PART 1 – NOTE COMPLETION IN IELTS READING

I. NOTE COMPLETION
1. Sentence completion
This type of exercise often requires test-takers to find ONE, TWO, OR THREE words OR A NUMBER
from the text to fill in the blanks to produce complete sentences. The phrase “NO MORE THAN ONE WORD
AND/OR A NUMBER” should appear in the question.
READING STRATEGY
Step 1: Read the questions, circle or highlight the word limit. (ONE/TWO/THREE)
Step 2: Predict the answer (type of required information; part of speech).
Step 3: Scan in the text for the key words or their paraphrases.
Step 4: Read the relevant part and write the answer.
Step 5: Check your answer for 4 criteria (word limit, spelling, grammar, and meaning)
REMINDER: If there is a “-” in-between, the word counts as ONE WORD, e.g. super-hot is ONE WORD;
super popular are TWO WORDS.
Exercise 1: (5 min)
The nutmeg tree, Myristica fragrans, is a large evergreen tree native to Southeast Asia. Until the late
18th century, it only grew in one place in the world: a small group of islands in the Banda Sea, part of the
Moluccas – or Spice Islands – in northeastern Indonesia. The tree is thickly branched with dense foliage of
tough, dark green oval leaves, and produces small, yellow, bell-shaped flowers and pale yellow pear-shaped
fruits. The fruit is encased in a fleshy husk. When the fruit is ripe, this husk splits into two halves along a ridge
running the length of the fruit. Inside is a purple-brown shiny seed, 2-3 cm long by about 2 cm across,
surrounded by a lacy red or crimson covering called an ‘aril’. These are the sources of the two spices, nutmeg
and mace, the former being produced from the dried seed and the latter from the aril.
Nutmeg was a highly prized and costly ingredient in European cuisine in the Middle Ages, and was used
as a flavouring, medicinal, and preservative agent. Throughout this period, the Arabs were the exclusive
importers of the spice to Europe. They sold nutmeg for high prices to merchants based in Venice, but they never
revealed the exact location of the source of this extremely valuable commodity. The Arab-Venetian dominance
of the trade finally ended in 1512, when the Portuguese reached the Banda Islands and began exploiting its
precious resources. Always in danger of competition from neighbouring Spain, the Portuguese began
subcontracting their spice distribution to Dutch traders. Profits began to flow into the Netherlands, and the
Dutch commercial fleet swiftly grew into one of the largest in the world. The Dutch quietly gained control of
most of the shipping and trading of spices in Northern Europe. Then, in 1580, Portugal fell under Spanish rule,

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and by the end of the 16th century the Dutch found themselves locked out of the market. As prices for pepper,
nutmeg, and other spices soared across Europe, they decided to fight back.
In 1602, Dutch merchants founded the VOC, a trading corporation better known as the Dutch East India
Company. By 1617, the VOC was the richest commercial operation in the world. The company had 50,000
employees worldwide, with a private army of 30,000 men and a fleet of 200 ships. At the same time, thousands
of people across Europe were dying of the plague, a highly contagious and deadly disease. Doctors were
desperate for a way to stop the spread of this disease, and they decided nutmeg held the cure. Everybody wanted
nutmeg, and many were willing to spare no expense to have it. Nutmeg bought for a few pennies in Indonesia
could be sold for 68,000 times its original cost on the streets of London. The only problem was the short supply.
And that’s where the Dutch found their opportunity.
The Banda Islands were ruled by local sultans who insisted on maintaining a neutral trading policy
towards foreign powers. This allowed them to avoid the presence of Portuguese or Spanish troops on their soil,
but it also left them unprotected from other invaders. In 1621, the Dutch arrived and took over. Once securely in
control of the Bandas, the Dutch went to work protecting their new investment. They concentrated all nutmeg
production into a few easily guarded areas, uprooting and destroying any trees outside the plantation zones.
Anyone caught growing a nutmeg seedling or carrying seeds without the proper authority was severely
punished. In addition, all exported nutmeg was covered with lime to make sure there was no chance a fertile
seed which could be grown elsewhere would leave the islands. There was only one obstacle to Dutch
domination. One of the Banda Islands, a sliver of land called Run, only 3 Ion long by less than 1 km wide, was
under the control of the British. After decades of fighting for control of this tiny island, the Dutch and British
arrived at a compromise settlement, the Treaty of Breda, in 1667. Intent on securing their hold over every
nutmeg-producing island, the Dutch offered a trade: if the British would give them the island of Run, they
would in turn give Britain a distant and much less valuable island in North America. The British agreed. That
other island was Manhattan, which is how New Amsterdam became New York. The Dutch now had a
monopoly over the nutmeg trade which would last for another century.
Then, in 1770, a Frenchman named Pierre Poivre successfully smuggled nutmeg plants to safety in
Mauritius, an island off the coast of Africa. Some of these were later exported to the Caribbean where they
thrived, especially on the island of Grenada. Next, in 1778, a volcanic eruption in the Banda region caused a
tsunami that wiped out half the nutmeg groves. Finally, in 1809, the British returned to Indonesia and seized the
Banda Islands by force. They returned the islands to the Dutch in 1817, but not before transplanting hundreds of
nutmeg seedlings to plantations in several locations across southern Asia. The Dutch nutmeg monopoly was
over.
Today, nutmeg is grown in Indonesia, the Caribbean, India, Malaysia, Papua New Guinea and Sri
Lanka, and world nutmeg production is estimated to average between 10,000 and 12,000 tonnes per year.

