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IELTSGeneral Readingฝึกฝน42

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รับสิทธิ์ถาม 5 คำถามฟรีวันนี้

 
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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 text below and answer questions 28-40.A significant development in mining safetySection APeople have used coal as fuel for more than 5,300 years, although for much of that period it was probably collected where seams appeared at ground level. The Romans may have done some mining, ...
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Questions 28-32
The reading passage has five sections, A-E.

Choose the correct heading for sections A-E from the list of headings below.

Write the correct number i-viii in boxes 28-32 on your answer sheet.

List of Headings
  1. A controversy over two versions of an invention
  2. The need to mine deeper for good quality coal
  3. Growing awareness of the need to improve conditioners for miners
  4. A new danger caused by developments in mining
  5. The impact of poor air quality in mines on miner's health
  6. Early attempts to provide lighting without flames
  7. A demand by miners for new technology
  8. A person whose work never received full recognition

28. Section A

29. Section B

30. Section C

31. Section D

32. Section E

Choose heading iv because it gives the main idea of the paragraph. The supporting evidence is: "Deeper mining, however, brought a frightening new hazard: firedamp.". This sentence shows what the paragraph is mainly about, rather than just mentioning a small detail.

Associated Text:
Deeper mining, however, brought a frightening new hazard: firedamp.

Choose heading vi because it gives the main idea of the paragraph. The supporting evidence is: "tried to create light without a naked flame". This sentence shows what the paragraph is mainly about, rather than just mentioning a small detail.

Associated Text:
tried to create light without a naked flame

Choose heading iii because it gives the main idea of the paragraph. The supporting evidence is: "clergy, doctors and lawyers were beginning to pay attention". This sentence shows what the paragraph is mainly about, rather than just mentioning a small detail.

Associated Text:
clergy, doctors and lawyers were beginning to pay attention

Choose heading i because it gives the main idea of the paragraph. The supporting evidence is: "However, a few weeks before Greenford's presentation, an engineer called Stephenson had independently designed and demonstrated a lamp using the same scientific principles.". This sentence shows what the paragraph is mainly about, rather than just mentioning a small detail.

Associated Text:
However, a few weeks before Greenford's presentation, an engineer called Stephenson had independently designed and demonstrated a lamp using the same scientific principles.

Choose heading viii because it gives the main idea of the paragraph. The supporting evidence is: "Dr James Carter remains a forgotten hero". This sentence shows what the paragraph is mainly about, rather than just mentioning a small detail.

Associated Text:
Dr James Carter remains a forgotten hero

Questions 33-36
Complete the summary below.

Choose ONE WORD ONLY from the passage from the passage for each answer.

Write your answers in 33-36 on your answer sheet.

The problem of providing artificial lighting in coal mines

Coal mining in Europe became established from the 13th century. As mines went further underground, ordinary lamps created a danger of (33). when firedamp reached a flame. One response was better ventilation, with the (34).. split into separate air routes. Safer lighting was still required. A chemical from fish skins was tried, but proved dangerous. Another device made (35). because people thought these would not set off the gas. However, it needed extra (36) to operate, as well as maintenance and replacement, and still caused accidents.

Use "Explosion" because firedamp could cause an "explosion" with a flame.

Associated Text:
could cause an explosion

Use "Shaft" because many mines had only one "shaft.".

Associated Text:
just one shaft

Use "Sparks" because the device produced a shower of "sparks.".

Associated Text:
a shower of sparks

Use "Manpower" because extra "manpower" was needed to operate it.

Associated Text:
extra manpower was needed

Questions 37-40
Choose the correct letter, A, B, C or D.

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

37. What does the write say about mine owners in 1816?

38. According to the writer, what was the significance of the explosion at Lakeside in 1818?

39. The lamp presented by Greenford was safer than previous methods of lighting because its flame?

40. What does the writer say about Greenford and Stephenson?

(A) is correct. Choice A matches the question because "Most of them ignored safety issues" is the idea supported by the passage evidence: "accept deaths from firedamp ignition". The wording may be paraphrased, but it points to the same meaning.

(B) is incorrect. Choice B says "They were criticised for mine conditions", but the passage evidence for the correct answer is "accept deaths from firedamp ignition". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "Most of them applied unfair pressure to keep mines open", but the passage evidence for the correct answer is "accept deaths from firedamp ignition". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "They did not know how dangerous the mines were", but the passage evidence for the correct answer is "accept deaths from firedamp ignition". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
accept deaths from firedamp ignition

(A) is incorrect. Choice A says "It resulted in increased legal protection for miners", but the passage evidence for the correct answer is "After 98 men and boys died in an explosion at Lakeside in northern Ireland in 1818, several professional people acted, forming a society to raise money for new ways of lighting and ventilating mines.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "It caused a change in public attitudes to mining safety" is the idea supported by the passage evidence: "After 98 men and boys died in an explosion at Lakeside in northern Ireland in 1818, several professional people acted, forming a society to raise money for new ways of lighting and ventilating mines.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "It showed the lack of concern of certain groups towards the miners", but the passage evidence for the correct answer is "After 98 men and boys died in an explosion at Lakeside in northern Ireland in 1818, several professional people acted, forming a society to raise money for new ways of lighting and ventilating mines.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "It began a movement to give miners proper training in safety procedures", but the passage evidence for the correct answer is "After 98 men and boys died in an explosion at Lakeside in northern Ireland in 1818, several professional people acted, forming a society to raise money for new ways of lighting and ventilating mines.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
After 98 men and boys died in an explosion at Lakeside in northern Ireland in 1818, several professional people acted, forming a society to raise money for new ways of lighting and ventilating mines.

(A) is incorrect. Choice A says "Could not stay lit for long time", but the passage evidence for the correct answer is "the flame could not pass beyond the mesh screen". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "Did not become large enough to ignite the firedamp", but the passage evidence for the correct answer is "the flame could not pass beyond the mesh screen". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "Did not have any contact with air", but the passage evidence for the correct answer is "the flame could not pass beyond the mesh screen". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "Could not move beyond the mesh screen" is the idea supported by the passage evidence: "the flame could not pass beyond the mesh screen". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
the flame could not pass beyond the mesh screen

(A) is incorrect. Choice A says "Greenford refused to recognise Stephenson's work as it had not been fully trialled", but the passage evidence for the correct answer is "a few weeks before Greenford's presentation". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "Greenford demanded the safety lamp be named after him rather than Stephenson", but the passage evidence for the correct answer is "a few weeks before Greenford's presentation". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "Stephenson said Greenford's work was based on false principles", but the passage evidence for the correct answer is "a few weeks before Greenford's presentation". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "Stephenson made a working example of a safety lamp before Greenford" is the idea supported by the passage evidence: "a few weeks before Greenford's presentation". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
a few weeks before Greenford's presentation

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
สรุปคะแนน
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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