30 - Day Reading Challenge

["Day 20 Answer Keys DAY 20 READING PASSAGE 2IELTS ZONE Questions 14 \u2013 20 Q 14. Section A Answer: V An impossible task for any human Part of the passage: Row upon row, tomato plants stand in formation inside a green- house. To reproduce, most flowering plants depend on a third party to transfer pollen between their male and female parts. Some require extra encouragement to give up that golden dust. The tomato flower, for example, needs a violent shake, a vibration roughly equivalent to 30 times the pull of Earth\u2019s gravity, explains Arizona entomologist Stephen Buchmann. Growers have tried numerous ways to rattle pollen from tomato blossoms. They have used shaking tables, air blowers and blasts of sound. But natural means seem to work better. Q 15. Section B Answer: VIII Some obvious and less obvious pollen carriers Part of the passage: It is no surprise that nature\u2019s design works best. What\u2019s aston- ishing is the array of workers that do it: more than 200,000 individual animal species, by varying strategies, help the world\u2019s 240,000 species of flowering plants make more flowers. Flies and beetles are the original pollinators, going back to when flowering plants first appeared 130 million years ago. As for bees, scientists have identified some 20,000 distinct species so far. Hummingbirds, butterflies, moths, wasps and ants are also up to the job. Even non-flying mammals do their part: sugar-loving opossums, some rainforest monkeys, and lemurs in Madagascar, all with nimble hands that tear open flower stalks and furry coats to which pollen sticks. Most surprising, some lizards, such as geckos, lap up nectar and pollen and then transport the stuff on their faces and feet as they forage onward. Q 16. Section C Answer: VI The preferred pollinator Part of the passage: All that messy diversity, unfortunately, is not well suited to the mono- crops and mega-yields of modern commercial farmers. Before farms got so big, says conservation biologist Claire Kremen of the University of California, Berkeley, \u2018we didn\u2019t have to manage pollinators. They were all around because of the diverse landscapes. Now you need to bring in an army to get pollination done.\u2019 The European honeybee was first imported to the US some 400 years ago. Now at least a hundred commercial crops rely almost entirely on managed honeybees, which beekeepers raise and rent out to tend +97 130 68 22 @ieltszone_uz","IELTS ZONE 30 - Day Reading Challenge to big farms. And although other species of bees are five to ten times more efficient, on a per-bee basis, at pollinating certain fruits, honeybees have bigger colonies, cover longer distances, and tolerate management and movement better than most insects. They\u2019re not picky \u2013 they\u2019ll spend their time on almost any crop. It\u2019s tricky to calculate what their work is truly worth; some economists put it at more than $200 billion globally a year. Q 17. Section D Answer: X An unexpected setback Part of the passage: Industrial-scale farming, however, may be wearing down the sys- tem. Honeybees have suffered diseases and parasite infestations for as long as they\u2019ve been managed, but in 2006 came an extreme blow. Around the world, bees began to disappear over the winter in massive numbers. Beekeepers would lift the lid of a hive and be amazed to find only the queen and a few stragglers, the worker bees gone. In the US, a third to half of all hives crashed; some beekeepers reported colony losses near 90 per- cent. The mysterious culprit was named colony collapse disorder (CCD) and it remains an annual menace \u2013 and an enigma. Q 18. Section E Answer:\u00a0I\u00a0Looking for clues Part of the passage: When it first hit, many people, from agronomists to the public, assumed that our slathering of chemicals on agricultural fields was to blame for the mystery. Indeed, says Jeff Pettis of the USDA Bee Research Laboratory, \u2018we do find more disease in bees that have been exposed to pesticides, even at low levels.\u2019 But it is likely that CCD involves multiple stressors. Poor nutrition and chemical exposure, for instance, might wear down a bee\u2019s immunities before a virus finishes the insect off. It\u2019s hard to tease apart factors and outcomes, Pettis says. New studies reveal that fun- gicides \u2013 not previously thought toxic to bees \u2013 can interfere with microbes that break down pollen in the insects\u2019 guts, affecting nutrient absorption and thus long-term health and longevity. Some findings pointed to viral and fungal pathogens working together. \u2018I only wish we had a single agent causing all the declines,\u2019 Pettis says, \u2018that would make our work much easier.\u2019 Q 19. Section F Answer: III Solutions to a more troublesome issue Part of the passage: However, habitat loss and alteration, he says, are even more of a menace to pollinators than pathogens. Claire Kremen encourages farmers to cultivate the flora surrounding farmland to help solve habitat problems. \u2018You can\u2019t move the farm,\u2019 she says, \u2018but you can diversify what grows in its vicinity: along roads, even in tractor yards.\u2019 Planting hedgerows and patches of native flowers that bloom at different times and seeding fields with multiple plant species rather than monocrops \u2018not only is better for native pollinators, but it\u2019s just better agriculture,\u2019 she says. Pesticide-free wildflower 201","IELTS ZONEDay 20 Answer Keys havens, adds Buchmann, would also bolster populations of useful insects. Fortunately, too, \u2018there are far more generalist plants than specialist plants, so there\u2019s a lot of redun- dancy in pollination,\u2019 Buchmann says. \u2018Even if one pollinator drops out, there are often pretty good surrogates left to do the job.\u2019 The key to keeping our gardens growing strong, he says, is letting that diversity thrive. Q 20. Section G Answer: IX The undesirable alternative Part of the passage: Take away that variety, and we\u2019ll lose more than honey. \u2018We wouldn\u2019t starve,\u2019 says Kremen. \u2018But what we eat, and even what we wear \u2013 pollinators, after all, give us some of our cotton and flax \u2013 would be limited to crops whose pollen travels by other means. \u2018In a sense,\u2019 she says, \u2018our lives would be dictated by the wind.\u2019 It\u2019s vital that we give pollinators more of what they need and less of what they don\u2019t, and ease the burden on managed bees by letting native animals do their part, say scientists. Questions 21 \u2013 24 Q 21. Both \u2026\u2026\u2026\u2026\u2026 were the first creatures to pollinate the world\u2019s plants. Answer: flies and beetles Part of the passage [Par B]: Flies and beetles are the original pollinators, going back to when flowering plants first appeared 130 million years ago.\u00a0 Q 22. Monkeys transport pollen on their \u2026\u2026\u2026\u2026\u2026 . Answer: furry coats Part of the passage [Par B]: even non-flying mammals do their part: sugar-loving opossums, some rainforest monkeys, and lemurs in Madagascar, all with nimble hands that tear open flower stalks and furry coats to which pollen sticks. Q 23. Honeybees are favored pollinators among bee species partly because they travel \u2026\u2026\u2026\u2026 . Answer: longer distances Part of the passage [Par C]: honeybees have bigger colonies, cover longer distances Q 24. A feature of CCD is often the loss of all the \u2026\u2026\u2026\u2026\u2026 .\u00a0 Answer: worker bees 202","IELTS ZONE 30 - Day Reading Challenge Part of the passage [Par D]: Beekeepers would lift the lid of a hive and be amazed to find only the queen and a few stragglers, the worker bees gone (= disappeared) Questions 25 \u2013 26 Answer: C cultivating a wide range of flowering plants Why is C correct? Part of the passage [Par F]: encourages farmers to cultivate the flora surrounding farmland to help solve habitat problems. Answer: E placing less reliance on honeybees Why is E correct? Part of the passage [Par G]: and ease the burden on managed bees by letting native animals do their part, say scientists. 203","Day 21 Answer Keys DAY 21 IELTS ZONEREADING PASSAGE 3 Questions 27 \u2013 31\u00a0\u00a0 Q 27. Activities related to environmental protection and space exploration have a common theme. Answer: Yes Part of the passage: The community that focuses its efforts on the exploration of space has largely been different from the community focused on the study and protection of the Earth\u2019s environment, despite the fact that both fields of interest involve what might be referred to as \u2018scientific exploration\u2019.\u00a0 Q 28. It is unclear why space exploration evolved in a different way from environ- mental studies on Earth.\u00a0 Answer: No Part of the passage: The reason for this dichotomous existence is chiefly historical. The exploration of the Earth has been occurring over many centuries, and the institutions created to do it are often very different from those founded in the second part of the 20th century to explore space. This separation is also caused by the fact that space explo- ration has attracted experts from mainly non-biological disciplines \u2013 primarily engineers and physicists \u2013 but the study of Earth and its environment is a domain heavily populated by biologists. Q 29. Governments tend to allocate more money to environmental projects than space exploration. Answer: Not Given Part of the passage:\u00a0 In the environmental community, it is not uncommon for space exploration to be regarded as a waste of money, distracting governments from solving major environmental problems here at home. In the space exploration community, it is not uncommon for environmentalists to be regarded as introspective people who divert attention from the more expansive visions of the exploration of space \u2013 the \u2018new frontier\u2019.\u00a0 Explanation: The passage does not compare the allocated budget Q 30. Unfortunately, the environmental and space exploration communities have little to offer each other in terms of resources. Answer: No 204","IELTS ZONE 30 - Day Reading Challenge Part of the passage: These perceptions can also be negative in consequence because the full potential of both communities can be realised better when they work together to solve problems. For example, those involved in space exploration can provide the satellites to monitor the Earth\u2019s fragile environments, and environmentalists can provide information on the survival of life in extreme environments. Q 31. The Earth and Space Foundation was set up later than it was originally intended. Answer: Not Given Part of the passage: The Earth and Space Foundation, a registered charity, was established for the purposes of fostering such links through field research and by direct practical action.