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Questions 1-4 Complete the notes below. Write ONE WORD ONLY from the passage for each answer.
The nutmeg tree and fruit
• The leaves of the tree are (1) ……………….. in shape
• The (2) ………………. surrounds the fruit and breaks open when the fruit is ripe
• The (3) ………………. is used to produce the spice nutmeg
• The covering known as the aril is used to produce (4) ………………
2. Table completion
This type of exercise often requires test-takers to find ONE, TWO, OR THREE words OR A NUMBER
from the text to fill in the blanks to produce a summarizing table.
READING STRATEGY
Step 1: Read the questions, circle or highlight the word limit. (ONE/TWO/THREE)
Step 2: Identify the beginning and the end of the table in the text using titles and cues, e.g. time, locations,
numbers
Step 3: Predict the answer (type of required information; word form).
Step 4: Scan in the text for the key words or their paraphrases.
Step 5: Read the relevant part and write the answer.
Step 6: Check your answer for 4 criteria (word limit, spelling, grammar, and meaning)
Exercise 2: (8 min)
Questions 8-13 Complete the table below. Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.

Middle Ages Nutmeg was brought to Europe by the 8 Arabs

16th century European nations took control of the nutmeg trade

Demand for nutmeg grew, as it was believed to be effective against the disease
known as the 9 plague
The Dutch
17th century – took control of the Banda Islands
– restricted nutmeg production to a few areas
– put 10…………… on nutmeg to avoid it being cultivated outside the islands
– finally obtained the island of 11…………… from the British

1770 – nutmeg plants were secretly taken to 12……………

Late 18th century 1778 – half the Banda Islands’ nutmeg plantations were destroyed by
a 13……………

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 3. Summary completion without suggestions
This type of exercise often requires test-takers to find ONE, TWO, OR THREE words OR A NUMBER
from the text to fill in the blanks to produce a summarizing paragraph.
READING STRATEGY
Step 1: Read the questions, circle or highlight the word limit. (ONE/TWO/THREE)
Step 2: Identify the beginning and the end of the summary in the text.
Step 3: Predict the answer (type of required information; word form).
Step 4: Scan in the text for the key words or their paraphrases.
Step 5: Read the relevant part and write the answer.
Step 6: Check your answer for 4 criteria (word limit, spelling, grammar, and meaning)
Exercise 3: (6 min) Driverless cars
A The automotive sector is well used to adapting to automation in manufacturing. The implementation of
robotic car manufacture from the 1970s onwards led to significant cost savings and improvements in the
reliability and flexibility of vehicle mass production. A new challenge to vehicle production is now on the
horizon and, again, it comes from automation. However, this time it is not to do with the manufacturing process,
but with the vehicles themselves.

Research projects on vehicle automation are not new. Vehicles with limited self-driving capabilities have
been around for more than 50 years, resulting in significant contributions towards driver assistance systems. But
since Google announced in 2010 that it had been trialling self-driving cars on the streets of California, progress
in this field has quickly gathered pace.

