Gabay sa IELTS Reading Test: Libreng IELTS Reading Practice Test para sa IELTS General Reading at IELTS Academic Reading
Sa gabay na ito, maaari mong simulan ang iyong IELTS reading practice sa pamamagitan ng pagkuha ng libreng IELTS reading test. Gayunpaman, may dalawang bersyon ng pagsusulit: IELTS general reading at IELTS academic reading. Matututuhan mo kung aling bersyon ang tama para sa iyo at kung paano harapin ang bawat uri ng tanong sa reading gamit ang aming mga materyales sa IELTS reading.
Makakuha ng libreng pagsusuri ng IELTS reading score at personalized na study plan matapos mong matapos ang libreng IELTS reading practice test.
| Test sa IELTS General Reading | Test sa IELTS Academic Reading |
|---|---|
Nasa ibaba ang aming kumpletong listahan ng IELTS reading questions na may mga sagot. Tandaan: Ang mga pulang link ang aming pinakapopular at pinakairekomendang reading questions ayon sa aming mga estudyante, at maaari mo silang i-practice nang libre kahit kailan.
Gabay sa IELTS Reading Practice Test
Ang natitirang bahagi ng gabay na ito ay magtuturo sa iyo ng lahat tungkol sa IELTS reading test para sa parehong general training at academic reading test. Matututunan mo kung paano kinakalkula ang reading score, matututunan kung paano sagutin nang matagumpay ang bawat uri ng reading question, mapabuti ang iyong pagbasa gamit ang IELTS text material, at matutugunan ang aming 3 estratehiya para sa tagumpay ng iyong IELTS reading practice.
Talaan ng Nilalaman
- Impormasyon sa IELTS Reading Test
- Impormasyon sa IELTS General Reading Test
- Impormasyon sa IELTS Academic Reading Test
- IELTS Reading Score Calculator
- Paano Sagutin ang Lahat ng 11 Uri ng IELTS Reading Question
- Paano Pahusayin ang iyong IELTS Reading Band Score
- 3 Estratehiya sa IELTS Reading
- Libreng IELTS Reading Practice Test PDF Download na may mga Sagot
Impormasyon sa IELTS Reading Test
Ang IELTS Reading Test ay binubuo ng 3 seksyon at kabuuang 40 tanong. Sa pangkalahatan, sasagot ka ng 12-14 na tanong para sa bawat seksyon at bibigyan ng eksaktong 60 minuto upang kumpletuhin ang iyong reading exam. Bawat seksyon ay naglalaman ng 1-3 passages depende sa kung anong test ang iyong kinukuha. Kung alam mo na ang test na iyong kinukuha, maaari mong laktawan ang sumusunod na ilang seksyon. Kung hindi, mahalagang matutunan mo ang tungkol sa bawat test at kung paano maghanda para dito.
Aling IELTS Reading Test ang Tamang Para sa Akin?
Ang IELTS reading test ay may dalawang bersyon: IELTS General Reading at IELTS Academic Reading. Kukuhain mo ang General Reading kung ikaw ay nagnanais na lumipat ng bansa o pumasok sa high school. Kukuhain mo ang Academic Reading kung ikaw ay naghahanap ng mas mataas na edukasyon. Ang pinakamalaking pagkakaiba sa pagitan ng general reading at academic reading ay ang kahirapan sa mga IELTS reading passage. Tulad ng ipinahihiwatig ng pangalan, ang academic test ay gumagamit ng IELTS reading material mula sa academic resources, habang ang general test ay gumagamit ng material mula sa pang-araw-araw na buhay.
Parehong test ay may 3 seksyon, 40 tanong, at 11 uri ng tanong. Mababasa mo ang tungkol sa bawat seksyon nang detalyado para sa parehong test sa talahanayan sa ibaba.
| Seksyon | IELTS Academic Reading Test | IELTS General Reading Test |
|---|---|---|
| 1 | Isang mahabang akademikong teksto na sumasaklaw mula sa naglalarawan at batay sa katotohanan hanggang sa diskurso at analitikal. Ang teksto ay kukunin
mula sa mga libro, journal, magazine, at pahayagan. 12-14 tanong |
Dalawa o tatlong maikling teksto na batay sa katotohanan.
Ang mga paksa ay may kaugnayan sa pang-araw-araw na buhay sa isang bansang nagsasalita ng Ingles.
12-14 tanong |
| 2 | Isang mahabang akademikong teksto na sumasaklaw mula sa naglalarawan at batay sa katotohanan hanggang sa diskurso at analitikal. Ang teksto ay kukunin
mula sa mga libro, journal, magazine, at pahayagan. 10-14 tanong |
Dalawang maikling teksto na batay sa katotohanan na nakatuon sa mga isyung may kaugnayan sa trabaho (hal. pag-aaplay para sa mga trabaho, mga patakaran ng kompanya, sahod at mga kondisyon).
12-14 tanong |
| 3 | Isang mahabang akademikong teksto na sumasaklaw mula sa naglalarawan at batay sa katotohanan hanggang sa diskurso at analitikal. Ang teksto ay kukunin
mula sa mga libro, journal, magazine, at pahayagan. 12-14 tanong |
Isang mas mahaba, mas kumplikadong teksto sa isang paksa ng pangkalahatang interes.
Ang mga teksto ay tunay at kinukuha mula sa mga notice, advertisement, company handbooks, libro, magazine, at pahayagan.
12-14 tanong |
Ngayong pamilyar ka na sa istraktura ng IELTS reading test at sa parehong IELTS general reading at IELTS academic reading, panahon nang matutunan kung mas mainam para sa iyo ang paper-based test o ang computer-based test.
IELTS Paper-based Test (PBT) VS IELTS Computer-based Test (CBT)
Sa PBT, bibigyan ka ng Question Booklet at Answer Sheet. Ang Question Booklet ay kung saan mo makikita ang lahat ng mga tanong na kailangan mong sagutin. Ang Answer Sheet ay kung saan mo isusulat ang iyong mga pinal na sagot para sa pagmamarka. Maaari mong tingnan ang opisyal na IELTS answer sheet pdf dito
Tandaan: Hindi tulad sa IELTS listening test, hindi ka bibigyan ng dagdag na oras upang ilipat ang iyong mga sagot mula sa booklet patungo sa answer sheet, kaya tiyaking idagdag mo ang bawat tanong sa IELTS reading test sa answer sheet habang sinasagot mo ang mga ito.
Sa CBT, sasagutin mo ang mga tanong sa kompyuter. Ang iyong mga passage ay nasa kaliwang bahagi at ang iyong mga tanong ay nasa kanang bahagi. Makakaya mo ring mag-highlight ng text at gamitin ang mga control function upang kopyahin at i-paste ang mga sagot. Para sa karagdagang impormasyon tungkol sa PBT at CBT, tingnan ang The IELTS Computer Based Test Guide.
Maaari mong sanayin ang alinmang bersyon anumang oras kung gusto mo gamit ang aming libreng IELTS reading practice test. Makikita mo ang mga link sa lahat ng aming IELTS reading material sa itaas ng pahina.
General IELTS Reading Test
Sa general test, ang mga IELTS reading passage ay kinukuha mula sa mga libro, magazine, pahayagan, notice, advertisement, company handbook at mga gabay na matatagpuan mula sa materyal na maaari mong matagpuan sa pang-araw-araw na batayan sa isang nagsasalita ng Ingles na kapaligiran. Katulad ng sa academic reading test, may 3 seksyon, gayunpaman sa isang IELTS general reading test, ang bawat seksyon ay medyo iba mula sa isa't isa.
IELTS General Reading Introduction Video
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Section 1: Naglalaman ng dalawa o tatlong maikling teksto o ilang mas maiikling teksto
Ang seksyong ito ay tinatawag na Social Survival at naglalaman ito ng mga teksto na may kaugnayan sa pangunahing pangwikang kaligtasan sa Ingles na may mga gawaing pangunahing tungkol sa pagkuha at pagbibigay ng pangkalahatang impormasyong batay sa katotohanan, halimbawa, mga notice, advertisement, at timetable. -
Section 2: Binubuo ng dalawang teksto
Ang seksyong ito ay tinatawag na Workplace Survival at nakatuon sa konteksto ng lugar ng trabaho, halimbawa, mga paglalarawan ng trabaho, kontrata at mga materyal sa pagsasanay at pagpapaunlad ng tauhan. -
Section 3: Isang mahabang teksto
Ang seksyong ito ay tinatawag na General Reading at kinasasangkutan ng pagbasa ng mas mahabang prose na may mas kumplikadong istraktura. Ang pokus ay sa naglalarawan at nagtuturo sa halip na mapanagutang teksto.
Sana hindi ka masyadong nakakaramdam ng panghihina. Ang reading test ay hindi kasing-hirap ng tila ito. Hangga't sinusunod mo ang aming mga IELTS reading tips at ginagamit ang aming libreng IELTS reading practice questions, magiging handa kang harapin ang anumang reading passage at makamit ang iyong target na IELTS reading score. Nga pala, ang academic reading test ay binibigyan ng iskor ng bahagyang naiiba sa general reading test. Sunod, lalampasan natin ang reading band score at kung paano kinakalkula ang mga ito.
