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IELTSAcademic ReadingEntraînement32

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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 14-26.

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I contain multitudesMicrobes, mainly bacteria, existed on Earth long before animals evolved, and they will survive long after humans are gone. Though invisible without magnification, they are found everywhere: in soil, air, rocks and water, and inside every living thing, from seaweed and coral to do...
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Questions 14-16
Choose the correct letter, A, B, C or D.

Write your answers in boxes 14-16 on your answer sheet.

14. What point does the writer make about microbes in the first paragraph?

15. In the second paragraph, the writer is impressed by the fact that

16. What is the writer doing in the fifth paragraph?

(A) is incorrect. Choice A says "They adjust quickly to their environment.", but the passage evidence for the correct answer is "I contain multitudesMicrobes, mainly bacteria, existed on Earth long before animals evolved, and they will survive long after humans are gone.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "The danger they pose has been exaggerated.", but the passage evidence for the correct answer is "I contain multitudesMicrobes, mainly bacteria, existed on Earth long before animals evolved, and they will survive long after humans are gone.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "They are more abundant in animal life than plant life.", but the passage evidence for the correct answer is "I contain multitudesMicrobes, mainly bacteria, existed on Earth long before animals evolved, and they will survive long after humans are gone.". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "They will go on existing longer than the human race." is the idea supported by the passage evidence: "I contain multitudesMicrobes, mainly bacteria, existed on Earth long before animals evolved, and they will survive long after humans are gone.". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
I contain multitudesMicrobes, mainly bacteria, existed on Earth long before animals evolved, and they will survive long after humans are gone.

(A) is incorrect. Choice A says "each species tends to have extremely different microbes.", but the passage evidence for the correct answer is "The astonishing point is that the average person has about 30 trillion human cells, while microbial cells are even more numerous, at roughly 39 trillion.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "some areas of the body contain relatively few microbes.", but the passage evidence for the correct answer is "The astonishing point is that the average person has about 30 trillion human cells, while microbial cells are even more numerous, at roughly 39 trillion.". Because Choice B does not express that same idea, it should not be chosen.

(C) is correct. Choice C matches the question because "the average person has more microbial cells than human ones." is the idea supported by the passage evidence: "The astonishing point is that the average person has about 30 trillion human cells, while microbial cells are even more numerous, at roughly 39 trillion.". The wording may be paraphrased, but it points to the same meaning.

(D) is incorrect. Choice D says "scientists have only limited understanding of how microbial cells behave.", but the passage evidence for the correct answer is "The astonishing point is that the average person has about 30 trillion human cells, while microbial cells are even more numerous, at roughly 39 trillion.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The astonishing point is that the average person has about 30 trillion human cells, while microbial cells are even more numerous, at roughly 39 trillion.

(A) is correct. Choice A matches the question because "explaining how a discovery took place" is the idea supported by the passage evidence: "Using microscopes he had designed himself, capable of magnifying up to 270 times, he studied a drop of water from a nearby lake and found it full of tiny creatures that he called animalcules.". The wording may be paraphrased, but it points to the same meaning.

(B) is incorrect. Choice B says "comparing scientists' ideas about microbes", but the passage evidence for the correct answer is "Using microscopes he had designed himself, capable of magnifying up to 270 times, he studied a drop of water from a nearby lake and found it full of tiny creatures that he called animalcules.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "describing uncertainty among scientists", but the passage evidence for the correct answer is "Using microscopes he had designed himself, capable of magnifying up to 270 times, he studied a drop of water from a nearby lake and found it full of tiny creatures that he called animalcules.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "providing details of how microbes cause disease", but the passage evidence for the correct answer is "Using microscopes he had designed himself, capable of magnifying up to 270 times, he studied a drop of water from a nearby lake and found it full of tiny creatures that he called animalcules.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Using microscopes he had designed himself, capable of magnifying up to 270 times, he studied a drop of water from a nearby lake and found it full of tiny creatures that he called animalcules.

