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IELTS® General Reading Practice 44

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This reading practice simulates one part of the IELTS Academic Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 15-27.

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Read the text below and answer questions 15-19. Corrective Action PolicyThe following document outlines Greenhouse Co.’s stance on difficult situations in the workplace, focusing on a clear method of communication and appropriate follow-up. Please read our outline to understand our procedures...
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Questions 15-19
Complete the sentences below.

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

Write your answers in 15-19 on your answer sheet.

After have been exhausted without improvement, the three steps should be taken.

The corrective action process is also referred to as .

Before completion of the described process, employees will not be able to receive .

Despite the outline steps, the Executive Director could opt for a swift , if the problem is of a grave nature.

If the employee shows frequent or is frequently late, the Executive Director could opt to begin the described process.

The answer is informal attempts. The passage clearly states, "This occurs after informal attempts to resolve the situation have failed." (Paragraph 1) This means that only when informal efforts do not achieve improvement should the described corrective action steps be initiated.

Associated Text:
This occurs after informal attempts to resolve the situation have failed.

The answer is performance improvement. The passage defines, "This corrective action process, called performance improvement, is a progressive process that includes the following steps:" (Paragraph 1) Therefore, the process described in the document is specifically called "performance improvement."

Associated Text:
This corrective action process, called performance improvement, is a progressive process that includes the following steps:

The answer is promotions or transfers. The passage clearly states, "Employees who are in the performance improvement process are not eligible for promotions or transfers until the process has been satisfactorily completed." (Paragraph 1) This means that employees cannot be promoted or transferred until they complete the process described.

Associated Text:
Employees who are in the performance improvement process are not eligible for promotions or transfers until the process has been satisfactorily completed.

The answer is termination of employment. The passage notes, "Although performance improvement is usually a progressive process, the Executive Director may choose to move to any step in the process, including immediate termination of employment, based on the severity of the problem or misconduct and the circumstances." (Paragraph 1) This explains that swift termination can occur if the problem is very serious.

Associated Text:
Although performance improvement is usually a progressive process, the Executive Director may choose to move to any step in the process, including immediate termination of employment, based on the severity of the problem or misconduct and the circumstances.

The answer is absenteeism. The passage provides as an example of conduct that may require starting the formal process, "Excessive absenteeism or tardiness" (Paragraph 1), indicating that frequent absences could prompt the described procedure.

Associated Text:
Excessive absenteeism or tardiness

Questions 20-27

Look at the following statements.

Match each idea with the correct paragraph, A - F.

Which paragraph contains:

NB You may use any letter more than once.

20. Information about legal matters

21. Information on the writer's credentials

22. A back-up plan

23. Advice on how to be a stronger teaching candidate

24. A specific example of a common misconception

25. Information on searching for jobs

26. Information on common setbacks for foreigners and non-citizens

27. Information regarding safety and best practices

The answer is C. Paragraph C discusses legal issues and states, "Getting a work visa can be an issue for foreigners in the United States. Strict and sometimes confusing laws don't make it easy for one to get a work permit." This directly addresses legal matters in the context of finding a teaching job.

Associated Text:
Getting a work visa can be an issue for foreigners in the United States. Strict and sometimes confusing laws don't make it easy for one to get a work permit.

The answer is A. Paragraph A provides the writer's background by stating, "As a French-Canadian national teaching French in an American high school for the last 10 years, I can safely say that finding a job as a French teacher is not as easy as it may seem!" This directly establishes the author's credentials and qualifications.

Associated Text:
As a French-Canadian national teaching French in an American high school for the last 10 years, I can safely say that finding a job as a French teacher is not as easy as it may seem!

The answer is F. Paragraph F says, "If all of this seems too difficult, or it is impossible to find a job offering a work permit, many teachers do private lessons at home to students who need some extra help..." This is providing a back-up plan for those who cannot secure a traditional teaching position.

Associated Text:
If all of this seems too difficult, or it is impossible to find a job offering a work permit, many teachers do private lessons at home to students who need some extra help with homework or with people who may need to prepare for a French exam.

The answer is D. Paragraph D gives advice about strengthening one's teaching profile: "Having some experience with both would be advantageous, and would be a great way for you to market your skills! Why not become familiar with the common exams in the United States? I guarantee it would be a marketable skill." This is clear advice on how to be a stronger teaching candidate.

Associated Text:
Having some experience with both would be advantageous, and would be a great way for you to market your skills! Why not become familiar with the common exams in the United States? I guarantee it would be a marketable skill.

The answer is B. Paragraph B describes a common misconception: "Most people assume that as long as someone is a mother-tongue in French, that they will definitely get the job. The truth is, though, that you need to invest time and money into getting a certification." This highlights the example of a misunderstanding about qualifications.

Associated Text:
Most people assume that as long as someone is a mother-tongue in French, that they will definitely get the job. The truth is, though, that you need to invest time and money into getting a certification.

The answer is E. Paragraph E focuses on finding open jobs: "There are many ways to find open teaching jobs in French. There are plenty of websites that have job listings for schools in the United States, broken down by state." This presents direct advice on searching for jobs.

Associated Text:
There are many ways to find open teaching jobs in French. There are plenty of websites that have job listings for schools in the United States, broken down by state.

The answer is C. Paragraph C explains setbacks for non-citizens: "Getting a work visa can be an issue for foreigners in the United States. Strict and sometimes confusing laws don’t make it easy for one to get a work permit." This details how non-citizens face barriers.

Associated Text:
Getting a work visa can be an issue for foreigners in the United States. Strict and sometimes confusing laws don’t make it easy for one to get a work permit.

The answer is F. Paragraph F mentions safety and best practices: "You may not want to bring any strangers home for lessons, so I would highly recommend that you do lessons with people you know or with friends of friends!" This gives explicit advice to protect personal safety.

Associated Text:
You may not want to bring any strangers home for lessons, so I would highly recommend that you do lessons with people you know or with friends of friends!

Answer Sheet
1
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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
16
17
18
19
20
21
22
23
24
25
26
27
28
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29
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30
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31
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32
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33
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34
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35
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36
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37
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38
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39
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40
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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

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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