reading case study tourism new zealand

Case Study: Tourism New Zealand Website Answers

IELTS Academic Test – Passage 01: Case Study: Tourism New Zealand website reading with answers explanation, location and pdf. This reading paragraph has been taken from our huge collection of Academic & General Training (GT) Reading practice test PDF’s.

Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism services to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travellers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ : paces or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travellers enjoy such earning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere-the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

Questions 1-7

Complete the table below. Choose  ONE WORD ONLY  from the passage for each answer. Write your answers in boxes 1-7 on your answer sheet.

Questions 8-13

Do the following statements agree with the information given in Reading Passage 1? In boxes 8-13 on your answer sheet, write

TRUE                               if the statement agrees with the information FALSE                             if the statement contradicts the information NOT GIVEN                 if there is no information on this

8. The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9. It was found that most visitors started searching on the website by geographical location.

10. According to research, 26% of visitor satisfaction is related to their accommodation.

11. Visitors to New Zealand like to become involved in the local culture.

12. Visitors like staying in small hotels in New Zealand rather than in larger ones.

13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.

________________

1) IELTS 13 READING PASSAGE – WHY BEING BORED IS STIMULATING ↗

2) IELTS 13 READING PASSAGE – ARTIFICIAL ARTISTS ↗

3) IELTS 13 READING PASSAGE – BRINGING CINNAMON TO EUROPE ↗

4) IELTS 13 READING PASSAGE – OXYTOCIN ↗

5) IELTS 13 READING PASSAGE – MAKING THE MOST OF TRENDS ↗

Case Study: Tourism New Zealand website Answers

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• ENVIRONMENT
• ACCOMMODATION

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Reading Reference: Cambridge Book 13 - Case Study: Tourism New Zealand website reading answers.

Case study: tourism new zealand website: ielts reading mock test 29.

Complete Case Study: Tourism New Zealand website reading answers after reading the following passage.

IELTS Mock Test: Reading Passage 1

You should spend around 20 minutes attempting Case Study: Tourism New Zealand website reading answers to Questions 1–13 based on the passage below.

Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a  marae  (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

(Reading passage source: Cambridge Book 13 – Passage 1 –  Case Study: Tourism New Zealand website Reading answers)

Case Study: Tourism New Zealand website IELTS Reading Questions

Read the following text and attempt Case Study: Tourism New Zealand website reading answers.

Questions 1-7

Complete the table below and attempt Case Study: Tourism New Zealand website reading answers.

Choose  ONE WORD ONLY  from the passage for each answer.

Write your answers in boxes  1-7  on your answer sheet.

  Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes  8-13 on your answer sheet, attempt Case Study: Tourism New Zealand website reading answers and write

TRUE                if the statement agrees with the information FALSE               if the statement contradicts the information NOT GIVEN     if there is no information on this

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9    It was found that most visitors started searching on the website by geographical location.

10    According to research, 26% of visitor satisfaction is related to their accommodation.

11    Visitors to New Zealand like to become involved in the local culture.

12    Visitors like staying in small hotels in New Zealand rather than in larger ones.

13    Many visitors feel it is unlikely that they will return to New Zealand after their visit.

(Reading questions source: Cambridge Book 13 – Passage 1 –  Case Study: Tourism New Zealand website Reading answers)

IELTS Mock Test: Reading Passage 2

You should spend about 20 minutes on  Questions 14-26  which are based on Reading Passage 2 below. 

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

A We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book,  Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

B By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

C Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

D Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

E Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

F Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

Questions 14-19

Reading Passage 2 has six paragraphs,  A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number,  i-viii , in boxes  14-19  on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom ii           What teachers can do to prevent boredom  iii          A new explanation and a new cure for boredom iv          Problems with a scientific approach to boredom v           A potential danger arising from boredom vi          Creating a system of classification for feelings of boredom vii         Age groups most affected by boredom viii         Identifying those most affected by boredom

14    Paragraph  A

15    Paragraph  B

16    Paragraph  C

17    Paragraph  D

18    Paragraph  E

19    Paragraph  F

Questions 20-23

Look at the following people (Questions  20-23 ) and the list of ideas below.

Match each person with the correct idea,  A-E .

Write the correct letter,  A-E , in boxes  20-23  on your answer sheet.

20    Peter Toohey

21    Thomas Goetz

22    John Eastwood

23    Francoise Wemelsfelder

List of Ideas

A      The way we live today may encourage boredom. B      One sort of boredom is worse than all the others. C      Levels of boredom may fall in the future. D      Trying to cope with boredom can increase its negative effects. E      Boredom may encourage us to avoid an unpleasant experience.

Questions 24-26

Complete the summary below.

Write your answers in boxes  24-26  on your answer sheet.

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot  24 ……………………………, due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom  25 ……………………….. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of  26 ……………………….. can generally cope with it.

IELTS Mock Test: Reading Passage 3

You should spend about 20 minutes on  Questions 27-40  which are based on Reading Passage 3 below.

Artificial artist?

Can computers really create works of art?

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

Questions 27-31

Choose the correct letter,  A ,  B ,  C  or  D .

Write the correct letter in boxes  27-31  on your answer sheet.

27    What is the writer suggesting about computer-produced works in the first paragraph?

A    People’s acceptance of them can vary considerably. B    A great deal of progress has already been attained in this field. C    They have had more success in some artistic genres than in others. D    the advances are not as significant as the public believes them to be.

28    According to Geraint Wiggins, why are many people worried by computer art?

A    It is aesthetically inferior to human art. B    It may ultimately supersede human art. C    It undermines a fundamental human quality. D    It will lead to a deterioration in human ability.

29    What is a key difference between Aaron and the Painting Fool?

A    its programmer’s background B    public response to its work C    the source of its subject matter D    the technical standard of its output

30    What point does Simon Colton make in the fourth paragraph?

A    Software-produced art is often dismissed as childish and simplistic. B    The same concepts of creativity should not be applied to all forms of art. C    It is unreasonable to expect a machine to be as imaginative as a human being. D    People tend to judge computer art and human art according to different criteria.

31    The writer refers to the paintings of a chair as an example of computer art which

A    achieves a particularly striking effect. B    exhibits a certain level of genuine artistic skill. C    closely resembles that of a well-known artist. D    highlights the technical limitations of the software.

Questions 32-37

Complete each sentence with the correct ending,  A-G  below.

Write the correct letter,  A-G , in boxes  32-37  on your answer sheet.

32    Simon Colton says it is important to consider the long-term view then

33    David Cope’s EMI software surprised people by

34    Geraint Wiggins criticized Cope for not

35    Douglas Hofstadter claimed that EMI was

36    Audiences who had listened to EMI’s music became angry after

37    The participants in David Moffat’s study had to assess music without

A      generating work that was virtually indistinguishable from that of humans. B      knowing whether it was the work of humans or software. C      producing work entirely dependent on the imagination of its creator. D      comparing the artistic achievements of humans and computers. E      revealing the technical details of his program. F      persuading the public to appreciate computer art. G     discovering that it was the product of a computer program

Questions 38-40

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes  38-40  on your answer sheet, write

YES                   if the statement agrees with the claims of the writer NO                    if the statement contradicts the claims of the writer NOT GIVEN     if it is impossible to say what the writer thinks about this

38    Moffat’s research may help explain people’s reactions to EMI.

39    The non-experts in Moffat’s study all responded in a predictable way.

40    Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Case Study: Tourism New Zealand website reading answers:

• environment
• accommodation

Why being bored is stimulating – and useful, too reading answers:

Artificial artist reading answers:

IELTS Mock Test: Academic Reading

The history of glass: ielts reading mock test 30, flying tortoises: ielts reading mock test 31, the risks agriculture faces in developing countries: ielts reading mock test 32, cork: ielts reading mock test 33.

Case Study Tourism New Zealand Website - IELTS Reading Answers

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Updated On Sep 05, 2024

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You will find IELTS Academic Reading passage, Case Study Tourism New Zealand Website Reading Answers, in this article. Practise this one and you will get an idea of how to deal with IELTS Reading.

Table of Contents

Reading passage.

• ‘Case Study Tourism New Zealand Website’ IELTS Reading Answers With Location and Explanation
• Tips for Answering the Question Types in the ‘Case Study Tourism New Zealand website’ IELTS Reading Answers

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The IELTS Academic Reading passage, Case Study Tourism New Zealand Website reading answers, appeared in an IELTS test. Try to find the answers to get an idea of the difficulty level of the passages in the actual reading test. If you want more passages to solve, try taking one of our IELTS reading practice tests . Let’s see how easy this passage is for you and if you can solve it in 20 minutes.

The question types found in this passage are:

• IELTS Reading Table Completion (Q. 1-7)
• IELTS Reading True/False/Not Given (Q 8-13)

Case Study: Tourism New Zealand Website

A New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places, and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

B A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

C To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

D Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

E The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

F The website was set up to allow both individuals and travel organizations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

G It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

Questions 1-7

Questions 8-13

Do the following statements agree with the information given in Reading Passage?

In boxes 8-13 on your answer sheet, write –

TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, NOT GIVEN if there is no information on this.

8 The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9 It was found that most visitors started searching on the website by geographical location.

10 According to research, 26% of visitor satisfaction is related to their accommodation.

11 Visitors to New Zealand like to become involved in the local culture.

12 Visitors like staying in small hotels in New Zealand rather than in larger ones.

13 Many visitors feel it is unlikely that they will return to New Zealand after their visit.

‘ Case Study Tourism New Zealand Website ’ IELTS Reading Answers With Location and Explanation

Go through the answers and detailed explanations of each question in the Case Study Tourism New Zealand Website passage and prepare to get a high IELTS band score .

1 Answer: update

Question type: Table Completion

Answer location: Paragraph B

Answer explanation: It is mentioned in the 8th and 9th lines that, “In addition, because participating businesses were able to update the details they gave on a regular basis….”.

2 Answer: environment

Answer explanation: It is mentioned in the last line that, “As part of this, the effect of each business on the environment was considered.”

3 Answer: Captain

Answer location: Paragraph C

Answer explanation: It is mentioned in the 1-3 lines that, “….One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.”

4 Answer: films

Answer explanation: It is mentioned in the 4th and 5th lines that, “…… was an interactive journey through a number of locations chosen for blockbuster films …….”.

5 Answer: season

Answer explanation: It is mentioned in the 8th and 9th lines that, “…. the site catalogued the most popular driving routes in the country, highlighting different routes according to the season…..”.

6 Answer: accommodation

Answer location: Paragraph D

Answer explanation: It is mentioned in the 4th line that, “….. There were also links to accommodation in the area.”

7 Answer: blog

Answer explanation: It is mentioned in the 6th and 7th lines that, “ ….. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.”

8 Answer: FALSE

Question type: TRUE/FALSE/NOT GIVEN

Answer location: Paragraph F

Answer explanation: The response lies in Paragraph 6. The initial two lines indicate that the website’s purpose was to empower individuals and travel organizations to create their own travel plans. The website did not offer pre-packaged itineraries and travel packages.

This assertion directly opposes the information in the passage.

Hence, the answer is FALSE.

9 Answer: NOT GIVEN

Answer explanation: The answer cannot be located within the text. The question pertains to initiating a search on the website.

In Paragraph 6, line 3, the author mentions, “…visitors can search for activities not solely by geographical locations, but also by the particular nature of the activity.” However, there is no information provided regarding how to start a search.

As a result, the answer is NOT GIVEN.

10 Answer: FALSE

Answer explanation: The answer can be found in lines 4, 5, and 6 of paragraph 6.

In these lines, it is evident that the question is contradicted. Transportation and lodging makeup 26%, while visitor satisfaction makes up 74%. If only lodging constituted 26%, we could affirm that it is TRUE.

Therefore, the correct answer is FALSE.

11 Answer: TRUE

Answer explanation: It is mentioned in lines 7-9 that, “…. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn more about traditional life.”

12 Answer: NOT GIVEN

Answer location: Paragraphs F & G

Answer explanation: Staying in hotels is not discussed, and there is also no comparison made between small and large hotels.

Therefore, the answer is NOT GIVEN.

13 Answer: TRUE

Answer location: Paragraph G

Answer explanation: It is mentioned in the 4th and 5th lines that, “Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit.”

Tips for Answering the Question Types in the ‘Case Study Tourism New Zealand website’ IELTS Reading Answers

Let us check out some quick IELTS exam preparation tips to answer the types of questions in the ‘Case Study: Tourism New Zealand website’ Reading Answers passage.

Table Completion:

The way to solve the table completion questions is similar to IELTS Reading Summary Completion . You will be asked to fill in the blanks in a small passage given in the form of a note with the relevant words or numbers. So, let us revise the strategies.

• Read the instructions carefully. It will help you determine the word limit (no more than two, one word, etc.) and important terms like ‘using words from the text’ or ‘from the text’. You have to follow these strictly.
• Go through the incomplete table first. Also, think about keywords and how they could be represented by synonyms or paraphrasing.
• Locate where the information is by scanning quickly . If you can’t, move on.
• Study the reading text by using the skimming and scanning techniques . It will help to establish the answer quickly. When scanning for your answer, make sure you are thinking about paraphrasing and synonyms.
• The answers appear in the same order as the questions . Also, check your spelling and remember that your answer should be grammatically correct.

True/False/Not Given

In IELTS Reading , ‘True, False, Not Given’ questions are based on facts. Several factual statements will be provided to you, and it is up to you to determine whether or not they are accurate by reading the text.

To answer this type of question, you can use the following strategies:

• Read the question and identify the keywords – Before reading the material, have a look at your list of True, False, and Not Given questions.
• Scan the passage for synonyms or paraphrased words of the keywords – When you have highlighted the keywords, swiftly read the text to look for paraphrases or synonyms.
• Match the highlighted words in the questions with their synonyms in the text – Once you find both sets of keywords, cross-check them to find the answer.

Identify the answer – If the facts match, the answer is TRUE, and in case it doesn’t match, it is FALSE. If you are unable to find the answer or unsure of it, mark it NOT GIVEN.

Great work on attempting to solve the ‘Case Study: Tourism New Zealand website’ IELTS reading passage! To crack your IELTS Reading in the first go, try solving more of the Recent IELTS Reading Passages.

Also check:

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‘Case study: Tourism New Zealand website’- Reading Answer Explanation- CAM- 13

Here are explanations of the Questions of passage named ‘Case study: Tourism New Zealand website’, which is from the Cambridge 13 book. The Questions that have been asked are True/False/Not Given and Blanks. You will find the locations of the Reading Answers, Keywords( highlighted and underlined) and justifications.  

READING PASSAGE 1: Case Study: Tourism New Zealand website

Questions 1-7

Complete the table below. Choose  ONE WORD ONLY  from the passage for each answer.

