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IELTSAcademic ReadingΕξάσκηση54

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This reading practice simulates one part of the IELTS General Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 1-13.

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StonehengeFor hundreds of years, historians and archaeologists have tried to explain the many puzzles surrounding Stonehenge, the prehistoric monument on Salisbury Plain in southern England. The site consists of about 100 huge upright stones arranged in a circular plan, and its construction is thoug...
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Questions 1-8
Complete the notes below.

Choose NO MORE THAN TWO WORDS from the passage for each answer from the passage for each answer.

Write your answers in 1-8 on your answer sheet.

Stonehenge

Construction

Stage 1:

The ditch and henge may have been dug with tools made from (1).

(2) may have been placed in deep pits within the monument.

Stage 2:

Bluestones from Wales were put upright.

Ideas about moving the bluestones:

Archaeological idea: builders used (3) to make transport equipment.

Archaeological idea: (4) pulled huge baskets.

Geological idea: (5) transported them from Wales.

Builders

A seventeenth-century theory claimed Celtic (6) built it.

Purpose

Many specialists agree it has served as a (7) site.

In the 1960s, one suggestion was that it functioned as a (8).

Use "(deer) antlers" because it is the exact word or phrase needed for the blank. The supporting sentence says: "simple tools that may have been made from deer antlers.". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
Neolithic Britons dug a large circular ditch and bank, or henge, using simple tools that may have been made from deer antlers.

Use "(timber) posts" because it is the exact word or phrase needed for the blank. The supporting sentence says: "deep pits from the same period inside the circle once held a ring of timber posts.". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
Some scholars also suggest that deep pits from the same period inside the circle once held a ring of timber posts.

Use "Tree trunk" because it is the exact word or phrase needed for the blank. The supporting sentence says: "the builders shaped sledges and rollers from tree trunks to drag the bluestones". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
This raises the question of how prehistoric people, lacking advanced tools or engineering, moved boulders weighing as much as four tons over such a distance.

Use "Oxen" because it is the exact word or phrase needed for the blank. The supporting sentence says: "carried in oversized wicker baskets over ball bearings and grooved planks, hauled by oxen.". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
More recent suggestions imagine the stones being carried in oversized wicker baskets over ball bearings and grooved planks, hauled by oxen.

Use "Glaciers" because it is the exact word or phrase needed for the blank. The supporting sentence says: "glaciers, rather than people, transported the bluestones to Salisbury Plain.". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
Instead of accepting the familiar picture of determined builders pushing, rolling or towing stones from Wales, some scientists have argued that glaciers, rather than people, transported the bluestones to Salisbury Plain.

Use "Druids" because it is the exact word or phrase needed for the blank. The supporting sentence says: "John Aubrey claimed that the monument was the work of druids". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
In the 17th century, John Aubrey claimed that the monument was the work of druids, figures who held religious, legal and political authority in Celtic society.

Use "Burial" because it is the exact word or phrase needed for the blank. The supporting sentence says: "Stonehenge served as a burial ground". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
Most modern scholars agree that Stonehenge served as a burial ground, but they have not established what other roles it may have had.

Use "Calendar" because it is the exact word or phrase needed for the blank. The supporting sentence says: "the megalithic arrangement functioned as a calendar". This evidence makes the completed answer logical and grammatically suitable.

Associated Text:
Most modern scholars agree that Stonehenge served as a burial ground, but they have not established what other roles it may have had.

Questions 9-13
Do the following statements agree with the information given in the reading passage? In boxes 9-13 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.

9. Throughout the third phase of construction, sandstone slabs were placed in both the outer areas and the middle of the Stonehenge site.

10. There is scientific evidence that the bluestones stood in the same spot until approximately 1600 BCE.

11. John Aubrey's claim about Stonehenge was backed by 20th-century findings.

12. Objects discovered at Stonehenge seem to indicate that it was built by a number of different groups of people.

13. Critique of Gerald Hawkins' theory about Stonehenge has come mainly from other astronomers.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "At that time, sandstone slabs known as sarsens were placed in an outer crescent or ring, while others formed the famous three-part trilithons that rise in the centre of the monument.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
At that time, sandstone slabs known as sarsens were placed in an outer crescent or ring, while others formed the famous three-part trilithons that rise in the centre of the monument.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "Radiocarbon dating indicates that work at Stonehenge continued until about 1600 BCE, with the bluestones being repositioned multiple times.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Radiocarbon dating indicates that work at Stonehenge continued until about 1600 BCE, with the bluestones being repositioned multiple times.

The answer is FALSE because the statement contradicts the passage. The key evidence is: "However, radiocarbon dating in the 20th century showed that Stonehenge existed more than 1,000 years before Celts lived in the region.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
However, radiocarbon dating in the 20th century showed that Stonehenge existed more than 1,000 years before Celts lived in the region.

The answer is TRUE because the statement agrees with the passage. The key evidence is: "Bones, tools and other artefacts found at the site seem to support this view.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
Bones, tools and other artefacts found at the site seem to support this view.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "During the 1960s, astronomer Gerald Hawkins proposed that the megalithic arrangement functioned as a calendar, with particular points aligned to astronomical events such as solstices, equinoxes and eclipses.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
During the 1960s, astronomer Gerald Hawkins proposed that the megalithic arrangement functioned as a calendar, with particular points aligned to astronomical events such as solstices, equinoxes and eclipses.