B There are many reasons why technology is advancing so fast. One frequently cited motive is safety;
indeed, research at the UK’s Transport Research Laboratory has demonstrated that more than 90 percent of road
collisions involve human error as a contributory factor, and it is the primary cause in the vast majority.
Automation may help to reduce the incidence of this.

Another aim is to free the time people spend driving for other purposes. If the vehicle can do some or all of
the driving, it may be possible to be productive, to socialise or simply to relax while automation systems have
responsibility for safe control of the vehicle. If the vehicle can do the driving, those who are challenged by
existing mobility models – such as older or disabled travellers – may be able to enjoy significantly greater travel
autonomy.

C Beyond these direct benefits, we can consider the wider implications for transport and society, and how
manufacturing processes might need to respond as a result. At present, the average car spends more than 90
percent of its life parked. Automation means that initiatives for car-sharing become much more viable,

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particularly in urban areas with significant travel demand. If a significant proportion of the population choose to
use shared automated vehicles, mobility demand can be met by far fewer vehicles.

D The Massachusetts Institute of Technology investigated automated mobility in Singapore, finding that
fewer than 30 percent of the vehicles currently used would be required if fully automated car sharing could be
implemented. If this is the case, it might mean that we need to manufacture far fewer vehicles to meet demand.
However, the number of trips being taken would probably increase, partly because empty vehicles would have
to be moved from one customer to the next.

Modelling work by the University of Michigan Transportation Research Institute suggests automated
vehicles might reduce vehicle ownership by 43 percent, but that vehicles’ average annual mileage would double
as a result. As a consequence, each vehicle would be used more intensively, and might need replacing sooner.
This faster rate of turnover may mean that vehicle production will not necessarily decrease.

E Automation may prompt other changes in vehicle manufacture. If we move to a model where consumers
are tending not to own a single vehicle but to purchase access to a range of vehicles through a mobility
provider, drivers will have the freedom to select one that best suits their needs for a particular journey, rather
than making a compromise across all their requirements.

Since, for most of the time, most of the seats in most cars are unoccupied, this may boost production of a
smaller, more efficient range of vehicles that suit the needs of individuals. Specialised vehicles may then be
available for exceptional journeys, such as going on a family camping trip or helping a son or daughter move to
university.

F There are a number of hurdles to overcome in delivering automated vehicles to our roads. These include
the technical difficulties in ensuring that the vehicle works reliably in the infinite range of traffic, weather and
road situations it might encounter; the regulatory challenges in understanding how liability and enforcement
might change when drivers are no longer essential for vehicle operation; and the societal changes that may be
required for communities to trust and accept automated vehicles as being a valuable part of the mobility
landscape.

G It’s clear that there are many challenges that need to be addressed but, through robust and targeted
research, these can most probably be conquered within the next 10 years. Mobility will change in such
potentially significant ways and in association with so many other technological developments, such as
telepresence and virtual reality, that it is hard to make concrete predictions about the future. However, one thing
is certain: change is coming, and the need to be flexible in response to this will be vital for those involved in
manufacturing the vehicles that will deliver future mobility.

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 Questions 19-22 Complete the summary below. Choose NO MORE THAN TWO WORDS from the
passage for each answer.
The impact of driverless cars
Figures from the Transport Research Laboratory indicate that most motor accidents are partly due to (19)
……………., so the introduction of driverless vehicles will result in greater safety. In addition to the direct
benefits of automation, it may bring other advantages. For example, schemes for (20) ………………… will be
more workable, especially in towns and cities, resulting in fewer cars on the road. According to the University
of Michigan Transportation Research Institute, there could be a 43 percent drop in (21) …………….. of cars.
However, this would mean that the yearly (22) …………………. of each car would, on average, be twice as
high as it currently is. This would lead to a higher turnover of vehicles, and therefore no reduction in
automotive manufacturing.
4. Summary completion with suggestions
This type of exercise often requires test-takers to choose from a list of words to fill in the blanks to produce a
summarizing paragraph.
READING STRATEGY
Step 1: Read the questions, circle or highlight the word limit. (ONE/TWO/THREE)
Step 2: Identify the beginning and the end of the summary in the text.
Step 3: Predict the answer (word form; try with different suggestions).
Step 4: Scan in the text for the key words or their paraphrases.
Step 5: Read the relevant part and decide the answer, then, look for its paraphrase in the word list.
Step 6: Check your answer for 4 criteria (word limit, spelling, grammar, and meaning)
Exercise 4: Complete the summary using the list of phrases, A-F, below. Write the correct letter, A-F, in boxes
19-21 on your answer sheet.
The impact of driverless cars
Figures from the Transport Research Laboratory indicate that most motor accidents are partly due to (19)
……………., so the introduction of driverless vehicles will result in greater safety. In addition to the direct
benefits of automation, it may bring other advantages. For example, schemes for (20) ………………… will be
more workable, especially in towns and cities, resulting in fewer cars on the road. According to the University
of Michigan Transportation Research Institute, there could be a 43 percent drop in ownership of cars. However,
this would mean that the yearly mileage of each car would, on average, be twice as high as it currently is. This
would lead to a higher turnover of vehicles, and therefore no (21) ………………… in automotive
manufacturing.
A. ride-sharing B. people’s incompetence C. public transport
D. increase E. reduction F. car accidents