Write your answers in boxes  1-7  on your answer sheet.

Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes  8-13  on your answer sheet, write

TRUE                if the statement agrees with the information

FALSE               if the statement contradicts the information

NOT GIVEN     if there is no information on this

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

Location: 6 th paragraph

Explanation: The main keyword ‘ready-made itineraries’ helps to locate the answer in the first line of the paragraph. ‘The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests…’The question statement contradicts the passage statement. ‘Create itineraries’ is opposite to the ‘ready-made itineraries’. Thus, the answer is very clear.

Answer: False

9    It was found that most visitors started searching on the website by geographical location.

Explanation: The answer to this question is in the second line of the passage. ‘Visitors can search for activities not solely by geographical location, but also by the particular nature of the activity…’Here, the writer does not give information about the starting of search. Hence, no information available.

Answer: Not Given

10    According to research, 26% of visitor satisfaction is related to their accommodation.

Explanation: The main keyword ‘visitor satisfaction’ is in the fourth line of the paragraph. ‘Visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%…’Here, transportation and accommodation account for 26%.But in question statement 26% accounts for accommodation only. Thus, the answer is False.

11    Visitors to New Zealand like to become involved in the local culture. Location: 6 th paragraph

Explanation: The location of the answer is in the middle line of the paragraph. ‘It has also been found that visitors enjoy cultural activities most when they are interactive…’Here,  ‘like to become involved in’ is visible as ‘enjoy cultural activities…’Thus, the answer is clear.

Answer: True

12    Visitors like staying in small hotels in New Zealand rather than in larger ones.

Location: Last paragraph

Explanation: Though the writer talks about the visitors in New Zealand. But there is no information regarding hotels in the New Zealand. Thus, no information available.

13    Many visitors feel it is unlikely that they will return to New Zealand after their visit.

Explanation: The location of the answer is in the second last line of the paragraph. ‘Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit…’Here, ‘often seen as a once-in-a-lifetime visit…’ makes it clear that there is less possibility  that they will return.   Thus, the answer is True.

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Case Study Tourism New Zealand Website - IELTS Reading Answers

The IELTS Reading Module offers a fantastic chance to achieve excellent scores. It assesses a candidate’s reading comprehension skills in English. You must comprehend the various question types in order to perform at your best in this area. Ideally, you should not spend more than 20 minutes on a passage. The Academic passage, Case Study Tourism New Zealand Website reading answers, appeared in an IELTS Test. Try to find the answers to get an idea of the difficulty level of the passages in the actual reading test. If you want more passages to solve, try taking one of our IELTS reading practice tests.

The  IELTS Reading test is essential for anybody planning to study, work, or relocate to English-speaking nations. Mastery of this part necessitates strong linguistic abilities and efficient reading comprehension techniques. In this situation, understanding reading passages and correctly recognizing responses is critical. This article will examine "Case Study Tourism New Zealand Website" and how it relates to IELTS reading. By analyzing the passage and critiquing example responses, we want to give valuable insights and tactics to assist test takers in effectively traversing this area. This article provides thorough information for improving reading comprehension and eventually succeeding on the IELTS Reading exam, from understanding the material to breaking down sample responses.

Case Study Tourism New Zealand Website Reading Passage

Paragraph 1

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

Paragraph 2

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism services to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organized a scheme whereby organizations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

Paragraph 3

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customized itineraries. To make it easier to plan motoring holidays, the site cataloged the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Paragraph 4

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog about their New Zealand travels for possible inclusion on the website.

Paragraph 5

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly, perhaps, the growth of tourism in New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

Paragraph 6

The website was set up to allow both individuals and travel organizations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

Paragraph 7

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

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Case Study Tourism New Zealand Website Reading Questions

Questions 1-7

• Complete the table below.
• Choose ONE WORD ONLY from the passage for each answer.
• Write your answers in boxes 1-7 on your answer sheet.

Questions 8-13

• Do the following statements agree with the information given in Reading Passage 1?
• In boxes 8-13 on your answer sheet, write
• TRUE             if the statement agrees with the information
• FALSE            if the statement contradicts the information
• NOT GIVEN  if there is no information on this

8   The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists. 9   It was found that most visitors started searching on the website by geographical location. 10   According to research, 26% of visitor satisfaction is related to their accommodation. 11   Visitors to New Zealand like to become involved in the local culture. 12 Visitors like staying in small hotels in New Zealand rather than in larger ones. 13   Many visitors feel it is unlikely that they will return to New Zealand after their visit.

Case Study Tourism New Zealand Website Reading Answers

In this section, the case study tourism New Zealand website reading answers with explanations, are given to evaluate your errors.

(Note: The text in italics mentions the location and referring lines written in the reading passage)

1. Answer:Update Explanation: participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. The given answer is located in 8-10 lines of the 2nd paragraph.

2. Answer: Environment  Explanation:  As part of this, the effect of each business on the environment was considered. The given answer is located in the last 2 lines of the 2nd paragraph.

3. Answer:Captain Explanation: One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.The given answer is located in the 2-3 lines of the 3rd paragraph.

4. Answer: Flims Explanation:Attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films. The given answer is located in the 4-5 line of the 3rd paragraph.

5. Answer: Seasons  Explanation: The site cataloged the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times. The given answer is located in the last 3 lines of the 3rd paragraph.

6. Answer: Accommodation  Explanation: There were also links to accommodation in the area. The given answer is located in the 4-5 lines of the 4th paragraph.

7. Answer: Blog Explanation:  The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website. The given answer is located in the last 3 lines of the 4th paragraph.

8. Answer: False Explanation:  The website was set up to allow both individuals and travel organizations to create itineraries and travel packages to suit their own needs and interests. The given answer is located in the first 3 lines of the 6th paragraph.

9. Answer: Not given

10. Answer: False Explanation:  Visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The given answer is located in the 5-7 lines of the 6th paragraph.

11. Answer: True Explanation:  It has also been found that visitors enjoy cultural activities most when they are interactive. The given answer is located in the 7-9 lines of the 6th paragraph.

12. Answer: Not given

13. Answer: True  Explanation:  Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. The given answer is located in the 4-6 lines of the 7th paragraph.

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Tips for the IELTS Reading Test

Below are some tips to help you improve your band score in the IELTS reading test:

• Mark essential words as you read the section. It helps you keep your attention on the critical points.
• Look over the questions quickly before you read them. Find keywords in the questions to help you learn.
• Keep track of time. Make good use of your time for each part, and don’t spend too much on any one question.
• Skim the sentence before entering the details. Know what the primary thought is and how the information is put together.
• Begin with the easiest questions for you. It makes sure you get those questions before moving on to harder ones.

To summarize, mastering the  IELTS Reading  test involves a combination of successful tactics, persistent practice, and confidence. You may quickly and accurately explore the chapters by establishing strong skimming and scanning methods, growing your vocabulary, and becoming familiar with various questions. Identify and manage your time effectively, remain calm under pressure, and systematically address each question. Yocket's extensive study materials and professional assistance may provide additional support and tools to help you succeed in your IELTS. With effort and the correct resources, you may confidently take the IELTS Reading exam and attain your goal score. Visit  Yocket  today and take your  IELTS preparation to the next level.

FAQ's on Case Study Tourism New Zealand Website - IELTS Reading Answers

How many parts does the IELTS Reading test have?

There are three parts to the IELTS Reading test, each with a different written text. From sections one to three, these sentences get more complicated and complex as you read them. Quickly read through the questions to know what to expect. You can read more quickly and easily with this.

How can I qualify for the IELTS Reading test?

To prepare for the IELTS Reading test, practice reading various literature, such as academic articles, newspapers, and magazines. Familiarize yourself with various question forms and use efficient reading skills, including skimming, scanning, and paraphrasing.

What sorts of questions might I expect on the IELTS Reading test?

The IELTS Reading test has a variety of question formats, including multiple-choice, matching headers, True/False/Not Given, sentence completion, summary completion, and more. These questions measure reading abilities, such as comprehending key concepts, accessing particular material, and recognizing viewpoints or attitudes.

What is the IELTS Reading test, and what does it cover?

The IELTS Reading exam measures a candidate's ability to comprehend and interpret written English content. It is divided into three sections, each with distinct content: an article, an essay, and an advertisement. Test takers must attentively read each section and respond to text-related questions.

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Tourism New Zealand Website Case Study Reading Answers : Way to Boost Your IELTS Preparation

For now, we have talked a lot about the speaking & listening sections of the IELTS examination. Today, let’s move forward to know more about the IELTS reading section.

The IELTS reading section is an extremely important yet tough exams but it is not possible for one to not crack it in time. All you need is the right reading practice and by that we mean, a lot of it to make sure that you do not cease anywhere while you’re giving the exam during the final attempt. Along with this, you need to tackle a lot of reading passage’s questions and increase your difficulty level every day to make sure that you are easily able to solve all these questions, no matter what type or any sort of questions you’re presented with.

So, today let’s move forward to know more about it.

Case Study Tourism New Zealand Website Reading Answers

The IELTS reading passage topic: Tourism New Zealand Website” is a very common yet interesting topic in the IELTS examination. In the sections below, this topic is divided into different parts to help you practice in a better yet easy manner for this passage.

Tourism New Zealand Website IELTS Reading Answers: Part 1

New Zealand is a small country with a minimum of just four million inhabitants that are spread across the country in a peaceful manner.

Currently, the total GDP of the country has the highest percentage of tourism in it. Tourism contributes to making up to 9% of this country’s GDP and is the largest export sector of the country. Unlike all the other export sectors, tourism is one such sector in this country which helps to bring a lot of its customers to this country. And while we talk about the other products of this country – they are just people, places, and the experiences that are taken out of it.

In the year 1999, Tourism New Zealand launched a great campaign which was there to help communicate a new brand position to the world. This campaign focused on New Zealand’s scenic beauty, its exhilarating outdoor activities and the authentic Maori culture that is being followed here which helps in making it the most powerful yet the strongest brands in the world.

ALSO, READ What is a Good IELTS Score? Is 7.5 a Good IELTS Score? Here’s All You Need to Know

Tourism New Zealand Website IELTS Reading Answers: Part 2

A key feature of this campaign was the website that was launched during this period for this country, www.newzealand.com. This website helped in providing great potential visitors to the country with a single gateway to each and everything that the destination had to offer to its people.

But the heart of the business is the database of tourism services operators, both of which are based in New Zealand as well as abroad which helps in providing great tourism services to the country. So, any tourism-related form can be filled easily without taking anybody’s help at all. Further, to maintain the standards and improve them, Tourism New Zealand organised a scheme with the help of which organisations that appear on the website underwent an independent evaluation against a set of the national standards of quality that they all agreed on. And due to this, the effect it had on each of the businesses was considered too.

Tourism New Zealand Website IELTS Reading Answers: Part 3

Further, to communicate the New Zealand experience, this site also carried forward various features related to the famous people and places which was one of the most popular interviews that this country had with the former New Zealand All Blacks Rugby Captain “Tana Umaga.”

Another such feature that helped in increasing a lot of attention towards his country is through the help of those blockbuster films that were made here which helps in providing people with an interactive journey through a number of some amazing yet extremely beautiful locations.

A Travel Planner feature was also added to this list which helped the visitors to click and bookmark the places of attraction for them so that when they visit this country, they’ll have a long list of places to roam around. This planner also helps in suggesting routes and public transport options to the readers in order to easily choose between the locations that they have chosen for them.

Also Read: The Life Cycle of a Star: An IELTS Reading Answers Topic with Questions Solved

Tourism New Zealand Website IELTS Reading Answers: Part 4

New Zealand is not just any typical destination where people could come and roam around; it’s an emotion, a feeling for all those four million people residing here. New Zealand is just a small & pretty country with little less population in it and it creates a visitor economy for the tourists which is generally composed of small businesses. It is generally perceived as a safe English-speaking country with reliable transport infrastructure. And because of the long-haul flights, most visitors have to stay for a long period of time in this country, let’s say, for about a period of 20 days so that they can see as much of the country as is possible for them on a one-time long visit to this country.

Tourism New Zealand Website IELTS Reading Questions

Complete the table below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 1-7 on your answer sheet.

#1. Easy for Tourism-related business to get on the list

#2. Allowed businesses to _____________ information regularly

#3. Provided a countrywide evaluation of businesses, including their impact on the _________________

#4. Special features on local topics

Example – an interview with a former sports _________________, and an interactive tour of various locations used in ____________________________

#5. Information on driving routes that varied depending on the ___________________________

#6. Travel Planner • included a map showing selected places, details of public transport and local ________________

#7. ‘Your Words’ • travelers could send a link to their ________________________

#2. Environment

#3. Captain

#6. Accommodation

Do the following statements agree with the information given in Reading Passage 1?

In boxes 8-13 on your answer sheet, mention

TRUE – if the statement agrees with the information

FALSE – if the statement contradicts the information

NOT GIVEN – if there is no information on this

#8. The website “ www.newzealand.com ” created by the tourism department of New Zealand has been aiming to provide some great deals, itineraries, and good-deal packages for the travel companies as well as for all those travel enthusiasts.

#9. Many of the visitors out of these were found to be searching for the information that they want on the official website by the geographical location of the area.

#10. According to research, 26% of visitor satisfaction is related to their accommodation.

#11. Many-a-times, it has been noticed that many of the visitors to this country become more involved in the local culture of the country and enjoy it a lot.

#12. Many visitors like staying in small hotels as they like the vibe of such hotels a lot rather than those big, grand, and new ones recently built in the country.

#13. Visitors feel it unlikely to return to the country after their first visit here.

#9. Not Given

#12. Not Given

IELTS Preparation Tips: Reading Section

#1.the two “s”.

By the two S here, we mean Skimming and Scanning, that is to skim and scan the lines of the passage. This requires an individual to go through the reading passage in order to get a general understanding of the content and what could be the answers to the questions that follow behind it.

#2.Good Reading Speed

While practising for the IELTS reading section, an individual is asked to read as many passages as he/she can in order to increase their reading speed. This can further help an individual a lot in the future.

#3.Don’t Understand the Full Passage

While sitting in the exam hall, the aim of an individual should not be to understand the entire passage completely because this will put the ability to answer the questions in a timely manner to the test. And after all, your only aim should be to just find the correct answers to the questions.

After reading the above paragraph, we hope that you might have understood it well and have got an idea of how you can further solve the questions related to it or find out the different answers for the various questions being provided. If you have any doubts in your mind regarding the same, just feel free to comment down below and let us know all about it so that we can help you with that in the future because we’ll be more than happy to help you out through this.

