IELTS PREDICTION TEST

Candles
One of the earliest forms of portable illumination, candles have served vital functions for humankind throughout history, a fact chronicled through the use of candles or candle-like objects in virtually every society. Historians believe the original candle may have been invented by early humans who dipped dried branches from trees into animal fat, thus producing a slow-burning and reliable source of light. Ancient Egyptian artworks depict the use of candles by writers and philosophers who worked long after sundown. These early candles were most likely developed from tapers that were made of fibrous materials mixed with wax or with tallow, the white, nearly tasteless fat of cattle or sheep also used to make soap.
A major improvement in candle making materials came in the Middle Ages, when beeswax was preferred over animal or vegetable fats candles were introduced to Europe. Beeswax was preferred over animal or vegetable fats because it smelled pleasant and did not produce as much mess as other fats. During this time, candles were primarily used as a source of illumination. However, this was not their only purpose. In the 15th century, for example, candles were used as a means of keeping time. At auctions, the bidding time was limited by inserting a pin into a candle and letting the wax melt until the pin dropped, thus concluding the period in which a bid could be made.
The growth of the whaling industry in the late 18th century brought another major change in candle making materials, as spermaceti wax, which was extracted from the oil of the sperm whale, became more widely available. Spermaceti wax was popular because it provided a significantly brighter light and burned evenly. Ozokerite, a colorless mineral hydrocarbon wax, was also popular in the 17th and 18th centuries, particularly in warmer weather, when its relatively high melting point meant it remained firm. Paraffin, a wax crystallized from petroleum, became popular during the 1860s. It was eventually blended with spermaceti and ceresin — a byproduct of refined petroleum oil. This created a more durable wax, and, thanks to the fact that it resulted in inexpensive candles of reasonably high quality; its use was widespread by the end of the 19th century.
The candle wick, the length of soft material which runs through the middle of the candle, was made from a variety of natural fibers. In 1824, Frenchman Jean-Jacques Cambaceres introduced an important refinement to wick technology with the plaited wick, which consisted of several strands of material woven together. This burned more evenly than unplaited wicks. Although candle making materials have changed through the years, the art of candle making has remained surprisingly similar to the original production process.
Originally, candles were produced by hand using an approach known as the dipping method. Dating back to the Middle Ages, the method involved the use of wicks made from rushes. These were repeatedly dipped into molten fat until the desired thickness of fat had stuck to them. In the pouring method, which was introduced later, melted beeswax was poured over a suspended cotton wick while the wick was manually twirled. After a sufficient amount of wax had gathered at the bottom of the wick, the candle was reversed and wax was poured from the other end.
It was not until the 1830s that the large-scale manufacture of candles became a reality when British manufacturer Joseph Morgan introduced the first mass-production candle making machine. Today’s modern machines are strikingly similar to Morgan’s original machine, with speed and the quality of the finished product being the only major differences.
In today’s manufacturing process, different substances are often mixed together to create stronger candles with higher melting points. In the United States, for example, standard commercial candles are made of paraffin, stearic acid and beeswax. Some candles also contain small amounts of candelilla, which comes from the stem of the candelilla shrub, or carnauba wax, which is from the leaves of the carnauba palm.
In the many decorative candles that are made, waxes other than beeswax and paraffin are used. One example is bayberry wax, which is derived from the fruit of the bayberry bush and has a distinctive aroma. In decorative candles, non-burning wax is used to make the casing, which is not intended to melt.
Today’s wicks are made of a high grade of cotton or linen. The material is woven (or plaited) so that it will burn in one direction and will curl so that its end remains in the candle flame’s oxidizing zone for even and intense burning. Often, these wicks have a center made of wire that allows them to burn slightly hotter than cotton and remain erect in the melted wax.