Questions 17-20
Complete the summary using the list of words, A-H, below.
  1. solution
  2. partnership
  3. destruction
  4. exaggeration
  5. cleanliness
  6. regulations
  7. illness
  8. nutrition

We should be more tolerant of microbes

Yong's book argues that we should be more tolerant of microbes. Many have a beneficial effect, and only a relatively small number lead to (17). And although it is misleading to think of microbes as 'friendly', we should also stop thinking of them as the enemy. In fact, we should accept that our relationship with microbes is one based on (18). New research shows that microbes have numerous benefits for humans. Amongst other things, they aid digestion, remove poisons, produce vitamins and may even help reduce obesity. However, there is a growing problem. Our poor (19), our overuse of antibiotics, and our excessive focus on (20) are upsetting the bacterial balance and may be contributing to the huge increase in allergies and immune system problems.

Use G, "illness", because the passage says fewer than a hundred bacterial species cause illness.

Associated Text:
It notes that fewer than a hundred bacterial species cause illness, while many thousands more are essential to human health.

Use B, "partnership", because the passage describes our relationship with microbes as a partnership.

Associated Text:
Instead, we should recognise that our relationship with them is a partnership that can be either mutually beneficial or mutually harmful.

Use H, "nutrition", because the passage links unhealthy low-fibre nutrition to disruption of the bacterial balance.

Associated Text:
Yet a serious problem is emerging: our unhealthy, low-fibre nutrition, excessive use of antibiotics and obsession with cleanliness are disturbing the bacterial balance and may be linked to rising allergies and immune disorders such as inflammatory bowel disease.

Use E, "cleanliness", because the passage says obsession with cleanliness disturbs the bacterial balance.

Associated Text:
Yet a serious problem is emerging: our unhealthy, low-fibre nutrition, excessive use of antibiotics and obsession with cleanliness are disturbing the bacterial balance and may be linked to rising allergies and immune disorders such as inflammatory bowel disease.

Questions 21-26
Do the following statements agree with the information given in the reading passage? In boxes 21-26 on your answer sheet, write

YES   if the statement reflects 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

21. It is possible that using antibacterial products at home fails to have the intended effect.

22. It is wise to ensure that children come into contact with as few bacteria as possible.

23. Yong's book includes more case studies than are necessary.

24. The case study about bacteria that protect squid from being attacked may have limited appeal.

25. Efforts to control dengue fever have been unexpectedly successful.

26. Microbes that lower the risk of infection have already been put inside the walls of some hospital wards.

The answer is YES because the statement agrees with the passage. The key evidence is: "Some studies suggest that heavy use of household detergents and antibacterial products can destroy the microbes that normally keep more dangerous germs under control.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
Some studies suggest that heavy use of household detergents and antibacterial products can destroy the microbes that normally keep more dangerous germs under control.

The answer is NO because the statement contradicts the passage. The key evidence is: "Other research indicates that having a dog gives children early contact with a diverse range of bacteria, which may help protect them from allergies later in life.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Other research indicates that having a dog gives children early contact with a diverse range of bacteria, which may help protect them from allergies later in life.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "Readers of Yong's book must be ready for a world that is far from glamorous.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
Readers of Yong's book must be ready for a world that is far from glamorous.

The answer is YES because the statement agrees with the passage. The key evidence is: "One of the less attractive case studies concerns a fungus destroying entire frog populations, which can be stopped by a rare microbial bacterium.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
One of the less attractive case studies concerns a fungus destroying entire frog populations, which can be stopped by a rare microbial bacterium.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "Already, in an effort to stop mosquitoes transmitting dengue fever, a disease affecting 400 million people each year, scientists are loading mosquitoes with a bacterium that blocks the disease.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
Already, in an effort to stop mosquitoes transmitting dengue fever, a disease affecting 400 million people each year, scientists are loading mosquitoes with a bacterium that blocks the disease.

The answer is NO because the statement contradicts the passage. The key evidence is: "In future, our ability to manage microbes could allow buildings to be constructed with useful microbes embedded in their walls to fight infections.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
In future, our ability to manage microbes could allow buildings to be constructed with useful microbes embedded in their walls to fight infections.

Answer Sheet
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13
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14
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32
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39
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40
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Résumé des scores
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
 
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