\u00a0 Explanation: No mention of original intended date Questions 32 \u2013 35 Q 32. What was the significance of the \u2019novel approach\u2019 adopted in the Guatemala project? Answer: C It showed that preserving the forests can be profitable. Part of the passage: \u2026the Foundation provided a grant to a group of expeditions that used remote sensing to plan eco-tourism routes in the forests of Guatemala, thus pro- viding capital to the local communities through the tourist trade. This novel approach is now making the protection of the forests a sensible economic decision. Q 33. GPS and satellite imagery were used in the Syrian project to Answer: A help archaeologists find ancient items. Part of the passage: A part of Syria \u2013 \u2018the Fertile Crescent\u2019 \u2013 was the birthplace of astronomy, accountancy, animal domestication and many other fundamental develop- ments of human civilisation. The Foundation helped fund a large archaeology project by the Society for Syrian Archaeology at the University of California, Los Angeles, in collaboration with the Syrian government that used GPS and satellite imagery to locate mounds or \u2019tels\u2019, containing artefacts and remnants of early civilisations. These collec- tions are being used to build a better picture of the nature of the civilisations that gave birth to astronomy.\u00a0 Q 34. One of the purposes of the Foundation\u2019s awards is to Answer: D establish the long-term continuity of its activities. Part of the passage: The Foundation will offer awards for expeditions further out in the +97 130 68 22 @ieltszone_uz","IELTS ZONEDay 21 Answer Keys solar system once these Mars awards have been claimed. Together, they demonstrate that the programme really has no boundary in what it could eventually support, and they provide longevity for the objectives of the Foundation. Q 35. What is the writer\u2019s purpose in the passage? Answer: B to explain the nature of the Foundation\u2019s work Explanation: POE (Process of Elimination) It becomes clearer when you fully under- stand the passage that the author is not trying to persuade people to support the Foun- dation (A), nor wants to show views on the Foundation have changed (C). Finally, the text does not talk about any criticism of the Foundation\u2019s work, and surely the author is not rejecting those early criticisms (D). Questions 36 \u2013 40 Q 36. Some studies have looked at how humans function in \u2026\u2026\u2026\u2026\u2026\u00a0 situations. Answer: B extreme Part of the passage: This may include the use of remote environments on Earth, as well as physiological and psychological studies in harsh environments. Q 37. In one project, it was decided to review cave explorers in Mexico who tolerate \u2026\u2026\u2026\u2026\u2026\u00a0 periods on their own. Answer: H extended Part of the passage: In one research project, the Foundation provided a grant to an international caving expedition to study the psychology of explorers subjected to long-term isolation in caves in Mexico. The psychometric tests on the cavers were used to enhance US astronaut selection criteria by the NASA Johnson Space Center. Q 38. It is also possible to prepare for space exploration by studying environments on Earth that are \u2026\u2026\u2026\u2026\u2026 to those on Mars. Answer: A comparable Part of the passage: Space-like environments on Earth help us understand how to operate in the space environment or help us characterise extraterrestrial environments for future scientific research. Q 39. A huge crater in the Arctic is the \u2026\u2026\u2026\u2026\u2026\u00a0 place to test the technologies needed to explore Mars\u2026 Answer: D ideal Part of the passage: The Foundation helped fund the NASA Haughton\u2013Mars Project to 206","IELTS ZONE 30 - Day Reading Challenge use this crater to test communications and exploration technologies in preparation for the human exploration of Mars. The crater, which sits in high Arctic permafrost, provides an excellent replica of the physical processes occurring on Mars, a permafrosted, impact-al- tered planet. Q 40. and gather other relevant \u2026\u2026\u2026\u2026\u2026 information. Answer: G scientific Part of the passage: Geologists and biologists can work at the site to help understand how impact craters shape the geological characteristics and possibly biological potential of Mars. 207","Day 22 Answer Keys DAY 22 READING PASSAGE 1IELTS ZONE Questions 1 \u2013 5 Q 1. The amount of recycled clothing available in the US exceeds demand. Answer: B Part of the passage: Says Rivoli, \u2018There are nowhere near enough people in America to absorb the mountains of cast-offs, even if they were given away.\u2019 Q 2. Countries like Tanzania will receive even more used clothing from North America in the future. Answer: B Part of the passage: For Tanzania, where used clothing is sold at the markets that dot the country, these items are the number one import from the United States. Observers such as Rivoli predict that the trend toward increasing exports of used clothing to de- veloping countries will continue to accelerate because of the rise of consumerism in the United States and Europe and the falling prices of new clothing. Q 3. A change in manufacturers\u2019 attitudes helped decrease the amount of waste that was generated. Answer: D Part of the passage: During that war, clothing manufacturers reduced the varieties, sizes and colours of their productions and even urged designers to create styles that would use less fabric and avoid needles decoration. The US government\u2019s conserva- tion campaign used slogans such as \u2018Make economy fashionable lest it become obliga- tory\u2019 and resulted in an approximate 10% reduction in the production of trash. Q 4. Our gender has an influence on our increased desire to shop. Answer: A Part of the passage: Fueling the demand are fashion magazines that help create the desire for new \u2018must-have\u2019 for each season. \u2018Girls especially are insatiable when it comes to fashion. They have to have the latest thing,\u2019 says Mayra Diaz, mother of a 10-year-old girl. Q 5. A future waste problem may occur because people add to the clothes, they already own each year. 208","IELTS ZONE 30 - Day Reading Challenge Answer: C Part of the passage: According to the EPA Office of Solid Waste, Americans throw away more than 68 pounds of clothing and textiles per person per year, and this represents about 4% of the municipal solid waste. But this figure is rapidly growing. Questions 6 \u2013 8 Answer: A increased health problems Part of the passage: Yet fast fashion leaves a pollution footprint, generating both en- vironmental and occupational hazards. For example, polyester, the most widely used manufactured fibre, is made from petroleum. With the rise in production in the fash- ion industry, demand for man-made fibres has nearly doubled in the last 15 years. The manufacture of polyester and other synthetic fabrics is an energy-intensive process requiring large amounts of crude oil and releasing emissions which can cause or ag- gravate respiratory disease. (A) The Environmental Protection Agency (EPA) considers many textile manufacturing facilities to be hazardous waste generators. Answer: C increased use of chemicals Part of the passage: Cotton, one of the most popular fibres used in clothing manufac- ture, also has a significant environmental footprint. This crop accounts for a quarter of all the pesticides used in the United States. (C) Answer: G production of unwanted dangerous materials Part of the passage: The manufacture of polyester and other synthetic fabrics is an energy-intensive process requiring large amounts of crude oil and releasing emissions which can cause or aggravate respiratory disease. The Environmental Protection Agen- cy (EPA) considers many textile manufacturing facilities to be hazardous waste genera- tors. (G) Questions 9 \u2013 13\u00a0 Q 9. What is the name of one material that is not natural? Answer: polyester Part of the passage: For example, polyester, the most widely used manufactured fibre, is made from petroleum. Q 10. What percentage of household garbage is made up of clothes? Answer: 4% 209","Day 22 Answer Keys Part of the passage: Americans throw away more than 68 pounds of clothing and tex- tiles per person per year, and this represents about 4% of the municipal solid waste. But this figure is rapidly growing. Q 11. In what era did Americans stop reusing old clothes? Answer: 1920s Part of the passage: However, the spirit of conservation did not last long; by the mid-1920s, consumerism was back in style. Q 12. What has caused the selling of used clothing to increase in the US? Answer: the internet Part of the passage: Domestic resale has boomed in the era of the internet. Many people sell directly to other individuals through auction websites such as eBay.\u00a0 Q 13. To which country does America export a lot of its good quality used clothing? Answer: Japan Part of the passage: Certain brands and rare collectible items are imported by Japan. IELTS ZONE +97 130 68 22 @ieltszone_uz","30 - Day Reading Challenge DAY 23 READING PASSAGE 2IELTS ZONE Questions 1 \u2013 8\u00a0 Q 1. the significance of the link between consumers reading food labels and functional foods Answer: Par E Part of the passage:\u00a0\u2018It starts to make them think about their food in terms of its nutri- tional components,\u2019 she said, which makes it easier to introduce other ingredients such as soy, fiber and many lesser-known compounds. Q 2. a mention of large companies that are marketing functional foods in several countries Answer: Par C Part of the passage: Major food giants are actively unveiling products overseas, including yogurt with probiotic bacteria, to aid digestion. Q 3. a reference to the success of one functional food in eliminating a disease Answer: Par A Part of the passage: The introduction of iodine to Morton Salt in 1924 was instrumental in eradicating a dangerous thyroid condition called goiter from the U.S. population. It was also the first time a food company purposely added a medically beneficial ingredient to food to help market that product. Q 4. the reason why the FDA\u2019s new \u2018qualified health claims\u2019 may not benefit manufacturers Answer: Par G Part of the passage: So far, the FDA has approved only a handful of qualified health claims and they show the limitations that this new system may have, for consumers and food companies.\u00a0...The agency approved wording that is not quite as snappy for package design... Q 5. a prediction of the future sales figures for functional foods Answer: Par B 211","IELTS ZONEDay 23 Answer Keys Part of the passage: \u2018We expect [the functional foods business] to grow about 7.6 per- cent annually \u2013 that\u2019s about twice as fast as the overall food market is going to be grow- ing.