Academic IELTS Reading Test
Sa academic test, ang mga IELTS reading passage ay kinukuha mula sa mga libro, journal, magazine, at pahayagan mula sa akademikong mapagkukunan na angkop para sa mga estudyante sa unibersidad. Bawat passage ay mahaba, marahil 6 - 10 talata, maaaring nakasulat sa iba't ibang istilo tulad ng pasalaysay o naglalarawan, at sumasaklaw sa malawak na hanay ng mga akademikong paksa tulad ng antropolohiya, kasaysayan, agham, biology, sining, edukasyon, lingguwistika, atbp. Ang mga passage ay minsan ay may kasamang mga teknikal na termino o kahit visual material tulad ng mga chart at graph. Maaari mong sanayin ang mga paksang ito at higit pa sa aming IELTS reading practice test questions.
IELTS Academic Reading Introduction Video
Kaya aling akademikong paksa ang pinaka-madalas na lumilitaw sa opisyal na IELTS Academic Reading Test?
Sa 2018 at 2019, ang pinaka-karaniwang mga paksa sa academic reading ay kasaysayan at agham panlipunan, na kinabibilangan ng kultura, edukasyon, lingguwistika, at sosyolohiya. Kawili-wili, ang mga paksa sa kasaysayan ay halos tungkol sa mga hayop/halaman ng New Zealand, Australia, UK, at Canada. Ang susunod na pinakasikat na IELTS reading topics ay sikolohiya, natural na agham, sining, antropolohiya, negosyo, at biology.
Ang chart sa ibaba ay nagpapakita ng iba't ibang paksang sinusubok sa academic IELTS reading tests noong 2018 at 2019.
Dahil sa mga trend na ito, tiniyak naming sinasaklaw ng aming mga IELTS reading practice test ang mga paksang ito. Nagdagdag rin kami ng reading samples mula sa hindi gaanong ginagamit na mga paksa, sakaling kailanganin. Mahalaga na maghanda ka para sa lahat ng sitwasyon, dahil hindi mo alam kung anong IELTS reading topic ang iyong makukuha.
Paano Kinakalkula ang iyong IELTS Reading Score
Bawat IELTS reading question ay nagkakahalaga ng 1 puntos, kaya makakakuha ka ng "raw" score na hanggang 40 puntos. Pagkatapos, ang iyong raw score ay iko-convert sa iyong band score. Ang mga talahanayan sa ibaba ay maaaring magbigay sa iyo ng pangkalahatang ideya tungkol sa kung paano kino-convert ang raw IELTS reading scores sa band scores para sa bawat test.
IELTS General Reading Score VS IELTS Academic Reading Score
| Raw Scores: Academic | Band Scores: Academic | Raw Scores: General | Band Scores: General |
|---|---|---|---|
| 39-40 | 9 | 40 | 9 |
| 37-38 | 8.5 | 39 | 8.5 |
| 35-36 | 8 | 37-38 | 8 |
| 33-34 | 7.5 | 36 | 7.5 |
| 30-32 | 7 | 34-35 | 7 |
| 27-29 | 6.5 | 32-33 | 6.5 |
| 23-26 | 6 | 30-31 | 6 |
| 19-22 | 5.5 | 27-29 | 5.5 |
| 15-18 | 5 | 23-26 | 5 |
| 13-14 | 4.5 | 19-22 | 4.5 |
| 10-12 | 4 | 15-18 | 4 |
| 8-9 | 3.5 | 12-14 | 3.5 |
| 6-7 | 3 | 9-11 | 3 |
| 4-5 | 2.5 | 6-8 | 2.5 |
| 1-3 | 2 | 1-5 | 2 |
Gayunpaman, tandaan na bawat bersyon ng IELTS reading test ay bahagyang naiiba at ang iskor na kinakailangan upang makamit ang isang partikular na band ay nagbabago depende sa kung paano nagperform ang lahat ng kumuha ng test sa araw na iyon. Samakatuwid, ang bilang ng mga tamang sagot na kailangan upang makakuha ng band score ay magkakaiba nang bahagya sa bawat test, ngunit sa pangkalahatan dapat mong layunin na makakuha ng halos 30 sa 40 kung gusto mong makakuha ng band 7 score.
Isa pang bagay na gusto naming ipaalala sa iyo ay na ang pinakamahirap at pinakamadaling mga tanong ay pantay na binibigyan ng halaga sa iyong huling reading score, kaya tiyaking hindi ka nawawalan ng mas madaling puntos dahil naipit ka sa mas mahirap na mga tanong. Sunod ay sasakupin namin ang ilang IELTS reading tips at estratehiya kung paano sagutin ang bawat reading test question.
IELTS Reading Tips - Paano Sagutin ang 11 Uri ng Reading Question
May 11 na magkakaibang uri ng tanong sa reading test at lahat ng mga ito ay nangangailangan ng iba't ibang estratehiya. Samakatuwid, mahalagang sanayin mo ang bawat uri ng tanong upang matutunan ang pinakamabuting paraan upang harapin ito para sa mataas na IELTS reading score. Sa sumusunod na mga seksyon, titingnan mo ang isang IELTS reading sample na may sagot para sa bawat uri ng reading question at matututunan ang mga tip kung paano sagutin ang mga ito nang matagumpay.
- Question Type 1 – Matching Information
- Question Type 2 – Matching Headings
- Question Type 3 – Matching Features
- Question Type 4 – Identifying Information
- Question Type 5 – Identifying Writer's Views/claims
- Question Type 6 – Multiple Choice
- Question Type 7 – Matching Sentence Endings
- Question Type 8 – Sentence Completion
- Question Type 9 – Summary, Note, Table, Flow-chart Completion
- Question Type 10 – Diagram Label Completion
- Question Type 11 – Short Answer Questions
- Paano Makakatulong sa Iyo ang mga Trend na Maghanda para sa IELTS Reading Test
Question Type 1 – Matching Information
Sa ganitong uri ng tanong, hihilingin sa iyo na itugma ang mga pahayag sa mga talata sa reading text. Ang mga pahayag ay maaaring mga dahilan, paglalarawan, buod, kahulugan, katotohanan o paliwanag. Kailangan mong hanapin ang partikular na impormasyon sa talata at itugma ito sa isa sa mga pahayag. Ang sagot ay karaniwang nilalaman sa isang buong parirala o pangungusap, sa halip na isang salita. Sa ibaba ay isang sample na Matching Information question sa IELTS Academic Reading Test.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Matching Information Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Reading Passage 7 has eight paragraphs labelled A-F.
Which paragraphs contains the following information?
Write the correct letter A-F in boxes 27-32 on your answer sheet.
NB You may use any letter more than once.
- an explanation of the factors affecting the transmission of information
- an example of how unnecessary information can be omitted
- a reference to attitude to fame
- details of a machine capable of interpreting incomplete information
- a detailed account of an incident involving information theory
- a reference to what Shannon initially intended to achieve in his research
Answer sheet
| 27 | |
| 28 | |
| 29 | |
| 30 | |
| 31 | |
| 32 |
-
spellcheck Mga Sagot27 D
28 F
29 B
30 E
31 A
32 C
Information theory lies at the heart of everything - from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our lives
A In April 2002 an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in 1977, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realised that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometres from Earth, this was not an easy task. By means of a radio dish belonging to NASA's Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.
B It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes - any area, in short, where data has to be conveyed rapidly yet accurately.
C This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of 'information'. The most basic form of information, Shannon argued, is whether something is true or false - which can be captured in the binary unit, or 'bit', of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference - 'noise' - intact.
D Noise usually means unwanted sounds which interfere with genuine information. Information theory generalises this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its 'bandwidth'). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given signal strength and noise level. The trick, Shannon showed, is to find ways of packaging up - 'coding' - information to cope with the ravages of noise, while staying within the information-carrying capacity - 'bandwidth' - of the communication system being used.
E Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 - and stunningly clear pictures of the planets. Other codes have become part of everyday life - such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes - which come very close to Shannon's ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.
F Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous ('redundant') bits from data which contributed little real information. As mobile phone text messages like 'I CN C U' show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there's a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.
Question Type 2 – Matching Headings
Sinusubok ng ganitong uri ng tanong ang iyong kakayahan na maunawaan ang pangunahing ideya ng bawat talata. Bibigyan ka ng 5 hanggang 7 na heading at kakailanganin mong itugma ang bawat talata sa reading text sa isang heading. Ang heading ay isang maikling pangungusap na nagbubuod ng impormasyon sa isang talata. Palaging mayroong mas maraming heading kaysa sa mga talata.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Matching Headings Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Reading Passage 6 has six sections, A-E.
Choose the correct heading for sections A-D and E from the list of headings below.
Write the correct number i-vii in boxes 2-5 on your answer sheet.
List of Headings
- Commercial pressures on people in charge
- Mixed views on current changes to museums
- Interpreting the facts to meet visitor expectations
- The international dimension
- Collections of factual evidence
- Fewer differences between public attractions
- Current reviews and suggestions
| Example | Answer |
| 1. Section A | v |
- Section B
- Section C
- Section D
- Section E
| 2 | |
| 3 | |
| 4 | |
| 5 |
-
spellcheck Mga Sagot2. ii
3. vi
4. i
5. iii
Section A 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. As one writer observes: 'Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real/ 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, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the lay visitor. The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.