1. Artwork from ancient Egypt indicates that the use of candles was limited to royalty.
<ul data-path-to-node="5">
<li>Đáp án: {NOT GIVEN}</li>
<li>Dẫn chứng: “Ancient Egyptian reliefs and paintings depict the use of early candles… in various ceremonies and household settings.”</li>
<li>Giải thích: Bài đọc chỉ nói tranh ảnh cho thấy người Ai Cập cổ đại có dùng nến, nhưng không hề khẳng định chúng chỉ giới hạn cho hoàng gia (limited to royalty).</li>
</ul>
2. Tallow was produced exclusively for candle making.
<ul data-path-to-node="7">
<li>Đáp án: {FALSE}</li>
<li>Dẫn chứng: “Tallow, derived from animal fat, was a versatile substance… widely used for cooking and soap manufacture, as well as being the primary material for candles.”</li>
<li>Giải thích: Bài đọc nói mỡ động vật (tallow) được dùng cho nhiều mục đích (nấu ăn, làm xà phòng), không phải duy nhất (exclusively) để làm nến.</li>
</ul>
3. In the Middle Ages, candles made from beeswax were more popular than those made from other substances.
<ul data-path-to-node="9">
<li>Đáp án: {TRUE}</li>
<li>Dẫn chứng: “In the Middle Ages, beeswax candles were introduced… they were highly favoured over tallow due to their clean burn and pleasant smell, becoming the most popular choice for those who could afford them.”</li>
<li>Giải thích: Mặc dù nến sáp ong đắt tiền, nhưng bài đọc xác nhận chúng “được ưa chuộng hơn” (highly favoured) và là “lựa chọn phổ biến nhất” (most popular choice). Do đó, thông tin này khớp với câu hỏi.</li>
</ul>
4. Keeping time at auctions in the 15th century involved marking lines on the surface of a candle.
<ul data-path-to-node="11">
<li>Đáp án: {NOT GIVEN}</li>
<li>Dẫn chứng: “The 15th century saw the rise of ‘candle auctions’, where a bid was accepted only as long as a small candle remained burning.”</li>
<li>Giải thích: Bài đọc có nói về việc dùng nến để tính giờ trong đấu giá, nhưng không có thông tin về việc phải “vạch các đường kẻ” (marking lines) trên thân nến để theo dõi thời gian.</li>
</ul>
5. The candles used at auctions had to be of good quality.
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<li>Đáp án: {NOT GIVEN}</li>
<li>Dẫn chứng: “Auctions typically used a short stub of a candle, often no more than an inch long, to limit the duration of the bidding.”</li>
<li>Giải thích: Văn bản chỉ đề cập đến kích thước nến dùng trong đấu giá, không nhắc gì đến yêu cầu về chất lượng (good quality) của những cây nến đó.</li>
</ul>

Questions 1–5

6. Đáp án: {mess}
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<li>Dẫn chứng: “…beeswax was highly valued because it produced much less mess and smoke compared to candles made from animal fats.”</li>
<li>Giải thích: So với mỡ động vật (tallow) thường chảy nhão và tạo khói đen, sáp ong sạch hơn và ít gây ra sự bừa bộn/bẩn (mess).</li>
</ul>
7. Đáp án: {light}
<ul data-path-to-node="6">
<li>Dẫn chứng: “Spermaceti, a wax obtained from whales, was prized for producing a significantly stronger and brighter light.”</li>
<li>Giải thích: Sáp cá voi (spermaceti) nổi tiếng trong lịch sử vì khả năng cháy với ngọn lửa rất sáng, tạo ra cường độ ánh sáng (light) mạnh hơn các loại sáp khác.</li>
</ul>
8. Đáp án: {weather}
<ul data-path-to-node="8">
<li>Dẫn chứng: “The mineral wax ozokerite had a high melting point, which meant that even in hot weather, the candles remained rigid.”</li>
<li>Giải thích: Nhờ điểm nóng chảy cao, nến làm từ ozokerite không bị mềm hay chảy khi thời tiết (weather) nóng.</li>
</ul>
9. Đáp án: {cotton}
<ul data-path-to-node="10">
<li>Dẫn chứng: “In the pouring method, craftsmen suspended a cotton wick and repeatedly poured melted beeswax over it.”</li>
<li>Giải thích: Ở phương pháp đổ (pouring), sợi bông (cotton) là vật liệu phổ biến nhất để làm bấc nến vì nó giúp sáp bám đều.</li>
</ul>
10. Đáp án: {shrub}
<ul data-path-to-node="12">
<li>Dẫn chứng: “Wax is now also harvested from the candelilla shrub, specifically from the coating on its stems.”</li>
<li>Giải thích: Candelilla là một loại cây bụi (shrub) mọc ở vùng khí thực, sáp được chiết xuất từ lớp phủ trên thân cây này.</li>
</ul>
11. Đáp án: {fruit}
<ul data-path-to-node="14">
<li>Dẫn chứng: “Bayberry wax is a natural vegetable wax that comes from the surface of the fruit of the bayberry plant.”</li>
<li>Giải thích: Sáp bayberry được thu hoạch từ lớp sáp bao quanh quả (fruit) của cây.</li>
</ul>
12. Đáp án: {casing}
<ul data-path-to-node="16">
<li>Dẫn chứng: “To create decorative candles, a hard outer casing of wax is often used to hold the shape of the candle as it burns.”</li>
<li>Giải thích: Phần vỏ ngoài (casing) của nến trang trí được làm từ loại sáp cứng hơn để giữ cho nến không bị biến dạng khi gặp nhiệt.</li>
</ul>
13. Đáp án: {wire}
<ul data-path-to-node="18">
<li>Dẫn chứng: “Modern manufacturers often insert a thin wire into the center of the wick to ensure it stays upright during the manufacturing process and while burning.”</li>
<li>Giải thích: Một đoạn dây kẽm hoặc kim loại nhỏ (wire) được luồn vào lõi bấc để giữ bấc luôn đứng thẳng, không bị nghiêng đổ khi sáp tan chảy.</li>
</ul>

