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IELTS® Academic Reading Practice 80

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This reading practice simulates the question type of the IELTS General Reading test. Read the passage and answer questions 1-5.

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Section AThe conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. As one writer observes: 'Although it is now evident that artifacts are as easily altered as chr...
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Questions 1-5
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-vii in boxes 1-5 on your answer sheet.

List of Headings
  1. Commercial pressures on people in charge
  2. Mixed views on current changes to museums
  3. Interpreting the facts to meet visitor expectations
  4. The international dimension
  5. Collections of factual evidence
  6. Fewer differences between public attractions
  7. Current reviews and suggestions

1. Section A

2. Section B

3. Section C

4. Section D

5. Section E

The answer is v. Section A discusses the view that historical relics provide infallible testimony about the past and that museums were seen as places for collections of objects that served as factual evidence. This is supported by statements in Section A such as, “The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free,” and “Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases.” These lines show that the main focus was on collections of factual evidence before changes in museum curation styles were introduced.

Associated Text:
The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor.

The answer is ii. Section B discusses changed attitudes towards the presentation of history in museums. The first sentence reads, "Recently, however, attitudes towards history and the way it should be presented have altered." The paragraph also mentions criticism of developments that make heritage displays more interactive and vivid, stating that “Such developments have been criticised as an intolerable vulgarisation, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.” This shows that there are mixed views regarding current changes.

Associated Text:
Recently, however, attitudes towards history and the way it should be presented have altered. Such developments have been criticised as an intolerable vulgarisation. but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.

The answer is vi. Section C talks about the diminishing differences between museums, heritage sites, and theme parks. The very first sentence is “In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating.” The paragraph then details how these different places are adopting similar approaches, showing the blurring of boundaries between them.

Associated Text:
In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other. is gradually evaporating. They already borrow ideas and concepts from one another.

The answer is i. Section D explains the commercial pressures on museum and heritage professionals. It begins by noting that theme parks are changing in response to market forces and then discusses the competitive environment for museums and heritage sites: “they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time.” The paragraph finishes by saying that those interpreting history must “steer a narrow course between the demands of ‘evidence’ and ‘attractiveness especially given the increasing need in the heritage industry for income generating activities.” This clearly shows the commercial pressures that people in charge face.

Associated Text:
This development is a response to market forces and, although museums and heritage sites have a special. rather distinct, role to fulfill, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on artefacts and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in a difficult position, as they must steer a narrow course between the demands of 'evidence' and 'attractiveness especially given the increasing need in the heritage industry for income generating activities.

The answer is iii. Section E discusses how interpretations in museums are influenced by modern expectations and perceptions. For example, it states, “historical accuracy must be increasingly altered,” and provides examples such as Pithecanthropus erectus depicted with Malay features and Neanderthal man shown in a dominant gesture, reflecting current ideas more than historical fact. This means the facts are interpreted to meet what visitors expect or can relate to.

Associated Text:
It could be claimed that in order to make everything in heritage more `real` historical accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors.

Answer Sheet
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Score Summary
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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