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IELTSGeneral ReadingPractică33

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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 28-40.

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Section 3 Read the passage below and answer questions 28-40.Jobs in ancient WestfordAnyone hoping to join the higher-status professions of ancient Westford first needed literacy, which made scribal training a necessary route upward. Years of apprenticeship were spent learning hieroglyphic signs by h...
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Questions 28-32
Choose the correct letter, A, B, C or D.

Write your answers in boxes 28-32 on your answer sheet.

28. What does the writer say about scribes in ancient Westford?

29. What is the writer doing in the second paragraph?

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

31. The writer refers to the value of ma'at in order to explain

32. Which word best describes the attitude of the Clearwater government toward its workers?

(A) is incorrect. Choice A says "Their work days were extremely long.", but the passage evidence for the correct answer is "Topics ranging from grain supplies to tax records.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "The subjects they wrote about were very varied." is the idea supported by the passage evidence: "Topics ranging from grain supplies to tax records.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "Many of them had once been ordinary working people.", but the passage evidence for the correct answer is "Topics ranging from grain supplies to tax records.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "Few of them understood the true value of their occupation.", but the passage evidence for the correct answer is "Topics ranging from grain supplies to tax records.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Topics ranging from grain supplies to tax records.

(A) is correct. Choice A matches the question because "explaining why work was plentiful in ancient Westford" is the idea supported by the passage evidence: "Brushes, bowls, clothing and sandals all had to be produced by hand.". The wording may be paraphrased, but it points to the same meaning.

(B) is incorrect. Choice B says "pointing out how truthful workers were in ancient Westford", but the passage evidence for the correct answer is "Brushes, bowls, clothing and sandals all had to be produced by hand.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "contrasting manual and professional work in ancient Westford", but the passage evidence for the correct answer is "Brushes, bowls, clothing and sandals all had to be produced by hand.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "noting the variety of duties an individual worker had in ancient Westford", but the passage evidence for the correct answer is "Brushes, bowls, clothing and sandals all had to be produced by hand.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Brushes, bowls, clothing and sandals all had to be produced by hand.

(A) is incorrect. Choice A says "explaining an issue", but the passage evidence for the correct answer is "Is not supported by evidence.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "describing an alteration", but the passage evidence for the correct answer is "Is not supported by evidence.". Because Choice B does not express that same idea, it should not be chosen.

(C) is correct. Choice C matches the question because "challenging a popular view" is the idea supported by the passage evidence: "Is not supported by evidence.". The wording may be paraphrased, but it points to the same meaning.

(D) is incorrect. Choice D says "criticising an earlier activity", but the passage evidence for the correct answer is "Is not supported by evidence.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Is not supported by evidence.

(A) is incorrect. Choice A says "how artists' work reflected beliefs in ancient Westford.", but the passage evidence for the correct answer is "People were meant to look after others as well as themselves.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "how ancient Clearwaters understood their role in society." is the idea supported by the passage evidence: "People were meant to look after others as well as themselves.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "why the views of certain people were valued in ancient Westford.", but the passage evidence for the correct answer is "People were meant to look after others as well as themselves.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "why ancient Clearwaters expressed their opinions so readily.", but the passage evidence for the correct answer is "People were meant to look after others as well as themselves.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
People were meant to look after others as well as themselves.

(A) is incorrect. Choice A says "rigid", but the passage evidence for the correct answer is "Arranging festivals during the year, thanking workers and giving them rest days.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "tolerant", but the passage evidence for the correct answer is "Arranging festivals during the year, thanking workers and giving them rest days.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "careless", but the passage evidence for the correct answer is "Arranging festivals during the year, thanking workers and giving them rest days.". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "grateful" is the idea supported by the passage evidence: "Arranging festivals during the year, thanking workers and giving them rest days.". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
Arranging festivals during the year, thanking workers and giving them rest days.

Questions 33-36
Look at the following Statements (Questions 33-36) and List of Jobs below.

Look at the following statements (Questions 33-36) and the list of jobs below.

Write the correct number A-G in boxes Questions 33-36 on your answer sheet.

NB You may use any letter more than once.
List of Jobs
  1. scribe
  2. reed cutter
  3. farmer
  4. potter
  5. stonemason
  6. overseer
  7. sculptor

33. was not able to work at certain times

34. separated workers into groups

35. underwent a long period of instruction

Choose C because the passage connects this feature or person with the information in the question. The supporting evidence is: "Farmers, because they could not cultivate their fields during the months when the Northgate River flooded.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Farmers, because they could not cultivate their fields during the months when the Northgate River flooded.

Choose F because the passage connects this feature or person with the information in the question. The supporting evidence is: "Overseers split the men into teams.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Overseers split the men into teams.

Choose B because the passage connects this feature or person with the information in the question. The supporting evidence is: "A reed cutter working along the Nile to collect papyrus.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
A reed cutter working along the Nile to collect papyrus.

Choose A because the passage connects this feature or person with the information in the question. The supporting evidence is: "Years of apprenticeship were spent learning hieroglyphic signs.". This evidence identifies the correct match and rules out choices that are not linked to this detail.

Associated Text:
Years of apprenticeship were spent learning hieroglyphic signs.

Questions 37-40
Complete the summary below.

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

Write your answers in 37-40 on your answer sheet.

The king's building projects

Labourers who worked on the king's buildings were local people who either gave their time as (37)or who received payment.

The work involved splitting stone away from cliffs with wooden wedges. The large pieces of stone were then transported to another site on sleds, which worked better than wheels on the (38)Here, the blocks could be cut and shaped using tools made of (39)..and wood. Some of these had to be sharpened regularly.

Eventually, the stone was moved into place to create a building. The job of moving the stone was often done by seasonal (40)..or other unskilled workers.

Use "Community service" because labourers offered time as community service or were paid.

Associated Text:
Offered their time as community service or received payment.

Use "Shifting sand" because sleds carried heavy weights across shifting sand.

Associated Text:
Across shifting sand.

Use "Copper" because stonemasons used copper chisels.

Associated Text:
Stonemasons used copper chisels.

Use "Farmers" because these unskilled workers were mainly farmers.

Associated Text:
These workers were mainly farmers.

Answer Sheet
1
N/A
2
N/A
3
N/A
4
N/A
5
N/A
6
N/A
7
N/A
8
N/A
9
N/A
10
N/A
11
N/A
12
N/A
13
N/A
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
29
30
31
32
33
34
35
36
37
38
39
40
Rezumat al scorurilor
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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