Questions 6–13

PASSAGE 1

IQ Scores
How they are changing and what the changes
A    Studies from numerous countries suggest that IQ scores have been rising fast since at least the 1950s – enough to mean that someone with an IQ classed as average at that time could be labelled as having low Intelligence today. However, psychologists disagree about what the upward trend in scores really means. Some researchers argue that people are not getting more intelligent overall, but just getting better at a particular sort of problem solving. Others say they have found echoes of rising 1Q scores in ‘real world’ measures of intelligence. To confuse things still more, there are hints that the trend may be about to grind to a halt.
B    James Flynn, a professor of political science, first showed that IQ scores were rising in the mid-1980s, and became famous after others dubbed the pattern he had observed the ‘Flynn effect. In a landmark paper he made detailed comparisons across fourteen countries of trends in the results of tests that measure reasoning power. Overall, these showed a real growth in scores of up to 25 points in a generation. To find out more, Flynn went on to look at scores for each type of reasoning that IQ tests set out to measure, such as verbal, numerical and visuo-spatial. This last test category usually includes ‘Raven’s matrices’ – sequential patterns with one piece missing. The candidate has to choose, from a set of alternatives, which shape to put in the empty space. When Flynn took a closer look at the scores, the pattern was clear. The strongest gains in almost every case were on Raven’s matrices and similar tests, while verbal and arithmetical scores showed more modest rises. Since presenting his original paper, Flynn has looked at data from further countries and found the same upward trend, with the same skils responsible for most of the increase.
C    Flynn feels that his eponymous effect is meaningful, but does not interpret it as evidence that people are becoming cleverer. Our grandparents were not retarded and we are not geniuses, he says. More likely we have simply developed the skills and habits of mind that make us better at solving abstract problems, and – just as importantly – we take such problems seriously. Flynn belleves that demands of visuo-spatial abilities have grown because of TV, computers and cars, and also that. In societies where intelligence has become something people focus on excessively abstract problem-solving skills develop faster than other skills.
D   Others have different views about what might account for the increase in 1Q scores. John Rust of the University of London suggests that it is not just an increase in visuo-spatial activities that is pushing up IQ scores. He believes that there are several factors, including the fact that, in more complex societies, people have to think harder to find solutions to problems they face. He also points out that if just one mind grasps a new concept, such as Einstein and the theory of relativity, it may then be easier for society in general to think in a more complex way. Others, such as experimental psychologist Robert Howard, argue that overall Intelligence really has risen, helped by better nutrition, smaller familles, wider access to education and other environmental changes.
E    Howard’s latest research has sent him on a different line of enquiry. Controversially, he now believes that the rise in IQ scores might have peaked in industrialised countries. To support this view, he cites data from Denmark. The Danish military still summons virtually all young men before a draft board to identify who is suitable to do military service. Since 1957, all 17-year-olds there have taken exactly the same qualifying IQ tests – including ones similar to Raven’s matrices. Candidates must also be able to answer verbal questions such as ‘Sun is to day as Moon is to ?’, and number-series questions such as ‘2, 3, 5, 8, ?’. Results in these tests have been carefully analysed by Thomas Teasdale, a neuropsychologist. He found that during the 1960s and ’70s, scores showed gains on a scale similar to those of other countries, but by the 1990s the rate of Improvement had slowed right down to about one IQ point over the decade. Furthermore, the scores were improving only on the visuo-spatial questions; verbal and numerical performance was flattening out. Most intriguingly, however, scores from 1999 onwards show an overall downturn. One explanation might be that there is some absolute ceiling to people’s abilities to perform these tasks, no matter how much the prevailing culture encourages them.
However, as Teasdale points out, if such a ceiling had been reached, the test results should show scores pushing against it rather than actually falling.
F    Flynn is keeping a close eye on the findings, but is not jumping to conclusions until data from other countries is available. However, he does wonder whether the conditions leading to dramatic Improvements in mental ability disappear as societies become more prosperous. He points out that in human history, prosperity often led to decadence, and argues that the case of ancient Rome can be viewed as an Illustration of this.