Section B Recently, however, attitudes towards history and the way it should be presented have altered. The key word in heritage display is now 'experience', the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the world. No one can predict where the process will end. On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. 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.
Section C 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. For example, museums have adopted story lines for exhibitions, sites have accepted 'theming' as a relevant tool, and theme parks are moving towards more authenticity and research-based presentations. In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environments in Burgers' Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.
Section D Theme parks are undergoing other changes,too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct role to fulfil, 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 artifacts 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.
Section E 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. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result it would contain a lot more bias than the presentations provided by experts.
Section F Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishings and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in the past. This notion is induced by the bias in its representation in museums and heritage centres.
Question Type 3 – Matching Features
Sa ganitong uri ng test, hihilingin sa iyo na itugma ang isang listahan ng mga pagpipilian sa isang set ng mga pahayag.
Ang mga pagpipilian ay isang grupo ng mga tampok mula sa IELTS text, at tinutukoy sa pamamagitan ng mga letra.
Halimbawa, maaari mong itugma ang iba't ibang mga natuklasan ng pananaliksik sa isang listahan ng mga mananaliksik,
o mga katangian sa mga pangkat ng edad, mga pangyayari sa mga panahon ng kasaysayan, atbp.
Tandaan na posibleng ang ilang mga pagpipilian ay hindi gagamitin, at ang iba ay maaaring gamitin nang higit sa isang beses.
Ang mga tagubilin ay magbibigay alam sa iyo kung ang mga pagpipilian ay maaaring gamitin nang higit sa isang beses.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Matching Features Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Look at the following items (Questions 7-10) and the list of groups below.
Match each item with the group which first invented or used them.
Write the correct letter A-E in boxes 7-10 on your answer sheet.
NB You may use any letter more than once.
- black powder
- rocket-propelled arrows for fighting
- rockets as war weapons
- the rocket
A the Chinese
B the Indians
C the British
D the Arabs
E the Americans
Answer sheet
| 7 | |
| 8 | |
| 9 | |
| 10 |
-
spellcheck Mga Sagot7 A
8 A
9 B
10 E
The invention of rockets is linked inextricably with the invention of 'black powder'. Most historians of technology credit the Chinese with its discovery. They base their belief on studies of Chinese writings or on the notebooks of early Europeans who settled in or made long visits to China to study its history and civilisation. It is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, charcoal and sulphur. But this does not mean that it was immediately used to propel rockets. By the thirteenth century, powder- propelled fire arrows had become rather common. The Chinese relied on this type of technological development to produce incendiary projectiles of many sorts, explosive grenades and possibly cannons to repel their enemies. One such weapon was the 'basket of fire' or, as directly translated from Chinese, the 'arrows like flying leopards'. The 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces. Another weapon was the 'arrow as a flying sabre', which could be fired from crossbows. The rocket, placed in a similar position to other rocket-propelled arrows, was designed to increase the range. A small iron weight was attached to the 1.5m bamboo shaft, just below the feathers, to increase the arrow's stability by moving the centre of gravity to a position below the rocket. At a similar time, the Arabs had developed the 'egg which moves and burns'. This 'egg' was apparently full of gunpowder and stabilised by a 1.5m tail. It was fired using two rockets attached to either side of this tail.
It was not until the eighteenth century that Europe became seriously interested in the possibilities of using the rocket itself as a weapon of war and not just to propel other weapons. Prior to this, rockets were used only in pyrotechnic displays. The incentive for the more aggressive use of rockets came not from within the European continent but from far-away India, whose leaders had built up a corps of rocketeers and used rockets successfully against the British in the late eighteenth century. The Indian rockets used against the British were described by a British Captain serving in India as 'an iron envelope about 200 millimetres long and 40 millimetres in diameter with sharp points at the top and a 3m-long bamboo guiding stick'. In the early nineteenth century the British began to experiment with incendiary barrage rockets. The British rocket differed from the Indian version in that it was completely encased in a stout, iron cylinder, terminating in a conical head, measuring one metre in diameter and having a stick almost five metres long and constructed in such a way that it could be firmly attached to the body of the rocket. The Americans developed a rocket, complete with its own launcher, to use against the Mexicans in the mid-nineteenth century. A long cylindrical tube was propped up by two sticks and fastened to the top of the launcher, thereby allowing the rockets to be inserted and lit from the other end. However, the results were sometimes not that impressive as the behaviour of the rockets in flight was less than predictable.
Question Type 4 – Identifying Information (TRU/FALSE/NOT GIVEN)
Sa ganitong uri ng tanong, bibigyan ka ng mga pahayag na may kaugnayan sa reading passage at ang iyong gawain ay sagutin kung ang pahayag ay totoo, mali, o hindi ibinigay. Ang ganitong uri ng tanong ay isa sa mga pinakamahirap na uri ng tanong sa IELTS reading test dahil kailangan mong magkaroon ng malakas na lohika upang sumagot nang tama. Mahalaga na ang mga test taker ay umunawa sa pagkakaiba sa pagitan ng mga sagot na "FALSE" at "NOT GIVEN".
Kung ang isang sagot ay "FALSE", ibig sabihin nito ay may impormasyon sa passage na nagpapatunay na ang pahayag ay mali.
Kung ang sagot ay "NOT GIVEN", ibig sabihin nito ay ang passage ay hindi naglalaman ng impormasyong ipinapakita sa pahayag, ni ang passage ay hindi nagkukumpirma o sumasalungat sa impormasyong iyon.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Identifying Information (TRU/FALSE/NOT GIVEN) Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Do the following statements agree with the information given in Reading Passage 1? In boxes 1–7 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
- Chronobiology is the study of how living things have evolved over time.
- The rise and fall of sea levels affects how sea creatures behave.
- Most animals are active during the daytime.
- Circadian rhythms identify how we do different things on different days.
- A 'night person' can still have a healthy circadian rhythm.
- New therapies can permanently change circadian rhythms without causing harm.
- Naturally-produced vegetables have more nutritional value
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 |
-
spellcheck Mga Sagot1. FALSE
2. TRUE
3. NOT GIVEN
4. FALSE
5. TRUE
6. FALSE
7. TRUE
Chronobiology might sound a little futuristic – like something from a science fiction novel, perhaps – but it's actually a field of study that concerns one of the oldest processes life on this planet has ever known: short-term rhythms of time and their effect on flora and fauna.
This can take many forms. Marine life, for example, is influenced by tidal patterns. Animals tend to be active or inactive depending on the position of the sun or moon. Numerous creatures, humans included, are largely diurnal – that is, they like to come out during the hours of sunlight. Nocturnal animals, such as bats and possums, prefer to forage by night. A third group are known as crepuscular: they thrive in the lowlight of dawn and dusk and remain inactive at other hours.
When it comes to humans, chronobiologists are interested in what is known as the circadian rhythm. This is the complete cycle our bodies are naturally geared to undergo within the passage of a twenty-four hour day. Aside from sleeping at night and waking during the day, each cycle involves many other factors such as changes in blood pressure and body temperature. Not everyone has an identical circadian rhythm. 'Night people', for example, often describe how they find it very hard to operate during the morning, but become alert and focused by evening. This is a benign variation within circadian rhythms known as a chronotype.
Scientists have limited abilities to create durable modifications of chronobiological demands. Recent therapeutic developments for humans such as artificial light machines and melatonin administration can reset our circadian rhythms, for example, but our bodies can tell the difference and health suffers when we breach these natural rhythms for extended periods of time. Plants appear no more malleable in this respect; studies demonstrate that vegetables grown in season and ripened on the tree are far higher in essential nutrients than those grown in greenhouses and ripened by laser.
Knowledge of chronobiological patterns can have many pragmatic implications for our day-to-day lives. While contemporary living can sometimes appear to subjugate biology – after all, who needs circadian rhythms when we have caffeine pills, energy drinks, shift work and cities that never sleep? – keeping in synch with our body clock is important.
The average urban resident, for example, rouses at the eye-blearing time of 6.04 a.m., which researchers believe to be far too early. One study found that even rising at 7.00 a.m. has deleterious effects on health unless exercise is performed for 30 minutes afterward. The optimum moment has been whittled down to 7.22 a.m.; muscle aches, headaches and moodiness were reported to be lowest by participants in the study who awoke then.
Once you're up and ready to go, what then? If you're trying to shed some extra pounds, dietitians are adamant: never skip breakfast. This disorients your circadian rhythm and puts your body in starvation mode. The recommended course of action is to follow an intense workout with a carbohydrate-rich breakfast; the other way round and weight loss results are not as pronounced.
Morning is also great for breaking out the vitamins. Supplement absorption by the body is not temporal-dependent, but naturopath Pam Stone notes that the extra boost at breakfast helps us get energised for the day ahead. For improved absorption, Stone suggests pairing supplements with a food in which they are soluble and steering clear of caffeinated beverages. Finally, Stone warns to take care with storage; high potency is best for absorption, and warmth and humidity are known to deplete the potency of a supplement.
After-dinner espressos are becoming more of a tradition – we have the Italians to thank for that – but to prepare for a good night's sleep we are better off putting the brakes on caffeine consumption as early as 3 p.m. With a seven hour half-life, a cup of coffee containing 90 mg of caffeine taken at this hour could still leave 45 mg of caffeine in your nervous system at ten o'clock that evening. It is essential that, by the time you are ready to sleep, your body is rid of all traces.