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 5. Diagram and flow chart
This type of exercise often requires test-takers to find ONE, TWO, OR THREE words OR A
NUMBER from the text to fill in the blanks to produce a complete process or diagram of how something works.
READING STRATEGY
Step 1: Read the questions, circle or highlight the word limit. (ONE/TWO/THREE)
Step 2: Scan in the text to identify the beginning and the end of the relevant part in the text using cues,
e.g. technical terms
Step 3: Read the relevant part and write the answer
Step 4: Check your answer for 4 criteria (word limit, spelling, grammar, and meaning)
Exercise 5: (HOMEWORK) Try to complete the following reading passage in 20 minutes. Record your
starting and finishing time:
Start time: ……. Finishing time: …….
A Brief (and Tasty) History of Chocolate
The first records that chronicle the manufacture and consumption of chocolate originate from about 200-
950 A.D., during the Classic Period of Mayan culture Glyphs and ancient Vessels provide the first evidence that
the Theobroma cacao a tree that grows in the tropical rainforest - was harvested for its cacao seeds. The Mayan
culture was spread over vast Mesoamerican territory, covering what is now southern Mexico, Belize,
Guatemala, Honduras, and part of El Salvador.
Not only were cacao trees harvested in the wild, but Mayans also grew the trees near their homes, in their
own backyard gardens. After the cacao pods were picked, the seeds found inside were fermented and dried. The
seeds would then be roasted over a fire, followed by grinding between two large stones. The resulting paste was
mixed with water, chilli peppers, cornmeal and other ingredients. This final concoction made the cacao paste
into a spicy, frothy, and rather bitter drink. With sugar unknown to the Mayans, if chocolate were sweetened at
all, the sweetener would have been honey or flower nectar.
The Mayan culture reached its zenith during the Classic period, followed by centuries of (decline. By
1400, the Aztec empire dominated much of the Mesoamerican landscape. The Aztecs not only adopted the
cacao seeds as a dietary staple but also as a form of currency. (Cacao seeds were used to pay for items, and also
given as tribute by conquered peoples. While in the Mayan culture many people could drink chocolate, at least
occasionally, in Aztec culture the chocolate was reserved mostly for royalty, priests, and upper echelons of
society. The priests would also present cacao seeds as offerings to the gods, serving chocolate drinks during
sacred ceremonies, one reason for our calling chocolate the 'elixir of the gods'.
During the conquest of Mexico by the Spaniards in 1521, Europe became aware of chocolate for the first
time. Spaniards had observed the Aztec royalty and priesthood making and drinking the dark concoction, and
quickly came to like it as well. Cacao seeds were shipped back to Spain in bulk, where the paste was mixed