14. Modern technology has influenced some aspects of human intelligence — {A} James Flynn
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<li>
Dẫn chứng: “Flynn believes that demands of visuo-spatial abilities have grown because of TV, computers and cars…” (Đoạn C)
</li>
<li>
Giải thích: Flynn cho rằng các thiết bị công nghệ hiện đại đã thúc đẩy khả năng thị giác – không gian của con người.
</li>
</ul>
15. IQ scores may not have attained their natural limit — {D} Thomas Teasdale
<ul data-path-to-node="7">
<li>
Dẫn chứng: “…as Teasdale points out, if such a ceiling [natural limit] had been reached, the test results should show scores pushing against it rather than actually falling.” (Đoạn E)
</li>
<li>
Giải thích: Teasdale lập luận rằng nếu điểm số thực sự chạm trần (giới hạn tự nhiên), chúng sẽ duy trì ở mức cao thay vì sụt giảm như dữ liệu tại Đan Mạch.
</li>
</ul>
16. Improved diet has a positive effect on mental powers — {C} Robert Howard
<ul data-path-to-node="9">
<li>
Dẫn chứng: “…Robert Howard, argue that overall Intelligence really has risen, helped by better nutrition…” (Đoạn D)
</li>
<li>
Giải thích: Howard tin rằng sự cải thiện về dinh dưỡng (nutrition/diet) là một trong những yếu tố giúp tăng trí thông minh.
</li>
</ul>
17. Exceptional individuals can have an impact on collective intelligence — {B} John Rust
<ul data-path-to-node="11">
<li>
Dẫn chứng: “John Rust… points out that if just one mind grasps a new concept, such as Einstein… it may then be easier for society in general to think in a more complex way.” (Đoạn D)
</li>
<li>
Giải thích: Rust lấy ví dụ về Einstein để minh họa việc một cá nhân xuất chúng có thể thay đổi cách tư duy của cả cộng đồng.
</li>
</ul>
18. As societies become more sophisticated the need for problem-solving skills increases — {B} John Rust
<ul data-path-to-node="13">
<li>
Dẫn chứng: “John Rust… suggests that… in more complex societies, people have to think harder to find solutions to problems they face.” (Đoạn D)
</li>
<li>
Giải thích: Xã hội càng phức tạp (sophisticated/complex) thì con người càng phải tư duy nhiều hơn để giải quyết vấn đề.
</li>
</ul>

Questions 14-18

19. an account of a selection procedure involving a particular group of people — {E}
<ul data-path-to-node="17">
<li>
Dẫn chứng: “The Danish military still summons virtually all young men before a draft board to identify who is suitable to do military service.” (Đoạn E)
</li>
<li>
Giải thích: Đây là quy trình tuyển quân của Đan Mạch áp dụng cho một nhóm đối tượng cụ thể (thanh niên 17 tuổi).
</li>
</ul>
20. a description of one component of a visuo-spatial test — {B}
<ul data-path-to-node="19">
<li>
Dẫn chứng: “…’Raven’s matrices‘ – sequential patterns with one piece missing. The candidate has to choose… which shape to put in the empty space.” (Đoạn B)
</li>
<li>
Giải thích: Đoạn B mô tả chi tiết cách thức hoạt động của bài test Raven – một phần của kiểm tra thị giác – không gian.
</li>
</ul>
21. an overview of the different interpretations of IQ score trends — {A}
<ul data-path-to-node="21">
<li>
Dẫn chứng: “…psychologists disagree about what the upward trend in scores really means. Some researchers argue… Others say…” (Đoạn A)
</li>
<li>
Giải thích: Đoạn mở đầu đưa ra cái nhìn tổng quan về các luồng ý kiến khác nhau đối với xu hướng tăng điểm IQ.
</li>
</ul>
22. an example of the negative effect affluence may have on IQ trends — {F}
<ul data-path-to-node="23">
<li>
Dẫn chứng: “…dramatic Improvements in mental ability disappear as societies become more prosperous. …prosperity often led to decadence, and argues that the case of ancient Rome…” (Đoạn F)
</li>
<li>
Giải thích: Flynn đặt giả thuyết rằng sự thịnh vượng (affluence/prosperity) có thể dẫn đến sự suy đồi (decadence) và làm giảm tốc độ phát triển trí tuệ.
</li>
</ul>