Evenings are important for winding down before sleep; however, dietitian Geraldine Georgeou warns that an after-five carbohydrate-fast is more cultural myth than chronobiological demand. This will deprive your body of vital energy needs. Overloading your gut could lead to indigestion, though. Our digestive tracts do not shut down for the night entirely, but their work slows to a crawl as our bodies prepare for sleep. Consuming a modest snack should be entirely sufficient.
Question Type 5 – Identifying Writer's Views/claims
Sa ganitong uri ng tanong, bibigyan ka ng ilang pahayag at tatanungin:
Do the following statements agree with the views/claims of the writer?
Kakailanganin mong isulat ang YES, NO o NOT GIVEN sa mga kahon sa kanilang answer sheet.
Ang NO ay nangangahulugan na ang mga pananaw o claim ng manunulat ay malinaw na hindi sumasang-ayon sa pahayag.
Ang NOT GIVEN ay nangangahulugan na ang pananaw o claim ay hindi nakumpirma ni sinalungat.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Identifying Writer's Views/Claims Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Do the following statements reflect the claims of the writer in the reading passage?
In boxes 4-7 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
- Thirty per cent of deaths in the United States are caused by smoking-relateddiseases.
- If one partner in a marriage smokes, the other is likely to take up smoking
- Teenagers whose parents smoke are at risk of getting lung cancer at some time during their lives.
- Opponents of smoking financed the UCSF study.
Answer sheet
| 4 | |
| 5 | |
| 6 | |
| 7 |
-
spellcheck Mga Sagot4. NO
5. NOT GIVEN
6. YES
7. NOT GIVEN
Discovered in the early 1800s and named 'nicotianine', the oily essence now called nicotine is the main active ingredient of tobacco. Nicotine, however, is only a small component of cigarette smoke, which contains more than 4,700 chemical compounds, including 43 cancer-causing substances. In recent times, scientific research has been providing evidence that years of cigarette smoking vastly increases the risk of developing fatal medical conditions.
In addition to being responsible for more than 85 per cent of lung cancers, smoking is associated with cancers of, amongst others, the mouth, stomach and kidneys, and is thought to cause about 14 per cent of leukemia and cervical cancers. In 1990, smoking caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly represents the most important preventable cause of cancer in countries like the United States today.
Passive smoking, the breathing in of the side-stream smoke from the burning of tobacco between puffs or of the smoke exhaled by a smoker, also causes a serious health risk. A report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the health dangers, especially from side-stream smoke. This type of smoke contains more smaller particles and is therefore more likely to be deposited deep in the lungs. On the basis of this report, the EPA has classified environmental tobacco smoke in the highest risk category for causing cancer.
As an illustration of the health risks, in the case of a married couple where one partner is a smoker and one a non-smoker, the latter is believed to have a 30 per cent higher risk of death from heart disease because of passive smoking. The risk of lung cancer also increases over the years of exposure and the figure jumps to 80 per cent if the spouse has been smoking four packs a day for 20 years. It has been calculated that 17 per cent of cases of lung cancer can be attributed to high levels of exposure to second-hand tobacco smoke during childhood and adolescence.
A more recent study by researchers at the University of California at San Francisco (UCSF) has shown that second-hand cigarette smoke does more harm to non-smokers than to smokers. Leaving aside the philosophical question of whether anyone should have to breathe someone else's cigarette smoke, the report suggests that the smoke experienced by many people in their daily lives is enough to produce substantial adverse effects on a person's heart and lungs.
The report, published in the Journal of the American Medical Association (AMA), was based on the researchers' own earlier research but also includes a review of studies over the past few years. The American Medical Association represents about half of all US doctors and is a strong opponent of smoking. The study suggests that people who smoke cigarettes are continually damaging their cardiovascular system, which adapts in order to compensate for the effects of smoking. It further states that people who do not smoke do not have the benefit of their system adapting to the smoke inhalation. Consequently, the effects of passive smoking are far greater on non-smokers than on smokers.
This report emphasizes that cancer is not caused by a single element in cigarette smoke; harmful effects to health are caused by many components. Carbon monoxide, for example, competes with oxygen in red blood cells and interferes with the blood's ability to deliver life-giving oxygen to the heart. Nicotine and other toxins in cigarette smoke activate small blood cells called platelets, which increases the likelihood of blood clots, thereby affecting blood circulation throughout the body.
The researchers criticize the practice of some scientific consultants who work with the tobacco industry for assuming that cigarette smoke has the same impact on smokers as it does on non-smokers. They argue that those scientists are underestimating the damage done by passive smoking and, in support of their recent findings, cite some previous research which points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart attacks each year in the United States. This means that passive smoking is the third most preventable cause of death after active smoking and alcohol-related diseases
The study argues that the type of action needed against passive smoking should be similar to that being taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the simplest and most cost-effective action is to establish smoke-free work places, schools and public places.
Question Type 6 – Multiple Choice
Sa IELTS academic reading test at sa IELTS general reading test, kakailanganin mong sagutin ang mga multiple choice na tanong. Bawat multiple choice na tanong ay magkakaiba sa mga tuntunin ng kung ilang sagot ang kailangan mong piliin at ang uri ng tanong na itatanong sa iyo.
Ang iba't ibang bilang ng pagpipilian ng sagot
- Pumili ng isang sagot mula sa apat na pagpipilian (Ang pinakakaraniwan)
- Pumili ng dalawang sagot mula sa limang pagpipilian
- Pumili ng tatlong sagot mula sa anim na pagpipilian
Ang uri ng tanong
- Pagkumpleto ng pangungusap
- Pagsagot ng tanong
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Multiple Choice Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Choose the appropriate letters A, B, C or D.
Write your answers in boxes 10-12 on your answer sheet.
- reduced the productivity of farmland by 20 per cent.
- was almost as severe as in India and China.
- was causing significant damage to 20 per cent of farmland.
- could be reduced by converting cultivated land to meadow or forest.
- used 50 per cent less fertiliser than Dutch farmers.
- used twice as much fertiliser as they had in 1960.
- applied fertiliser much more frequently than in 1960.
- more than doubled the amount of pesticide they used in just 3 years.
- farm incomes
- use of fertiliser
- over-stocking
- farm diversification
Answer sheet
| 10 | |
| 11 | |
| 12 |
-
spellcheck Mga Sagot10. C
11. B
12. D
All these activities may have damaging environmental impacts. For example, land clearing for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides may contaminate water supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion; and the spread of monoculture and use of high- yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests or diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries. The United States, where the most careful measurements have been done, discovered in 1982 that about one-fifth of its farmland was losing topsoil at a rate likely to diminish the soil's productivity. The country subsequently embarked upon a program to convert 11 per cent of its cropped land to meadow or forest. Topsoil in India and China is vanishing much faster than in America.
Government policies have frequently compounded the environmental damage that farming can cause. In the rich countries, subsidies for growing crops and price supports for farm output drive up the price of land. The annual value of these subsidies is immense: about $250 billion, or more than all World Bank lending in the 1980s. To increase the output of crops per acre, a farmer's easiest option is to use more of the most readily available inputs: fertilisers and pesticides. Fertiliser use doubled in Denmark in the period 1960-1985 and increased in The Netherlands by 150 per cent. The quantity of pesticides applied has risen too: by 69 per cent in 1975-1984 in Denmark, for example, with a rise of 115 per cent in the frequency of application in the three years from 1981.
In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The most dramatic example was that of New Zealand, which scrapped most farm support in 1984. A study of the environmental effects, conducted in 1993, found that the end of fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the decline in world commodity prices, which cut farm incomes). The removal of subsidies also stopped land-clearing and over-stocking, which in the past had been the principal causes of erosion. Farms began to diversify. The one kind of subsidy whose removal appeared to have been bad for the environment was the subsidy to manage soil erosion.
In less enlightened countries, and in the European Union, the trend has been to reduce rather than eliminate subsidies, and to introduce new payments to encourage farmers to treat their land in environmentally friendlier ways, or to leave it fallow. It may sound strange but such payments need to be higher than the existing incentives for farmers to grow food crops. Farmers, however, dislike being paid to do nothing. In several countries they have become interested in the possibility of using fuel produced from crop residues either as a replacement for petrol (as ethanol) or as fuel for power stations (as biomass). Such fuels produce far less carbon dioxide than coal or oil, and absorb carbon dioxide as they grow. They are therefore less likely to contribute to the greenhouse effect. But they are rarely competitive with fossil fuels unless subsidised - and growing them does no less environmental harm than other crops.
Question Type 7 – Matching Sentence Endings
Sa ganitong uri ng test, bibigyan ka ng listahan ng mga hindi kumpletong pangungusap na walang katapusan at isa pang listahan na may posibleng katapusan. Ang iyong gawain ay itugma ang hindi kumpletong pangungusap sa tamang katapusan batay sa reading text.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Matching Sentence Endings Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Complete each sentence with the correct ending A-J from the box below.
Write the correct letter A-J in boxes 8-10 on your answer sheet.
NB You may use any letter more than once.
- Passive smoking
- Compared with a non-smoker, a smoker
- The American Medical Association
- includes reviews of studies in its reports.
- argues for stronger action against smoking in public places.
- is one of the two most preventable causes of death.
- is more likely to be at risk from passive smoking diseases.