Also, if you want more help in any of these reading passages, don’t forget to just check out our other blogs that will help you with the same.

Also Read: The Nature and Aims of Archaeology: Find Reading Answers for IELTS Reading Test

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Sakshi Bachani is a freelance Content Writer and Teacher. She has completed her Bachelor's degree from Delhi University.. She has been a freelance teacher for the past five years and has worked towards helping young kids achieve their dreams. She had also worked as an Intern teacher with an NGO. Apart from writing and teaching, she really enjoys music, animals, and plants. She even has her own little garden which she loves very dearly and can be sometimes seen buying more plants for herself.

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IELTS vocabulary: important words from Cambridge 13 Test 1 Reading section; with meaning and explanations

In this IELTS vocabulary post, we’re looking at all the important words used in Cambridge 13 Test 1 Reading Passages 1, 2 & 3 . Candidates can practice these words with the given meaning and try to make sentences with them in their free time. I hope that these words will help IELTS candidates understand the Reading Test better than before.

IELTS Vocabulary:

Cambridge 13 test 1 reading passage 1: case study: tourism new zealand website.

Authorise (v) – to give power or official control to; empower,

Circumstance (n) –  a state, detail, part, or attribute, with respect to time, place, manner, agent, etc. that accompanies, determines, or modifies a fact or event; a modifying or influencing factor,

Visible (adj) – that can be noticed; perceptible to the eye,

Violin (n) – the hi-pitched instrument of the family of modern curved instruments, held nearly flat by the player’s arm with the lower part held against the collarbone or shoulder,

Ache (n) – to undergo or suffer a continuous, dull pain,

Thought (n) – the act or process of thinking; intellectual activity,

Appropriate (adj) – fitting or suitable for a particular purpose, person, occasion, etc.

Vicinity (n) – the area or region near or about a place; surrounding district; neighborhood,

Vast (adj) – of very great size or proportions; huge; enormous,

Throughout (adv) – from the beginning to the end of,

Task (n) – any work,

Enter (v) – to come or go in,

Suspect (v) – to doubt or mistrust,

Faint (adj) – feeling weak, dizzy, or exhausted; about to lose consciousness,

Stumble (v) – to smack the foot against something, as in walking or running, so as to lurch or fall; trip,

Entry (n) – an act of entering; entrance,

Sharp (adj) – having a thin cutting edge or a fine point; well-adapted for cutting or piercing,

Uranus (n) – the seventh planet in order from the sun that contains 15 moons,

Similar (adj) – having a resemblance or likeness, especially in a general way,

Entitle (v) – to bestow (a person or thing) with a title, right, or claim to something; equip with grounds for laying claim:

Contain (v) – to hold or comprise within its volume or area,

Fever (n) – an unusually high body temperature,

Dizziness (n) – having a feeling of spinning and a tendency to collapse; giddy; vertiginous,

Display (v) – to demonstrate or exhibit; make noticeable,

Consult (v) – to ask for advice or information from; seek guidance from,

Disease (n) – a disordered or incorrectly functioning organ, part, structure in any life form,

Concern (v) – to relate to; be connected with; be of interest or importance to; affect,

Unprecedented (adj) – never done or known before.

Allow (v) – let (someone) have or do something, permit,

Confusion (n) – doubt about what is happening, intended, or required.

Allergy (n) – a harmful immune response by the body to a substance, especially a particular food, pollen, fur, or dust, to which it has become touchy or hypersensitive,

Cambridge 13 Test 1 Reading Passage 2: Why being bored is stimulating and useful, too

Agency (n) – a business or organization offers a particular service on behalf of another business, person, or group.

Ample (adj) – enough or more than enough; plentiful, abundant,

Continental (adj) – forming or belonging to a continent; in, from, or characteristic of mainland Europe,

Deposit (n) – a sum or a fixed figure of money paid into a bank or building society account,

Cruise (v) – sail about in an area without a precise destination, especially with a luxurious big boat or ship for pleasure,

Cheque (n) – an order to a bank to pay a confirmed sum from the drawer’s account, written on a specially printed form,

Attach (v) – connect or fasten (something) to something else,

Cuisine (n) – a fashion or method of cooking, especially as feature of a particular country, region, or establishment,

Dine (v) – eat or take dinner,

Lunch (n) – a meal eaten in the middle of the day, typically one that is lighter or less formal than an evening meal,

Space (n) – an unoccupied area; the corporeal universe away from the earth’s atmosphere,

Spacecraft (n) – a massive transport, in which the outer atmosphere can be travelled,

Federal (adj) – having or connecting to a system of government in which several states form a unity but stay independent in internal affairs, such as in the USA.

Function (v) – operate or work in an appropriate or particular way.

Longer (adj) – comparatively long,

Notice (n) – announcement, notification or warning of something, especially to allow preparations to be made,

Waste (n) – garbage, trash, filth, rubbish, litter, debris,

Park (n) – a big or spacious public garden or area of land used for leisure activities,

Spent (v) (pp of spend) – to pass time or to give money for something,

Cambridge 13 Test 1 Reading Passage 3: Artificial artists

Disk (n) – a flat, thin circular object; a CD or record,

Book (n) – a written or printed work made up of pages glued or sewn together along one side and bound in covers,

Book (v) – to reserve (room, a place, etc.); buy (a ticket) in advance,

Access (n) – the way or opportunity to move toward or enter a place,

Basis (n) – the fundamental support or groundwork for an idea, argument, or process,

Beginner (n) – a person just beginning to learn a skill or take part in an activity; novice, starter,

Credentials (n) – qualifications, achievements, qualities, or aspects of a person’s background, especially when used to point out their appropriateness for something,

Aspect (n) – a specific part or characteristic of something or someone,

Constantly (adv) – regularly, continuously, at a stretch, repeatedly,

Academic (adj) – connecting to education and scholarship,

Conversation (n) – a talk, particularly an informal one, between two or more people, in which different kinds of news and ideas are exchanged,

Desk (n) – table, flat wooden furniture which can be used for reading, writing or doing other works,

Detail (n) – a particular, individual and even a tiny feature,

Employ (v) – to give work to someone and pay for the work,

Enable (v) – provide someone with the authority to do something, make something possible for,

Fit (v) – be of the correct size or shape,

Native (adj) – local,

Home-stay (adj) – relating to staying or being at home,

Include (v) – to have something as a part of something else, or to make something part of something else,

Loan (n) – a thing that is borrowed, especially a sum of money that is expected to be paid back with interest,

Own (adj) – have something as possession

Permit (v) – allow or authorize someone to do something,

Requirement (n) – something that is needed or wanted,

Revise (v) – scrutinize and make amendments or alterations to (written or printed matter),

Tutorial (adj) – relating to a tutor or his/her tuition,

Sign (v) – an event, object, or quality whose presence or occurrence indicates the probable presence or occurrence of something else,

Spreadsheet (n) – a e-document in which data is set in the rows and columns of a grid and can be maneuvered and used in calculations,

Suit (v) – be fitting for or acceptable to,

Summer (n) – the warmest season of the year,

Therefore (adv) – as a result, consequently, for that reason,

Train (v) – instruct (a person or animal) a particular skill or type of behaviour through continuous practice and instruction,

Visitor (n) – someone visiting someone else or somewhere, especially communally or as a tourist,

Whatever (adj) – used to highlight a lack of constraint in referring to anything or amount, no matter what,

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A Comprehensive Guide to Increasing Your Vocabulary and Boosting Your IELTS Score

The International English Language Testing System (IELTS) is a widely recognized English language proficiency test that assesses your skills in listening, reading, writing, and speaking. A strong vocabulary is crucial for success in the IELTS exam as it plays a significant role in all four sections. In this comprehensive guide, I will provide you with […]

Mastering the IELTS: A Comprehensive Vocabulary Guide with 80 Essential Words; with examples

Achieving success in the International English Language Testing System (IELTS) demands more than just grammar and language fluency. A robust vocabulary is a cornerstone of effective communication and essential for obtaining a high band score. In this comprehensive blog post, we present an extensive list of 80 hand-picked IELTS vocabulary words, complete with their word […]

Fulfilling Your Dreams

Cambridge IELTS 13 Academic Reading Test 1 Answer Key

Cambridge 13 reading test 1 answers, reading passage - 1, case study: tourism new zealand website.

Case Study: Tourism New Zealand website reading answers

• environment
• accommodation

Reading Passage - 2

Why being bored is stimulating - and useful, too.

Why being bored is stimulating - and useful, too reading answers

Reading Passage - 3

Artificial artists.

Artificial artists reading answers

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Note: The above content is copyrighted by Cambridge University Press and Cambridge English Language Assessment. We posted this content at the request of IELTS students.

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Dịch đề & phân tích đáp án IELTS Reading Cambridge 13 Test 1

Bài viết bên dưới cung cấp đáp án và phân tích chi tiết cho bài thi IELTS Reading Cambridge 13 Test 1, giúp bạn hiểu rõ từng câu hỏi và chiến lược làm bài hiệu quả. Việc này không chỉ cải thiện khả năng đọc hiểu mà còn tăng cường kỹ năng làm bài để đạt điểm số cao. Để chuẩn bị tốt nhất cho kỳ thi IELTS, hãy đăng ký khoá học IELTS online của chúng tôi, nơi bạn sẽ được học cùng các giảng viên giàu kinh nghiệm và theo lộ trình học tập tối ưu hóa cho từng cá nhân.

Cambridge 13 Test 1 Passage 1: Case study – Tourism Zealand website 

PHẦN 1: DỊCH ĐỀ

A. New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

• long-haul (adj) /ˈlɒŋ hɔːl/: cách xa ENG: involving the transport of goods or passengers over long distances
• make up (verb): chiếm ENG: to form something
• launch a campaign (verb phrase) /lɔːntʃ/: phát động một chiến dịch ENG: to start a series of planned activities that are intended to achieve a particular social, commercial or political aim
• exhilarating (adj) /ɪɡˈzɪləreɪtɪŋ/: hấp dẫn, thú vị ENG: ​very exciting and great fun
• authentic (adj) /ɔːˈθentɪk/: chính thống ENG: known to be real and what somebody claims it is and not a copy

New Zealand là một quốc gia nhỏ có 4 triệu dân, cách xa tất cả các thị trường du lịch lớn trên thế giới. Gần đây du lịch chiếm 9% tổng sản phẩm quốc nội và là lịch vực xuất khẩu lớn nhất quốc gia. Không giống như các lĩnh vực xuất khẩu khác mà sản xuất sản phẩm và bán ra nước ngoài, du lịch mang khách hàng đến New Zealand. Sản phẩm chính là đất nước này – con người, các địa danh và trải nghiệm. Vào năm 1999, ngành Du lịch New Zealand phát động một chiến dịch để giới thiệu một vị trí thương hiệu mới với thế giới. Chiến dịch tập trung vào vẻ đẹp cảnh quan ở New Zealand, các hoạt động ngoài trời hấp dẫn và văn hóa Maori chính thống, và điều này đã làm cho New Zealand trở thành một trong những thương hiệu quốc gia mạnh nhất thế giới.

B . A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism services to the country. Anytourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. (Q1) In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate . And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. (Q2) As part of this, the effect of each business on the environment was considered.

Một yếu tố chủ chốt trong chiến dịch là website www.newzealand.com, nơi cung cấp cho những khách hàng tiềm năng đến New Zealand một cửa ngõ đến tất cả mọi thứ mà nơi này có thể phục vụ. Trung tâm của website là nguồn dữ liệu của các nhà khai thác dịch vụ du lịch, cả hai đều có trụ sở ở New Zealand và nước ngoài và đều cung cấp dịch vụ du lịch cho đất nước này. Bất cứ một công việc kinh doanh nào liên quan đến du lịch đều được liệt kê ra bằng cách hoàn thành một bản mẫu đơn giản. Điều này có nghĩa rằng thậm chí một chiếc giường ngủ hay bữa sáng nhỏ nhất hay các nhà cung cấp hoạt động đặc biệt đều có thể hiện diện trên web với cách tiếp cận với khách du lịch phương xa. Thêm vào đó, bởi các doanh nghiệp tham gia đều có thể cập nhật các chi tiết họ đã cung cấp một cách thường xuyên nên thông tin được cung cấp vẫn chính xác. Và để duy trì cũng như cải thiện các tiêu chuẩn, ngành Du lịch New Zealand tổ chức một chương trình theo đó các tổ chức xuất hiện trên website trải qua sự đánh giá độc lập dựa trên các tiêu chuẩn chất lượng quốc gia đã được đồng thuận trước đó . Và như một phần của chương trình này, ảnh hưởng của mỗi doanh nghiệp đến môi trường cũng được xem xét.

C . To communicate the New Zealand experience, the site also carried features relating to famous people and places. (Q3) One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga . Another feature that attracted a lot of attention was (Q4) an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travellers devise their own customised itineraries . To make it easier to plan motoring holidays, (Q5) the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

• blockbuster (noun) /ˈblɒkbʌstə(r)/: bom tấn, rất thành công ENG: something very successful, especially a very successful book or film
• itinerary (noun) /aɪˈtɪnərəri/: lộ trình, lịch trình ENG: a plan of a journey, including the route and the places that you visit

Để giới thiệu trải nghiệm ở New Zealand, trang web cũng có những yếu tố liên quan đến những con người và địa danh nổi tiếng. Một trong những yếu tố phổ biến nhất là cuộc phỏng vấn với cựu đội trưởng bóng bầu dục đội Zew Zealand All Blacks Tana Umaga. Một yếu tố khác thu hút rất nhiều sự chú ý là một hành trình tương tác qua rất nhiều địa điểm được lựa chọn bởi những bộ phim bom tấn đã sử dụng phong cảnh tuyệt đẹp ở New Zealand để làm bối cảnh. Bởi trang web này phát triển nên các yếu tố khác cũng được thêm vào để giúp cho những người đi du lịch tự túc có thể đặt ra những lịch trình theo ý họ. Để giúp người ta có thể có những kỳ nghỉ được lên kế hoạch đi dễ dàng hơn, trang web đã lên kế hoạch những tuyến đường lái xe phổ biến nhất ở nước này, làm nổi bật lên những tuyến đường khác nhau theo thời tiết, cũng như chỉ ra khoảng cách và thời gian.

D . Later a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. (Q6) There were also links to accommodation in the area . By registering with the website, users could save their Travel Plan and return to it later, or print it out take on the visit. (Q7) The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website .