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with spices like cinnamon and sugar, thus {taking the edge off their bitterness. An expensive import, only the
Spanish elite could afford to purchase chocolate, and for the next 300 years, chocolate was treated as a status
symbol. Spain continued to import and manufacture its chocolate in secret for at least a hundred years before
the rest of Europe caught wind of the delicious brew. Once out, chocolate became one of the greatest fads to hit
the continent.
Production of both cacao beans and sugar were labour-intensive and time-consuming processes. To keep
up with demand for both items, many European countries set plantations in the New World for the cultivation of
these two crops. Wage labourers and slaves were used to grow the crops, then process them, for export to and
sale in Europe.
It was not until the 1800s that mechanisation speeded up the process of chocolate-making making
chocolate cheaper, more plentiful, and thus available to the public at large. With the advent of the steam engine,
cacao beans could be ground automatically. Bakers and cheese seized the opportunity to work with this
suddenly available medium, establishing shops to the exclusive manufacture of chocolate, especially in
countries like Belgium, Switzerland, Germany, and France. Lindt & Sprungli, of Switzerland, showed up in
1845, and Neuhaus Master Chocolate Makers, of Belgium, in 1857.
Different chocolate manufacturing processes were also invented along the way. One of the three biggest
processes to change the way in which chocolate was made and consumed was the addition of milk, instead of
water, to chocolate. This idea, credited to Sir Hans Sloane, further reduced cacao bitterness and improved taste.
Sir Sloane kept his discovery trade secret for some time before selling the recipe to a London apothecary (which
later on became the property of the Cadbury brothers). Condensed and powdered milk eventually replaced
whole milk, allowing for a smoother and far sweeter product than before; milk chocolate is by far the most
popular chocolate item in America today.
Another improvement in manufacturing came with the making of liquid chocolate into semi-solid edible
bars, allowing the item to become much more portable and not as perishable (solid chocolate has a shelf-life of
about a year). The secret to bar-making comes from cacao butter, the fatty part of the cacao bean. When the
bean is ground up, about 55% of the resulting paste is cacao butter. This fat percentage, though seemingly high,
is still too low to make soft (and edible) bar chocolate, yet way too high for powdered chocolate (such as is used
to make hot chocolate). Heavy-duty presses are used to remove about half of the cacao butter from the paste,
after which the purified butter is added into "untouched” raw paste, making bar chocolate that is about 75%
cacao butter, and semi-solid at room temperature. The stripped paste, devoid of about half of its fat content,
solidifies into a hard cake that is pulverised into cacao powder.
A third, and major, improvement in chocolate manufacturing came with the discovery of the conching
method - the mixing of chocolate over a period of several days in order to allow volatiles and moisture to
evaporate, resulting in a more pleasing, smoother taste to the final product. Conching is credited to Rudolph

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Lindt (of Lindt & Sprungli fame), who found out that a batch of chocolate left mixing for several days became
much smoother in texture and taste than allowed to solidify immediately.
Despite modern improvements to the processing of chocolate, the actual harvesting of the cacao bean has
remained virtually unchanged since the days of the Mayans and Aztecs and is still cultivated in tropical
climates, within 10 to 20 degrees of the Equator.
Questions 1 – 4 Complete the flowchart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Harvesting and Consumption of Cacao in Mayan Culture
Mayans collected cacao pods from the rainforest as well as (1) ………………….

Seeds inside were roasted after fermenting and drying

Two large stones used for (2) …………………. seeds into a (3) ………………….

Corn flour, spices and water added

A foamy, piquant and (4) …………………. tasting concoction obtained

Question 5 – 13 Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER from the passage for each answer.
- Early evidence indicated that cacao trees were found in the (5) ………………………
- Cacao trees can both be cultivated domestically by (6) ………………………. and harvested in the
(7) ……………………….
- The Mayans were able to create a kind of bitter beverage, which was possibly sweetened by flower
nectar or (8) ……………………….
- The Aztecs utilized cacao seeds as a primary source of food, and also as a(n) (9) ……………………….
- In Aztec culture, chocolate was predominantly saved for the upper class, and was considered to be
offerings to gods in (10) ………………………. events.
- As chocolate was a costly import, it was regarded as a(n) (11) ………………………. in Spain.
- A number of European nations established (12) ………………………. to produce cacao beans and
sugar to keep up with high demand for such time-consuming and (13) ……………………….
production procedures.
Exercise 6: (7 min)
Taking Wing