Answer Sheet
1
2
3
4
5
6
7
8
9
10
11
12
13
14
N/A
15
N/A
16
N/A
17
N/A
18
N/A
19
N/A
20
N/A
21
N/A
22
N/A
23
N/A
24
N/A
25
N/A
26
N/A
27
N/A
28
N/A
29
N/A
30
N/A
31
N/A
32
N/A
33
N/A
34
N/A
35
N/A
36
N/A
37
N/A
38
N/A
39
N/A
40
N/A
Σύνοψη βαθμολογίας
0 / 1
Multiple Choice
Matching Sentence Endings
Note Completion
Table Completion
Flow Chart Completion
Summary Completion
Multiple Selection
Short Answer
Matching Headings
Matching Features
Matching Information
Identifying Information
Identifying Viewer Claims
Sentence Completion
Diagram Labelling
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Tips to improve your reading speed
To get a high score on the IELTS reading section, you need to have a fast reading speed. To have a fast reading speed, you need to improve your vocabulary and practice dissecting sentences. One strategy to dissect a sentence is to look for the subject and verb of the sentence. Finding the subject and verb will help you better understand the main idea of said sentence. Keep in mind, a common feature of a IELTS reading passage is to join strings of ideas to form long compound sentences. This produces large chunks that students have a hard time absorbing. Do not get overwhelmed by its length, just look for the subject and verb, the rest of the ideas will flow.

Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your IELTS reading score. In other words, skimming and scanning are critical skills to ensure you complete all questions in the allotted time frame.
IELTS Reading Strategies
Once you can read and comprehend a passage with a rate of, at least, 220 words per minute, you'll be ready to start implementing our strategies. All too often, students spend too much time reading the passages and not enough time answering the questions. Here is a step by step guide for tackling the reading section.

  1. Step 1: Read questions first

    One of the most common mistakes that candidates make when approaching the reading exam is reading every single word of the passages. Although you can practice for the exam by reading for pleasure, "reading blindly" (reading without any sense of what the questions will ask) will not do you any favors in the exam. Instead, it will hurt your chances for effectively managing your time and getting the best score.

    The main reason to read the questions first is because the type of question may determine what you read in the passage or how you read it. For example, some question types will call for the "skimming" technique, while others may call for the "scanning" technique.

    It is important to answer a set of questions that are of the same question type. You'll need to determine which question type you want to tackle first. A good strategy would be to start with the easier question type and move on to more difficult question types later. The Easiest question types are the ones where you spend less time reading. For example, the Matching Heading question type is an easier one because you only need to find the heading that best describes the main idea of a paragraph. An example of a difficult question type would be Identifying Information. For this question type, you'll need to read each paragraph to find out if each statement is TRUE, FALSE, or NOT GIVEN according to the passage.

    Here is a table that lists the difficulty levels for each question type. Use this table as a reference when choosing which question type you want to tackle first.

    Difficulty level Question Type
    Easy Sentence Completion
    Short answer
    Medium Matching Features
    Multiple choice
    Matching Headings
    Summary, Table, Flow-Chart Completion
    Difficult Matching Sentence Endings
    Matching Information
    Identifying Information (TRUE/FALSE/NOT GIVEN)
    Identifying Viewer's claims (YES/NO/NOT GIVEN)

  2. Step 2: Read for an objective

    After you've read the questions for the passage, you will be able to read for an objective. What does this mean? For example, if you come across a question that includes the year "1896", you can make a note of when this year comes up in the text, using it to answer the question later on. There are two reading techniques that will help you stay on track with reading for an objective. The first one, skimming, is best defined as reading fast in order to get the "gist", or general idea, or a passage. With this technique, you are not stopping for any unfamiliar words or looking for specific details. The second technique, scanning, is best defined as reading for specific information. With this technique, you are not reading for the overall gist, but rather, specific information. Notice how each of these techniques has a specific objective in mind. This will help you find information more quickly.

  3. Step 3: Take notes

    As you're reading for an objective, you should also be making notes on the margins of the passage, placing stars next to key information, or underlining things that you believe will help you answer the various questions. This will make it easier for you to check back when you are asked certain things in the questions. Choose whichever note-taking system is right for you - just make sure you do it!

  4. Step 4: Answer wisely

    After you've read the questions, read the passage, and have taken any appropriate notes, you you should have located the part of the text where you where you need to read carefully. Then just read carefully and think critically to determine the correct answer.

IELTS Reading Question Types

The IELTS reading test contains many different question types:

Matching HeadingsIELTS Reading Lesson: Matching Headings
Matching InformationIELTS Reading Lesson: Matching Information
Matching FeaturesIELTS Reading Lesson: Matching Features
Summary CompletionIELTS Reading Lesson: Summary Completion
Identifying InformationIELTS Reading Lesson: Identifying Information
Identifying Writer's claimsIELTS Reading Lesson: Identifying Writer's claims
Multiple ChoiceIELTS Reading Lesson: Multiple Choice
Short AnswerIELTS Reading Lesson: Short Answer
Match Sentence EndingIELTS Reading Lesson: Match Sentence Ending
Sentence CompletionIELTS Reading Lesson: Sentence Completion
Table CompletionIELTS Reading Lesson: Table Completion
 
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