Sau đó tính năng Travel Planner được thêm vào, cho phép khách du lịch truy cập và đánh dấu những địa điểm hay điểm du lịch m à họ quan tâm, sau đó xem kết quả trên bản đồ. Travel Planner cung cấp các tuyến đường và các sự lựa chọn các phương tiện cộng cộng giữa những nơi đã được chọn. Những thứ này cũng gắn với nơi ở của từng khu vực. Bằng việc đăng ký vào website, người sử dụng có thể lưu lại l ịch trình du lịch của họ và xem lại lịch trình hoặc in ra để mang theo khi đi chơi. Website cũng có phần “Văn bản của bạn” nơi bất cứ ai có thể viết blog về chuyến đi của họ đến New Zealand để đưa vào trang web.

E. The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

Trang web Du Lịch New Zealand thắng được hai giải thưởng Webby cho thành tựu và sự đổi mới trực tuy ế n. Có thể còn quan trọng hơn đó là sự phát triển của ngành du lịch đến New Zealand thực sự ấn tượng. Tổng quan thì tiền chi tiêu cho du lịch tăng trung bình 6.9% mỗi năm giữa năm 1999 và 2004. Du lịch từ Anh đến New Zealand tăng với mức độ xấp xỉ hàng năm là 13% trong các năm từ 2002 đến 2006, so sánh với tỷ lệ 4% cho các chuyến du lịch nước ngoài của người Anh.

F. (Q8) The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests . On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, (Q10) while transport and accommodation account for the remaining 26% . The more activities that visitors undertake, the more satisfied they will be. (Q11) It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life . Many long-haul travellers enjoy such earning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

Trang web được thành lập cho phép cả cá nhân lẫn các tổ chức du lịch có thể tạo nên lịch trình cũng như các gói du lịch để phù hợp với nhu cầu và sở thích của họ. Trên web, khách du lịch có thể tìm kiếm các hoạt động không chỉ bằng vị trí địa lý mà con bởi bản chất đặc thù của các hoạt động. Điều này rất quan trọng bởi nghiên cứu chỉ ra rằng các hoạt động là yếu tố chính khiến khách du lịch hài lòng, đóng góp đến 74% mức độ hài lòng của khác du lịch, trong khi việc đi lại và chỗ ở chiếm 26% còn lại. Khách du lịch tham gia được càng nhiều hoạt động thì họ sẽ càng hài lòng. Điều này cũng cho thấy rằng khách du lịch thích các hoạt động văn hóa nhất khi họ tương tác, ví dụ như đến thăm marea (khu họp mặt) để hiểu thêm về cuộc sống của người Maori truyền thống. Nhiều khách du lịch phương xa thích những trải nghiệm như thế này, những thứ họ có thể kể lại khi trở về với gia đình và bạn bè. Thêm vào đó, có vẻ như khách du lịch đến New Zealand không muốn là “một trong số đám đông” và tìm kiếm những hoạt động chỉ liên quan đến một số người vì nó vừa đặc biệt và có ý nghĩa hơn.

G. It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. (Q13) Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit . However, the underlying lessons apply anywhere-the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

• once-in-a-lifetime (idiom): một lần trong đời ENG: used to describe something special that is not likely to happen to you again

Có thể nói rằng New Zealand không phải là một điểm đến điển hình. New Zealand là một quốc gia nhỏ với nền kinh tế du lịch được tạo ra chủ yếu bởi các doanh nghiệp nhỏ. Nó cũng thường được coi là một quốc gia nói Tiếng Anh an toàn với cơ sở hạ tầng giao thông đáng tin cậy. Do các chuyến bay đường dài, hầu hết các khách du lịch ở dài ngày (thường 20 ngày) và muốn tham quan đất nước này nhiều nhất có thể, và những chuyến đi này thường được xem như là chuyến đi một lần trong đời vậy. Tuy nhiên, những bài học sau đó được áp dụng mọi nơi, đó là sự hiệu quả của thương hiệu lớn mạnh, một chiến lược dựa trên những trải nghiệm độc đáo và một trang web toàn diện, thân thiện với người dùng.

PHẦN 2: PHÂN TÍCH ĐÁP ÁN

Questions 1-7

Complete the able below.

Choose  ONE WORD ONLY  from the passage for each answer.

Write your answers in boxes 1-7 on your answer sheet.

Câu 1 : Vị trí trống cần một động từ nguyên mẫu vì đi theo cấu trúc ‘allow somebody to do something’

Thông tin liên quan : Đoạn B, câu thứ 5, “In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate”

Phân tích : Trong đoạn B tác giả có nói bởi các doanh nghiệp tham gia đều có thể cập nhật các chi tiết họ đã cung cấp một cách thường xuyên nên thông tin được cung cấp vẫn chính xác > động từ thích hợp là ‘update’

Đáp án : update

Câu 2: Vị trí trống cần điền một danh từ nói về ảnh hưởng của các doanh nghiệp đến một khía cạnh nào đó

Thông tin liên quan : Đoạn B, câu cuối cùng, “As part of this, the effect of each business on the environment was considered”

Phân tích : Theo như bài viết, tác giả có nói chương trình này cũng xem xét ảnh hưởng của mỗi doanh nghiệp lên môi trường > ‘environment’ là danh từ cần điền

Đáp án : environment

Câu 3: Vị trí trống cần điền điền một danh từ số ít nói về một người nào đó chơi thể thao ngày xưa

Thông tin liên quan : Đoạn C, câu thứ hai, “One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga”

Phân tích : Trong đoạn C có nhắc đến một cựu vận động viên ruby, và người này làm đội trưởng, vì thế đáp án câu 3 là ‘captain’

Đáp án: captain

Câu 4: Vị trí trống cần một danh từ chỉ rằng các địa điểm này được sử dụng ở đâu

Thông tin liên quan : Đoạn C, câu thứ ba, “an interactive journey through a number of the locations chosen for blockbuster films”

Phân tích : Tiếp sau đó, tác giả có nhắc đến một chuyến du lịch tương tác đến nhiều địa điểm mà đã được chọn làm bối cảnh cho các bộ phim bom tấn, và ‘films’ là từ còn thiếu để điền vào chỗ trống

Đáp án : films

Câu 5: Cần điền một danh từ đến nói rằng thông tin về các tuyến lái xe phụ thuộc vào yếu tố nào

Thông tin liên quan: Đoạn C, câu cuối cùng, “To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times”

Phân tích : Tiếp tục trong đoạn C tác giả có đề cập đến driving routes, và khẳng định các lộ trình này có thể khác nhau theo mùa và chỉ ra các khoảng cách và thời gian. Vậy thông tin cần điền là ‘season’

Đáp án : season

Câu 6: Thông tin cần điền là danh từ đi cùng/ được bổ sung bởi tính từ ‘local’

Thông tin liên quan : Đoạn D, câu thứ ba, “There were also links to accommodation in the area”

Phân tích : Trong đoạn D tác giả nhắc đến Travel Planner, một tính năng mà có thể gợi ý cho khách du lịch về giao thông công cộng, bản đồ và các đường dẫn đến nơi ở trong khu vực. Đối chiếu từ đồng nghĩa, đáp án cần điền là ‘accommodation’

Đáp án : accommodation

Câu 7. Cần điền một danh từ đi với tính từ sở hữu ‘their’

Thông tin liên quan : Đoạn D, câu cuối cùng, “The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website”

Phân tích : Ở cuối đoạn D tác giả viết rằng website cũng có phần “Từ khóa của bạn”, là nơi bất cứ ai có thể đưa ra một bài blog về chuyến đi của họ đến New Zealand để đưa vào trang web > Nên từ cần điền là ‘blog’

Đáp án: blog

Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In  boxes 8-13 on your answer sheet, write

• TRUE                 if the statement agrees with the information
• FALSE              if the statement contradicts the information
• NOT GIVEN      if there is no information on this

8. The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

Dịch câu hỏi: Trang web www.newzealand.com nhằm mục đích cung cấp những hành trình và các gói có sẵn cho các công ty du lịch cũng như các hành khách tự túc.

Thông tin liên quan : Đoạn F, câu đầu tiên, “The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests”

Phân tích : Trong bài đọc tác giả có nhắc đến mục đích của trang web là cho phép các tổ chức du lịch và cá nhân tự tạo nên lịch trình và các gói du lịch phù hợp với họ, chứ không phải là đưa ra các gói có sẵn. Vì thế đáp án là False.

Đáp án: False

9. It was found that most visitors started searching on the website by geographical location.

Dịch câu hỏi: Người ta thấy rằng hầu hết các khách du lịch bắt đầu tìm kiếm trên web bằng vị trí địa lý

Phân tích : Trong đoạn F tác giả có nhắc đến các khách du lịch có thể tìm kiếm thông tin về các hoạt động không chỉ bằng vị trí địa lý mà còn bởi đặc điểm tự nhiên của hoạt động trên website, tuy nhiên không nhắc gì đến số lượng khách du lịch làm các việc này hay so sánh cách tìm kiếm này với cách khác, tức không có thông tin so sánh. Từ để chúng ta làm đáp án là Not Given

Đáp án: Not Given

10. According to research, 26% of visitor satisfaction is related to their accommodation.

Dịch câu hỏi: Theo như nghiên cứu, 26% sự hài lòng của khách du lịch liên quan đến nơi ở của họ

Thông tin liên quan: Đoạn F, câu thứ ba, […] while transport and accommodation account for the remaining 26%.

Phân tích đáp án :   Câu hỏi nói rằng 26% sự hài lòng của khách du lịch là dựa vào nơi ở, nhưng trong bài văn thì 26% này bao gồm cả nơi ở và việc di chuyển đi lại, tức là tỉ lệ hài lòng về nơi ở phải thấp hơn 26%. Vì thế đáp án là False.

11. Visitors to New Zealand like to become involved in the local culture.

Dịch câu hỏi: Các khách du lịch đến New Zealand thích tham gia vào văn hóa ở địa phương

Thông tin liên quan : Đoạn F, câu thứ năm, “It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a  marae  (meeting ground) to learn about traditional Maori life”

Phân tích : Trích dẫn chỉ ra rõ rằng khách du lịch thích các hoạt động văn hóa nhất khi họ tương tác, ví dụ như đến thăm các marae-khu họp mặt để hiểu thêm về cuộc sống của người Maori truyền thống. Vậy đáp án là True

Đáp án: True

12. Visitors like staying in small hotels in New Zealand rather than in larger ones.

Dịch câu hỏi : Khách du lịch thích ở khách sạn nhỏ ở New Zealand hơn là ở trong các khách sạn lớn

Phân tích : Không có thông tin trong bài đọc về việc sống trong khách sạn

Đáp án : Not Given

13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.

Dịch câu hỏi : Nhiều khách du lịch cảm thấy việc họ sẽ quay trở lại New Zealand sau chuyến đi là điều không thể

Thông tin liên quan : Đoạn G, câu thứ tư, “Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit”

Phân tích : Trong đoạn cuối tác giả có nói nhiều khách du lịch ở lại đây lâu hơn… vì đó là chuyến đi một lần trong đời của họ > điều đó đồng nghĩa họ có thể không quay lại đây nữa

Đáp án : True

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Cambridge 13 Test 1 Passage 2:  Why being bored is stimulating and useful, too 

A . We all know how it feels – it’s impossible to keep your mind on anything, time stretches out , and all the things you could do seem equally unlikely to make you feel better. (Q14) But defining boredom so that it can be studied in the lab has proved difficult . For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated   and restless counts as boredom, too. (Q20) In his book, Boredom: A Lively History, Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests .

• stretch out (verb): kéo dài ra ENG: to make a process or task continue for a longer period of time than was orginally planned
• agitate (verb) /ˈædʒ.ɪ.teɪt/: khiến ai lo lắng ENG: to make somebody feel worried or angry
• restless (adj) /ˈrestləs/: vô cảm ENG: unable to stay still or be happy where you are, because you are bored and need a change
• disgust (noun) /dɪsˈɡʌst/: sự chán nản ENG: a strong feeling of dislike for somebody/something that you feel is unacceptable, or for something that looks, smells, etc. unpleasant

Chúng ta đều biết cảm giác đó như thế nào – tâm trí chúng ta không thể tập trung vào bất cứ điều gì, thời gian kéo dài ra, và tất cả những gì chúng ta làm đều có vẻ không khiến chúng ta cảm thấy tốt hơn. Thế nhưng định nghĩa sự buồn chán để nghiên cứu nó trong phòng thí nghiệm lại khá khó khăn. Ban đầu, sự buồn chán có thể bao gồm nhiều trạng thái tinh thần, ví dụ như sự thất vọng, sự lãnh đạm, trầm cảm hay thờ ơ. Thậm chí còn không có sự thống nhất về vấn đề buồn chán là tình trạng luôn thiếu năng lượng, vô cảm hay cảm giác lo âu bồn chồn cũng được coi là tình trạng buồn chán. Trong cuốn sách của mình là “Boredom: A lively History”, Peter Toohey ở trường đại học Calgary, Canada so sánh nó với sự chán ghét – một cảm xúc làm cho chúng ta tránh xa một số trường hợp. Ông ấy nêu ra: “Nếu sự chán ghét bảo vệ con người bởi sự ảnh hưởng thì sự buồn chán có thể bảo vệ họ bởi những tình huống xã hội nhất định”.

B . (Q15) By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic . These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is.  Intriguingly , Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. (Q21) Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion . The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

• apathetic (adj) /ˌæpəˈθetɪk/: vô cảm ENG: showing no interest or enthusiasm
• intriguingly (adv) /ɪnˈtriːɡɪŋli/: theo một cách thú vị/ kì lạ ENG: in a way that is very interesting because it is unusual or does not have an obvious answer

Bằng việc hỏi nhiều người về những trải nghiệm về sự buồn chán, Thomas Goetz và nhóm của ông tại trường đại học Konstanz ở Đức gần đây đã xác định được năm loại buồn chán khác nhau: thờ ơ, định mức, tìm kiếm, phản ứng hay vô cảm. Những loại này có thể được nằm trên hai trục: một trục chạy từ trái sang phải để đo mức từ thấp đến cao, và trục còn lại chạy từ trên xuống dưới để đo cảm xúc là tích cực hay tiêu cực. Kỳ lạ thay, Goetz thấy rằng trong khi mọi người đều trải nghiệm tất cả các loại buồn chán thì họ cũng có xu hướng chuyên về một loại nào đó. Trong năm loại thì loại gây tổn hại nhiều nhất là buồn chán phản ứng hóa học với sự kết hợp bùng nổ của cảm xúc kích thích và tiêu cực cao. Loại tốt nhất là trạng thái buồn chán thờ ơ: một số người chẳng tham gia vào việc gì giúp họ thoả mãn cả nhưng họ vẫn cảm thấy thư giãn và bình tĩnh. Tuy nhiên, chúng ta vẫn nên nhìn nhận liệu có những nét tính cách báo trước chúng ta thuộc nhóm nào.

C . Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. All emotions are there for a reason, including boredom,’ she says Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. (Q16) Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander . In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Nhà tâm lý học Sandi Mann ở trường đại học Central Lancashire, UK nghiên cứu sâu hơn. Cô ấy nói: “Tất cả các cảm xúc tồn tại đều có lý do, bao gồm cả sự buồn chán”. Cô ấy thấy rằng buồn chán làm cho chúng ta sáng tạo hơn. “Chúng ta đều sợ buồn chán nhưng sự thật là nó có thể dẫn đến tất cả những điều tuyệt vời”. Trong những thí nghiệm được công bố năm ngoái, Mann thấy rằng những người bị làm cho buồn chán bởi việc sao chép số điện thoại ra khỏi danh bạ trong vòng 15 phút nảy ra nhiều ý tưởng sáng tạo về việc sử dụng một cái cốc nhựa hơn là một nhóm bị kiểm soát. Mann kết luận rằng một hoạt động thụ động, buồn chán là tốt nhất cho sự sáng tạo bởi nó cho phép đầu óc người ta đi lang thang. Thực ra, cô ấy đi xa như vậy để cho chúng ta thấy chúng ta nên tìm thêm nhiều sự buồn chán trong cuộc sống này.

D . Psychologist John Eastwood at York University in Toronto, Canada isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive , he adds. (Q17) ‘ Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester’ . For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. (Q24) T his causes an inability to focus on anything, which makes time seem to go painfully slowly . (Q22) What’s more, your efforts to improve the situation can end up making you feel worse . ‘People try to connect with the world and if they are not successful there’s that frustration and irritability ,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to a state where we don’t know what to do any more, and no longer care.

• adaptive (adj) /əˈdæptɪv/: có tính thích nghi ENG: connected with changing; able to change when necessary in order to deal with different situations
• frustration (noun) /frʌˈstreɪʃn/: sự thất vọng ENG: the feeling of being frustrated
• irritability (noun) /ˌɪrɪtəˈbɪləti/: tức giận ENG: the fact of tending to get annoyed easily

Nhà tâm lý học John Eastwood ở trường đại học York ở Toronto, Canada không bị thuyết phục. Ông ấy nói: “Nếu đầu óc bạn đang đi lang thang thì bạn không phải đang buồn chán. Theo quan điểm của tôi, định nghĩa buồn chán là một trạng thái không mong muốn”. Ông ấy nói thêm rằng điều đó không nhất thiết có nghĩa rằng nó không có tính thích nghi. “Nỗi đau mang tính thích ứng – nếu chúng ta không có nỗi đau về thể chất thì những điều tồi tệ sẽ xảy ra với chúng ta. Liệu điều này có nghĩa rằng chúng ta nên chủ động gây ra nỗi đau không? Không. Nhưng thậm chí nếu sự buồn chán đã phát triển để giúp chúng ta tồn tại thì việc để nó bùng phát vẫn là một điều không tốt ”. Với Eastwood, tính chất đặc trưng của sự buồn chán là chúng ta không thể đặt “hệ thống tập trung” của chúng ta vào một guồng quay. Điều này dẫn đến việc người ta không thể tập trung vào bất cứ cái gì, và điều này dần dần sẽ dẫn đến việc tổn thương một cách từ từ. Hơn nữa, dù bạn cố gắng cải thiện tình hình, bạn chỉ cảm thấy mọi thứ tồi tệ hơn . Ông nói tiếp: “Người ta cố gắng kết nối với thể giới và nếu không thành công thì sẽ dẫn đến sự thất vọng và tức giận”. Có lẽ đáng lo ngại nhất là việc liên tục thất bại trong việc gây sự chú ý có thể dẫn đến một trạng thái mà chúng ta không biết phải làm gì nữa hay cũng chẳng còn quan tâm đến mọi thứ xung quanh nữa.

E . Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality.(Q18/25-26) Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold . More evidence that boredom has  detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. (Q22) But of course, boredom itself cannot kill -it’s the things we do to deal with it that may put us in danger. What can we do to  alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

• alleviate (verb) /əˈliːvieɪt/: làm giảm đi ENG:  to make something less severe
• detrimental (adj) /ˌdetrɪˈmentl/: có hại ENG: harmful

Nhóm của Eastwood giờ đây đang cố gắng khám phá xem tại sao người buồn chán không thể tập trung. Đó mới chỉ là những ngày đầu nhưng họ nghĩ một trong những lý do là tính cách. Thiên hướng buồn chán kết nối với nhiều đặc điểm khác nhau. Những người mà được thúc đẩy bằng sự hài lòng có vẻ như phải chịu đựng sự buồn chán một cách tồi tệ. Những đặc điểm tính cách khác như tò mò thì lại quen với mức độ buồn chán cao. Nhiều chứng cứ cho thấy rằng sự buồn chán có ảnh hưởng tiêu cực đến từ những nghiên cứu về những người ít nhiều có thiên hướng nhàm chán hơn. Điều này có nghĩa rằng những người chán nản thường dễ phải đối mặt với những triển vọng kém trong học hành, công việc hay thậm chí trong cuộc sống nói chung. Tuy nhiên, sự buồn chán không thể mất đi – những điều mà chúng ta làm để xoá đi sự buồn chán có thể khiến chúng ta nguy hiểm. Vậy chúng ta cần làm gì để giảm được sự buồn chán? Nhóm của Goetz có một gợi ý. Khi nghiên cứu trẻ vị thành niên, họ thấy rằng những người đương đầu chấp nhận sự buồn chán, hay nói khác đi là họ ngặm nhấm nỗi buồn và mắc kẹt trong nỗi buồn, chính ra lại trở nên ít buồn hơn so với những người cứ cố phớt lờ và ăn vặt, xem ti vi, mạng xã hội để bản thân không còn nghĩ về nỗi buồn.

F . (Q19/23) Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom . ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. (Q19) So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way .

Nhà tâm lý học Francoise Wemelsfelder suy đoán rằng lối sống quá kết nối của chúng ta có thể là một nguồn cơn mới cho sự buồn chán. Bà nói: “Trong xã hội hiện đại của loài người có rất nhiều sự kích thích quá mức nhưng vẫn có nhiều vấn đề đang cần được tìm ra ý nghĩa”. Vì thế thay vì tìm sự thúc đẩy về mặt tinh thần, chúng ta nên để điện thoại sang một bên và coi buồn chán là nguồn động lực cho chúng ta hòa nhập với thể giới một cách có ý nghĩa hơn.

Questions 14-19

Reading Passage 2 has six paragraphs,  A-F.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number,  i-viii,  in boxes 14-19 on your answer sheet.

List of Headings

• i     The productive outcomes that may result from boredom Dịch: Những tác dụng của sự buồn chán
• ii     What teachers can do to prevent boredom Dịch: Những điều giáo viên có thể làm để ngăn chặn sự buồn chán
• iii     A new explanation and a new cure for boredom Dịch: Một sự giải thích mới và phương pháp chữa trị mới cho sự buồn chán
• iv    Problems with a scientific approach to boredom Dịch: Các vấn đề của tiếp cận khoa học tới sự buồn chán
• v    A potential danger arising from boredom Dịch: Mối nguy hiểm tiềm tàng phát sinh từ sự buồn chán
• vi     Creating a system of classification for feelings of boredom Dịch: Tạo nên một hệ thống phân loại các cảm giác buồn chán
• vii    Age groups most affected by boredom Dịch: Các nhóm tuổi bị ảnh hưởng nhiều nhất bởi sự buồn chán
• viii    Identifying those most affected by boredom Dịch: Phân loại những ai bị ảnh hưởng nhiều nhất bởi sự buồn chán

14. Paragraph A

Thông tin liên quan: Đoạn A, câu thứ hai, “But defining boredom so that it can be studied in the lab has proved difficult”

Phân tích: Trong bài văn, tác giả khẳng định: Việc xác định sự buồn chán để nó có thể được nghiên cứu trong phòng thí nghiệm được chứng minh khá khó khăn > đồng nghĩa với việc tiếp cận khoa học gặp nhiều vấn đề > phù hợp tiêu đề iv

15. Paragraph B

Thông tin liên quan: Đoạn B, câu đầu tiên, “By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic”

Phân tích: Trong trích dẫn tác giả có chỉ ra nhóm của nhà khoa học Thomas Goetz đã chia sự buồn chán thành 5 nhóm chính… > Phù hợp với tiêu đề vi liên quan đến phân loại cảm giác nhàm chán

16. Paragraph C

Thông tin liên quan: Đoạn C, câu thứ hai từ dưới lên, “[…] she says Mann has found that being bored makes us more creative […] Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander”

Phân tích: Trong trích dẫn tác giả chỉ ra rằng sự buồn chán làm chúng ta sáng tạo hơn bởi nó cho phép tâm trí chúng ta dạo chơi lang thang > Đây là tác dụng của sự buồn chán > Phù hợp với tiêu đề i

17. Paragraph D

Thông tin liên quan: Đoạn D, câu thứ năm, ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester’

Phân tích : Trong trích dẫn tác giả có đề cập đến việc sự buồn chán có thể là độc hại nếu nó bùng phát > tương đương với tác hại, mối nguy hiểm của sự buồn chán > phù hợp với tiêu đề v

18. Paragraph E

Thông tin liên quan: Đoạn E, câu thứ ba, “[…] Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold.”

Phân tích: Trong trích dẫn tác giả có nói thiên hướng của sự buồn chán có mối liên quan đến nhiều tính cách khác nhau, sau đó đưa ra ví dụ về những người có sự hài lòng thì lại bị ảnh hưởng trầm trọng trong khi những người có tính tò mò thì lại quen với mức độ buồn chán cao > chỉ ra những người bị ảnh hưởng nhiều nhất bởi sự buồn chán chính là những người được khích lệ bởi sự hài lòng > Tiêu đề viii là phù hợp

Đáp án: viii

19. Paragraph F

Thông tin liên quan : Đoạn F, câu cuối cùng, “So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way”

Phân tích: Trong trích dẫn người viết chỉ ra 2 vế: Thứ nhất nhà khoa học giả sử rằng nguyên nhân mới cho sự buồn chán có thể là do lối sống quá kết nối của chúng ta > đây chính là một sự giải thích mới về sự buồn chán. Tiếp đó ông đưa ra giải pháp đó là chúng ta nên tránh xa điện thoại, sử dụng sự buồn chán để làm động lực để hòa nhập với thế giới này theo cách có ý nghĩa hơn > đây chính là phương pháp chữa trị mới cho sự buồn chán.

Đáp án : iii

Questions 20-23

Look at the following people (Questions 20-23) and the list of ideas below. Match each person with the correct idea, A-E. Choose the correct letter, A-E, in boxes 20-23 on your answer sheet.

List of Ideas

• A  The way we live today may encourage boredom. Dịch: Cách chúng ta sống hôm nay có thể khuyến khích sự buồn chán
• B  One sort of boredom is worse than all the others. Dịch: Một loại buồn chán tồi tệ hơn các loại khác
• C  Levels of boredom may fall in the future. Dịch: Các mức độ của sự buồn chán có thể giảm xuống trong tương lai
• D  Trying to cope with boredom can increase its negative effects. Dịch: Nỗ lực để đối mặt với sự buồn chán có thể làm tăng những tác động tiêu cực của nó
• E  Boredom may encourage us to avoid an unpleasant experience. Dịch: Sự buồn chán có thể khuyến khích chúng ta tránh được một trải nghiệm khó chịu

20. Peter Toohey

Thông tin liên quan: Đoạn A, câu cuối cùng, “In his book,  Boredom: A Lively History,  Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests”

Phân tích: Cuối đoạn A, khi nêu ra quan điểm của nhà khoa học Peter Toohey, tác giả có trích dẫn rằng nhà khoa học này khẳng định sự buồn chán có thể bảo vệ con người với những tình huống bị ảnh hưởng bởi xã hội > tương đương đáp án E

21. Thomas Goetz

Thông tin liên quan: Đoạn B, câu thứ tư, “Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion”

Phân tích: Trong đoạn văn nói về ý kiến của Thomas Goetz, tác giả có viết rằng trong năm loại buồn chán thì loại nguy hiểm nhất buồn chán phản ứng hoá học kết hợp với sự bùng bổ của cảm xúc kích thích và tiêu cực cao > Vậy đây là loại buồn chán tệ hơn so với tất cả các loại khác.

22. John Eastwood

Thông tin liên quan: Đoạn D và E, “What’s more, your efforts to improve the situation can end up making you feel worse […] But of course, boredom itself cannot kill -it’s the things we do to deal with it that may put us in danger”

Phân tích: Cả 2 câu này đều khẳng định mọi nỗ lực chúng ta làm để giải quyết vấn đề buồn chán đều làm cho chúng ta cảm thấy tệ hơn hoặc thậm chí đặt chúng ta vào nguy hiểm > Đáp án D là hợp lý

23. Francoise Wemelsfelder

Thông tin liên quan: Đoạn F, câu đầu tiên, “Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom”

Phân tích: Tác giả có nhắc đến ý kiến của ông Francoise Wemelsfelder rằng lối sống quá gắn kết có thể là nguyên nhân mới cho sự nhàm chán > đồng nghĩa với việc lối sống khuyến khích sự buồn chán > phù hợp với đáp án A

Questions  24-26

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 24-26 on your answer sheet.

Responses to boredom – Các phản ứng tới sự buồn chán

24. For John Eastwood, the central feature of boredom is that people cannot ………….. due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable.

Dịch : Với John Eastwood, đặc tính trung tâm của sự buồn chán là mọi người không thể ……… bởi một sự thất bại trong hệ thống tập trung, và vì thế kết quả là họ trở nên nản chí và dễ nổi cáu.

> Vị trí trống cần một động từ nguyên mẫu đi sau ‘cannot’

Thông tin liên quan : Đoạn D, câu thứ 6-7, “For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly […] People try to connect with the world and if they are not successful there’s that frustration and irritability.

Phân tích : Dựa vào trích dẫn có thể thấy sự buồn chán khiến người ta không tập trung vào bất cứ điều gì được, và khi người ta không thể kết nối với thế giới thì sẽ xảy ra sự nản lòng và tức giận > Động từ cần điền là ‘focus’

Đáp án: focus

25 + 26. His team suggests that those for whom  ……… is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of ……… generally cope with it.