\u2019\u00a0 Q 6. a mention of the diet that caused consumers to focus on the ingredients in food Answer: Par E Part of the passage: Food marketing professor Nancy Childs, of St. Joseph\u2019s Uni- versity in Philadelphia, said the widespread awareness of the low-carb phenomenon has led many consumers to check food labels while trying to lose weight. \u2018It starts to make them think about their food in terms of its nutritional components,\u2019 she said, which makes it easier to introduce other ingredients such as soy, fiber and many lesser-known compounds. Q 7. concern about the limitations of research being carried out into the health benefits of functional foods Answer: Par F Part of the passage: Consumers will start seeing these claims on packages soon, though some nutritionists and scientists are worried that the findings aren\u2019t rock solid.\u00a0 Q 8. the questions regarding functional foods that researchers are concentrating on Answer: Par D Part of the passage: \u2018There\u2019s a lot of research and development going on into what kinds of products people want, what kinds of products we can produce to meet the demand \u2013 that taste good and will be successful in the marketplace \u2013 and how we communicate the benefits... Questions 9 \u2013 13 Q 9. Early attempts to produce functional foods were not very successful because Answer: D consumers were ignorant of the benefits of the added ingredients. Part of the passage: [Par A] Functional foods, or \u2018phoods\u2019 as they\u2019re sometimes called to connote the intersection of food and pharmaceuticals, have been trickling into su- permarkets over the past several years \u2013 think of calcium-enhanced orange juice and cholesterol-lowering margarine, for example. But they met with mixed success at first because consumers didn\u2019t know or care enough about the new ingredients. 212","IELTS ZONE 30 - Day Reading Challenge Q 10. People are now buying more functional foods because\u00a0 Answer: F they are more concerned about their health. Part of the passage: [Par D] Officials at privately owned Energy Brands Inc. attribute much of the dramatic growth is sales to consumers\u2019 rising interest in nutrition and well- ness. Q 11. The FDA has decided to allow health claims on foods because Answer: C it wants consumers to know that certain foods can improve their health. Part of the passage: [Par F] \u2018FDA feels that this does provide more information to the consumer,\u2019 said Kathleen C. Ellwood, director of the agency\u2019s division of Nutrition Pro- grams and Labeling. \u2018It\u2019s more to empower the consumer, to make them more aware of possible health benefits in these foods.\u2019 Q 12. The Center for Science in the Public Interest has taken legal action against the FDA because Answer: B it wants more researchers to support health claims before food is ad- vertised. Part of the passage: [Par F] The non-profit Center for Science in the Public Interest has filed suit against the FDA, arguing the new program violates the 1990 Nutrition Labeling and Education Act, which mandated a higher level of scientific agreement for marketing the health benefits of ingredients. Q 13. The Mondavi Institute for Wine and Food Science is worried because\u00a0 Answer: E it thinks the abundance of health claims will confuse consumers. Part of the passage: [Par G] Others fear there will be so many claims they will just become more noise to already bewildered consumers, \u2018I\u2019m concerned that too many such claims will cause consumers to tune out and make all of them ineffective\u2019 said Clare Hasler, executive director of the Robert Mondavi Institute for Wine and Food Science at the University of California at Davis. 213","Day 24 Answer Keys DAY 24 IELTS ZONEREADING PASSAGE 3 Questions 1 \u2013 5 Q 1. In the first paragraph, what does the writer conclude about ants? Answer: D They are less impressive as individuals than she thought. Part of the passage: I used to think that ants knew what they were doing. The ones marching across my kitchen bench looked so confident that I figured they had a plan, knew where going and what needed to be done. How else could ants organise high- ways, build elaborate nests, stage epic raids and do all of the other things ants do? But it turns out I was wrong. Ants aren\u2019t clever little engineers, architects or warriors after all \u2013 at least not as individuals. When it comes to deciding what to do next, most ants don\u2019t have a clue. \u2018If you watch an ant trying to accomplish something, you\u2019ll be impressed by how inept it is,\u2019 says Deborah M Gordon, a biologist at Stanford University. How do we explain, then, the success of Earth\u2019s 12,000 or so known ant species? They must have learned something in 140 million years. Explanation: (A) is wrong because although it is mentioned, the writer does not conclude this; (B) is wrong because they achieve great things as a group; (C) is wrong because although it is mentioned, the writer does not conclude this. Q 2. According to the second paragraph, what is the \u2018fundamental question\u2019 in nature? Answer: B How do large groups of animals reach an agreement? Part of the passage: As individuals, ants might be tiny dummies, but as colonies they respond quickly and effectively to their environment. They do this with something called swarm intelligence. Where this intelligence comes from raises a fundamental question in nature: how do the simple actions of individuals add up to the complex behaviour of a group? How do hundreds of honeybees make a critical decision about their hive if many of them disagree? What enables a school of herring to coordinate its movements so precisely it can change direction in a flash, like a single organism? One key to an ant colony is that no one\u2019s in charge. No generals command ant warriors. No managers boss ant workers. The queen plays no role except to lay eggs. Explanation: (A) is wrong because we are told they do not have a leader; (C) is wrong because though different species are mentioned, comparing them is 214","IELTS ZONE 30 - Day Reading Challenge not the fundamental question; (D) is wrong because no contrast is raised between insects and mammals. Q 3. What is the focus of Deborah Gordon\u2019s research? Answer: C The methods ants use to assign different jobs. Part of the passage: Consider the problem of job allocation. In the Arizona desert, where Deborah Gordon studies red harvester ants, a colony calculates each morning how many workers to send out foraging for food. The number can change, depending on conditions. Have foragers recently discovered a bonanza of tasty seeds? More ants may be needed to haul the bounty home. Was the nest damaged by a storm last night? Additional maintenance workers may be held back to make repairs. An ant might be a nest worker one day, a trash collector the next. But how does a colony make such adjust- ments if no one\u2019s in charge? Explanation: (A) is wrong because though bad weather is mentioned, this wasn\u2019t the focus of the research; (B) is wrong because the number of maintenance ants was not the main focus; (D) is wrong because the queen does not organise the colony. Q 4. In the fourth paragraph, what are we told about forager and patroller ants? Answer: B Patrollers\u2019 movements determine what foragers will do. Part of the passage: Before they leave the nest each day, foragers normally wait for ear- ly morning patrollers to return. As patrollers enter the nest, they touch antennae briefly with foragers. \u2018When a forager has contact with a patroller, it\u2019s a stimulus for the forager to go out,\u2019 Gordon says. \u2018But the forager needs several contacts more than ten seconds apart before it will go out.\u2019 \u00a0\u2026 Once the ants start foraging and bringing back food, other ants join the effort, depending on the rate at which they encounter returning foragers. Explanation: (A) is wrong because no comparison is made between numbers of patroller or forager ants; (C) is wrong because foragers bring back the food and no mention is made of patrollers carrying food; (D) is wrong because we do not know how long any of the ants spend outside of the nest. Q 5. In an experiment, Deborah Gordon\u2019s team Answer: A mimicked patroller ants returning to the nest. +97 130 68 22 @ieltszone_uz","IELTS ZONEDay 24 Answer Keys Part of the passage: To see how this works, Gordon and her team captured patroller ants as they left a nest one morning. After waiting half an hour, they simulated the ants\u2019 return by dropping glass beads into the nest entrance at regular intervals \u2013 some coated with patroller scent, some with maintenance worker scent, some with no scent. Only the beads coated with patroller scent stimulated foragers to leave the nest. Explanation: (B) is wrong because the researchers did not use food; (C) is wrong because they captured the patrollers ants, they didn\u2019t follow them; (D) is wrong because they added different scents to beads, not to the ants. Questions 6 \u2013 9 Q 6. Approximately \u2026\u2026\u2026\u2026\u2026 different types of ant have been identified. Answer: 12,000 Part of the passage: How do we explain, then, the success of Earth\u2019s 12,000 or so known ant species?\u00a0 Q 7. Ants use their \u2026\u2026\u2026\u2026\u2026 to identify another ant. Answer: antennae Part of the passage: When one ant bumps into another, it sniffs with its antennae to find out if the other belongs to the same nest and where it has been working. Q 8. A \u2026\u2026\u2026\u2026\u2026 is one animal that preys on ants. Answer: lizard Part of the passage: If not, it\u2019s better to wait. It might be too windy, or there might be a hungry lizard out there Q 9. Ant colonies use \u2026\u2026\u2026\u2026\u2026 to reach a decision. Answer: swarm intelligence Part of the passage: As individuals, ants might be tiny dummies, but as colonies they respond quickly and effectively to their environment. They do this with something called swarm intelligence. Questions 10 \u2013 13 216","IELTS ZONE 30 - Day Reading Challenge Q 10. First, the scientists \u2026\u2026\u2026\u2026\u2026 each of the bees involved in their experiment.\u00a0 Answer: F marked Part of the passage: Seeley and others have been studying colonies of honeybees to see how they choose a new home. To find out, Seeley\u2019s team applied paint dots and tiny plastic tags to all 4,000 bees in each of several swarms that they ferried to Appledore Island.\u00a0 Q 11. Next the bees were\u00a0\u2026\u2026\u2026\u2026\u2026 . Answer: G relocated Part of the passage: ...Seeley\u2019s team applied paint dots and tiny plastic tags to all 4,000 bees in each of several swarms that they ferried to Appledore Island. Q 12. Scout bees inspected the nest boxes and \u2026\u2026\u2026\u2026\u2026 to other bees where the boxes were.\u00a0 Answer: E signalled\u00a0 Part of the passage: There, they released each swarm to locate nest boxes they had placed on one side of the island. In one test, they put out five nest boxes. Scout bees soon appeared at all five boxes. When they returned to the swarm, each performed a dance urging other scouts to go and have a look. These dances include a code to give directions to a box\u2019s location.