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IELTSAcademic ReadingПрактика8

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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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Back to the future of skyscraper designA Professor Alan Short's book, The Recovery of Natural Environments in Architecture, brings together three decades of research and prize-winning green building design by Short and colleagues in Architecture, Engineering, Applied Maths and Earth Sciences at the ...
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Questions 14-18
The reading passage has seven paragraphs labelled A-G.

Which paragraph contains the following information?

Write the correct letter A-G in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

14. why several people avoided hospitals in the 19th century

15. a proposal that the popularity of tall buildings is linked to prestige

16. a contrast between the circulation of air in a 19th-century building and modern standards

17. how Short tested the air circulation in a 19th-century building

18. an implication that advertising led to the large raise in the use of air conditioning

Choose paragraph F because this paragraph contains the information requested in "why several people avoided hospitals in the 19th century". The supporting sentence is: "The prosperous avoided hospitals.". This sentence matches the meaning of the prompt, so paragraph F is the best location.

Associated Text:
The prosperous avoided hospitals.

Choose paragraph C because this paragraph contains the information requested in "a proposal that the popularity of tall buildings is linked to prestige". The supporting sentence is: "Short sees glass, steel and air-conditioned skyscrapers as symbols of status, not practical responses to human needs.". This sentence matches the meaning of the prompt, so paragraph C is the best location.

Associated Text:
Short sees glass, steel and air-conditioned skyscrapers as symbols of status, not practical responses to human needs.

Choose paragraph E because this paragraph contains the information requested in "a contrast between the circulation of air in a 19th-century building and modern standards". The supporting sentence is: "They put pathogens into the airstreams, modelled a patient with tuberculosis (TB) coughing in the wards, and found that the ventilation systems would have protected other patients from harm.". This sentence matches the meaning of the prompt, so paragraph E is the best location.

Associated Text:
They put pathogens into the airstreams, modelled a patient with tuberculosis (TB) coughing in the wards, and found that the ventilation systems would have protected other patients from harm.

Choose paragraph D because this paragraph contains the information requested in "how Short tested the air circulation in a 19th-century building". The supporting sentence is: "Short's team spent three years digitally modelling Billings's final designs.". This sentence matches the meaning of the prompt, so paragraph D is the best location.

Associated Text:
Short's team spent three years digitally modelling Billings's final designs.

Choose paragraph B because this paragraph contains the information requested in "an implication that advertising led to the large raise in the use of air conditioning". The supporting sentence is: "This technology, he notes, expanded partly because air conditioning systems were marketed relentlessly and aggressively by their inventors.". This sentence matches the meaning of the prompt, so paragraph B is the best location.

Associated Text:
This technology, he notes, expanded partly because air conditioning systems were marketed relentlessly and aggressively by their inventors.

Questions 19-26
Complete the summary below.

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

Write your answers in 19-26 on your answer sheet.

Airflow in Victorian-era hospital wards

Professor Alan Short studied how John Shaw Billings affected hospital architectural (19) and ventilation. Short calculated that (20) carried in air from patients with (21) would not have harmed others. He also found that air inside hospital (22) could be refreshed as frequently as in a modern operating theatre. He suggests hospitals could save energy by treating more patients in (23) areas. Better airflow was mainly promoted because of fears about (24).

Use "designs" because the passage refers to hospitals built to the designs of John Shaw Billings.

Associated Text:
He was especially interested in hospitals built to the designs of John Shaw Billings, among them the first Johns Hopkins Hospital in Baltimore, constructed between 1873 and 1889.

Use "pathogens" because the modelling placed pathogens in the airstreams.

Associated Text:
They put pathogens into the airstreams, modelled a patient with tuberculosis (TB) coughing in the wards, and found that the ventilation systems would have protected other patients from harm.

Use "tuberculosis" because the model involved a patient with tuberculosis coughing.

Associated Text:
They put pathogens into the airstreams, modelled a patient with tuberculosis (TB) coughing in the wards, and found that the ventilation systems would have protected other patients from harm.

Use "wards" because the model placed the patient coughing in the wards.

Associated Text:
They put pathogens into the airstreams, modelled a patient with tuberculosis (TB) coughing in the wards, and found that the ventilation systems would have protected other patients from harm.

Use "communal" because Short says communal wards could reduce energy costs for some patients.

Associated Text:
Single rooms are not suitable for every patient; for some groups, such as older people with dementia, communal wards would work just as well in modern hospitals at a fraction of the energy cost.

Use "public" because the passage says a frightened public demanded protection from bad air.

Associated Text:
He argues that the mindset and skills behind such designs have disappeared, along with expertly ventilated theatres, opera houses and other buildings where as much as half the building volume was devoted to fresh air.

Use "miasmas" because the passage identifies this as toxic air thought to spread disease.

Associated Text:
He argues that the mindset and skills behind such designs have disappeared, along with expertly ventilated theatres, opera houses and other buildings where as much as half the building volume was devoted to fresh air.

Use "cholera" because the passage mentions cholera outbreaks in London and Paris.

Associated Text:
For centuries, miasmas were feared as the main cause of disease and epidemics, and they were used to explain infection from the Middle Ages through to cholera outbreaks in London and Paris in the 1850s.

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
15
16
17
18
19
20
21
22
23
24
25
26
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
Підсумок балів
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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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