Dịch : Nhóm của ông cho rằng những người mà có ………. là mục tiêu quan trọng trong cuộc sống có thể có những vấn đề khi đối mặt với sự buồn chán, trong khi những người mà có tính cách của ……….   lại thường đối mặt được với nó

> Cả hai vị trí đều cần danh từ mô tả đặc điểm tính cách của con người

Thông tin liên quan : Đoạn E, câu thứ ba, “People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold”

Phân tích : Trong trích dẫn tác giả đưa ra ý kiến của nhóm ông Eastwood và khẳng định những người mà được truyền động lực bằng sự hài lòng sẽ phải chịu hậu quả đặc biệt nặng nề, trong khi người có tính tò mò lại quen với ngưỡng buồn chán cao > Nên hai tính cách cần điền lần lượt là ‘pleasure’ và ‘curiosity’

Đáp án : 25. pleasure        26.curiosity

Tự học IELTS tại nhà chỉ từ 1.2 triệu?

Tham khảo ngay Khóa học IELTS Online dạng video bài giảng

Giải pháp tự học IELTS tại nhà, tiết kiệm chi phí , linh hoạt thời gian nhưng đảm bảo hiệu quả . Khóa học dạng video bài giảng có lộ trình học từng ngày chi tiết. Học viên học lý thuyết qua video bài giảng, thực hành Listening Reading trực tiếp trên website, còn Writing Speaking được chấm chữa trực tiếp bởi cô Thanh Loan. Mọi bài giảng đều có tài liệu học tập đi kèm.

Cambridge 13 Test 1 Passage 3: Artificial artists

A . The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. (Q27) Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates art that could not have been imagined by the programmer.

• prestigious (adj) /preˈstɪdʒəs/: uy tín ENG: respected and admired as very important or of very high quality

Painting Fool là một trong những chương trình máy tính được những người sáng lập ra nhận định rằng chúng sở hữu tài năng sáng tạo. Những bản nhạc cổ điển được một nhà soạn nhạc nhân tạo làm cho khán giả thích thú, và thậm chí khiến cho họ tin rằng con người mới là chủ nhân thật sự sau những bản nhạc kia. Những tác phẩm nghệ thuật được vẽ bởi robot được bán với giá hàng nghìn dollar và được treo trong các phòng triển lãm danh giá. Và phần mềm được xây dựng nên để tạo ra nghệ thuật thì cũng vượt quá cả sự tưởng tượng của nhà lập trình.

B . Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. (Q28) T hey are worried that it is taking something special away from what it means to be human .’

• sophisticated (adj) /səˈfɪstɪkeɪtɪd/: phức tạp, tinh vi ENG: (of a machine, system, etc.) clever and complicated in the way that it works or is presented

Loài người là loài duy nhất thường xuyên thực hiện các trình diễn nghệ thuật phức tạp và giàu tính sáng tạo. Geraint Wiggins, một nhà nghiên cứu về trí tuệ máy tính (sự sáng tạo của máy tính) tại Goldsmiths, trường đại học Luân Đôn đặt ra câu hỏi: “Nếu chúng ta phá vỡ quy trình này thành đoạn mã máy tính thì sự sáng tạo của con người sẽ đi về đâu? Đây là câu hỏi về phần vô cùng cốt lõi của con người. Nó làm cho nhiều người cảm thấy sợ hãi. Họ lo lắng rằng robot đang dần có được những thứ rất đặc biệt mà chỉ con người mới có”.

C . To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Theo khía cạnh nào đó, chúng ta đều quen thuộc với hoạt động nghệ thuật được “máy tính hóa”. Câu hỏi ở đây là: vậy đâu sẽ là nơi công việc của một người nghệ sĩ sẽ dừng lại và sức sáng tạo của máy tính được bắt đầu? Quan sát một trong những nghệ sĩ máy móc lão làng nhất, Aaron, một con robot đã có được những bức họa được triển lãm tại London’s Tate Modern và Bảo tàng nghệ thuật hiện đại San Francisco. Aaron có thể tự mình cầm cọ và vẽ nên một bức tranh sơn dầu. Có thể rất ấn tượng, nhưng nó vẫn chỉ nhỉnh hơn một công cụ vì bức tranh mà nó thể hiện chính là ý tưởng sáng tạo của người lập trình ra nó.

D . Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. (Q29) Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material . The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch . One of its original works is a series of fuzzy landscapes, depicting trees and sky. (Q30) While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art . After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. The same should be true of a machine.’ Software bugs can also lead to unexpected results. (Q31) Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie , ghostlike quality . Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

• come up with (phrasal verb): sáng tạo ra, nảy ra ENG: to find or produce an answer, a sum of money, etc.
• trawl (verb) /trɔːl/: chọn lọc ENG: to search through a large amount of information or a large number of people, places, etc. looking for a particular thing or person
• do something from scratch (idiom): làm từ đầu ENG: from the very beginning, not using any of the work done earlier
• arise from (verb) /əˈraɪz/: xảy ra ENG: (especially of a problem or a difficult situation) to happen; to start to exist
• eerie (adj) /ˈɪəri/: ma mị ENG: strange, mysterious and frightening
• palette (noun) /ˈpælət/: bảng ENG: a thin board with a hole in it for the thumb to go through, used by an artist for mixing colours on when painting

Simon Colton, nhà thiết kế của chương trình Painting Fool kiên quyết khẳng định rằng sản phẩm của anh ấy sẽ không nhận những lời phê bình tương tự. Không giống như những “nghệ sĩ” đời trước như Aaron, chương trình Paiting Fool chỉ cần những chỉ dẫn đơn giản và có thể tự mình tạo ra một ý tưởng riêng từ các dữ liệu trên Internet. Chương trình này được chạy trên các trang web tìm kiếm riêng của nó và chọn lọc thông tin cả trên các mạng xã hội. Và rồi đây, nó cũng sẽ cho thấy khả năng của sự tưởng tượng bằng việc tạo nên những bức tranh mà không cần đến bất cứ một sự chuẩn bị hay ý niệm nào có từ trước. Một trong những tác phẩm đầu tiên của phần mềm này là một loạt những bức tranh phong cảnh mờ ảo phác họa lại những hàng cây và bầu trời. Trong khi có một số người sẽ cho rằng những bức tranh này chỉ có được cái nhìn của những cỗ máy, nhưng Colton đã phản biện rằng những phản ứng này nổi lên từ chuẩn mực khắt khe của con người đối với những tác phẩm nghệ thuật được tạo ra bởi các phần mềm và các nghệ sĩ. Sau cùng ông nói, hãy xem xét việc phần mềm Painting Fool đã vẽ nên những bức tranh phong cảnh mà không dựa trên bất cứ một bức ảnh nào. Ông ấy cũng chỉ ra rằng “Nếu là một đứa trẻ tự mình vẽ ra một hình ảnh mới, hẳn là bạn sẽ cho rằng đứa bé đang sở hữu một mức độ nhất định của trí tưởng tượng. Và điều tương tự như vậy rất có thể cũng đúng với một chiếc máy. Những lỗi của một phần mềm cũng có thể dẫn đến những kết quả không thể đoán trước được. Một vài bức vẽ của Painting Fool về một chiếc ghế được hoàn thành với chỉ 2 màu trắng và đen nhờ có một vài lỗi kĩ thuật nhỏ đã xảy ra. Điều này đã mang đến một hiệu ứng ma mị cho cả bức tranh. Các nghệ sĩ nổi tiếng như Ellsworth Kelly đã từng được ca ngợi vì đã sử dụng những bảng màu rất giới hạn để tạo nên tác phẩm, vậy tại sao đối với những chiếc máy tính lại không?

E. (Q32) Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who have had millennia to develop our skills . Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. (Q33) Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach . Not everyone was impressed however. (Q34) Some, such as Wiggins, have blasted Cope’s work as pseudoscience , and condemned him for his deliberately vague explanation of how the software worked . Meanwhile, (Q35) Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulse s. (Q36 ) When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him . Amid such controversy, Cope destroyed EMI’s vital databases.

• subtle (adj) /ˈsʌtl/: tài tình ENG: behaving or organized in a clever way, and using indirect methods, in order to achieve something
• revere somebody as something (verb) /rɪˈvɪə(r)/: ngưỡng mộ ENG: to admire and respect somebody/something very much
• fool (verb) /fuːl/: đánh lừa ENG: to trick somebody into believing something that is not true
• blast somebody/something (for something/for doing something)/blɑːst/: chỉ trích ENG: (informal)  to criticize somebody/something severely
• pseudoscience (noun) /ˈsuːdəʊsaɪəns/: sự giả khoa học ENG: a set of theories, beliefs or methods that some people claim are based on scientific fact even though in reality they are not
• condemn (verb) /kənˈdem/: quy kết ENG: to say very strongly that you think something is bad, usually for moral reasons
• outrage (verb) /ˈaʊtreɪdʒ/: làm tức gịận ENG: to make somebody very shocked and angry

Những nhà nghiên cứu như Colton không cho rằng việc so sánh khả năng sáng tạo của những chiếc máy một cách trực tiếp với khả năng này của con người là đúng đắn vì chúng ta đã có hàng thiên niên kỉ để có thể phát triển những kĩ năng này. Mặc dù vậy, những nhà nghiên cứu khác cũng bị cuốn theo triển vọng của máy có thể tạo nên những tác phẩm nghệ thuật nguyên bản và tài tình như những nghệ sĩ tuyệt vời nhất. Nhưng cho đến nay chỉ có một người đã làm được. Nhà soạn nhạc David Cope đã phát minh ra một phần mềm mang tên “Experiments in musical inteligence – Thí nghiệm trong trí thông minh âm nhạc” hoặc viết tắt là EMI. EMI không chỉ có thể tạo ra những đoạn nhạc theo phong cách của Cope mà còn có thể chơi những bản nhạc của những nhạc sĩ cổ điển nổi tiếng như Bach, Chopin hay Mozart. Khán giả đã xúc động và cả những chuyên gia về âm nhạc cổ điển cùng bị EMI thôi miên trong suy nghĩ rằng họ đang được lắng nghe thần đồng âm nhạc Bach. Tuy nhiên không phải tất cả mọi người đều cảm thấy ấn tượng với những gì Cope đã làm, như Wiggins, ông chỉ trích công trình của Cope như một sự giả khoa học và quy kết Cope bởi sự giải thích xem cái phần mềm này hoạt động như thế nào còn khá mờ nhạt. Trong khi đó, Douglas Hofstadter của trường Đại Học Indiana nói rằng những phiên bản sao chép do EMI tạo ra vẫn dựa hoàn toàn trên những sự sáng tạo bất chợt trong bản gốc của các nghệ sĩ. Khi những khán giả biết được sự thật, họ thường rất giận dữ với Cope, và một người yêu nhạc thậm chí đã cố gắng đánh Cope. Giữa luồng tranh luận đó, Cope đã phá đi hệ thống dữ liệu quan trọng của EMI.

Questions 27-31

Choose the correct letter, A, B, C or D. Write the correct letter in boxes 27-31 on your answer sheet.

27. What is the writer suggesting about computer-produced works in the first paragraph?

• A. People’s acceptance of them can vary considerably.
• B. A great deal of progress has already been attained in this field.
• C. They have had more success in some artistic genres than in others.
• D. The advances are not as significant as the public believes them to be.

Dịch : Tác giả muốn nói điều gì về các tác phẩm được tạo nên bởi máy tính trong đoạn văn đầu tiên?

• A. Sự chấp nhận của mọi người về các tác phẩm tạo nên do máy tính có thể thay đổi đáng kể
• B. Sự tiến bộ khá lớn đã đạt được trong lĩnh vực này
• C. Chúng đạt được thành công trong một số thể loại nghệ thuật hơn so với các thể loại khác
• D. Sự tiến bộ không đáng kể như những gì mà công chúng nghĩ

Thông tin liên quan : Đoạn A, câu cuối cùng, “Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates art that could not have been imagined by the programmer”

Phân tích: Trong trích dẫn tác giả chỉ ra rằng một số tác phẩm nghệ thuật được tạo ra bởi robot đã được bán với giá hàng nghìn dollar, được treo trong các phòng triển lãm tranh danh giá, đồng thời có một phần mềm đã và đang được tạo ra và nó còn vượt quá cả trí tưởng tượng của người tạo ra nó > Tương đương với việc các tác phẩm này đã tạo nên khá nhiều thành công > Tương đương với đáp án B

28. According to Geraint Wiggins, why are many people worried by computer art?

• A. It is aesthetically inferior to human art.
• B. It may ultimately supersede human art.
• C. It undermines a fundamental human quality.
• D. It will lead to a deterioration in human ability.

Dịch : Theo Geraint Wiggins, tại sao nhiều người lo lắng về nghệ thuật máy tính?

• A. Về mặt thẩm mỹ nó kém hơn so với nghệ thuật con người tạo ra
• B. Sau cùng nó có thể thay thế nghệ thuật của con người
• C. Nó làm suy yếu phẩm chất cơ bản của con người
• D. Nó có thể dẫn đến khả năng của con người bị suy yếu

Thông tin liên quan : Đoạn B, câu cuối cùng, “They are worried that it is taking something special away from what it means to be human”

Phân tích : Trong trích dẫn tác giả có nói họ đang lo rằng những thứ rất đặc biệt mà chỉ con người mới có thì robot có thể mang chúng đi > Tức là robot có thể khiến phẩm chất cơ bản của con người biến mất > Đáp án C

29. What is a key difference between Aaron and the Painting Fool?

• A. its programmer’s background
• B. public response to its work
• C. the source of its subject matter
• D. the technical standard of its output

Dịch : Đâu là sự khác biệt chính giữa robot Aaron và Painting Fool?

• A. chương trình nền của nó
• B. sự phản ứng của công chúng với sản phẩm của nó
• C. nguồn tài liệu tham khảo chính của nó
• D. tiêu chuẩn kỹ thuật của sản phẩm nó tạo ra

Thông tin liên quan : Đoạn D, câu thứ hai, “Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material”

Phân tích : Trong đoạn trích dẫn tác giả chỉ ra rất rõ ràng rằng Painting Fool khác với Aaron, nó chỉ cần một hướng dẫn cơ bản và có thể có những ý tưởng riêng của nó bằng cách tìm kiếm thông tin online > nguồn tài liệu để nó tham khảo là Internet, khác với Aaron > Đáp án C

30. What point does Simon Colton make in the fourth paragraph?

• A. Software-produced art is often dismissed as childish and simplistic.
• B. The same concepts of creativity should not be applied to all forms of art.
• C. It is unreasonable to expect a machine to be as imaginative as a human being.
• D. People tend to judge computer art and human art according to different criteria.

Dịch : Quan điểm mà ông Simon Colton đưa ra trong đoạn văn thứ tư là gì?

