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IELTSAcademic ReadingПрактика59

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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 27-40.

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The case for mixed-ability classesImagine an English literature class in a British school. The teacher has just read part of Shakespeare's Romeo and Juliet with 15-year-old students. Some pupils have been given No Fear Shakespeare, a student-friendly version of the original text, while three student...
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Questions 27-30
Choose the correct letter, A, B, C or D.

Write your answers in boxes 27-30 on your answer sheet.

27. The writer describes the Romeo and Juliet lesson in order to demonstrate

28. What does the writer say about streaming in the third paragraph?

29. What idea is suggested by the reference to Mount Qomolangma in the fifth paragraph?

30. What does the word 'scaffolding' in the sixth paragraph refer to?

(A) is incorrect. Choice A says "how few students show interest in literature.", but the passage evidence for the correct answer is "The teacher might ask the simplified-text group to name the main characters and outline the plot.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "how a teacher manages a range of learning needs." is the idea supported by the passage evidence: "The teacher might ask the simplified-text group to name the main characters and outline the plot.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "how inappropriate Shakespeare is for most teenagers.", but the passage evidence for the correct answer is "The teacher might ask the simplified-text group to name the main characters and outline the plot.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "how weaker students can interrupt their classmates' learning.", but the passage evidence for the correct answer is "The teacher might ask the simplified-text group to name the main characters and outline the plot.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The teacher might ask the simplified-text group to name the main characters and outline the plot.

(A) is correct. Choice A matches the question because "It has very wide appeal." is the idea supported by the passage evidence: "The practice is intuitively appealing to almost every stakeholder.". The wording may be paraphrased, but it points to the same meaning.

(B) is incorrect. Choice B says "It benefits cleverer students.", but the passage evidence for the correct answer is "The practice is intuitively appealing to almost every stakeholder.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "It is fairly simple to implement.", but the passage evidence for the correct answer is "The practice is intuitively appealing to almost every stakeholder.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "It works more effectively in some schools than others.", but the passage evidence for the correct answer is "The practice is intuitively appealing to almost every stakeholder.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The practice is intuitively appealing to almost every stakeholder.

(A) is incorrect. Choice A says "students taking unsuitable paths", but the passage evidence for the correct answer is "The strongest students never reach the summit of Mount Qomolangma, while the stragglers miss the easier walk in the park that might suit them better.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "students trying interesting tasks", but the passage evidence for the correct answer is "The strongest students never reach the summit of Mount Qomolangma, while the stragglers miss the easier walk in the park that might suit them better.". Because Choice B does not express that same idea, it should not be chosen.

(C) is correct. Choice C matches the question because "students failing to achieve their full potential" is the idea supported by the passage evidence: "The strongest students never reach the summit of Mount Qomolangma, while the stragglers miss the easier walk in the park that might suit them better.". The wording may be paraphrased, but it points to the same meaning.

(D) is incorrect. Choice D says "students not recognising their limitations", but the passage evidence for the correct answer is "The strongest students never reach the summit of Mount Qomolangma, while the stragglers miss the easier walk in the park that might suit them better.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
The strongest students never reach the summit of Mount Qomolangma, while the stragglers miss the easier walk in the park that might suit them better.

(A) is incorrect. Choice A says "the factors which stop a student from learning effectively", but the passage evidence for the correct answer is "Teaching provides this assistance and gradually removes it until the learner becomes autonomous.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "the setting where most of a student's learning takes place", but the passage evidence for the correct answer is "Teaching provides this assistance and gradually removes it until the learner becomes autonomous.". Because Choice B does not express that same idea, it should not be chosen.

(C) is correct. Choice C matches the question because "the support given to a student in their initial stages of learning" is the idea supported by the passage evidence: "Teaching provides this assistance and gradually removes it until the learner becomes autonomous.". The wording may be paraphrased, but it points to the same meaning.

(D) is incorrect. Choice D says "the setting of suitable learning targets for a student's aptitude", but the passage evidence for the correct answer is "Teaching provides this assistance and gradually removes it until the learner becomes autonomous.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Teaching provides this assistance and gradually removes it until the learner becomes autonomous.

Questions 31-35
Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in 31-35 on your answer sheet.

Is streaming effective?

Professor John Hattie argues that evidence is weak that streaming leads to (31). In schools that use streaming, he says, students in the (32) experience the strongest impact, especially when many come from (33). For the (34), any advantage seems very small. Another problem is that teachers often develop (35) for students in streamed groups.

A wrong classes B lower expectations C average learners D bottom sets E brightest pupils F disadvantaged backgrounds G weaker students H higher achievements I positive impressions

Use H because the passage says there is little evidence that streaming produces higher achievements.

Associated Text:
Professor John Hattie, director of the Melbourne Education Research Institute, observes that tracking has minimal effects on learning outcomes, and there is little evidence that streaming produces higher achievements.

Use D because the passage identifies students in the bottom sets as those most negatively affected.

Associated Text:
More importantly, the largest negative effect falls on students assigned to the bottom sets.

Use F because the passage says those groups include many students from disadvantaged backgrounds.

Associated Text:
Those groups often include a high proportion of students from disadvantaged backgrounds.

Use E because the passage says the brightest pupils gain only a small benefit.

Associated Text:
By contrast, the brightest pupils gain only a small benefit from placement in higher sets.

Use B because the passage says streaming can lead teachers to form lower expectations.

Associated Text:
When students are streamed by diagnosed attainment, teachers may form lower expectations of what those students can achieve.

Questions 36-40
Do the following statements agree with the information given in the reading passage? In boxes 36-40 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

36. The Vygotsky model of education supports the concept of a mixed-ability class.

37. Some teachers are uncertain about allowing students to take on MKO roles in the classroom.

38. It can be rewarding to teach knowledge which you have only recently acquired.

39. The priority should be to ensure that the highest-achieving students attain their goals.

40. Taking part in collaborative outdoor activities with teachers and classmates can improve student outcomes in the classroom.

The answer is No because the statement contradicts the passage. The key evidence is: "If this model is accepted, grouping learners with similar zones can appear to be the efficient answer, while forcing everyone onto the same hike regardless of aptitude can seem unreasonable.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
If this model is accepted, grouping learners with similar zones can appear to be the efficient answer, while forcing everyone onto the same hike regardless of aptitude can seem unreasonable.

The answer is Not given because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "When students are streamed by diagnosed attainment, teachers may form lower expectations of what those students can achieve.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
When students are streamed by diagnosed attainment, teachers may form lower expectations of what those students can achieve.

The answer is Yes because the statement agrees with the passage. The key evidence is: "There is also a special satisfaction in passing on knowledge you have only just mastered, with an energy and freshness that experts can lose when every step seems obvious.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
There is also a special satisfaction in passing on knowledge you have only just mastered, with an energy and freshness that experts can lose when every step seems obvious.

The answer is No because the statement contradicts the passage. The key evidence is: "More than ever, we need many students to flourish, not for the majority to lose out because a few bright stars are protected.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
More than ever, we need many students to flourish, not for the majority to lose out because a few bright stars are protected.

The answer is Not given because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "If this model is accepted, grouping learners with similar zones can appear to be the efficient answer, while forcing everyone onto the same hike regardless of aptitude can seem unreasonable..". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
If this model is accepted, grouping learners with similar zones can appear to be the efficient answer, while forcing everyone onto the same hike regardless of aptitude can seem unreasonable..

Answer Sheet
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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15
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16
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17
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18
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19
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20
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21
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22
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23
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24
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25
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26
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27
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31
32
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40
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
 
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