- is more harmful to non-smokers than to smokers.
- is less likely to be at risk of contracting lung cancer.
- is more likely to be at risk of contracting various cancers.
- opposes smoking and publishes research on the subject.
- is just as harmful to smokers as it is to non-smokers.
- reduces the quantity of blood flowing around the body.
Answer sheet
| 8 | |
| 9 | |
| 10 |
-
spellcheck Mga Sagot8. E
9. G
10. H
Discovered in the early 1800s and named 'nicotianine', the oily essence now called nicotine is the main active ingredient of tobacco. Nicotine, however, is only a small component of cigarette smoke, which contains more than 4,700 chemical compounds, including 43 cancer-causing substances. In recent times, scientific research has been providing evidence that years of cigarette smoking vastly increases the risk of developing fatal medical conditions.
In addition to being responsible for more than 85 per cent of lung cancers, smoking is associated with cancers of, amongst others, the mouth, stomach and kidneys, and is thought to cause about 14 per cent of leukaemia and cervical cancers. In 1990, smoking caused more than 84,000 deaths, mainly resulting from such problems as pneumonia, bronchitis and influenza. Smoking, it is believed, is responsible for 30 per cent of all deaths from cancer and clearly represents the most important preventable cause of cancer in countries like the United States today.
Passive smoking, the breathing in of the side-stream smoke from the burning of tobacco between puffs or of the smoke exhaled by a smoker, also causes a serious health risk. A report published in 1992 by the US Environmental Protection Agency (EPA) emphasized the health dangers, especially from sidestream smoke. This type of smoke contains more smaller particles and is therefore more likely to be deposited deep in the lungs. On the basis of this report, the EPA has classified environmental tobacco smoke in the highest risk category for causing cancer.
As an illustration of the health risks, in the case of a married couple where one partner is a smoker and one a non-smoker, the latter is believed to have a 30 per cent higher risk of death from heart disease because of passive smoking. The risk of lung cancer also increases over the years of exposure and the figure jumps to 80 per cent if the spouse has been smoking four packs a day for 20 years. It has been calculated that 17 per cent of cases of lung cancer can be attributed to high levels of exposure to secondhand tobacco smoke during childhood and adolescence.
A more recent study by researchers at the University of California at San Francisco (UCSF) has shown that second-hand cigarette smoke does more harm to non-smokers than to smokers. Leaving aside the philosophical question of whether anyone should have to breathe someone else's cigarette smoke, the report suggests that the smoke experienced by many people in their daily lives is enough to produce substantial adverse effects on a person's heart and lungs.
The report, published in the Journal of the American Medical Association (AMA), was based on the researchers' own earlier research but also includes a review of studies over the past few years. The American Medical Association represents about half of all US doctors and is a strong opponent of smoking. The study suggests that people who smoke cigarettes are continually damaging their cardiovascular system, which adapts in order to compensate for the effects of smoking. It further states that people who do not smoke do not have the benefit of their system adapting to the smoke inhalation. Consequently, the effects of passive smoking are far greater on non-smokers than on smokers.
This report emphasizes that cancer is not caused by a single element in cigarette smoke; harmful effects to health are caused by many components. Carbon monoxide, for example, competes with oxygen in red blood cells and interferes with the blood's ability to deliver life-giving oxygen to the heart. Nicotine and other toxins in cigarette smoke activate small blood cells called platelets, which increases the likelihood of blood clots, thereby affecting blood circulation throughout the body.
The researchers criticize the practice of some scientific consultants who work with the tobacco industry for assuming that cigarette smoke has the same impact on smokers as it does on non-smokers. They argue that those scientists are underestimating the damage done by passive smoking and, in support of their recent findings, cite some previous research which points to passive smoking as the cause for between 30,000 and 60,000 deaths from heart attacks each year in the United States. This means that passive smoking is the third most preventable cause of death after active smoking and alcohol-related diseases.
The study argues that the type of action needed against passive smoking should be similar to that being taken against illegal drugs and AIDS (SIDA). The UCSF researchers maintain that the simplest and most cost-effective action is to establish smoke-free work places, schools and public places.
Question Type 8 – Sentence Completion
Sa ganitong uri ng tanong, bibigyan ka ng ilang pangungusap na may mga puwang sa kanila at hihilingin na kumpletuhin ang
mga pangungusap gamit ang mga salita mula sa reading text.
Ang mga tanong na ito ay parehong vocabulary test at reading test dahil hinihiling nito sa iyo na maging maalam sa paraphrasing
(paggamit ng iba't ibang salita upang ulitin ang isang pangungusap upang magkaroon ng parehong kahulugan) at synonyms
(mga salita na may parehong o napakahalagang katulad na kahulugan)
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Sentence/Table Completion Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
- ______would be a more effective target for government investment than micro-turbines.
- An indirect benefit of subsidising micro-turbines is the support it provides for ______
- Most spending has a _____effect on the environment
- If people buy a micro-turbine, they have less money to spend on things like foreign holidays and ____.
Answer sheet
| 10 | |
| 11 | |
| 12 | |
| 13 |
-
spellcheck Mga Sagot10 offshore wind farms.
11. developing technology
12. negatived
13. cars
A In terms of micro-renewable energy sources suitable for private use, a 15-kilowatt (kW) turbine is at the biggest end of the spectrum. With a nine metre diameter and a pole as high as a four-storey house, this is the most efficient form of wind microturbine, and the sort of thing you could install only if you had plenty of space and money. According to one estimate, a 15-kW micro-turbine (that's one with the maximum output), costing £41,000 to purchase and a further £9,000 to install, is capable of delivering 25,000 kilowatt-hours (kWh)' of electricity each year if placed on a suitably windy site.
B I don't know of any credible studies of the greenhouse gas emissions involved in producing and installing turbines, so my estimates here are going to be even more broad than usual. However, it is worth trying. If turbine manufacture is about as carbon intensive per pound sterling of product as other generators and electrical motors, which seems a reasonable assumption, the carbon intensity of manufacture will be around 640 kilograms (kg) per £1,000 of value. Installation is probably about as carbon intensive as typical construction, at around 380 kg per £1,000. That makes the carbon footprint (the total amount of greenhouse gases that installing a turbine creates) 30 tonnes.
C The carbon savings from wind-powered electricity generation depend on the carbon intensity of the electricity that you're replacing. Let's assume that your generation replaces the coal-fuelled part of the country's energy mix. In other words, if you live in the UK, let's say that rather than replacing typical grid electricity, which comes from a mix of coal, gas, oil and renewable energy sources, the effect of your turbine is to reduce the use of coal-fired power stations. That's reasonable, because coal is the least preferable source in the electricity mix. In this case the carbon saving is roughly one kilogram per kWh, so you save 25 tonnes per year and pay back the embodied carbon in just 14 months - a great start.
D The UK government has recently introduced a subsidy for renewable energy that pays individual producers 24p per energy unit on top of all the money they save on their own fuel bill, and on selling surplus electricity back to the grid at approximately 5p per unit. With all this taken into account, individuals would get back £7,250 per year on their investment. That pays back the costs in about six years. It makes good financial sense and, for people who care about the carbon savings for their own sake, it looks like a fantastic move. The carbon investment pays back in just over a year, and every year after that is a 25-tonne carbon saving. (It's important to remember that all these sums rely on a wind turbine having a favourable location)
E So, at face value, the turbine looks like a great idea environmentally, and a fairly good long-term investment economically for the person installing it. However, there is a crucial perspective missing from the analysis so far. Has the government spent its money wisely? It has invested 24p per unit into each micro-turbine. That works out at a massive £250 per tonne of carbon saved. My calculations tell me that had the government invested its money in offshore wind farms, instead of subsidising smaller domestic turbines, they would have broken even after eight years. In other words, the micro-turbine works out as a good investment for individuals, but only because the government spends, and arguably wastes, so much money subsidising it. Carbon savings are far lower too.
F Nevertheless, although the micro-wind turbine subsidy doesn't look like the very best way of spending government resources on climate change mitigation, we are talking about investing only about 0.075 percent per year of the nation's GDP to get a one percent reduction in carbon emissions, which is a worthwhile benefit. In other words, it could be much better, but it could be worse. In addition, such investment helps to promote and sustain developing technology.
G There is one extra favourable way of looking at the micro-wind turbine, even if it is not the single best way of investing money in cutting carbon. Input- output modelling has told us that it is actually quite difficult to spend money without having a negative carbon impact. So if the subsidy encourages people to spend their money on a carbon-reducing technology such as a wind turbine, rather than on carbon-producing goods like cars, and services such as overseas holidays, then the reductions in emissions will be greater than my simple sums above have suggested.
Question Type 9 – Summary, Note, Table, Flow-chart Completion
Sa ganitong uri ng tanong, bibigyan ka ng buod mula sa IELTS text at kakailanganin mong kumpletuhin ito gamit ang impormasyon mula sa teksto. Ang buod ay magmumula lamang sa isang bahagi ng IELTS reading passage, kaya hindi ito magbubuod sa buong reading passage. May dalawang variation ng ganitong uri ng tanong. Maaaring hilingin sa iyo na pumili ng mga salita mula sa teksto o pumili mula sa isang listahan ng mga sagot.