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 To eke out a full-time living from their honeybees, about half the nation’s 2,000 commercial beekeepers
pull up stakes each spring, migrating north to find more flowers for their bees. Besides turning floral nectar
into honey, these hardworking insects also pollinate crops for farmers -for a fee. As autumn approaches, the
beekeepers pack up their hives and go south, scrambling for pollination contracts in hot spots like California’s
fertile Central Valley.
Of the 2,000 commercial beekeepers in the United States about half migrate. This pays off in two ways.
Moving north in the summer and south in the winter lets bees work a longer blooming season, making more
honey — money — for their keepers. Second, beekeepers can carry their hives to farmers who need bees to
pollinate their crops. Every spring a migratory beekeeper in California may move up to 160 million bees to
flowering fields in Minnesota and every winter his family may haul the hives back to California, where farmers
will rent the bees to pollinate almond and cherry trees.
Migratory beekeeping is nothing new. The ancient Egyptians moved clay hives, probably on rafts, down
the Nile to follow the bloom and nectar flow as it moved toward Cairo. In the 1880s North American
beekeepers experimented with the same idea, moving bees on barges along the Mississippi and on waterways in
Florida, but their lighter, wooden hives kept falling into the water. Other keepers tried the railroad and horse-
drawn wagons, but that didn’t prove practical. Not until the 1920s when cars and trucks became affordable and
roads improved, did migratory beekeeping begin to catch on.
For the Californian beekeeper, the pollination season begins in February. At this time, the beehives are in
particular demand by farmers who have almond groves; they need two hives an acre. For the three-week long
bloom, beekeepers can hire out their hives for $32 each. It’s a bonanza for the bees too. Most people consider
almond honey too bitter to eat so the bees get to keep it for themselves.
By early March it is time to move the bees. It can take up to seven nights to pack the 4,000 or so hives that
a beekeeper may own. These are not moved in the middle of the day because too many of the bees would end
up homeless. But at night, the hives are stacked onto wooden pallets, back-to-back in sets of four, and lifted
onto a truck. It is not necessary to wear gloves or a beekeeper’s veil because the hives are not being opened and
the bees should remain relatively quiet. Just in case some are still lively, bees can be pacified with a few puffs
of smoke blown into each hive’s narrow entrance.
In their new location, the beekeeper will pay the farmer to allow his bees to feed in such places as orange
groves. The honey produced here is fragrant and sweet and can be sold by the beekeepers. To encourage the
bees to produce as much honey as possible during this period, the beekeepers open the hives and stack extra
boxes called supers on top. These temporary hive extensions contain frames of empty comb for the bees to fill
with honey. In the brood chamber below, the bees will stash honey to eat later. To prevent the queen from
crawling up to the top and laying eggs, a screen can be inserted between the brood chamber and the supers.
Three weeks later the honey can be gathered.

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 Foul smelling chemicals are often used to irritate the bees and drive them down into the hive’s bottom
boxes, leaving the honey-filled supers more or less bee free. These can then be pulled off the hive. They are
heavy with honey and may weigh up to 90 pounds each. The supers are taken to a warehouse. In the extracting
room, the frames are lifted out and lowered into an “uncapper” where rotating blades shave away the wax that
covers each cell. The uncapped frames are put in a carousel that's on the bottom of a large stainless steel drum.
The carousel is filled to capacity with 72 frames. A switch is flipped and the frames begin to whirl at 300
revolutions per minute; centrifugal force throws the honey out of the combs. Finally, the honey is poured into
barrels for shipment.
After this, approximately a quarter of the hives weakened by disease, mites, or an aging or dead queen, will
have to be replaced. To create new colonies, a healthy double hive, teeming with bees, can be separated into
two boxes. One-half will hold the queen and a young, already mated queen can be put in the other half, to make
two hives from one. By the time the flowers bloom, the new queens will be laying eggs, filling each hive with
young worker bees. The beekeeper’s family will then migrate with them to their summer location.
Questions 20-23 Label the diagram below Choose ONE OR TWO WORDS from the Reading Passage
for each answer Write your answers in boxes 20-23 on your answer sheet.