\u00a0 Q 13. They chose their nest box once enough bees had \u2026\u2026\u2026\u2026\u2026 there. Answer: C gathered\u00a0 Part of the passage: After a while, a small cloud of bees was buzzing around each box. As soon as the number of scouts visible near the entrance to a box reached about 15, the bees at that box sensed that a decision had been reached and returned to the swarm with the news. 217","Day 25 Answer Keys DAY 25 READING PASSAGE 1IELTS ZONE Questions 1 \u2013 5 Q 1. cost, weight and \u2026\u2026\u2026\u2026\u2026\u2026\u2026 difficulties Answer: storage (space) Part of the passage: There were a number of negative aspects of large metal type. It was expensive, required a large amount of storage space and was extremely heavy.\u00a0 Explanation: cost = expensive; heavy = weight. \u2018Space\u2019 is incorrect because it does not convey the idea that there is a problem with storing it. However, both storage or storage space are correct. Q 2. Darius\u2019s wood drill used in connection with another \u2026\u2026\u2026\u2026\u2026\u2026\u2026 Answer: invention Part of the passage: Commercial pressure for large type was answered with the in- vention of a system for wood type production. In 1827, Darius Wells invented a special wood drill \u2013 the lateral router \u2013 capable of cutting letters on wood blocks. The router was used in combination with William Leavenworth\u2019s pantograph (1834) to create decorative wooden letters of all shapes and sizes. Explanation: Both Darius\u2019s wood drill and William Leavenworth\u2019s pantograph are in- ventions. The word \u2018another\u2019 means we need a general noun that would describe both of these tools. The only general descriptive noun is \u2018invention\u2019. Pantograph is the most common incorrect answer and the reason for that it (pantograph) cannot be considered another wood drill. Q 3. lacked both \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u00a0 Answer: colour and design Part of the passage: The first posters began to appear, but they had little colour and design; often wooden type was mixed with metal type in a conglomeration of styles.\u00a0 Explanation: little = not enough (negative) Q 4. design tool \u2013 a \u2026\u2026\u2026\u2026\u2026\u2026\u2026 Answer: (greasy) crayon 218","IELTS ZONE 30 - Day Reading Challenge Part of the passage: The method involved drawing with a greasy crayon onto finely surfaced Bavarian limestone and offsetting that image onto paper.\u00a0 Explanation: The tool that is used for designing was a (greasy) crayon. Q 5. had to use a mirror or \u2026\u2026\u2026\u2026\u2026\u2026\u2026 to achieve correct image Answer: transfer paper Part of the passage: The images and lettering needed to be drawn backwards, often reflected in a mirror or traced on transfer paper.\u00a0\u00a0 Explanation: Here the word \u2018transfer\u2019 is not optional (cannot be omitted) otherwise the meaning is slightly different. Questions 6 \u2013 9 Q 6. combination of both \u2026\u2026\u2026\u2026\u2026\u2026\u2026 on coloured posters Answer: words and images Part of the passage: Although the process was difficult, the result was remarkable, with nuances of colour impossible in other media even to this day. The ability to mix words and images in such an attractive and economical format finally made the lithographic poster a powerful innovation. Q 7. 1870s \u2013 posters used for advertising and \u2026\u2026\u2026\u2026\u2026\u2026\u2026 in Europe Answer: mass communication Part of the passage: Starting in the 1870s, posters became the main vehicle for adver- tising prior to the magazine era and the dominant means of mass communication in the rapidly growing cities of Europe and America. Q 8. 1884\u201386 \u2013 Cheret\u2019s poster \u2026\u2026\u2026\u2026\u2026\u2026\u2026 and book on poster art Answer: exhibition Part of the passage: Cheret, later known as \u2018the father of the modern poster\u2019, organised the first exhibition of posters in 1884 and two years later published the first book on poster art.\u00a0 Explanation: exhibition of posters = poster exhibition Q 9. 1890s \u2013 posters represent \u2026\u2026\u2026\u2026\u2026\u2026\u2026 around the world 219","IELTS ZONEDay 25 Answer Keys Answer: (unique) cultural institutions Part of the passage: Thanks to Cheret, the poster slowly took hold in other countries in the 1890s and came to celebrate each society\u2019s unique cultural institutions: the caf\u00e9 in France, the opera and fashion in Italy, festivals in Spain, literature in Holland and trade fairs in Germany. Questions 10 \u2013 13 Q 10. By the 1950s, photographs were more widely seen than artists\u2019 illustrations on posters. Meaning: Were photographs more popular\/common than artists\u2019 illustrations on posters? Answer: False Part of the passage: By the 1950s, however, it had begun to share the spotlight with other media, mainly radio and print. By this time, most posters were printed using the mass production technique of photo offset, which resulted in the familiar dot pattern seen in newspapers and magazines. In addition, the use of photography in posters, begun in Russia in the twenties, started to become as common as illustration.\u00a0 Explanation: \u2018begun in Russia in the twenties\u2019 is just an additional information and given as a non-defining relative clause (should be left out to understand the main idea). Q 11. Features of the Typographic Style can be seen in modern-day posters. Meaning: Can we still see some features of the Typographic Style in modern-day posters? Answer: True Part of the passage: The new style came to be known as the International Typographic Style. It made use of a mathematical grid, strict graphic rules and black-and-white photography to provide a clear and logical structure. It became the predominant style in the world in the 1970s and continues to exert its influence today. Q 12. The Typographic Style met a global need at a particular time in history. Meaning: Did it meet a global need at a particular time in history? Answer: True Part of the passage: it was perfectly suited to the increasingly international post-war marketplace, where there was a strong demand for clarity. This meant that the accessibility of words and symbols had to be taken into account. Corporations wanted international identification, and events such as the Olympics called for universal solutions, which the Typographic Style could provide.\u00a0 +97 130 68 22 @ieltszone_uz","IELTS ZONE 30 - Day Reading Challenge Explanation: Particular time in history = post-war; need = demand; Q 13. Weingart got many of his ideas from his students in Basel. Meaning: Did he get his ideas from his students in Basel? Answer: Not Given Part of the passage: However, the International Typographic Style began to lose its energy in the late 1970s. Many criticised it for being cold, formal and dogmatic. A young teacher in Basel, Wolfgang Weingart, experimented with the offset printing process to produce posters that appeared complex and chaotic, playful and spontaneous \u2013 all in stark contrast to what had gone before. Weingart\u2019s liberation of typography was an important foundation for several new styles. These ranged from Memphis and Retro to the advances now being made in computer graphics. Explanation: The information in the text is not sufficient as we are not informed neither about his students nor the origins of his ideas. 221","Day 26 Answer Keys DAY 26 IELTS ZONEREADING PASSAGE 2 Questions 14 \u2013 18 Q 14. a comparison of a range of physical features of Neanderthals and Homo sapiens Answer: Par D Part of the passage: Both species were strong and stockier than the average human today, but Neanderthals were particularly robust. \u2018Their skeletons show that they had broad shoulders and thick necks,\u2019 says Stringer. \u2018Homo sapiens, on the other hand, had longer forearms, which undoubtedly enabled them to throw a spear from some distance, with less danger and using relatively little energy,\u2019 explains Stringer. Q 15. reference to items that were once used for trade Answer: Par E Part of the passage: Objects such as shell beads and flint tools, discovered many miles from their source, show that our ancestors travelled over large distances, in order to bar- ter and exchange useful materials, and share ideas and knowledge. Q 16. mention of evidence for the existence of a previously unknown human spe- cies Answer: Par A Part of the passage: Meanwhile, an unusual finger bone and tooth, discovered in Den- isova cave in Siberia in 2008, have led scientists to believe that yet another human pop- ulation \u2013 the Denisovans \u2013 may also have been widespread across Asia.\u00a0 Q 17. mention of the part played by ill fortune in the downfall of Neanderthal society Answer: Par G Part of the passage: Stringer thinks that the Neanderthals were just living in the wrong place at the wrong time. \u2018They had to compete with Homo sapiens during a phase of very unstable climate across Europe. During each rapid climate fluctuation, they may have suffered greater losses of people than Homo sapiens, and thus were slowly worn down,\u2019 he says. If the climate had remained stable throughout, they might still be here.\u201d\u00a0 Q 18. reference to the final geographical location of Neanderthals 222","IELTS ZONE 30 - Day Reading Challenge Answer: Par C Part of the passage: Some 45,000 years later, another fight for survival took place. This time, the location was Europe and the protagonists were another species, the Neander- thals. They were a highly successful species that dominated the European landscape for 300,000 years. Yet within just a few thousand years of the arrival of Homo sapiens, their numbers plummeted. They eventually disappeared from the landscape around 30,000 years ago, with their last known refuge being southern Iberia, including Gibraltar. Questions 19 \u2013 22 Q 19. Analysis of stone tools and \u2026\u2026\u2026\u2026\u2026 has enabled Petraglia\u2019s team to put for- ward an arrival date for Homo sapiens in eastern India. Answer: sediment layers Part of the passage: Based on careful examination of the tools and dating of the sed- iment layers where they were found, Petraglia and his team suggest that Homo sapi- ens arrived in eastern India around 78,000 years ago Q 20. Homo sapiens used both \u2026\u2026\u2026\u2026\u2026 to make sewing implements. Answer: ivory and bone Part of the passage: [Par D] Homo sapiens had another skill: weaving and sewing. Ar- chaeologists have uncovered simple needles fashioned from ivory and bone alongside Homo sapiens, dating as far back as 35,000 years ago. Q 21. The territorial nature of Neanderthals may have limited their ability to acquire resources and \u2026\u2026\u2026\u2026\u2026 Answer: (new) technologies Part of the passage: [Par E] By contrast, Neanderthals tended to keep themselves to themselves, living in small groups. They misdirected their energies by only gathering resources from their immediate surroundings and perhaps failing to discover new tech- nologies outside their territory. Q 22. Archaeologists examined \u2026\u2026\u2026\u2026\u2026 in order to get an insight into Neanderthal and Homo sapiens\u2019 capacity for language and thought. Answer: skull shapes Part of the passage: [Par F] By comparing skull shapes, archaeologists have shown that Homo sapiens had a more developed temporal lobe \u2013 the regions at the side of the 223","IELTS ZONEDay 26 Answer Keys brain, associated with listening, language and long-term memory. Questions 23 \u2013 26 Q 23. No evidence can be found to suggest that Neanderthal communities allocated tasks to different members. Answer: C Part of the passage: [Par F] \u2018We see similar kinds of injuries on male and female Ne- anderthal skeletons, implying there was no such division of labour,\u2019 says Spikins.