Ang ibinigay na impormasyon ay maaaring nasa anyo ng:
- ilang konektadong pangungusap ng teksto (tinutukoy bilang summary)
- ilang mga note (tinutukoy bilang notes)
- isang table na may ilang cell na walang laman o bahagyang walang laman (tinutukoy bilang table)
- isang serye ng mga kahon o hakbang na konektado sa pamamagitan ng mga arrow upang ipakita ang isang pagkakasunud-sunod ng mga pangyayari
- na may ilang mga kahon o hakbang na walang laman o bahagyang walang laman (tinutukoy bilang flow-chart).
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Summary Completion Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Complete the table below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 9-13 on your answer sheet.
| Species | French | Spanish | South African ball |
| Preferred climate | cool | 9 _____ | 12 _____ |
| Complementary species | Spanish | 13 _____ | |
| Start of active period | late spring | 10 _____ | |
| Number of generations per year | 1-2 | 11 _____ |
Answer sheet
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 |
-
spellcheck Mga Sagot9 temperate
10 early spring
11 two to five / 2-5
12 sub-tropical
13 South African tunneling/tunnelling
Introducing dung1 beetles into a pasture is a simple process: approximately 1,500 beetles are released, a handful at a time, into fresh cow pats2 in the cow pasture. The beetles immediately disappear beneath the pats digging and tunnelling and, if they successfully adapt to their new environment, soon become a permanent, self-sustaining part of the local ecology. In time they multiply and within three or four years the benefits to the pasture are obvious.
Dung beetles work from the inside of the pat so they are sheltered from predators such as birds and foxes. Most species burrow into the soil and bury dung in tunnels directly underneath the pats, which are hollowed out from within. Some large species originating from France excavate tunnels to a depth of approximately 30 cm below the dung pat. These beetles make sausage-shaped brood chambers along the tunnels. The shallowest tunnels belong to a much smaller Spanish species that buries dung in chambers that hang like fruit from the branches of a pear tree. South African beetles dig narrow tunnels of approximately 20 cm below the surface of the pat. Some surface-dwelling beetles, including a South African species, cut perfectly-shaped balls from the pat, which are rolled away and attached to the bases of plants.
For maximum dung burial in spring, summer and autumn, farmers require a variety of species with overlapping periods of activity. In the cooler environments of the state of Victoria, the large French species (2.5 cms long), is matched with smaller (half this size), temperate-climate Spanish species. The former are slow to recover from the winter cold and produce only one or two generations of offspring from late spring until autumn. The latter, which multiply rapidly in early spring, produce two to five generations annually. The South African ball-rolling species, being a sub-tropical beetle, prefers the climate of northern and coastal New South Wales where it commonly works with the South African tunneling species. In warmer climates, many species are active for longer periods of the year.
Glossary
1. dung: the droppings or excreta of animals
2. cow pats: droppings of cows
Question Type 10 – Diagram Label Completion
Hinihiling ng ganitong uri ng tanong na kumpletuhin mo ang mga label sa isang diagram, na may kaugnayan sa isang paglalarawan na nakapaloob sa IELTS text. Mayroong tatlong uri ng diagram na maaari mong makuha: isang teknikal na drawing ng isang makina o imbensyon, isang bagay mula sa natural na mundo, o isang disenyo o plano.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Diagram Label Completion Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Label the tunnels on the diagram below using words from the box.
Write your answers in boxes 6-8 on your answer sheet.
Answer sheet
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spellcheck Mga Sagot6 South African
7 French
8 Spanish
Introducing dung1 beetles into a pasture is a simple process: approximately 1,500 beetles are released, a handful at a time, into fresh cow pats2 in the cow pasture. The beetles immediately disappear beneath the pats digging and tunnelling and, if they successfully adapt to their new environment, soon become a permanent, self-sustaining part of the local ecology. In time they multiply and within three or four years the benefits to the pasture are obvious.
Dung beetles work from the inside of the pat so they are sheltered from predators such as birds and foxes. Most species burrow into the soil and bury dung in tunnels directly underneath the pats, which are hollowed out from within. Some large species originating from France excavate tunnels to a depth of approximately 30 cm below the dung pat. These beetles make sausage-shaped brood chambers along the tunnels. The shallowest tunnels belong to a much smaller Spanish species that buries dung in chambers that hang like fruit from the branches of a pear tree. South African beetles dig narrow tunnels of approximately 20 cm below the surface of the pat. Some surface-dwelling beetles, including a South African species, cut perfectly-shaped balls from the pat, which are rolled away and attached to the bases of plants.
For maximum dung burial in spring, summer and autumn, farmers require a variety of species with overlapping periods of activity. In the cooler environments of the state of Victoria, the large French species (2.5 cms long), is matched with smaller (half this size), temperate-climate Spanish species. The former are slow to recover from the winter cold and produce only one or two generations of offspring from late spring until autumn. The latter, which multiply rapidly in early spring, produce two to five generations annually. The South African ball-rolling species, being a sub-tropical beetle, prefers the climate of northern and coastal New South Wales where it commonly works with the South African tunneling species. In warmer climates, many species are active for longer periods of the year.
1. dung: the droppings or excreta of animals
2. cow pats: droppings of cows
Question Type 11 – Short Answer Questions
Sa ganitong uri ng tanong, kailangan mong magsulat ng isa, dalawa o tatlong salita o isang numero bilang sagot.
Ang mga tanong ay karaniwang nauugnay sa impormasyong batay sa katotohanan tungkol sa mga detalye sa teksto.
Ang mga tagubilin ay magpapaliwanag kung gaano karaming salita/numero ang dapat gamitin ng mga test takers sa kanilang mga sagot, hal. NO MORE THAN THREE WORDS AND/OR A NUMBER mula sa passage, ONE WORD ONLY o NO MORE THAN TWO WORDS.
Kung ang mga test takers ay magsusulat ng higit pa sa bilang ng mga salitang hinihiling, mawawalan sila ng marka.
Ang mga numero ay maaaring isulat gamit ang mga bilang o salita.
Tingnan ang aming buong IELTS reading practice test lesson sa How to Answer Short Answer Questions. Dito ay maaari kang manood ng mga video lesson para sa parehong uri ng test at detalyadong paliwanag na may mga sample na tanong
Answer the questions below using NO MORE THAN THREE WORDS for each answer.
Write your answers in boxes 1-3 on your answer sheet.
- In which year did the World Health Organisation define health in terms of mental, physical and social well-being
- Name the three broad areas which relate to people's health, according to the socio-ecological view of health.
- During which decade were lifestyle risks seen as the major contributors to poor health?
Answer sheet
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| 2 | |
| 3 |
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spellcheck Mga Sagot1. 1946
2. social, economic, environmental
3. 1970's
The concept of health holds different meanings for different people and groups. These meanings of health have also changed over time. This change is no more evident than in Western society today, when notions of health and health promotion are being challenged and expanded in new ways.
For much of recent Western history, health has been viewed in the physical sense only. That is, good health has been connected to the smooth mechanical operation of the body, while ill health has been attributed to a breakdown in this machine. Health in this sense has been defined as the absence of disease or illness and is seen in medical terms. According to this view, creating health for people means providing medical care to treat or prevent disease and illness. During this period, there was an emphasis on providing clean water, improved sanitation and housing.
In the late 1940s the World Health Organisation challenged this physically and medically oriented view of health. They stated that "health is a complete state of physical, mental and social well-being and is not merely the absence of disease" (WHO, 1946). Health and the person were seen more holistically (mind/body/spirit) and not just in physical terms.
The 1970s was a time of focusing on the prevention of disease and illness by emphasising the importance of the lifestyle and behaviour of the individual. Specific behaviours which were seen to increase risk of disease, such as smoking, lack of fitness and unhealthy eating habits, were targeted. Creating health meant providing not only medical health care, but health promotion programs and policies which would help people maintain healthy behaviours and lifestyles. While this individualistic healthy lifestyles approach to health worked for some (the wealthy members of society), people experiencing poverty, unemployment, underemployment or little control over the conditions of their daily lives benefited little from this approach. This was largely because both the healthy lifestyles approach and the medical approach to health largely ignored the social and environmental conditions affecting the health of people.
During the 1980s and 1990s there has been a growing swing away from seeing lifestyle risks as the root cause of poor health. While lifestyle factors still remain important, health is being viewed also in terms of the social, economic and environmental contexts in which people live. This broad approach to health is called the socio-ecological view of health. The broad socio-ecological view of health was endorsed at the first International Conference of Health Promotion held in 1986, Ottawa, Canada, where people from 38 countries agreed and declared that: "The fundamental conditions and resources for health are peace, shelter, education, food, a viable income, a stable eco-system, sustainable resources, social justice and equity. Improvement in health requires a secure foundation in these basic requirements." (WHO, 1986)
It is clear from this statement that the creation of health is about much more than encouraging healthy individual behaviours and lifestyles and providing appropriate medical care. Therefore, the creation of health must include addressing issues such as poverty, pollution, urbanisation, natural resource depletion, social alienation and poor working conditions. The social, economic and environmental contexts which contribute to the creation of heath do not operate separately or independently of each other. Rather, they are interacting and interdependent, and it is the complex interrelationships between them which determine the conditions that promote health. A broad socio-ecological view of health suggests that the promotion of health must include a strong social, economic and environmental focus.