PART 2 – NOTE COMPLETION IN IELTS LISTENING

1. Note completion without suggestions – Listening strategy
Step 1: Check word limit and underline keywords (Try to understand the structure of text in numerical order)
Step 2: Predict the part of speech and content that may appear in each blank
Step 3: Listen carefully and find the answers
Exercise 7: (HOMEWORK) Listen to Cambridge 17 – Test 1 – Section 4
Do you know the origin of the word “amazing”?
Questions 31 – 40 Complete the notes below. Write ONE WORD ONLY for each answer.
Labyrinths
Definition
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 ● a winding spiral path leading to a central area
Labyrinths compared with mazes
● Mazes are a type of 31 ……………………
– 32 …………………… is needed to navigate through a maze
– the word ‘maze’ is derived from a word meaning a feeling of 33 ……………………
● Labyrinths represent a journey through life
– they have frequently been used in 34 …………………… and prayer
Early examples of the labyrinth spiral
● Ancient carvings on 35 …………………… have been found across many cultures
● The Pima, a Native American tribe, wove the symbol on baskets
● Ancient Greeks used the symbol on 36 ……………………
Walking labyrinths
● The largest surviving example of a turf labyrinth once had a big 37 …………………… at its centre
Labyrinths nowadays
● Believed to have a beneficial impact on mental and physical health, e.g., walking a maze can reduce
a person’s 38 …………………… rate
● Used in medical and health and fitness settings and also prisons
● Popular with patients, visitors and staff in hospitals
– patients who can’t walk can use ‘finger labyrinths’ made from 39 ……………………
– research has shown that Alzheimer’s sufferers experience less 40 ……………………
Exercise 8: (HOMEWORK) Listen to Cambridge 13 – Test 1 – Section 1
Questions 1 – 10 Complete the table below. Write ONE WORD AND/OR A NUMBER for each answer.
COOKERY CLASSES

Cookery Class Focus Other Information

● small classes
how to 1………… and cook
The Food Studio ● also offers 2………………… classes
with seasonal products
● clients who return get a 3……………discount

● includes recipes to strengthen your 5…………

Bond’s Cookery
food that is 4…………. ● they have a free 6……………… every
School
Thursday

● located near the 9…………………

The 7………….
mainly 8………… food ● a special course in skills with
Centre
a 10……………... is sometimes available
Exercise 9: FLOW CHART - IELTS LISTENING PRACTICE

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Exercise 10: DIAGRAM - IELTS LISTENING PRACTICE

2. Note completion with suggestions – Listening strategy

Step 1: Underline keywords and follow numerical order
Step 2: Try matching suitable answers from the word list
Step 3: Listen carefully, take notes on what you heard and find paraphrases from the word list
Exercise 11: DIAGRAM (PROCESS) - IELTS LISTENING PRACTICE

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 Exercise 12: (HOMEWORK) FLOW CHART - IELTS LISTENING PRACTICE – CAM 13 TEST 1
Questions 26-30 Complete the flow-chart below. Choose FIVE answers from the box and write the correct
letter, A-H, next to Questions 26-30
A container B soil C weight D condition
E height F colour G types H depths
Stage in the experiment
Select seeds of different 26 …………………… and sizes.

Measure and record the 27 …………………… and size of each one.

Decide on the 28 …………………… to be used.

Use a different 29 …………………… for each seed and label it.

After about 3 weeks, record the plant’s 30 …………………….

Investigate the findings.

HOMEWORK: Exercise 5, 7, 8, 12
VOCABULARY FOR READING AND LISTENING EXERCISES
No WORDS MEANINGS EXAMPLES
1. evergreen that has green leaves all ● The nutmeg tree, Myristica fragrans, is
(adj) through the year a large evergreen tree native to
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 /ˈevəɡriːn/ (cây thường xanh) Southeast Asia
● Firs and pines are evergreens.
2. foliage (n) leaves ● The tree is thickly branched with dense
/ˈfouliidʒ/ tán lá foliage of tough.
● This plant has dark foliage.
3. encase (v) /ɪnˈkeɪs/ to surround or cover ● The fruit is encased in a fleshy husk
something completely, ● The reactor is encased in concrete and
especially to protect it steel.
be encased (in something) ● His upper body was completely
= be surrounded by encased in bandages.
(bao bọc bởi)
4. fleshy (adj) /ˈfleʃi/ thick and soft (of plants fruits) ● The fruit is encased in a fleshy husk
fat ● fleshy fruit/leaves
núng nính thịt; béo ● a fleshy face.
flesh (n) Thịt quả, da thịt người/động
vật
5. husk (n) /hʌsk/ the dry outer layer that covers ● The fruit is encased in a fleshy husk
nuts, fruits and seeds,
especially grain
(vỏ khô của quả, vỏ trấu)
6. ridge (n) /ridʒ/ a long narrow piece of ground ● When the fruit is ripe, this husk splits
etc raised above the level of into two halves along a ridge running
the ground etc on either side the length of the fruit
of it. ● a ridge separating the two canyons.
(sống núi)