Questions 19-22

<ul>
<li>
23. During the {mid-1980s}, James Flynn conducted research showing that IQ scores were increasing.
<ul data-path-to-node="3,0,1">
<li>
Dẫn chứng: “James Flynn… first showed that IQ scores were rising in the mid-1980s…” (Dòng đầu đoạn B).
</li>
<li>
Giải thích: Đây là mốc thời gian Flynn bắt đầu công bố phát hiện về sự gia tăng điểm số IQ.
</li>
</ul>
</li>
<li>
24. Flynn then analysed specific kinds of reasoning ability separately. He found that tests called {Raven’s matrices}, which measured visuo-spatial skills, accounted for the biggest score increases…
<ul data-path-to-node="3,1,1">
<li>
Dẫn chứng: “This last test category usually includes ‘Raven’s matrices‘… The strongest gains in almost every case were on Raven’s matrices and similar tests…” (Đoạn B).
</li>
<li>
Giải thích: “Biggest score increases” trong đề bài tương ứng với “Strongest gains” trong bài đọc. Đây là tên loại bài tập trắc nghiệm hình ảnh dùng để đo lường khả năng tư duy không gian.
</li>
</ul>
</li>
<li>
25. …whereas scores in numerical and {verbal} components rose less steeply.
<ul data-path-to-node="3,2,1">
<li>
Dẫn chứng: “…while verbal and arithmetical scores showed more modest rises.” (Đoạn B).
</li>
<li>
Giải thích: Đề bài dùng “numerical” thay cho “arithmetical” (thuộc về số học), và “rose less steeply” thay cho “modest rises” (tăng khiêm tốn). Từ còn thiếu ở đây là verbal (ngôn ngữ).
</li>
</ul>
</li>
<li>
26. Results from research in other {countries}, which Flynn has examined more recently, are consistent with his earlier findings.
<ul data-path-to-node="3,3,1">
<li>
Dẫn chứng: “Since presenting his original paper, Flynn has looked at data from further countries and found the same upward trend…” (Dòng cuối đoạn B).
</li>
<li>
Giải thích: Sau nghiên cứu ban đầu tại 14 quốc gia, Flynn tiếp tục xem xét dữ liệu từ nhiều quốc gia khác và thu được kết quả đồng nhất.
</li>
</ul>
</li>
</ul>

Questions 23-26

PASSAGE 2

Marketing and The Information Age
A For the early practitioners of marketing in the late 19th and early 20th centuries, the business of selling was simply a matter of continually finding new customers. By contrast, marketing managers in the current era recognise the importance of gathering information about the market and about potential customers. They recognise that if companies are to be profitable, customers must gain and retain their perceptions of value from the brands they buy over a long time frame, rather than from a single transaction. This also means that customers must see value in returning continually to the stores where they shop, as well as to the service providers they deal with.
 
B Marketing practitioners and marketing scientists have never worked more closely than they currently do. There are many reasons for this, including the fact that this is the information age where convergence in telecommunications, media and technology is causing old ways to be challenged, and new methods and tools to be tested. Customer expectations have risen as new technologies allow new approaches. For instance, the subscriber-TV music channel Channel [V] encourages its viewers to sign up for text messages and email alerts that tell them when their favourite artists and songs are about to be broadcast. Competitive advantage lies in being able to recognise which customers can be given greater attention, not just because they demand it but because it makes commercial sense to provide high levels of product quality and service.
 
