrase.

The term "relativity," is designed to be misleading public.

Everything is relative and there is no absolutes existence.

Which one is a good example of appropriate word choice:

Scientific theory for uncertainty principle.

Phenomenon of global warming.

The importance of ozone layer.

Freon's destructive process on environment.

What is surprising finding of the Harvard debates in the passage?

There are equal intrinsic scientific abilities of men and women.

The proof applied by both sides seemed to be of no big difference.

The scientific data usually shows no substantial figures to support a debated idea.

Social factors might have a clear connection to scientific ability.

"Global warming" scientifically refers to greater fluctuations in temperature and rainfall rather than a universal temperature rise.

More media coverage of "global warming" would help public to recognize the phenomenon.

Harvard debates should focus more on female scientist and male scientists

Public understanding and acceptance of indirect scientific evidence in all cases would lead to confusion

Science Communication is fraught with challenges that can easily distort discussions, leading to unnecessary confusion and misunderstandings.
Firstly, ambiguous ﻿ are the source of some misunderstandings. Common people without proper training do not understand clearly or deeply a specific scientific meaning via the ﻿ scientists often employed.
Besides, the measurements any ﻿ makes can not be confined to describe in a constant ﻿ yet the phenomenon can be.
What’s more, even the word “theory” can be a problem. Theories aren’t necessarily shown to be correct or complete immediately since scientists often evolved better versions of specific theories, a good example can be the theory of ﻿. Thus, most importantly people have to recognize that science can be complex.

🔥 Đáp án & giải thích 3

Giải thích chi tiết

☺️ Ứng dụng Linearthinking để giải quyết dạng bài Multiple Choice

Step 01: Read the question to understand

Simplified: Why faithful science communication important ?
Main idea: Tại sao truyền thông khoa học trung thực lại quan trọng?

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Step 02: Locate relevant information

🔍 Từ khóa: “faithful communication”, “important”

→ Dựa vào các từ khoá trên → Tìm được trích dẫn ở đoạn A

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Step 03: Read relevant information to understand

📌 Trích dẫn: “Science plays an increasingly significant role in people’s lives, making the faithful communication of scientific developments more important than ever.” (Đoạn A)

Simplified: Science plays an increasingly significant role in people’s lives

→ faithful communication of scientific developments more important

Main idea:
- Khoa học ngày càng ảnh hưởng lớn đến đời sống con người → việc truyền đạt trung thực các phát triển khoa học trở nên quan trọng hơn bao giờ hết.

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Step 04: Compare meaning with meaning

❌ B. Science is fraught with challenges public are interested in

Sai → “fraught with challenges” nói về khó khăn truyền đạt, không phải lý do communication quan trọng.

❌ C. The nature of complexity in science communication leads to confusion

Sai → đây là hậu quả (confusion), không phải lý do chính.

❌ D. Scientific inventions are more important than ever before

Sai → passage nói về vai trò của “science” nói chung, không phải chỉ inventions.

✅ A. Science plays an increasingly significant role in people's lives

Đúng → khớp chính xác với câu trong passage.

=> ✅ Đáp án đúng: A

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IELTS Real Reading Test Pre 2025 - Vol 1 Test 2 with Practice Test, Answers And Explanation

Passage

📖 Bài đọc passage 1

❓ Câu hỏi passage 1

🔥 Đáp án & giải thích 1

Giải thích chi tiết

Passage

📖 Bài đọc passage 2

❓ Câu hỏi passage 2

🔥 Đáp án & giải thích 2

Giải thích chi tiết

Passage

📖 Bài đọc passage 3

❓ Câu hỏi passage 3

🔥 Đáp án & giải thích 3

Giải thích chi tiết

IELTS Online Test

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📖 Bài đọc passage 1

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