a long narrow row of hills

(dãy đồi)

the top edge of something ● A ridge of high pressure is a long

where two sloping surfaces narrow area of high pressure as shown
meet, eg on a roof. on a weather map.
(sống)
7. latter (adj) towards the end ● the former being produced from the
/ˈlӕtə/ (theo sau, sau cùng) dried seed and the latter from the aril.
>< former
8. aril (n) /ˈerəl/ (nhân/hạt của nhục đậu khấu) ● the former being produced from the
dried seed and the latter from the aril.
9. preservative (n,adj) something that preserves, ● was used as a flavouring, medicinal,
especially that prevents food and preservative agent
etc from going bad
(chất bảo quản)
10. medicinal (adj) /mə helpful in the process of ● was used as a flavouring, medicinal,
curing illness or infection and preservative agent

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 ˈdɪsɪnl/ (thuộc phương thuốc) ● medicinal herbs/plants
medicinal properties/use
medicine (n)
11. cuisine (n) /kwiˈziːn/ a style of cooking ● Nutmeg was a highly prized and costly
(nền ẩm thực) ingredient in European cuisine in the
Middle Ages
● Italian/French/Vietnamese cuisine
12. exclusive (adj) only to be used by one ● Throughout this period, the Arabs were
/ɪkˈskluːsɪv/ particular person or group; the exclusive importers of the spice to
only given to one particular Europe
person or group ● The hotel has exclusive access to the
(dành riêng cho, độc quyền) beach.
● exclusive rights to televise the World
Cup
fashionable and expensive
● exclusive shops/restaurants
(độc đáo)
● His mother has told ‘The Times’ about
his death in an exclusive interview (=
tending to exclude.
not given to any other newspaper).
(loại trừ)
● Vinfast is the exclusive car
manufacturer
13. merchant (n) a person or business that buys ● They sold nutmeg for high prices to
and sells products in large merchants based in Venice
/ˈmɜː.tʃənt/
amounts for profit, often ● grain/cotton/wine merchants
trading with other countries:
(lái buôn, nhà buôn)
merchandise (merch) (n)
= goods = commodity =
cargo
14. subcontract (n, v) (v) to pay a person or ● the Portuguese began subcontracting
company to do some of the their spice distribution to Dutch
/ˌsʌb.kənˈtrækt/
work that you have been traders
given a contract to do ● subcontract sth (to sb/sth) We
cho thầu phụ subcontracted the work to a small
engineering firm.
(n) nhà thầu phụ
● subcontract ss/sth (to do sth) We
subcontracted a small engineering firm
to do the work.
15. fleet (n, adj) (n) a group of boats or ships ● the Dutch commercial fleet swiftly
/fliːt/ travelling together: grew into one of the largest in the
đoàn tàu thuỷ world.

(n) a number of aircraft,

buses, cars, or other vehicles
under the control of one ● He owns a fleet of taxis.
company or organization ● a fleet of yachts
đoàn xe

(adj) able to run quickly:

nhanh chân
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 ● She was slight and fleet of foot/fleet-
footed.
16. a neutral trading policy Chính sách giao thương trung ● The Banda Islands were ruled by local
lập sultans who insisted on maintaining a neutral
neutral trading policy towards foreign powers
(n, adj)
trung lập
/ˈnjuː.trəl/
17. invader (n) /ɪnˈveɪ.dər/ Quân xâm lược ● it also left them unprotected from other
invade (v) invaders

invasion (n)

18. monopoly (n) /mə the sole right of making or ● The Dutch now had a monopoly over
selling something etc the nutmeg trade which would last for another
ˈnopəli/
độc quyền century
● a state monopoly on oil production.
= exclusive (adj)
19. smuggle (v) /ˈsmʌɡ.əl/ to take things or people to or ● a Frenchman named Pierre Poivre
from a place secretly and successfully smuggled nutmeg plants to
often illegally safety in Mauritius
buôn lậu
20 collision (n) road collision = road accident
collide (v)
21 vast
22 majority
major
23 initiative (n)
24 automotive
25 automation (n)
automatic (adj)
automated (adj)
26 viable (adj)
27 turnover (n) doanh số, doanh thu higher car turnover
28 concoction (n)
29 domestic (adj)
30 sacred (adj)

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