At the Ottawa Conference in 1986, a charter was developed which outlined new directions for health promotion based on the socio-ecological view of health. This charter, known as the Ottawa Charter for Health Promotion, remains as the backbone of health action today. In exploring the scope of health promotion it states that:
Good health is a major resource for social, economic and personal development and an important dimension of quality of life. Political, economic, social, cultural, environmental, behavioural and biological factors can all favour health or be harmful to it. (WHO, 1986) The Ottawa Charter brings practical meaning and action to this broad notion of health promotion. It presents fundamental strategies and approaches in achieving health for all. The overall philosophy of health promotion which guides these fundamental strategies and approaches is one of "enabling people to increase control over and to improve their health" (WHO, 1986).
Paano Makakatulong sa Iyo ang mga Trend na Maghanda para sa IELTS Reading Test
Napag-usapan na natin ang IELTS reading tips para sa pagsagot ng bawat uri ng tanong, ngayon ay tingnan natin ang isang kawili-wiling trend na makakatulong sa iyong paghahanda sa reading test. Ang pie chart sa ibaba ay naglalarawan ng proporsyon ng bawat uri ng reading question na lumitaw sa mga opisyal na IELTS reading tests noong 2017.
Tulad ng nakikita mo, ang mga uri ng tanong na "Sentence/Summary/Note/Table/Flow-chart/Diagram completion & Short answer" ay ang pinaka-karaniwan sa 29%, kasama ang "Identifying information/viewer claims" na uri ng tanong sa pangalawang puwesto na may 23%. Sa wakas, ang "Matching features" na uri ng tanong ay umabot ng 16%, "Matching information/Multiple choice" 11%, at "Matching headings" 10%.
Sa impormasyong ito, makikita mo kung aling mga uri ng tanong ang pinakamalamang na lumitaw sa iyong IELTS reading exam. Kahit na KAILANGAN mong maghanda para sa lahat ng mga uri ng tanong, ang pag-alam sa impormasyong ito ay makakatulong sa iyong pamahalaan ang iyong oras sa pagitan nila. Siyempre, kung mataas ang iyong pagkakaiskor sa ilang uri ng tanong, malamang na dapat kang magtuon ng mas maraming oras sa mga uri ng tanong na nahihirapan ka. Kung gusto mong malaman nang eksakto kung anong mga uri ng reading question ang iyong nahihirapan, simulan ang isang LIBRENG IELTS Reading Sample Test at sa pagtatapos ng exam, mag-click lang sa View Results upang makita ang iyong buong reading diagnostic report, na kasama rin kung paano ka nakaperform sa bawat uri ng tanong.
Susunod ay lalampasan namin ang IELTS reading tips at estratehiya na kinakailangan para sa mataas na reading score.
IELTS Reading Tips - Paano Pahusayin ang iyong Reading Band Score
Karamihan sa mga estudyante ay nabibigo sa reading section dahil sa sumusunod na tatlong dahilan
- Mabagal na bilis ng pagbasa
- Mahinang bokabularyo
- Kakaunti o walang paghahanda
Pagpapahusay sa iyong bilis ng pagbasa
Una, alisin natin ang halatang bagay. Upang pahusayin ang iyong bilis ng pagbasa, kailangan mong aktwal na sanayin ang pagbasa at gawin ito nang tuluy-tuloy.
Ngayon ay tingnan natin ang isang hindi gaanong halatang estratehiya na makakatulong sa iyong maunawaan ang kahulugan ng malalaking piraso ng pangungusap. Magsimula sa pamamagitan ng pag-aanalisa ng pangungusap. Gawin ito sa pamamagitan ng paghahanap sa simuno at panaguri ng pangungusap. Ang paghanap sa simuno at panaguri ay makakatulong sa iyong maunawaan ang kahulugan ng pangungusap. Isang dahilan kung bakit ang mga academic reading passage ay maaaring mahirap maunawaan ay dahil pinagsasama nila ang mga sunud-sunod na ideya upang bumuo ng mahabang pinagsamang pangungusap. Ito ay gumagawa ng malalaking piraso ng pangungusap na mas mahirap matunaw, kaya ang paggamit ng simuno at panaguri bilang iyong gabay sa pag-unawa sa buong piraso ay isang mahusay na tool na maaari mong gamitin sa panahon ng iyong IELTS reading exam.
Pagpapahusay sa iyong bokabularyo
Maraming tao ang nag-aakalang ang pagsagot sa mga reading question ay kasing simple ng pagtingin sa talata para sa mga keyword at impormasyon...Buweno, sa kasamaang-palad, hindi ganoon kasimple. Ang mga reading question ay karaniwang paraphrased, ibig sabihin, ang mga salita ay binago upang gamitin ang mga synonym ng mga salita mula sa IELTS reading passage. Ginagawa ito upang dagdagan ang kahirapan, kung hindi, ang test ay magiging napakadali. Dahil dito, kailangan mong pahusayin ang iyong bokabularyo upang malaman ang maraming iba't ibang synonyms ng isang salita.
Habang naghahanda ka para sa reading test at nakatagpo ka ng salita na hindi mo alam, gawing kaugalian ang alinman sa pagtigil at paghahanap nito o hindi bababa sa pagsulat nito at paghahanap nito mamaya. Medyo nakakapagod ito, ngunit napakaepektibo. Ang iyong layunin ay dapat, ngunit hindi limitado sa, pag-aaral ng 15 hanggang 20 bagong akademikong salita araw-araw.
Pag-alam kung saang uri ng tanong ang mga sagot ay nasa/hindi nasa pagkakasunud-sunod
Mahalagang malaman na para sa ilang uri ng tanong, ang mga sagot ay karaniwang (halos palaging) nasa parehong pagkakasunud-sunod tulad ng IELTS reading passage. Para sa iba pang mga uri ng tanong, ang mga sagot ay bihirang nasa parehong pagkakasunud-sunod tulad ng reading passage. Nakumpleto namin ang isang talahanayan para sa mga uri ng tanong na sumusunod at ang mga hindi. Pakitandaan.
| Ang mga sagot ay karaniwang (halos palaging) nasa parehong pagkakasunud-sunod tulad ng passage | Ang mga sagot ay bihirang nasa parehong pagkakasunud-sunod tulad ng passage. |
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Paghahanap ng pinakamahusay na reading strategy para sa iyo
Ang pinakamalaking hamon na kinakaharap ng karamihan sa mga tao sa IELTS reading exam ay ang pagkumpleto ng lahat ng reading question bago maubos ang oras. Sa susunod na seksyon, matututunan mo ang tatlong estratehiya at nasa iyo ang malaman kung alin ang pinakaangkop sa iyo. Gagawin mo iyon gamit ang aming libreng reading practice.
3 Estratehiya sa IELTS Reading
Estratehiya 1: Pagbasa ng buong passage tapos sasagutin ang mga tanong.
Una sa lahat, hindi ito gaanong isang estratehiya. Ito ay isang bagay na ginagawa ng mga tao kapag hindi sila maayos na naghahanda para sa reading exam. Gayunpaman, isinama namin ito bilang isang estratehiya dahil, sa teknikal na pakahulugan, kung makakapanatili ka ng impormasyon mula sa passage sa iyong unang pagbasa at makakasagot sa mga tanong, hindi mo kakailanganin ang estratehiya 2.
Ang estratehiyang ito, kung wala kang mas mahusay kaysa sa karaniwang memorya, ay hindi epektibo. Maaaring maubusan ka ng oras bago mo masagot ang lahat ng mga tanong. Maraming tao ang gumagawa ng pagkakamaling ito. Gayunpaman, may ilang mga tanong na hindi nangangailangan ng malaking pagsisikap at makikinabang sa estratehiyang ito tulad ng Kung ang tanong ay isang "Yes" o "No" na sagot, sa gayon ay maaari kang mag-skim nang mabilis at hanapin ang sagot nang mabilis, ngunit walang sapat na mga uri ng tanong na ito, kaya hindi ito ipinapayong gamitin ang estratehiyang ito maliban kung kaya mo ito.
Estratehiya 2: Pagbasa muna ng mga tanong, basahin para sa isang layunin at kumuha ng mga note, at pagkatapos ay sagutin ang mga tanong nang matalino
Ito ang aming inirerekomendang estratehiya. Makakatulong ito sa iyong makakuha ng mas mataas na IELTS reading score. Isipin ito bilang isang malinaw na mapa kung paano sa pangkalahatan ay lapitan ang exam:
Isa sa mga pinaka-karaniwang pagkakamali na ginagawa ng mga kandidato kapag
nilalapitan ang reading exam ay pagbasa ng bawat salita ng IELTS reading passages. Bagama't maaari mong
sanayin para sa exam sa pamamagitan ng pagbasa para sa kasiyahan, ang "blindly reading" (pagbasa nang walang anumang ideya
kung ano ang itatanong ng mga tanong) ay hindi makatutulong sa iyo sa exam. Sa halip, ito ay makakasama sa iyong
pagkakataon na epektibong pamahalaan ang iyong oras at makuha ang pinakamahusay na iskor.
Ang pangunahing dahilan upang basahin muna ang mga tanong ay dahil ang uri ng tanong ay maaaring
tukuyin kung ano ang babasahin mo sa passage o kung paano mo ito basahin. Halimbawa, ang ilang uri ng tanong ay tatawag para sa
"skimming" na teknika, habang ang iba ay maaaring tumawag para sa "scanning" na teknika.