• A. Nghệ thuật được tạo ra bởi phần mềm thường được coi là trẻ con và đơn giản quá đỗi
• B. Những ý tưởng sáng tạo giống nhau không nên được áp dụng cho tất cả các loại hình nghệ thuật
• C. Rất vô lý khi trông đợi một cỗ máy có thể giàu trí tưởng tượng như con người
• D. Mọi người thường đánh giá nghệ thuật máy tính và nghệ thuật con người theo tiêu chuẩn khác nhau

Thông tin liên quan : Đoạn D, câu thứ sáu, “While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art”

Phân tích : Tác giả nêu ra quan điểm của Colton rằng những phản ứng của công chúng xuất phát từ những tiêu chuẩn khắt khe của họ về nghệ thuật được tạo ra bởi phần mềm máy tính và con người > Tức khi đánh giá các tác phẩm do máy tính tạo ra, chúng ta thường có những chuẩn mực khắt khe hơn > Trùng với lựa chọn D

31. The writer refers to the paintings of a chair as an example of computer art which

• A. achieves a particularly striking effect.
• B. exhibits a certain level of genuine artistic skill.
• C. closely resembles that of a well-known artist.
• D. highlights the technical limitations of the software.

Dịch : Tác giả đưa ra bức tranh của một chiếc ghế là ví dụ cho nghệ thuật máy tính cái mà

• A. đạt được hiệu quả đặc biệt
• B. thể hiện một mức độ nhất định của kỹ năng nghệ thuật thiên tài
• C. gần giống với tác phẩm của một nghệ sĩ nổi tiếng
• D. nổi bật những hạn chế kỹ thuật của phần mềm

Thông tin liên quan : Đoạn D, câu 2-3 từ dưới lên, “Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality.”

Phân tích : Trong trích dẫn tác giả chỉ ra bức tranh cái ghế được vẽ với màu đen và trắng, và điều này làm cho tác phẩm trở nên ma mị > tức bức tranh đạt được hiệu ứng khá đặc biệt > phù hợp với đáp án A

Questions 32-37

Complete each sentence with the correct ending, A-G below.

Write the correct letter, A-G, in boxes 32-37 on your answer sheet.

• A. generating work that was virtually indistinguishable from that of humans.
• B. knowing whether it was the work of humans or software.
• C. producing work entirely dependent on the imagination of its creator.
• D. comparing the artistic achievements of humans and computers.
• E. revealing the technical details of his program.
• F. persuading the public to appreciate computer art.
• G. discovering that it was the product of a computer program.
• A. tạo ra các tác phẩm hầu như không thể phân biệt được với tác phẩm của con người.
• B. có thể phân biệt đó là tác phẩm của con người hay phần mềm.
• C. tạo ra tác phẩm hoàn toàn phụ thuộc vào trí tưởng tượng của người tạo ra nó.
• D. so sánh các thành tựu nghệ thuật của con người và máy tính.
• E. tiết lộ các chi tiết kỹ thuật của chương trình của mình. t
• F. huyết phục công chúng đánh giá cao nghệ thuật máy tính.
• G. khám phá ra rằng nó là sản phẩm của một chương trình máy tính.

32. Simon Colton says it is important to consider the long-term view when

Dịch : Simon Colton nói rằng rất quan trọng để xem xét một quan điểm dài hạn khi…

Thông tin liên quan : Đoạn E, câu đầu tiên, “Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who have had millennia to develop our skills”

Phân tích : Trong trích dẫn tác giả có nói đến quan điểm của ông Colton rằng so sánh sức sáng tạo của máy móc với con người là không đúng, bởi con người đã có hàng triệu năm để phát triển kỹ năng trước rồi > khi so sánh giữa con người và máy tính thì cần thời gian dài hơn > Đáp án D

33. David Cope’s EMI software surprised people by

Dịch : Phần mềm EMI của David Cope làm mọi người ngạc nhiên bởi …

Thông tin liên quan : Đoạn E, câu thứ tư, “Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach”

Phân tích : Trong trích dẫn nói đến chương trình EMI của David Cope, và chương trình này có thể tạo ra các bản nhạc nổi tiếng của các nhà soạn nhạc, trong đó có nhà soạn nhạc Bach. Và khán giả, thậm chỉ là các chuyên gia về nhạc cổ điển khi nghe các bản nhạc được tạo ra bởi chương trình này đều nghĩ họ đang nghe những bản nhạc của thiên tài Bach > tác phẩm tạo ra bằng máy móc không khác gì so với bản gốc do con người tạo ra > Đáp án A

34. Geraint Wiggins criticised Cope for not

Dịch: Geraint Wiggins chỉ trích Cope bởi không…

Thông tin liên quan: Đoạn E, câu thứ 8, ”Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked”

Phân tích: Trong trích dẫn tác giả chỉ ra ông Wiggins chỉ trích tác phẩm của ông Cope là giả khoa học, và quy kết ông ấy về việc đưa ra giải thích mờ nhạt cho việc phần mềm nó hoạt động như thế nào > chỉ trích vì đã không chỉ ra chi tiết về công nghệ trong chương trình của mình

35. Douglas Hofstadter claimed that EMI was

Dịch: Douglas Hofstadter nói rằng EMI….

Thông tin liên quan: Đoạn E, câu 9, “Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses”

Phân tích: Trích dẫn chỉ ra rằng ông Douglas nói rằng EMI tạo ra các bản sao chép hoàn toàn phụ thuộc vào sức sáng tạo của người nghệ sĩ tạo ra nó > các tác phẩm này chỉ là sao chép trí tưởng tượng của người tạo ra nó thôi

36. Audiences who had listened to EMI’s music became angry after

Dịch: Khán giả, những người nghe nhạc của EMI, trở nên giận giữ sau khi…

Thông tin liên quan: Đoạn E, câu thứ hai từ dưới lên, ”When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him”

Phân tích: Trích dẫn chỉ ra rằng khi khán giả biết được sự thật (rằng họ đang nghe các bản nhạc không phải là bản gốc), họ thường tức giận với Cope, và thậm chí còn có ý định đánh ông ấy

37. The participants in David Moffat’s study had to assess music without

Dịch: Những người tham gia vào nghiên cứu của David Mofflat phải đánh giá âm nhạc mà không…

Thông tin liên quan: Đoạn F, câu thứ ba, He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one

Phân tích: Đầu đoạn F đang nói đến thí nghiệm của ông David, và ông yêu cầu cả những chuyên gia âm nhạc cũng như là những người bình thường đánh giá các bản nhạc. Những người này không được nói trước xem các giai điệu này được tạo ra bởi con người hay máy tính, nhưng vẫn phải đoán và sau đó đánh giá xem ho thích chúng như thế nào

Questions 38-40

Do the following statements agree with the claims of the writer in Reading Passage 3? In boxes 38-40 on your answer sheet, write

• YES                if the statement agrees with the claims of the writer
• NO                  if the statement contradicts the claims of the writer
• NOT GIVEN   if it is impossible to say what the writer thinks about this

38. Moffat’s research may help explain people’s reactions to EMI.

Dịch: Nghiên cứu của ông Moffat có thể giúp giải thích về những phản ứng của mọi người đến phần mềm EMI

Thông tin liên quan: Đoạn F, câu thứ 2 từ dưới lên, “People who thought the composer was a computer tended to dislike the piece more than those who believed it was human”

Phân tích: Vẫn trong đoạn F nói về nghiên cứu của Moffat, ông ấy nhận ra rằng những ai mà nghĩ rằng nhà soạn nhạc là máy tính thì tường không thích bản nhạc đó hơn là những người tin rằng nó được tạo ra bởi con người > giải thích cho những phản ứng của mọi người về chương trình EMI nói ở phía trên

Đáp án: Yes

39. The non-experts in Moffat’s study all responded in a predictable way.

Dịch: Những người không phải chuyên gia trong nghiên cứu của Moffat đều phản ứng theo cách có thể đoán được

Thông tin liên quan: Đoạn F, câu cuối cùng

Phân tích : Đoạn F chỉ nói rằng phản ứng như trên (tức phản ứng tiêu cực với những tác phẩm nghệ thuật được tạo ra bởi máy móc) đúng với cả các chuyên gia, những người vốn được kỳ vọng là sẽ khách quan hơn. Tuy nhiên không có thông tin nói rằng những người không phải là chuyên gia thì phản ứng như thế nào.

40. Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Dịch: Khám phá của Justin Kruger đưa ra sự nghi ngờ về lý thuyết của Paul Bloom về thành kiến của của con người với nghệ thuật máy tính

Thông tin liên quan : Đoạn G, câu thứ hai, “Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it”

Phân tích : Trong đoạn G nói đến quan điểm của ông Paul rằng sự hài lòng của chúng ta bắt nguồn từ quá trình sáng tạo của tác phẩm. Sau đó ông Justin bổ sung cho câu nói của ông Paul (sự thích thú của mọi người sẽ tăng lên nếu như họ nghĩ tác giả tạo ra tác phẩm sau rất nhiều thời igan và sự cố gắng) chứ không phải gây ra sự hoài nghi về lý thuyết của ông Paul

Đáp án : No.

Tài liệu IELTS nào phù hợp với band 6.0+

Combo 6 cuốn sách luyện đề IELTS sát thật, tỉ lệ trúng tủ cao

• Dịch song ngữ, giải chi tiết IELTS Listening & Reading Cam 7-19
• Hơn 100 bài mẫu IELTS Writing Task 1 & 2 band 7.0+ đa dạng chủ đề
• Bài mẫu Speaking Part 1-2-3 cho 56 chủ đề thường gặp

Đảm bảo đây là bộ sách luyện đề IELTS sát thật, dễ đọc, và chi tiết nhất dành riêng cho sĩ tử IELTS Việt Nam.

• Giải đề Reading IELTS Recent Actual
• Giải đề Reading IELTS Official
• Giải đề Reading IELTS Cambridge
• Giải đề Reading IELTS Trainer
• Giải đề Reading Road to IELTS

Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

Artificial artist?

Can computers really create works of art.

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates art that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when they discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

Questions 1-7

Complete the table below. Choose  ONE WORD ONLY  from the passage for each answer.

Write your answers in boxes on your answer sheet.

Questions 8-13

Do the following statements agree with the information given in the Reading Passage?

In boxes on your answer sheet, write

TRUE                if the statement agrees with the information

FALSE               if the statement contradicts the information

NOT GIVEN     if there is no information on this

Questions 14-19

The Reading Passage has six paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number,  i-viii , in boxes on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom

ii           What teachers can do to prevent boredom

iii          A new explanation and a new cure for boredom

iv          Problems with a scientific approach to boredom

v           A potential danger arising from boredom

vi          Creating a system of classification for feelings of boredom

vii         Age groups most affected by boredom

viii         Identifying those most affected by boredom

Questions 20-23

Look at the following people and the list of ideas below.

Match each person with the correct idea,  A-E .

Write the correct letter,  A-E , in boxes on your answer sheet.

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C      Levels of boredom may fall in the future.

D      Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

Questions 24-26

Responses to boredom.

For John Eastwood, the central feature of boredom is that people cannot 24 , due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom 25 is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26  can generally cope with it.

Questions 27-31

Choose the correct letter,  A ,  B ,  C  or  D .

Write the correct letter in boxes on your answer sheet.

Questions 32-37

Complete each sentence with the correct ending,  A-G  below.

Write the correct letter,  A-G , in boxes on your answer sheet.

A      generating work that was virtually indistinguishable from that of humans.

B      knowing whether it was the work of humans or software.

C      producing work entirely dependent on the imagination of its creator.

D      comparing the artistic achievements of humans and computers.

E      revealing the technical details of his program.

F      persuading the public to appreciate computer art.

G     discovering that it was the product of a computer program

Questions 38-40

Do the following statements agree with the claims of the writer in the Reading Passage?

YES                   if the statement agrees with the claims of the writer

NO                    if the statement contradicts the claims of the writer

NOT GIVEN     if it is impossible to say what the writer thinks about this

Cambridge IELTS 13 Academic Reading Test 1

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Cambridge ielts reading

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13  which are based on Reading Passage 1 below.

Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

Questions 1-7

Complete the table below. Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 1-7 on your answer sheet.

  Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes 8-13 on your answer sheet, write

TRUE                if the statement agrees with the information

FALSE               if the statement contradicts the information

NOT GIVEN     if there is no information on this

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

9    It was found that most visitors started searching on the website by geographical location.

10    According to research, 26% of visitor satisfaction is related to their accommodation.

11    Visitors to New Zealand like to become involved in the local culture.

12    Visitors like staying in small hotels in New Zealand rather than in larger ones.

13    Many visitors feel it is unlikely that they will return to New Zealand after their visit.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26  which are based on Reading Passage 2 below.  

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

Questions 14-19

Reading Passage 2 has six paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-viii , in boxes 14-19 on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom

ii           What teachers can do to prevent boredom 

iii          A new explanation and a new cure for boredom

iv          Problems with a scientific approach to boredom

v          A potential danger arising from boredom

vi          Creating a system of classification for feelings of boredom

vii         Age groups most affected by boredom

viii        Identifying those most affected by boredom

14    Paragraph A

15    Paragraph B

16    Paragraph C

17    Paragraph D

18    Paragraph E

19    Paragraph F

Questions 20-23

Look at the following people (Questions 20-23 ) and the list of ideas below.

Match each person with the correct idea, A-E .

Write the correct letter, A-E , in boxes 20-23 on your answer sheet.

20    Peter Toohey

21    Thomas Goetz

22    John Eastwood

23    Francoise Wemelsfelder

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C      Levels of boredom may fall in the future.

D      Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

Questions 24-26

Complete the summary below. Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 24-26 on your answer sheet.

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot 24 ……………………………, due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom 25 ……………………….. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26 ……………………….. can generally cope with it.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.

Artificial artist?

Can computers really create works of art.

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

Questions 27-31

Choose the correct letter, A , B , C or D .

Write the correct letter in boxes 27-31 on your answer sheet.

27    What is the writer suggesting about computer-produced works in the first paragraph?

A    People’s acceptance of them can vary considerably.

B    A great deal of progress has already been attained in this field.

C    They have had more success in some artistic genres than in others.

D    the advances are not as significant as the public believes them to be.

28    According to Geraint Wiggins, why are many people worried by computer art?

A    It is aesthetically inferior to human art.

B    It may ultimately supersede human art.

C    It undermines a fundamental human quality.

D    It will lead to a deterioration in human ability.

29    What is a key difference between Aaron and the Painting Fool?

A    its programmer’s background

B    public response to its work

C    the source of its subject matter

D    the technical standard of its output

30    What point does Simon Colton make in the fourth paragraph?

A    Software-produced art is often dismissed as childish and simplistic.