\u00a0 Q 24. Homo sapiens may have been able to plan ahead. Answer: B Part of the passage: [Par F] \u2018We think that Homo sapiens had a significantly more com- plex language than Neanderthals and were able to comprehend and discuss concepts such as the distant past and future,\u2019 says Stringer.\u00a0 Q 25. Scientists cannot be sure whether a sudden natural disaster contributed to the loss of a human species. Answer: A Part of the passage: [Par B] \u2018We think that Homo sapiens had a more efficient hunt- ing technology, which could have given them the edge,\u2019 says Petraglia. \u2018Whether the eruption of Toba also played a role in the extinction of the Homo erectus-like species is unclear to us.\u2019 Q 26. Environmental conditions restricted the areas where Homo sapiens and Nean- derthals could live. Answer: B Part of the passage: [Par C] But then Europe\u2019s climate swung into a cold, inhospitable, dry phase. \u2018Neanderthal and Homo sapiens populations had to retreat to refugia (pockets of habitable land). This heightened competition between the two groups,\u2019 explains Chris Stringer, anthropologist at the Natural History Museum in London. 224","30 - Day Reading Challenge DAY 27 IELTS ZONEREADING PASSAGE 3 Questions 27 \u2013 31\u00a0\u00a0 Q 27. What do you learn about the student in the first paragraph? Answer: D He did not immediately know how to solve the maths problem. Part of the passage: I peer over his shoulder at his laptop screen to see the math prob- lem the fifth-grader is pondering. It\u2019s a trigonometry problem. Carpenter, a serious-faced ten-year-old, pauses for a second, fidgets, then clicks on \u201c0 degrees.\u201d The computer tells him that he\u2019s correct. \u201cIt took a while for me to work it out,\u201d he admits sheepishly. The software then generates another problem, followed by another, until eventually he\u2019s done ten in a row.\u00a0 Q 28. What does the writer say about the content of the Khan Academy videos? Answer: B They include a mix of verbal and visual features. Part of the passage: The videos are anything but sophisticated. At seven to 14 minutes long, they consist of a voiceover by the site\u2019s founder, Salman Khan, chattily describing a mathematical concept or explaining how to solve a problem, while his hand-scribbled formulas and diagrams appear on screen. Q 29. What does this reversal refer to in line 40*? Answer: C swapping the activities done in the class and at home Part of the passage: But it quickly became far more than that. She is now on her way to \u201cflipping\u201d the way her class works. This involves replacing some of her lectures with Khan\u2019s videos, which students can watch at home. Then in class, they focus on working on the problem areas together. The idea is to invert the normal rhythms of school, so that lectures are viewed in the children\u2019s own time and homework is done at school. It sounds weird, Thordarson admits, but this reversal makes (line 40*) sense when you think about it. Q 30. What does the writer say about teaching to the \u2018middle\u2019 of the class? Answer: B Technology has not until now provided a solution to the problem. Part of the passage: For years, teachers like Thordarson have complained about the frustrations of teaching to the \u201cmiddle\u201d of the class. They stand at the whiteboard try- ing to get 25 or more students to learn at the same pace. Advanced students get bored and tune out, lagging ones get lost and tune out, and pretty soon half the class is not pay- +97 130 68 22 @ieltszone_uz","IELTS ZONEDay 27 Answer Keys ing attention. Since the rise of personal computers in the 1980s, educators have hoped that technology could save the day by offering lessons tailored to each child. Schools have spent millions of dollars on sophisticated classroom technology, but the effort has been in vain. The one-to-one instruction it requires is, after all, prohibitively expensive. What country can afford such a luxury? Q 31. Students praise Khan\u2019s videos because they Answer: D cover details that are often omitted in class. Part of the passage: Students have pointed out that Khan is particularly good at ex- plaining all the hidden, small steps in math problems \u2013 steps that teachers often gloss over. He has an uncanny ability to inhabit the mind of someone who doesn\u2019t already understand something. Questions 32 \u2013 36 Q 32. Thordarson\u2019s first impressions of how she would use Khan Academy turned out to be wrong.\u00a0 Meaning: Did her original impression of how she was planning to use the Khan Academy change? Answer: Yes Part of the passage: Initially, Thordarson thought Khan Academy would merely be a helpful supplement to her normal instruction. But it quickly became far more than that. Q 33. Khan wished to completely change the way courses are taught in schools.\u00a0 Meaning: Did he want to completely change the way courses are taught in schools? Answer: No Part of the passage: Khan never intended to overhaul the school curricula and he doesn\u2019t have a consistent, comprehensive plan for doing so. Q 34. School grade levels are based on the idea of students progressing at differ- ent rates.\u00a0 Meaning: Are school grades based on the idea that students should progress at different speed\/pace? Answer: No Part of the passage: Even if Khan is truly liberating students to advance at their own 226","IELTS ZONE 30 - Day Reading Challenge pace, it is not clear that schools will be able to cope. The very concept of grade levels implies groups of students moving along together at an even pace. Q 35. Some principals have invited Khan into their schools to address students.\u00a0 Meaning: Have principals\/head teachers invited Khan to talk to students at their respec- tive schools? Answer: Not Given Part of the passage: Khan\u2019s success has injected him into the heated wars over school reform. Reformers today, by and large, believe student success should be carefully tested, with teachers and principals receiving better pay if their students advance more quickly. Explanation: The text mentions principals receiving better salary, but does not claim that they have invited Khan to their school.\u00a0 Q 36. Khan has given advice to other people involved in start-up projects. Meaning: Has he given any advice to other people who are involved in start-up projects? Answer: Not Given Part of the passage: Khan doesn\u2019t want to change the way institutions teach; he wants to change how people learn, whether they\u2019re in a private school or a public school\u2013or for that matter, whether they\u2019re a student or an adult trying to self-educate in Ohio, Brazil, Russia, or India. One member of Khan\u2019s staff is spearheading a drive to translate the videos into ten major languages. It\u2019s classic start-up logic: do something novel, do it with speed, and the people who love it will find you.\u00a0 Explanation: The very last sentence mentions \u2018start-up\u2019 and the author (not Khan) gives some advice. But it does not necessarily mean Khan has NOT given anybody any advice regarding start-ups, maybe he has too. We cannot be sure using the information avail- able in the passage.\u00a0 Questions 37 \u2013 40\u00a0 Q 37. Bill Gates thinks Khan Academy\u00a0 Answer: B can teach both the strongest and the weakest pupils in a class. Part of the passage: Nevertheless, some of his fans believe that he has stumbled onto the solution to education\u2019s middle-of-the-class mediocrity. Most notable among them is Bill Gates, whose foundation has invested $1.5 million in Khan\u2019s site. 227","IELTS ZONEDay 27 Answer Keys Q 38. According to Gary Stager, Khan Academy\u00a0 Answer: D only prepares students to pass exams. Part of the passage: Gary Stager, a long-time educational consultant and advocate of laptops in classrooms, thinks Khan Academy is not innovative at all. The videos and software modules, he contends, are just a high-tech version of the outdated teaching techniques\u2013lecturing and drilling. Schools have become \u201cjoyless test-prep factories,\u201d he says, and Khan Academy caters to this dismal trend.\u00a0 Q 39. Sylvia Martinez regrets that Khan Academy\u00a0 Answer: G is unlikely to have a successful outcome for most students. Part of the passage: As Sylvia Martinez, president of an organization focusing on tech- nology in the classroom, puts it, \u201cThe things they\u2019re doing are really just rote.\u201d Flipping the classroom isn\u2019t an entirely new idea, Martinez says, and she doubts that it would work for the majority of pupils: \u201cI\u2019m sorry, but if they can\u2019t understand the lecture in a classroom, they\u2019re not going to grasp it better when it\u2019s done through a video at home.\u201d Q 40. Ben Kamens has been told that Khan Academy Answer: E could cause student achievement to improve too quickly. Part of the passage: So what happens when, using Khan Academy, you wind up with a ten-year-old who has already mastered high-school physics? Khan\u2019s programmer, Ben Kamens, has heard from teachers who have seen Khan Academy presentations and loved the idea but wondered whether they could modify it \u201cto stop students from becom- ing this advanced.\u201d 228","30 - Day Reading Challenge DAY 28 READING PASSAGE 1 Questions 1 \u2013 7 Q 1. The building where the exhibition is staged has been newly renovated. Answer: Not Given Explanation: Although the passage mentions Palazzo Barbaran da Porto as a building where the exhibition is held, we cannot find any information implying that it has been newly renovated.\u00a0 Q 2. Palazzo Barbaran da Porto typically represents the Palladio\u2019s design. Answer: True Part of the passage: The exhibition has the special advantage of being held in one of Palladio\u2019s buildings, Palazzo Barbaran da Porto. Its bold fa\u00e7ade is a mixture of rustication and decoration set between two rows of elegant columns. On the second floor the pedi- ments are alternately curved or pointed, a Palladian trademark. The harmonious propor- tions of the atrium at the entrance lead through to a dramatic interior of fine fireplaces and painted ceilings. Palladio\u2019s design is simple, clear and not overcrowded. IELTS ZONE Keywords in Questions Similar words in Passage Palazzo Barbaran da Porto The exhibition has the special advantage of being held typically represents the in one of Palladio\u2019s buildings, Palazzo Barbaran da Palladio\u2019s design. Porto. Its bold facade is a mixture of rustication and decoration set between two rows of elegant columns. On the second floor the pediments arc alternately curved or pointed, a Palladian trademark. Q 3.