Mahalagang harapin ang isang set ng mga tanong na nasa parehong uri ng tanong.
Kakailanganin mong tukuyin kung aling uri ng tanong ang gusto mong harapin muna.
Magandang estratehiya na magsimula sa mas madaling uri ng tanong at lumipat sa mas mahirap na uri ng tanong sa bandang huli.
Ang pinakamadaling uri ng tanong ay ang mga isa kung saan gumugugol ka ng mas kaunting oras sa pagbasa.
Halimbawa, ang uri ng tanong na Matching Heading ay isang mas madali dahil
kailangan mo lang hanapin ang heading na pinakamahusay na naglalarawan sa pangunahing ideya ng isang talata.
Ang isang halimbawa ng mahirap na uri ng tanong ay Identifying Information. Para sa uri ng tanong na ito,
kakailanganin mong basahin ang bawat talata upang malaman kung bawat pahayag ay TRUE, FALSE, o NOT GIVEN ayon sa passage.
Narito ang isang talahanayan na naglilista ng mga antas ng kahirapan para sa bawat uri ng tanong. Gamitin ang talahanayang ito bilang sanggunian kapag pumipili kung aling uri
ng tanong ang gusto mong harapin muna.
| Antas ng Kahirapan | Uri ng Tanong |
|---|---|
| Madali | Match Headings Short answer |
| Katamtaman |
Matching Sentence Endings Matching Features Multiple choice Sentence Completion Diagram Label, Summary, Note, Table, Flow-Chart Completion |
| Mahirap |
Match Information Identifying Information (TRUE/FALSE/NOT GIVEN) Identifying Viewer's claims (YES/NO/NOT GIVEN) |
Pagkatapos mong basahin ang mga tanong mula sa IELTS text, magagawa mong magbasa para sa isang layunin. Ano ang ibig sabihin nito? Halimbawa, kung makakatagpo ka ng isang tanong na kasama ang taong "1896", maaari kang gumawa ng note kung kailan lumitaw ang taong ito sa teksto, gamit ito upang sagutin ang tanong sa bandang huli.
May dalawang teknik sa pagbasa na makakatulong sa iyong manatili sa tamang landas sa pagbasa para sa isang layunin. Ang una, skimming, ay pinakamahusay na nailalarawan bilang pagbasa nang mabilis upang makuha ang "gist", o pangkalahatang ideya, o ng isang passage. Sa teknik na ito, hindi ka humihinto para sa anumang hindi pamilyar na salita o naghahanap ng mga partikular na detalye. Ang ikalawang teknik, scanning, ay pinakamahusay na nailalarawan bilang pagbasa para sa partikular na impormasyon. Sa teknik na ito, hindi ka nagbabasa para sa kabuuang ideya, kundi sa partikular na impormasyon. Pansinin kung paano ang bawat isa sa mga teknik na ito ay may partikular na layunin sa isip. Ito ang makakatulong sa iyong makahanap ng impormasyon nang mas mabilis.
Habang nagbabasa ka para sa isang layunin, dapat ka rin gumawa ng mga note sa mga margin ng passage, naglalagay ng mga bituin sa tabi ng mahalagang impormasyon, o salungguhitan ang mga bagay na sa palagay mo ay makakatulong sa iyong sagutin ang iba't ibang mga tanong. Ito ay magpapadali sa iyong magbalik kapag tinatanong ka tungkol sa ilang bagay sa mga tanong. Pumili ng anumang note-taking system na tama para sa iyo—siguraduhing gagawin mo lang ito!
Pagkatapos mong basahin ang mga tanong, basahin ang passage, at kumuha ng anumang angkop na mga note, dapat ay natagpuan mo na ang bahagi ng teksto kung saan kailangan mong magbasa nang mabuti. Pagkatapos ay basahin ng maigi at mag-isip nang kritikal upang matukoy ang tamang sagot.
Estratehiya 3: Skimming, paggawa ng note, at mga uri ng tanong.
Ito ay isa pang estratehiya na ginagamit ng maraming IELTS test taker. Makakatulong ito sa iyong makakuha ng mas mataas na reading score. Ang estratehiya ay binubuo ng 4 na hakbang:
- I-skim ang bawat talata upang makuha ang pangkalahatang ideya ng bawat talata. Ang pangunahing ideya ng isang talata ay karaniwang matatagpuan sa unang ilang pangungusap kaya mag-focus ng kaunti pa sa mga pangungusap na iyon. Ang mga sumusunod na pangungusap ay maaaring i-skim nang mabilis, sinasalungguhitan ang mga pangalan/salita/parirala na lumilitaw.
- Pagkatapos i-skim ang bawat talata, magsulat ng maikling note (2-5 salita) sa tabi ng bawat talata na may iyong pinakamahusay na hula tungkol sa pangunahing ideya ng talatang iyon.
- Sunod, sagutin ang isang set ng mga tanong na nasa parehong uri ng tanong.
- Sa wakas, sagutin ng mahusay at tama ang isang set ng mga tanong.
Mahalaga na hindi ka gumugol ng higit sa 3-5 minuto sa Hakbang 1 at 2. Ang paggugol ng masyadong maraming oras sa mga hakbang na ito ay masasayang ng masyadong maraming oras at maaaring maubusan ka ng oras.
Hakbang 1 & 2Ang layunin dito ay upang mag-set up ng isang epektibong paraan upang makahanap ng mga sagot sa passage. Sa pamamagitan ng pagsulat ng pangkalahatang ideya ng bawat talata, malalaman mo kung aling talata ang naglalaman ng sagot sa bawat tanong. Ito ay makakatipid ng maraming oras dahil kung hindi mo ito isinulat, malamang ay kakailanganin mong i-skim ang bawat talata para sa pangkalahatang ideya ng tanong, pagkatapos ay kakailanganin mong maingat na i-scan ang talata para sa sagot. Sa pamamagitan ng pagsulat sa pangunahing ideya ng bawat talata, maaari mong laktawan ang unang hakbang ng skimming sa bawat talata at simulan ang pag-scan para sa sagot.
Hakbang 3
Pagkatapos mong masusing i-skim ang teksto at nakapagsulat ng ilang mga note, handa ka na para sa Hakbang 3.
Sa hakbang na ito, kakailanganin mong tukuyin kung aling uri ng tanong ang gusto mong harapin muna.
Magandang estratehiya na magsimula sa mas madaling uri ng tanong at lumipat sa mas mahirap na uri ng tanong sa bandang huli.
Ang pinakamadaling uri ng tanong ay ang mga isa kung saan gumugugol ka ng mas kaunting oras sa pagbasa.
Halimbawa, ang uri ng tanong na Matching Heading ay isang mas madali dahil
kailangan mo lang hanapin ang heading na pinakamahusay na naglalarawan sa pangunahing ideya ng isang talata, kaya sa teknikal kailangan mo lang ang Hakbang 1 at 2 upang sagutin ang uri ng tanong na ito.
Ang isang halimbawa ng mahirap na uri ng tanong ay Identifying Information. Para sa uri ng tanong na ito,
kakailanganin mong basahin ang bawat talata upang malaman kung bawat pahayag ay TRUE, FALSE, o NOT GIVEN ayon sa passage.
Narito ang isang talahanayan na naglilista ng mga antas ng kahirapan para sa bawat uri ng tanong. Gamitin ang talahanayang ito bilang sanggunian kapag pumipili kung aling uri ng tanong ang gusto mong harapin muna.
| Antas ng Kahirapan | Uri ng Tanong |
|---|---|
| Madali | Match Headings Short answer |
| Katamtaman |
Matching Sentence Endings Matching Features Multiple choice Sentence Completion Diagram Label, Summary, Note, Table, Flow-Chart Completion |
| Mahirap |
Match Information Identifying Information (TRUE/FALSE/NOT GIVEN) Identifying Viewer's claims (YES/NO/NOT GIVEN) |
Ngayong nalaman mo na kung aling set ng mga tanong ang sasagutin mo muna, panahon na para aktwal na sagutin ang mga ito :( Huwag mag-alala! Bagama't ang bawat uri ng tanong ay magkakaiba, ang estratehiya upang sagutin ang mga ito nang tama ay nalalapat sa lahat ng mga ito. Ang pangunahing prinsipyo ay simple, sundan lang ang mga hakbang sa ibaba:
- Basahin ang tanong nang mabuti at tukuyin ang mahahalagang keyword.
- Hanapin ang talata na naglalaman ng impormasyong kailangan upang sagutin ang tanong. (Sana ay isinulat mo na ang mga pangkalahatang ideya para sa bawat talata, kaya madali mong matutukoy ito.)
- I-scan ang talata para sa mahahalagang keyword (Malamang sila ay mga synonyms!) hanggang sa mahanap mo ang bahagi ng teksto kung saan kailangan mong maingat na magbasa.
- Sa wakas, basahin ng maigi at mag-isip nang kritikal upang matukoy ang tamang sagot.
Libreng IELTS Reading Sample PDF Downloads na may mga Sagot
Sa ibaba ay ilang libreng reading samples mula sa British Council (ang gumagawa ng IELTS exam). Subukang sagutin ang mga tanong at tingnan kung paano ka nagperform!