B    The same concepts of creativity should not be applied to all forms of art.

C    It is unreasonable to expect a machine to be as imaginative as a human being.

D    People tend to judge computer art and human art according to different criteria.

31    The writer refers to the paintings of a chair as an example of computer art which

A    achieves a particularly striking effect.

B    exhibits a certain level of genuine artistic skill.

C    closely resembles that of a well-known artist.

D    highlights the technical limitations of the software.

Questions 32-37

Complete each sentence with the correct ending, A-G below.

Write the correct letter, A-G , in boxes 32-37 on your answer sheet.

32    Simon Colton says it is important to consider the long-term view then

33    David Cope’s EMI software surprised people by

34    Geraint Wiggins criticized Cope for not

35    Douglas Hofstadter claimed that EMI was

36    Audiences who had listened to EMI’s music became angry after

37    The participants in David Moffat’s study had to assess music without

A      generating work that was virtually indistinguishable from that of humans.

B      knowing whether it was the work of humans or software.

C      producing work entirely dependent on the imagination of its creator.

D      comparing the artistic achievements of humans and computers.

E      revealing the technical details of his program.

F      persuading the public to appreciate computer art.

G     discovering that it was the product of a computer program

Questions 38-40

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes 38-40 on your answer sheet, write

YES                   if the statement agrees with the claims of the writer

NO                    if the statement contradicts the claims of the writer

NOT GIVEN     if it is impossible to say what the writer thinks about this

38    Moffat’s research may help explain people’s reactions to EMI.

39    The non-experts in Moffat’s study all responded in a predictable way.

40    Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Cam 12 Reading Test 04

Cam 13 reading test 02, answer cam 13 reading test 01.

2. environment

6. accommodation

9. NOT GIVEN

12. NOT GIVEN

25. pleasure

26. curiosity

39. NOT GIVEN

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Ielts Reading-Case Study: Tourism New Zealand website | IELTS reading Case Study: Tourism New Zealand website with answers

by Navita Thakur | Apr 8, 2020

You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.

READING PASSAGE 1 – Case Study: Tourism New Zealand website

New Zealand is a small country of four million inhabita nts, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999 , Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a  marae  (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.

READING PASSAGE 2 – Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book,  Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.

READING PASSAGE 3 – Artificial artist?

Can computers really create works of art?

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

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Cambridge IELTS 13 - Test 1 - Reading Passage 1 - Case Study: Tourism New Zealand Website

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• a case study
• a long-haul flight

Cambridge IELTS 13 Academic Reading Test 1 with Answers

Cambridge ielts 13 academic reading test 1, reading passage 1, case study: tourism new zealand website.

New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross domestic product, and is the country’s largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself – the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.

A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.

To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

Later, a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.

The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a  marae  (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that involve only a few people more special and meaningful.

It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere – the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.

Questions 1-7

Complete the table below. Choose  ONE WORD ONLY  from the passage for each answer.

Write your answers in boxes  1-7  on your answer sheet.

Questions 8-13

Do the following statements agree with the information given in Reading Passage 1?

In boxes  8-13  on your answer sheet, write

TRUE                if the statement agrees with the information FALSE               if the statement contradicts the information NOT GIVEN     if there is no information on this

8    The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists. 9    It was found that most visitors started searching on the website by geographical location. 10    According to research, 26% of visitor satisfaction is related to their accommodation. 11    Visitors to New Zealand like to become involved in the local culture. 12    Visitors like staying in small hotels in New Zealand rather than in larger ones. 13    Many visitors feel it is unlikely that they will return to New Zealand after their visit.

READING PASSAGE 2

You should spend about 20 minutes on  Questions 14-26  which are based on Reading Passage 2 below.

Why being bored is stimulating – and useful, too

This most common of emotions is turning out to be more interesting than we thought

We all know how it feels – it’s impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isn’t even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book,  Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust – an emotion that motivates us to stay away from certain situations. ‘If disgust protects humans from infection, boredom may protect them from “infectious” social situations,’ he suggests.

By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes – one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is ‘reactant’ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls ‘indifferent’ boredom: someone isn’t engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.

Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. ‘All emotions are there for a reason, including boredom,’ she says. Mann has found that being bored makes us more creative. ‘We’re all afraid of being bored but in actual fact it can lead to all kinds of amazing things,’ she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.

Psychologist John Eastwood at York University in Toronto, Canada, isn’t convinced. ‘If you are in a state of mind-wandering you are not bored,’ he says. ‘In my view, by definition boredom is an undesirable state.’ That doesn’t necessarily mean that it isn’t adaptive, he adds. ‘Pain is adaptive – if we didn’t have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.’ For Eastwood, the central feature of boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. What’s more, your efforts to improve the situation can end up making you feel worse. ‘People try to connect with the world and if they are not successful there’s that frustration and irritability,’ he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we don’t know what to do any more, and no longer care.

Eastwood’s team is now trying to explore why the attention system fails. It’s early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill – it’s the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetz’s group has one suggestion. Working with teenagers, they found that those who ‘approach’ a boring situation – in other words, see that it’s boring and get stuck in anyway – report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.

Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. ‘In modern human society there is a lot of overstimulation but still a lot of problems finding meaning,’ she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.

Questions 14-19

Reading Passage 2 has six paragraphs,  A-F Choose the correct heading for each paragraph from the list of headings below.

Write the correct number,  i-viii , in boxes  14-19  on your answer sheet.

List of Headings

i            The productive outcomes that may result from boredom

ii           What teachers can do to prevent boredom

iii          A new explanation and a new cure for boredom

iv          Problems with a scientific approach to boredom

v           A potential danger arising from boredom

vi          Creating a system of classification for feelings of boredom

vii         Age groups most affected by boredom

viii         Identifying those most affected by boredom

14    Paragraph  A 15    Paragraph  B 16    Paragraph  C 17    Paragraph  D 18    Paragraph  E 19    Paragraph  F

Questions 20-23

Look at the following people (Questions  20-23 ) and the list of ideas below.

Match each person with the correct idea,  A-E .

Write the correct letter,  A-E , in boxes  20-23  on your answer sheet.

20    Peter Toohey

21    Thomas Goetz

22    John Eastwood

23    Francoise Wemelsfelder

List of Ideas

A      The way we live today may encourage boredom.

B      One sort of boredom is worse than all the others.

C      Levels of boredom may fall in the future.

D      Trying to cope with boredom can increase its negative effects.

E      Boredom may encourage us to avoid an unpleasant experience.

Questions 24-26

Complete the summary below. Choose  ONE WORD ONLY  from the passage for each answer.

Write your answers in boxes  24-26  on your answer sheet.

Responses to boredom

For John Eastwood, the central feature of boredom is that people cannot  24 ……………………………, due to a failure in what he calls the ‘attention system’, and as a result they become frustrated and irritable. His team suggests that those for whom  25 ……………………….. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of  26 ……………………….. can generally cope with it.

READING PASSAGE 3

You should spend about 20 minutes on  Questions 27-40  which are based on Reading Passage 3 below.

Artificial artist?

Can computers really create works of art?

The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.

Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? ‘This is a question at the very core of humanity,’ says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. ‘It scares a lot of people. They are worried that it is taking something special away from what it means to be human.’

To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in London’s Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmer’s own creative ideas.

Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesn’t attract the same criticism. Unlike earlier ‘artists’ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from people’s double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. ‘If a child painted a new scene from its head, you’d say it has a certain level of imagination,’ he points out. ‘The same should be true of a machine.’ Software bugs can also lead to unexpected results. Some of the Painting Fool’s paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette – so why should computers be any different?

Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans who ‘have had millennia to develop our skills’. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Cope’s style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artist’s creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMI’s vital databases.

But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants weren’t told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.

Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an ‘irresistible essence’, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that people’s enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short – there’s nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.

Questions 27-31

Choose the correct letter,  A ,  B ,  C  or  D .

Write the correct letter in boxes  27-31  on your answer sheet.

27    What is the writer suggesting about computer-produced works in the first paragraph?

A    People’s acceptance of them can vary considerably. B    A great deal of progress has already been attained in this field. C    They have had more success in some artistic genres than in others. D    the advances are not as significant as the public believes them to be.

28    According to Geraint Wiggins, why are many people worried by computer art?

A    It is aesthetically inferior to human art. B    It may ultimately supersede human art. C    It undermines a fundamental human quality. D    It will lead to a deterioration in human ability.

29    What is a key difference between Aaron and the Painting Fool?

A    its programmer’s background B    public response to its work C    the source of its subject matter D    the technical standard of its output

30    What point does Simon Colton make in the fourth paragraph?

A    Software-produced art is often dismissed as childish and simplistic. B    The same concepts of creativity should not be applied to all forms of art. C    It is unreasonable to expect a machine to be as imaginative as a human being. D    People tend to judge computer art and human art according to different criteria.

31    The writer refers to the paintings of a chair as an example of computer art which

A    achieves a particularly striking effect. B    exhibits a certain level of genuine artistic skill. C    closely resembles that of a well-known artist. D    highlights the technical limitations of the software.

Questions 32-37

Complete each sentence with the correct ending,  A-G  below.

Write the correct letter,  A-G , in boxes  32-37  on your answer sheet.

32    Simon Colton says it is important to consider the long-term view then

33    David Cope’s EMI software surprised people by

34    Geraint Wiggins criticized Cope for not

35    Douglas Hofstadter claimed that EMI was

36    Audiences who had listened to EMI’s music became angry after

37    The participants in David Moffat’s study had to assess music without

A      generating work that was virtually indistinguishable from that of humans.

B      knowing whether it was the work of humans or software.

C      producing work entirely dependent on the imagination of its creator.

D      comparing the artistic achievements of humans and computers.

E      revealing the technical details of his program.

F      persuading the public to appreciate computer art.

G     discovering that it was the product of a computer program

Questions 38-40

Do the following statements agree with the claims of the writer in Reading Passage 3?

In boxes  38-40  on your answer sheet, write

YES                   if the statement agrees with the claims of the writer NO                    if the statement contradicts the claims of the writer NOT GIVEN     if it is impossible to say what the writer thinks about this

38    Moffat’s research may help explain people’s reactions to EMI.

39    The non-experts in Moffat’s study all responded in a predictable way.

40   Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art.

Cambridge IELTS 13 Academic Reading Test 1 Answers

1. update 2. environment 3. captain 4. films 5. season 6. accommodation 7. blog 8. FALSE 9. NOT GIVEN 10. FALSE 11. TRUE 12. NOT GIVEN 13. TRUE 14. iv 15. vi 16. i 17. v 18. viii 19. iii 20. E

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老烤鸭雅思-专注雅思备考

• 雅思口语Part1答案
• 雅思口语Part2范文
• 雅思口语Part3答案

剑桥雅思13Test1Passage1阅读答案解析 case study: Tourism New Zealand website

剑桥雅思13Test1Passage1阅读答案解析 case study: Tourism New Zeala […]

剑桥雅思13阅读第一套题目第一篇文章的13道题由7道表格填空和6道TRUE/FALSE/NOT GIVEN判断构成。因为文章的叙事线索十分清晰，全文没有出现什么长难句，所以整体而言难度不大。下面是具体每道题目的答案解析。

点击查看这篇 雅思阅读 对应的 原文翻译 与需要大家掌握的 高频词汇 ：

雅思真题阅读词汇 剑桥雅思13 Test 1 Passage 1 新西兰旅游网站

剑桥雅思13Test1Passage1阅读原文翻译 Case Study: Tourism New Zealand website

剑桥雅思13 Test1 Passage1阅读答案解析

第1题答案：update

对应原文：第2段：In addition, because participating businesses were able to update the details they gave on a regular basis

答案解析：根据上一行tourism-related businesses定位到文章的第2段，再根据be able to与allowed的同义替换定位到这句话。details对应空后词information，由此确定答案为update。

第2题答案：environment

对应原文：第2段：… an independent evaluation … As part of this, the effect of each business on the environment was considered.

答案解析：顺着上一题往下，根据evaluation定位到第2段的末尾，impact与effect同义替换，由此确定答案为environment。

第3题答案：captain

对应原文：第3段：One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga

答案解析：根据interview定位到第3段的这句话。从题干推测空上应该填一个“前运动什么”，对应原文中只有captain填上去语义合适，由此确定答案。

第4题答案：films

对应原文：第3段：Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealand’s stunning scenery as a backdrop.

答案解析：根据and与another feature的同义替换，以及interactive定位到第3段的这句话。题干问的是这些地点被用于什么之中，原文中只有films填上去语义合适，由此确定答案。

第5题答案：season

对应原文：the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.

答案解析：第3段：根据driving routes定位到第3段的最后一句话，depending on与according to同义替换，由此确定答案为season。排除indicating distances and times的主要原因是文章来自老烤鸭雅思题目明确要求空上只能填一个单词。

第6题答案：accommodation

对应原文：第4段：then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area.

答案解析：根据map和public transport定位到第4段的这句话，local与in the area同义替换，由此确定答案为accommodation。

对应原文：第4段：The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.

答案解析：根据Your Words定位到第4段的最后一句话，send与submit同义替换，由此确定答案为blog。

第8题答案：FALSE

对应原文：第6段：The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests.

答案解析：从原文中可以看出，网站设置的目的是为了帮助个人和旅行社制定符合他们自身需求与兴趣的行程。题干中ready-made与原文论述不符，由此判断答案为FALSE.

第9题答案：NOT GIVEN

对应原文：第6段：On the website, visitors can search for activities not solely by geographical location

答案解析：虽然原文中确实提到了geographical location这一信息点，但并没有说大多数游客都会首先根据地点进行搜索。题干中most visitors started searching属于无中生有，由此确定答案为NOT GIVEN。

第10题答案：FALSE

对应原文：第6段：while transport and accommodation account for the remaining 26%.

答案解析：原文中说的是，交通和住宿一共构成游客满意度的26%。题干中忽略了交通，由此确定答案为FALSE。

第11题答案：TRUE

对应原文：第6段：It has also been found that visitors enjoy cultural activities most when they are interactive

答案解析：原文中指出，游客在文化活动可以进行互动的时候最为享受。题干中like与enjoy同义替换，involved与interactive同义替换，即所有主要信息点都可以在原文中找到根据，由此判断答案为TRUE。

第12题答案：NOT GIVEN

答案解析：文章从头到尾都没有对小型旅馆和大型酒店进行比较，题干属于无中生有，由此确定答案为NOT GIVEN。

第13题答案：TRUE

对应原文：第7段： Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit.

答案解析：原文中提到，大多数游客都将新西兰之旅看作是一生一次的旅行，即去过之后就不会再去，题干描述与此相符，由此确定答案为TRUE。

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