\u00a0 Palladio\u2019s father worked as an architect. Answer: False Part of the passage: Palladio\u2019s father was a miller who settled in Vicenza, where the young Andrea was apprenticed to a skilled stonemason.\u00a0 229","Day 28 Answer Keys Keywords in Questions Similar words in Passage Palladio\u2019s father was a miller who settled in Vicenza. Palladio\u2019s father worked as an architect Q 4.\u00a0 Palladio\u2019s family refused to pay for his architectural studies. Answer: Not Given\u00a0 Explanation: The passage does mention a rich patron named Gian Giorgio Trissino organised Palladio\u2019s education, but we could not find any information implying that his family didn\u2019t want to pay for his studies. Q 5. Palladio\u2019s alternative design for the Ducal Palace in Venice was based on an English building. Answer: False Part of the passage: He tried his hand at bridges \u2013 his unbuilt version of the Rialto Bridge was decorated with the large pediment and columns of a temple \u2013 and, after a fire at the Ducal Palace, he offered an alternative design which bears an uncanny resemblance to the Banqueting House in Whitehall in London. IELTS ZONE Keywords in Questions Similar words in Passage Palladio\u2019s alternative de- after a fire at the Ducal Palace, he offered an alterna- sign for the Ducal Palace tive design which bears an uncanny resemblance to in Venice was based on an the Banqueting House in Whitehall in London. English building. Q 6.\u00a0 Palladio designed for both wealthy and poor people. Answer: True Part of the passage: Palladio\u2019s work for rich landowners alienates unreconstructed critics on the Italian left, but among the papers in the show are designs for cheap hous- ing in Venice.\u00a0 Keywords in Questions Similar words in Passage Palladio designed for both Palladio\u2019s work for rich landowner alienates unrecon- wealthy and poor people. structed critics on the Italian left but among the papers in the show are designs for cheap housing in Venice. +97 130 68 22 @ieltszone_uz","30 - Day Reading Challenge Q 7. The exhibition includes paintings of people by famous artists. Answer: True Part of the passage: Vicenza\u2019s show contains detailed models of the major buildings and is leavened by portraits of Palladio\u2019s teachers and clients by Titian, Veronese and Tintoretto; the paintings of his Venetian buildings are all by Canaletto, no less.\u00a0 Keywords in Questions Similar words in Passage The exhibition includes Vicenza\u2019s show contains detailed models of the paintings of people by major buildings and is leavened by portraits of Palla- famous artists. dio\u2019s teachers and clients by Titian, Veronese and Tintoretto; the paintings of his Venetia buildings are all by Canaletto, no less. IELTS ZONE Questions 8 \u2013 13 Q 8. What job was Palladio training for before he became an architect? Answer: (skilled) stonemason Part of the passage: Palladio\u2019s father was a miller who settled in Vicenza, where the young Andrea was apprenticed to a skilled stonemason. How did a humble miller\u2019s son become a world renowned architect? The answer in the exhibition is that, as a young man, Palladio excelled at carving decorative stonework on columns, doorways and fire- places.\u00a0 Q 9. Who arranged Palladio\u2019s architectural studies? Answer: Gian Giorgio Trissino Part of the passage: He was plainly intelligent, and lucky enough to come across a rich patron, Gian Giorgio Trissino, a landowner and scholar, who organised his educa- tion, taking him to Rome in the 1540s, where he studied the masterpieces of classical Roman and Greek architecture and the work of other influential architects of the time, such as Donato Bramante and Raphael. Explanation: arranged Palladio\u2019s architertural studies = organised his education. Q 10. Who was the first non-Italian architect influenced by Palladio? Answer: Inigo Jones\u00a0 Part of the passage: He tried his hand at bridges \u2013 his unbuilt version of the Rialto Bridge was decorated with the large pediment and columns of a temple \u2013 and, after a fire at the Ducal Palace, he offered an alternative design which bears an uncanny 231","IELTS ZONEDay 28 Answer Keys resemblance to the Banqueting House in Whitehall in London. Since it was designed by Inigo Jones, Palladio\u2019s first foreign disciple, this is not as surprising as it sounds. Jones, who visited Italy in 1614, bought a trunk full of the master\u2019s architectural draw- ings; they passed through the hands of the Dukes of Burlington and Devonshire before settling at the Royal Institute of British Architects in 1894. Many are now on display at Palazzo Barbaran.\u00a0 Q 11. What type of Ancient Roman buildings most heavily influenced Palladio\u2019s work? Answer: temple (architecture)\u00a0 Part of the passage: What they show is how Palladio drew on the buildings of ancient Rome as models. The major theme of both his rural and urban building was temple ar- chitecture, with a strong pointed pediment supported by columns and approached by wide steps. Q 12. What did Palladio write that strengthened his reputation? Answer: Quattro Libri dell\u2019Architettura Part of the passage: Palladio\u2019s work for rich landowners alienates unreconstructed crit- ics on the Italian left, but among the papers in the show are designs for cheap housing in Venice. In the wider world, Palladio\u2019s reputation has been nurtured by a text he wrote and illustrated, \u201cQuattro Libri dell\u2019Architettura\u201d. His influence spread to St Petersburg and to Charlottesville in Virginia, where Thomas Jefferson commissioned a Palladian villa he called Monticello. Explanation: strengthened his reputation = Palladio\u2019s reputation has been nurtured by Q 13.\u00a0 In the writer\u2019s opinion, what feeling will visitors to the exhibition experi- ence? Answer: benevolent calm Part of the passage: This is an uncompromising exhibition; many of the drawings are small and faint, and there are no sideshows for children, but the impact of harmonious lines and satisfying proportions is to impart in a viewer a feeling of benevolent calm.\u00a0 232","30 - Day Reading Challenge DAY 29 READING PASSAGE 2 Questions 14 \u2013 20 Q 14. Paragraph A Answer: v IELTS ZONEKeywords in Question Similar words in Passage Drives or pressures Nowadays, governments and companies need to account motivate companies to for the social consequences of their actions. As a re- address CSR sult, corporate social responsibility (CSR) has become a priority for business leaders around the world. When a well-run business applies its vast resources and expertise to social problems that it understands and in which it has a stake, it can have a greater impact than any other orga- nization. Explanation: The first paragraph mainly mentions about the reasons (or drives\/ pres- sures stated in the question) why companies address CSR, and it turns out to be the social consequences of their actions (found in the paragraph). Q 15. Paragraph B Answer: viii Keywords in Question Similar words in Passage Reasons that business To advance CSR, we must root it in a broad understanding and society benefit of the interrelationship between a corporation and soci- each other ety. Explanation: The first or the last sentence usually contains the main idea of the whole paragraph, and this notion is applied\u00a0in this paragraph. \u00a0By skimming over the first sentence with the synonyms of the question\u2019s keywords listed above, we could easily confirm that the answer is viii. Q 16. Paragraph C Answer: vi 233","Day 29 Answer Keys Keywords in Question Similar words in Passage The past illustrates busi- No longer can companies be content to monitor only the ness are responsible for obvious social impacts of today. Without a careful process future outcomes for identifying evolving social effects of tomorrow, firms may risk their very survival. Explanation: The paragraph states that the past would determine the future outcomes as companies would risk their survival if they do not prepare a careful process for iden- tifying the social effects of tomorrow in the past. Q 17: Paragraph D Answer: vii IELTS ZONE Keywords in Question Similar words in Passage Companies applying No business can solve all of society\u2019s problems or bear CSR should be selec- the cost of doing so. Instead, each company must select tive issues that intersect with its particular business Explanation:\u00a0The question statement is confirmed in the first sentence as it states that each company should select the particular issues (should be selective) because no business can solve all of society problems (if they want to apply CSR). Q 18. Paragraph E Answer:\u00a0iii Keywords in Question Similar words in Passage A CSR initiative without No matter how beneficial the program is, it remains inci- a financial gain dental to the company\u2019s business, and the direct effect on GE\u2019s recruiting and retention is modest. Explanation:\u00a0It could be inferred from the last sentence of this paragraph that the GE\u2019s program is a failure one since the benefit this program brings to the company is minor and modest (or no financial gain). Q 19. Paragraph F Answer: i Keywords in Question Similar words in Passage How CSR may help one Microsoft has achieved results that have benefited many business to expand communities while having a direct - and potentially sig- nificant - impact on the company. Explanation:\u00a0It could be inferred from the last sentence of this paragraph that Micro- soft can expand by applying CSR. 234","30 - Day Reading Challenge Q 20. Paragraph G Answer: ii Keywords in Question Similar words in Passage CSR in many aspects of In short, nearly every aspect of the company\u2019s value a company\u2019s business chain reinforces the social dimensions of its value proposition, distinguishing Whole Foods from its com- petitors. Explanation:\u00a0The last sentence of paragraph G acts as a summary of listed ideas about CSR in many aspects of a company\u2019s business (here we have Whole Foods as an example). By scanning the whole paragraph, you could see that CSR appears in the company\u2019s sourcing, stores, how they use renewable wind energy, how they handle spoiled products, etc. IELTS ZONE Questions 21 \u2013 22 Q 21. Corporations workers\u2019 productivity generally needs health care, education, and given \u2026\u2026\u2026\u2026 restrictions imposed by government and companies both pro- tect consumers from being treated unfairly.