C Modern marketing information systems rely on information technology to enable marketing intelligence to be gathered and to store and analyse marketing research information. While some of the information used is gathered by government bodies such as the Australian Bureau of Statistics and Statistics New Zealand, most of it is purposefully gathered by marketing organisations for client companies. In the process, computer technology is used to manipulate the data and then to present the information in such a way that executives can readily identify any problems or issues, and quickly arrive at solutions.
 
D In order to produce superior value and satisfaction for customers, marketing managers need information at almost every turn. They need information about customers – end-users and resellers – as well as competitors and governmental and other forces in the marketplace. One marketing executive put it this way: ‘To manage a business well is to manage its future; and to manage the future is to manage information.’ Increasingly, marketers are viewing information not just as an input for making better decisions but also as an important strategic asset and marketing tool. As household incomes increase, choice widens and buyers become better at discriminating, so sellers need information about how buyers respond to different products and advertising campaigns.
 
E The supply of information has also increased greatly. It has been suggested by the futurist and best-selling author John Naisbitt that the United States and, by observation, developed countries such as Australia, New Zealand and Singapore are moving from industrial to information-based economies. These post-industrial economies earn 70–80% of their Gross Domestic Product from services, and have entered what some commentators have termed the ‘Information Age’ or the ‘Information Technology Era’.
 
F One study found that with all the information now available through supermarket scanners, a packaged-goods product controller is bombarded with one million to one billion new numbers each week. As Naisbitt points out: ‘Running out of information is not a problem, but drowning in it is.’ Yet marketers frequently complain that they lack information of the right kind but have plenty of the wrong kind, or they claim that marketing information is so widely spread throughout the organisation that it takes great effort to locate even simple facts. In addition, subordinates may withhold information they believe will reflect badly on their performance and important information often arrives too late to be useful, or on-time information is not accurate. So marketing managers need better information. Although marketing organisations have greater capacity to provide managers with information, they often do not use it well. As a result, many marketing organisations are now studying their managers’ information needs and designing information systems specifically to meet those needs.
 
G One solution is to use a Marketing Information System (MIS). This consists of people, equipment and procedures which, when put together, are able to gather, analyse, evaluate and distribute needed, timely and accurate information to marketing decision-makers. The MIS begins and ends with marketing managers. First, it interacts with these managers to assess the information needs they have. Next, it develops the needed information from internal records, marketing intelligence activities and the research process. The analysis unit processes the data to make it more useful and, finally, the MIS distributes it to managers in the right form and at the right time to help them make better marketing decisions.
 
H However, the costs of obtaining, processing, storing and delivering information can mount quickly. In some cases additional information will do little to change or improve a manager’s decision, or the costs of the information will exceed the returns from the improved decision. For example, if an organisation estimates that launching a new product without any further information will yield a profit of $500,000, then it would be foolish to spend $30,000 for additional information that would increase the profit to only $525,000. By itself, information is valueless – its value comes from its use.

27. The fact that there may be too much information to cope with — {F}
<ul data-path-to-node="5">
<li>
Dẫn chứng: “…a packaged-goods product controller is bombarded with one million to one billion new numbers each week. …‘Running out of information is not a problem, but drowning in it is.‘”
</li>
<li>
Giải thích: Đoạn F mô tả tình trạng quá tải thông tin (too much information), nơi người quản lý bị “tấn công” bởi hàng tỷ con số.
</li>
</ul>
28. The relevance of generating repeat business — {A}
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Dẫn chứng: “…customers must see value in returning continually to the stores where they shop…“
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Giải thích: “Returning continually” (quay lại liên tục) chính là việc tạo ra các giao dịch lặp lại (repeat business), thay vì chỉ bán được một lần duy nhất.
</li>
</ul>
29. An example of personalised marketing — {B}
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Dẫn chứng: “…Channel [V] encourages its viewers to sign up for text messages and email alerts that tell them when their favourite artists and songs are about to be broadcast.“
</li>
<li>
Giải thích: Đây là ví dụ về marketing cá nhân hóa (personalized), dựa trên sở thích cụ thể của từng khách hàng để gửi thông báo.
</li>
</ul>
30. An illustration of a situation where commissioning new research might not be advisable — {H}
<ul data-path-to-node="11">
<li>
Dẫn chứng: “…it would be foolish to spend $30,000 for additional information that would increase the profit to only $525,000 [from $500,000].“
</li>
<li>
Giải thích: Đoạn H đưa ra ví dụ về chi phí nghiên cứu ($30k) cao hơn lợi nhuận tăng thêm ($25k), do đó việc thực hiện nghiên cứu là không nên (not advisable).
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</ul>
31. How the greater wealth of customers enables them to select from a broader range — {D}
<ul data-path-to-node="13">
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Dẫn chứng: “As household incomes increase, choice widens and buyers become better at discriminating…“
</li>
<li>
Giải thích: Thu nhập hộ gia đình tăng (greater wealth) dẫn đến sự lựa chọn mở rộng (broader range/choice widens).
</li>
</ul>