\u00a0 Answer: equal opportunity Keywords in Question Similar words in Passage Corporations workers\u2019 Education, health care, and equal opportunity are productivity general- essential to a productive workforce. ly needs health care, education, and given \u2026\u2026\u2026\u2026 Explanation:\u00a0The answer must be a Noun, which is classified in the same group with health care and education. Therefore, we just find the noun standing near these keywords to find the answer. Q 22. Improvement of the safety standard can reduce the \u2026\u2026\u2026\u2026 of accidents in the workplace.\u00a0 Answer: internal costs Similar words in Passage Keywords in Question Safe products and working conditions not only attract customers but lower the internal costs of Improvement of the safety accidents. standard can reduce the \u2026\u2026\u2026\u2026 of accidents in the workplace. +97 130 68 22 @ieltszone_uz","Day 29 Answer Keys Explanation:\u00a0 The fourth sentence in paragraph B contains all the keywords in ques- tion 21, so we can assume that the answer must be somewhere here. The answer must be a Noun, which is related to accidents and follow the verb re- duce. Therefore, internal costs is the proper answer we are looking for. Questions 23 \u2013 26 Q 23. The disposable waste Answer: C Whole Foods Market IELTS ZONE Keywords in Question Similar words in Passage The disposable waste Spoiled produce and biodegradable waste are trucked to regional centers for composting. Explanation:\u00a0We found the paraphrased phrase of the question\u2019s keywords in the last paragraph and it all focus on Whole Food Market. Q 24. The way company purchases as goods Answer: C Whole Food Market Keywords in Question Similar words in Passage The way company purchas- The company\u2019s sourcing emphasises purchases es as goods from local farmers through each store\u2019s procurement process. Buyers screen out foods containing any of nearly 100 common ingredients that the company considers unhealthy or environmentally damaging. The same standards apply to products made inter- nally. Explanation:\u00a0We found the paraphrased phrase of the question\u2019s keywords in the last paragraph and it all focus on Whole Food Market. Q 25. Helping the undeveloped Answer: A General Electronics Keywords in Question Similar words in Passage Helping the undeveloped A good example is General Electronics\u2019s program to adopt underperforming public high schools near several of its major U.S. facilities. Explanation:\u00a0We found the paraphrased phrase of the question\u2019s keywords in para- graph E and it all focus on General Electronics. 236","30 - Day Reading Challenge Q 26. Ensuring the people have the latest information Answer: B Microsoft Keywords in Question Similar words in Passage Ensuring the people IT curricula are not standardized, technology used have the latest informa- in classrooms is often outdated, and there are no tion systematic professional development programs to keep faculty up to date. Microsoft\u2019s $50 million five-year initiative was aimed at all three problems Explanation:\u00a0Let\u2019s take a look at paragraph F.\u00a0\u00a0IELTS ZONE The first half of this paragraph mentioned some problems including the lack of professional development programs to keep faculty (the people) up to date (have the latest information) and one of Microsoft\u2019s aims is to make sure that the faculty is kept up to date. In addition, Microsoft is the only company among the three mentioned in the passage relating to information and technology field. 237","Day 30 Answer Keys DAY 30 IELTS ZONEREADING PASSAGE 3 Questions 27 \u2013 30 Q 27. What point did the writer make in the second paragraph? Answer: C Bilingual children can make a valuable contribution to the wealth of a country. Part of the passage: The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic, and economic resources of the na- tion are maximised. To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. Q 28. Why does the writer refer to something that Goethe said? Answer: A to lend weight to his argument Part of the passage: More than 150 research studies conducted during the past 35 years strongly support what Goethe, the famous eighteenth-century German philoso- pher, once said: the person who knows only one language does not truly know that language. Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages. Explanation: lend weight to something - to make an opinion or belief seem more likely to be correct (support to something). Q 29. The writer believes that when young children have a firm grasp of their moth- er tongue Answer: B they go on to do much better throughout their time at school. Part of the passage: Children who come to school with a solid foundation in their moth- er tongue develop stronger literacy abilities in the school language. When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue, children come to school well-prepared to learn the school language and succeed educationally. Q 30. Why are some people suspicious about mother tongue-based teaching pro- grammes? Answer: D They fear that the programmes will use up valuable time in the school 238","IELTS ZONE 30 - Day Reading Challenge day. Part of the passage: Some educators and parents are suspicious of mother tongue- based teaching programs because they worry that they take time away from the majority language. For example, in a bilingual program where 50% of the time is spent teaching through children\u2019s home language and 50% through the majority language, surely chil- dren won\u2019t progress as far in the latter? Questions 31 \u2013 35 Q 31. It was often recorded that bilingual children acquire the \u2026\u2026\u2026\u2026 to converse in the majority language remarkable quickly. Answer: I ability Part of the passage: Many people marvel at how quickly bilingual children seem to \u201cpick up\u201d conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). Explanation: Before you start scanning the passage for the answer, predict the part of speech suitable in the gap. NOUN fits our gap in this statement. \u2022\t conversational skills \u2013 converse;\u00a0 \u2022\t pick up \u2013 acquire. Q 32. The fact that the mother tongue can disappear at a similar \u2026\u2026\u2026\u2026 is less well understood. Answer: D rate Part of the passage: Many people marvel at how quickly bilingual children seem to \u201cpick up\u201d conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context. Explanation: The answer again must be a NOUN. \u2022\t much less aware \u2013 less well understood; \u2022\t can lose their ability to use their mother tongue \u2013 the mother tongue can disap- pear. Q 33. This phenomenon depends, to a certain extent, on the proposition of people with the same linguistic background that have settled in a particular \u2026\u2026\u2026\u2026 . 239","IELTS ZONEDay 30 Answer Keys Answers: J area Part of the passage: The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood. Explanation: The answer must be a NOUN. \u2022\t this phenomenon (referencing is used in the sentence) \u2013 language loss; \u2022\t depends on \u2013 vary according to\u00a0 \u2022\t the proposition of people with the same linguistic background that have set- tled in a particular \u2013 concentration of families from a particular linguistic group \u2022\t area \u2013 neighborhood Q 34. If this is limited, children are likely to lose the active use of their mother tongue. And thus no longer employ it even with \u2026\u2026\u2026\u2026, although they may still understand it. Answer: F family Part of the passage: They may retain receptive skills in the language but they will use the majority language, in speaking with their peers and siblings and in responding to their parents. \u2022\t children are likely to lose the active use of their mother tongue \u2013 they will use the majority language \u2022\t family \u2013 siblings and their parents Q 35. It follows that teenager children in these circumstances experience a sense of \u2026\u2026\u2026\u2026 in relation to all aspects of their lives. Answer: C dislocation Part of the passage: Pupils frequently become alienated from the cultures of both home and school with predictable results. Explanation: The answer must be a NOUN. \u2022\t teenager children \u2013 pupils\u00a0 \u2022\t in relation to all aspects of their lives \u2013 the cultures of both home and school \u2022\t experience a sense of \u2013 become \u2022\t dislocation \u2013 alienated Questions 36 \u2013 40 Q 36. Less than half of the children who attend kindergarten in Toronto have En- +97 130 68 22 @ieltszone_uz","IELTS ZONE 30 - Day Reading Challenge glish as their mother tongue. Answer: Yes Part of the passage: To illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the usual language of communication. Explanation: Considering the fact that 58% of kindergarten children come from homes where English is a foreign language, it is easy to conclude that 42% (less than 50%) come from English-speaking families. Q 37. Research proves that learning the host country language at school can have an adverse effect on a child\u2019s mother tongue. Answer: Not Given Part of the passage: Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different lan- guages. Explanation: Even though there is some information about the benefits of learning two languages, it is impossible to know whether learning the host country language AT SCHOOL can have a negative language on a child\u2019s mother tongue. Q 38. The Foyer program is accepted by the French education system. Answer: No Part of the passage: Within Europe, the Foyer program in Belgium, which develops children\u2019s speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000). Explanation: The keyword in the passage is the word \u2018within\u2019, meaning \u2018inside the range of (an area or boundary), therefore, the correct answer is No, as the passage says that Foyer program is accepted in Belgium. Q 39. Bilingual children are taught to tell the time earlier than monolingual children. Answer: Not Given Part of the passage: Pupils who know how to tell the time in their mother tongue under- stand the concept of telling time. In order to tell time in the majority language, they do not need to re-learn the concept. Explanation: The text found in the passage just states that bilingual children don\u2019t need to relearn the concept of telling the time in the majority language if they have already 241","Day 30 Answer Keys acquired this ability in their mother tongue, and we could not find any information relating to the statement in the question that bilingual children are taught to tell the time earlier than monolingual children.