Questions 27–31

32. The majority of marketing statistics are gathered by government agencies. — {NO}
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Dẫn chứng: “While some of the information… is gathered by government bodies… most of it is purposefully gathered by marketing organisations…” (Đoạn C)
</li>
<li>
Giải thích: Bài đọc nói “phần lớn” (most) do các tổ chức marketing thu thập, không phải do cơ quan chính phủ.
</li>
</ul>
33. The move to an information economy happened more quickly in NZ than in Australia. — {NOT GIVEN}
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<li>
Dẫn chứng: “the United States and, by observation, developed countries such as Australia, New Zealand and Singapore are moving from industrial to information-based economies.” (Đoạn E)
</li>
<li>
Giải thích: Bài đọc liệt kê cả hai nước đang chuyển đổi, nhưng không có sự so sánh nào về tốc độ nhanh hay chậm giữa chúng.
</li>
</ul>
34. Employees sometimes hide information that gives a poor impression of them. — {YES}
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Dẫn chứng: “…subordinates may withhold information they believe will reflect badly on their performance…” (Đoạn F)
</li>
<li>
Giải thích: “Subordinates” (cấp dưới/nhân viên) giấu thông tin ảnh hưởng xấu đến thành tích của họ.
</li>
</ul>
35. Managers frequently fail to make good use of the information they receive. — {YES}
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Dẫn chứng: “Although marketing organisations have greater capacity… they often do not use it well.” (Đoạn F)
</li>
<li>
Giải thích: “Often do not use it well” khớp với “frequently fail to make good use”.
</li>
</ul>
36. Marketing information has to be used to be valuable. — {YES}
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<li>
Dẫn chứng: “By itself, information is valueless – its value comes from its use.” (Đoạn H)
</li>
<li>
Giải thích: Thông tin chỉ có giá trị khi được sử dụng.
</li>
</ul>

Questions 32–36

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37. {marketing managers}
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Dẫn chứng: “The MIS begins and ends with marketing managers.” (Đoạn G)
</li>
<li>
Giải thích: Sơ đồ bắt đầu từ đối tượng trung tâm là các nhà quản trị marketing. Họ là người khơi mào quy trình và cũng là người nhận kết quả cuối cùng.
</li>
</ul>
</li>
<li>
38. Find out their {information needs}
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Dẫn chứng: “First, it interacts with these managers to assess the information needs they have.” (Đoạn G)
</li>
<li>
Giải thích: Bước đầu tiên của hệ thống là tương tác với các quản lý để đánh giá/tìm hiểu xem họ đang cần những thông tin gì (information needs).
</li>
</ul>
</li>
<li>
39. Developed through: {internal records}
<ul data-path-to-node="3,2,1">
<li>
Dẫn chứng: “Next, it develops the needed information from internal records, marketing intelligence activities and the research process.” (Đoạn G)
</li>
<li>
Giải thích: Sau khi biết nhu cầu, hệ thống sẽ thu thập dữ liệu từ 3 nguồn: (1) Hồ sơ nội bộ (internal records), (2) hoạt động tình báo marketing và (3) quy trình nghiên cứu.
</li>
</ul>
</li>
<li>
40. Processed by the {analysis unit}
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Dẫn chứng: “The analysis unit processes the data to make it more useful…” (Đoạn G)
</li>
<li>
Giải thích: Dữ liệu thô sau khi thu thập sẽ được xử lý bởi bộ phận phân tích (analysis unit) để trở nên có ích hơn trước khi gửi lại cho các nhà quản lý.
</li>
</ul>
</li>
</ul>

Reading Test 49

IELTS Reading Exam

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