\u00a0 Q 40. Bilingual children can apply reading comprehension strategies acquired in one language when reading in the other. Answer: Yes Part of the passage: In order to tell time in the majority language, they do not need to re- learn the concept. Similarly, at more advanced stages, there, is transfer across languag- es in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion. \u2022\t bilingual children \u2013 they \u2022\t in one language when reading in another \u2013 transfer across languages\u00a0 \u2022\t reading comprehension strategies \u2013 knowing how to distinguish the main idea from the supporting details of a written passage or story IELTS ZONE Useful information: Skimming is reading rapidly in order to get a general overview of the material. Scanning is reading rapidly in order to find specific facts. Types of reading questions in which Types of reading questions in which skimming is preferred: scanning is preferred: \u2022\t Matching headings \u2022\t True\/False\/Not Given - Yes\/No\/Not \u2022\t Choosing a title (usually, the last Given multiple choice question in the pas- \u2022\t Matching Paragraph information sage) questions \u2022\t Summary Completion questions \u2022\t Sentence Completion question \u2022\t Multiple Choice questions \u2022\t List selection \u2022\t Categorisation questions \u2022\t Matching Sentence endings \u2022\t Table completion questions \u2022\t Flow-chart completion questions \u2022\t Diagram completion questions \u2022\t Short answer questions 242","PASSAGE - BASED WORD LIST 243","IELTS ZONE 30 - Day Reading Challenge Day 1 (Reading Passage 1: William Kamkwamba) Word list: 1\t Drop out of (v) - abandon a course of study or stop participating in something Example: She had dropped out of college 2\t Rudimentary (adj) - basic (B2) Example: Hew knowledge is still only rudimentary 3\t Grasp of (n) - understanding of something (C1) Example: I think I managed to grasp the main points of the lecture 4\t Rickety (adj) - in bad conditions, weak or likely to break Example: That chair is a bit rickety 5\t Standing ovation (n) - an occasion when the people in audience stand up to clap at the end Example: The Chancellor was given a standing ovation 6\t Step forward (v) - to offer to provide or to help with something Example: No one is sure whether this plan will work, but it is a step forward 7\t Put somebody\u2019s mind to something (v) - to decide you are going to do something and to put a lot of efforts into doing it (C1) Example: If you\u2019d just put your mind to it, I am sure you could do it 8\t Setback (n) \u2013 something that happens which delays or prevents a process from advancing Example: Sally had been recovering well from her operation, but yesterday she experienced a setback 9\t Initiative (n) \u2013 a new plan or process to achieve something or solve a problem (C1) Example: The peace initiative was welcomed by both sides 10\t Take action (v) \u2013 do something official or concerted to achieve an aim or deal with a problem Example: If there is a breach of regulations, we will take action 11\t Resident (n) \u2013 a person who lives or has their home in a place Example: A resident of the UK 244","IELTS ZONEWord list 12\t Inhabitant (n) \u2013 a person or animal that lives in a particular place Example: A city of five million inhabitants Day 2 (Reading Passage 2: White mountain, green tourism) Word list: 1\t A magnet for something (n) - a thing or place that other people feel strongly attached to Example: The United States has always acted as a magnet for people seeking fame and fortune 2\t Put pressure (v) - to make demands on someone or to try get someone to do something (B2) Example: Teachers are under increasing pressure to work longer hours 3\t Permanently (adv) - always and be forever (B2) Example: Smoking is likely to damage your health permanently 4\t Strain (n) - a force that puts pressure on something, sometimes causing damage (B2) Example: The hurricane put such a strain on the bridge that it collapsed 5\t Hustle and bustle (n) - a large amount of activity and work, usually in a noisy surrounding Example: Sometimes you need a break from the hustle and bustle of the city life 6\t Lifeblood (n) - the thing that is most important to the continuing success Example: Tourism is the lifeblood of Hawaii\u2019s economy 7\t Swarm (v) - move in a large group and numbers Example: After the game, thousands of football fans swarmed onto the pitch 8\t Swell (v) - to become larger and increase in size (C2) Example: It was obvious she had broken her toe, because it immediately started to swell 9\t Severe (adj) - causing very great pain or damage Example: This is a school for children with severe learning difficulties 10\t Warn out (v) - to make someone realize a possible danger or problem, especially +97 130 68 22 @ieltszone_uz","IELTS ZONE 30 - Day Reading Challenge on in the future Example: We were warned not to eat the fish which might give us a slight stomach upset 11\t Carbon emissions (n) - carbon dioxide that planes, cars produce, thought to be harmful to the environment Example: We all need to do more to reduce carbon emissions 12\t Account for (v) - to form a total of something Example: Students account for the vast majority of our customers 13\t Renewable energy (n) - energy that is produced using the sun, wind, rather than using fuels such as oil (C1) Example: Renewable energy sources such as wind and wave power 14\t Cling to (n) - hold on tightly to something (C2) Example: He clung on to power for another ten years 15\t Fragility (n) - the quality of being easily damaged (C2) Example: The assassination could be serious damage to the fragile peace agreement that was signed last month Day 3 (Reading Passage 3: Reading in a whole new way) Word list: 1\t Constantly (adv) - all the time and often (B2) Example: He is constantly changing his mind 2\t Continuous (adj) - without a pause or interruption (B2) Example: My computer makes a continuous low buzzing noise 3\t Heart-rending (adj) - causing great sympathy or sadness Example: A hear-rending story 4\t Expertise (n) - a high level of knowledge or skill Example: We admired the expertise with which he prepared the meal 5\t Compile into (v) - to collect information from different places and arrange it in a book, report (C1) 246","IELTS ZONEWord list Example: We are compiling some facts and figures for a documentary on the subject 6\t Heartbeat of something (n) - the person or thing that is most important in forming the character of a place and giving it energy Example: A steady heartbeat 7\t Ubiquitous (adj) - seeming to be everywhere Example: Leather is very much in fashion this season, as is ubiquitous denim 8\t Overtake (v) - to go past something by being a greater amount or degree (C1) Example: Our Us sales have now overtaken our sales in Europe 9\t Stare at (v) - to look for a long time with the eyes wide open, especially when surprised Example: Don\u2019t stare at people like that, it\u2019s rude 10\t Literacy (n) - the ability to read and write (C1) Example: Far more resources are needed to improve adult literacy 11\t Interact (v) - to communicate with others or react to (B2) Example: It is interesting at parties to see how people interact well with the other children 12\t Futuristic (adj) - strange and very modern, or intended to come from some imagined time in the future Example: At the unspoiled North Bay, three white pyramids rise like futuristic sails from the sea 13\t Equip someone (v) - to give someone the skills they need to do a particular thing Example: The course aims to equip people with the skills necessary for a job in this technological age 14\t Manual of something (n) - a book that gives you practical instructions or how to do something (B2) Example: The computer comes with a 600-page instruction manual 15\t Provoke (v) - to cause a reaction, especially a negative one (C2) Example: The prospects of increased prices has already provoked an outcry 16\t Assemble (v) - to come together in a single place or bring parts together in a single group (C2) 247","IELTS ZONE 30 - Day Reading Challenge Example: We assembled in the meeting room after lunch 17\t Intangible (adj) - a feeling or quality exists but you cannot describe it exactly Example: She has that intangible quality which you might call charisma 18\t Essence (n) - the basic or the most important idea or quality of something (C2) Example: The essence of his argument was that education should continue throughout life Day 4 (Reading Passage 1: The domestication of horses) Word list: 1\t Landscape (n) - a large area of countryside, especially in relation to its appearance (B1) Example: The landscape is dotted with the tents of campers and hikers 2\t Thrive (v) - to grow, develop or be successful (C1) Example: His business thrived in the years before the war 3\t Descend from (v) - to be related to a particular person or group of people who lived in the past (C2) Example: Her father is descended from Greek loyalty 4\t Encounter (v) - to experience something, especially something unpleasant (B2) Example: When did you first encounter these difficulties? 5\t Profoundly (adv) - deeply or extremely (C2) Example: Society has changed so profoundly over the last 50 years 6\t Offspring (n) - the young of an animal (C2) Example: In the case of guinea pig, the number of offspring varies between two and five 7\t Take the lead (v) - start winning the competition or to accept the responsibility for doing something Example: She took the lead ten miles into the marathon 8\t Outmoded (adj) - no longer modern, useful or necessary Example: Outmoded working practices are being phased out 9\t Load (n) - the amount of weight carried, especially by a vehicle or an animal (B2) 248","IELTS ZONEWord list Example: The maximum load for this elevator is eight persons 10\t Agile (adj) - able to move your body easily and quickly Example: Monkeys are very agile climbers 11\t Cultivate (v) - to prepare land and grow crops on it (C1) Example: Most of the land there is too poor to cultivate 12\t Endurance (n) - the ability to keep doing something difficult or painful for a long time (C2) Example: Running a marathon is a test of human endurance 13\t Warfare (n) - the activity of fighting a war, often including the weapons Example: guerrilla\/naval\/nuclear\/trench warfare Day 5 (Reading Passage 2: Business case study: Rebranding Shopper\u2019s Stop) Word list: 1\t Rebranding (n) \u2013 the process of changing the way that an organization, company, or product is seen by the public Example: Businesses may decide to rebrand for several reasons 2\t Unveil (v) \u2013 to show something new or make it known for the first time Example: A new government policy on forests is due to be unveiled in April 3\t Undertake (v) \u2013 to do or begin to do something, especially something that will take a long time or be difficult (C1) Example: Students are required to undertake simple experiments 4\t In a bid to do something \u2013 in an attempt (C2) Example: In a bid to attract youngsters to schools, the government will organize an awareness program. 5\t Upmarket (adj) \u2013 describes goods and products that are of very high quality and intended to be brought by people who are quite rich Example: an upmarket brand name 6\t Affluent (adj) \u2013 having a lot of money or owning a lot of things (C1) Example: affluent nations\/neighborhoods 249"]